Every day, students make decisions affecting their health and well-being: What foods to eat. What company to keep. What risks to take. What to do for exercise. These decisions often lead to habits that stay with them throughout life. The standards for health education and physical education can help students make better decisions about their health. They learn that their decisions can affect their health and set a pattern for their lives. Students learn to protect their health by acquiring good information, by seeking good advice and friendships, and by taking responsibility for their own health.

Health education gives students the knowledge and skills to thrive physically, mentally, emotionally, and socially. This knowledge helps students meet the challenges of growing up. It helps students to recognize the causes of ill health and to understand the benefits of prevention, good hygiene, and appropriate medical care. Through health education, students become aware of the dimensions of good health: physical soundness and vigor; mental alertness and ability to concentrate; expressing emotions in a healthy way; resiliency; and positive relations with family and peers. Health education also includes a set of skills to help students be better consumers of information, to manage stress and conflict, and to make better decisions in the face of conflicting messages, thus assisting them to live healthier lives.

Physical education gives students the knowledge and skills to make the most of their physical and mental abilities. It gives them building blocks for good health: physical fitness and skills, coordination, and good sportsmanship. Students learn to assess their own physical fitness and maintain healthy levels of physical activity. They learn new skills and improve performance, while gaining the self discipline to take part in individual and group activities. Students who participate in physical education activities on a regular basis, learn the benefits of that participation and value its contribution to a healthy lifestyle.

HEALTH EDUCATION

A. HEALTH CONCEPTS

Students will understand health promotion and disease prevention concepts. Knowledge of how disease and injury affect the body and learning about the health benefits of preventive care, timely treatment, and appropriate personal behaviors are at the heart of health education. Students who protect their health have a better chance of remaining healthy and productive throughout their lives.

B. HEALTH INFORMATION, SERVICES, AND PRODUCTS

Students will know how to acquire valid information about health issues, services, and products. People need good information about prevention, early detection, and treatment of health problems. An important step in learning to protect health is developing the skills to find and analyze information about health issues.

C. HEALTH PROMOTION AND RISK REDUCTION

Students will understand how to reduce their health risks through the practice of healthy behaviors. In taking responsibility for personal health, students lay a foundation for a healthy, productive life. Many diseases and injuries can be prevented by avoiding harmful behaviors and taking fewer risks. More importantly, students can take steps to improve their health such as eating better foods, exercising regularly, and paying attention to preventive care.

D. INFLUENCES ON HEALTH

Students will understand how media techniques, cultural perspectives, technology, peers, and family influence behaviors that affect health. Students receive an almost constant stream of information about their health and behavior. As a first step to making decisions that protect health, students need to recognize how different messages influence their actions.

E. COMMUNICATION SKILLS

Students will understand that skillful communication can contribute to better health for them, their families, and the community. Students need effective communication skills to develop and maintain healthy personal relationships. The ability to organize and convey information, beliefs, opinions, and feelings is a skill that can reduce and avoid conflict. Communication skills enable individuals to be advocates for a healthy school, home, workplace, and community.

F. DECISION-MAKING AND GOAL SETTING

Students will learn how to set personal goals and make decisions that lead to better health. Knowledge of good health practices will not help students unless they have the foresight and discipline to act on that knowledge. The practical application of knowledge requires students to develop skills such as goal setting and decision making. Students who have the right combination of knowledge and skills can begin to contribute to their own good health, to healthy families, and to safer communities.

PHYSICAL EDUCATION

A. PHYSICAL FITNESS

Students will acquire the knowledge needed to be physically fit and take part in healthful physical activity on a regular basis. Students who develop healthful patterns of physical activity and enjoyment are more likely to stay physically fit and active in their adult lives.

B. MOTOR SKILLS

Students will develop motor skills and apply these to enhance their movement and physical performance. Successful development of motor skills provides an opportunity to enjoy participation in physical activities, and reach advanced levels of performance, which in turn, increases the likelihood of continued participation.

C. PERSONAL AND SOCIAL INTERACTIONS

Students will demonstrate responsible personal and social behaviors in physical activity settings. Whether working alone, with another individual, or with a group, students engaged in physical activities are expected to demonstrate self respect and consideration of others as they seek to meet a challenge or solve a problem.

HEALTH EDUCATION

A. HEALTH CONCEPTS

Students will understand health promotion and disease prevention concepts. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Recognize that there are multiple components of health. [District LR, Personal Fitness I.1.2; Personal Fitness IV.2.2; Personal Fitness VI.1.1]
2. Describe the transmission and prevention of communicable diseases. [District LR, Personal Fitness IV.1.5]
3. Demonstrate an understanding of basic health terms. [District LR, Personal Fitness I.1.3]

EXAMPLES

• Using any art medium, students will make visuals which show children participating in health activities (e.g., eating healthful foods, learning to do crafts, spending time with family, or playing with friends).
• Practice proper handwashing.

ELEMENTARY GRADES 3-4

1. Describe the relationship between healthy practices and personal health (e.g., eating well and exercise). [District LR, Personal Fitness IV.2.1; Personal Fitness VI.2.1; Personal Fitness VI.2.2; Personal Fitness VI.2.3]
2. Identify indicators of physical, mental, emotional, and social health during childhood.
3. Describe the basic structures and functions of the human body systems. [District LR, Personal Fitness I.2.1]
4. Identify common health problems of children that should be detected and treated early.
5. Describe ways in which a healthful school and community environment influences personal health. [District LR, Personal Fitness VII.2.3]
6. Explain the difference between positive and negative responses to stress. [District LR, Personal Fitness I.2.3]
7. Demonstrate essential understanding of basic health concepts.

EXAMPLES

• Role-play situations that cause stress for students (special events, tests, friends moving) showing that for some it has a positive effect (motivation to study or practice) and for some, negative effects (physical symptoms).
• List three things that should be included on a medicine label and explain why each is important.

MIDDLE GRADES 5-8

1. Explain the relationship between healthy behaviors and the prevention of injury, illness, and disease. [District LR, Personal Fitness I.3.1; Personal Fitness IV.3.1; Personal Fitness IV.3.2; Personal Fitness IV.3.8]
2. Describe the relationship among physical, mental, emotional, and social health. [District LR, Personal Fitness I.3.5; Personal Fitness IV.3.3; Personal Fitness IV.3.7; Personal Fitness V.3.1; Personal Fitness V.3.5]
3. Analyze the effects that risky behaviors have on personal health (e.g., tobacco, drugs, poor nutrition, sexual activity, sedentary lifestyle, and behaviors resulting in injury). [District LR, Personal Fitness IV.3.2; Personal Fitness IV.3.4; Personal Fitness VI.3.2; Personal Fitness VII.3.5]
4. Evaluate how health is influenced by the interaction of body systems (e.g., physical fitness and the respiratory and circulatory systems). [District LR, Personal Fitness I.3.5; Personal Fitness IV.3.3]
5. Analyze how the environment relates to personal health. [District LR, Personal Fitness VI.3.4; Personal Fitness VI.3.5; Personal Fitness VII.3.2]
6. Explain how appropriate health care can prevent premature death and disability. [District LR, Personal Fitness II.3.3; Personal Fitness IV.3.3; Personal Fitness IV.3.4; Personal Fitness IV.3.7; Personal Fitness VI.3.1; Personal Fitness VI.3.3]
7. Identify the characteristics and stages of human growth and development. [District LR, Personal Fitness I.3.2; Personal Fitness I.3.3; Personal Fitness I.3.4]
8. Demonstrate thorough understanding of key health concepts. [District LR, Personal Fitness IV.3.4; Personal Fitness IV.3.7]

EXAMPLES

• Write a short essay describing how a broken leg, riding a bike with a friend, or other activities would affect all four components of adolescent's health.
• Explain why tobacco, alcohol, and marijuana are called gateway drugs.
• Analyze the health effects of tobacco, alcohol, and other drugs.
• Discuss the relationship between the endocrine and reproductive systems.

SECONDARY GRADES

1. Analyze the relationship between personal health practices and individual well-being. [District LR, Personal Fitness I.4.1;Personal Fitness VI.4.2]
2. Describe the interrelationship of physical, mental, emotional, and social health throughout the stages of life. [District LR, Personal Fitness I.4.2; Personal Fitness VI.4.1]
3. Evaluate the short- and long-term effects of risky behavior. [District LR, Personal Fitness I.4.3; Personal Fitness VI.4.1]
4. Analyze the impact of personal health behaviors on body systems. [District LR, Personal Fitness I.4.4; Personal Fitness VI.4.2]
5. Analyze how the environment relates to personal and community health.
6. Describe health issues common at different stages of life. [District LR, Personal Fitness I.4.5]
7. Analyze how public health policies and laws influence health promotion and disease prevention. [District LR, Personal Fitness IV.4.1; Personal Fitness VI.4.3]
8. Analyze how the prevention and control of health problems are influenced by research and medical advances. [District LR, Personal Fitness IV.4.1]
9. Describe how disease-causing microorganisms, family history, nutrition, and other factors relate to the cause or prevention of disease and other health problems. [District LR, Personal Fitness IV.4.4]
10. Describe how stress management relates to disease prevention. [District LR, Personal Fitness IV.4.1]
11. Demonstrate in-depth understanding of complex health concepts.

EXAMPLES

• Analyze how particular health practices prevent the transmission of communicable diseases.
• Evaluate the short- and long-term effects of the use of tobacco, alcohol, and other drugs.
• Discuss how personal hygiene practices affect physical and social well-being.
• Analyze the possible negative and positive impacts of industrial development on the environment of a community and the health of local residents.

HEALTH EDUCATION

B. HEALTH INFORMATION, SERVICES, AND PRODUCTS

Students will know how to acquire valid information about health issues, services, and products. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Identify which school and community health helpers are needed in given situations. [District LR, Personal Fitness VII.1.1]

EXAMPLE

• Link specific tasks to specific healthcare providers such as family doctor, dentist, or nurse.

ELEMENTARY GRADES 3-4

1. Identify characteristics of valid health information and products, and services that promote health. [District LR, Personal Fitness VII.2.2; Personal Fitness VII.2.4]
2. Demonstrate ways to locate school and community health helpers. [District LR, Personal Fitness VII.2.1; Personal Fitness VII.2.4]
3. Identify community agencies that advocate healthy individuals, families, and communities. [District LR, Personal Fitness VII.2.3; Personal Fitness VII.2.4]

MIDDLE GRADES 5-8

1. Analyze the validity of health information, products, and services and describe situations requiring their use. [District LR, Personal Fitness VI.3.4; Personal Fitness VI.3.5; Personal Fitness VII.3.1; Personal Fitness VII.3.3; Personal Fitness VII.3.4]
2. Identify resources from home, school, and community that provide valid health information and services. [District LR, Personal Fitness VI.3.4; Personal Fitness VI.3.5; Personal Fitness VII.3.2; Personal Fitness VII.3.5]

EXAMPLE

• Prepare a healthful menu using the Food Guide Pyramid.

SECONDARY GRADES

1. Provide evidence to support the validity of health information, products, and services. [District LR, Personal Fitness VII.4.1]
2. Evaluate factors that influence personal selection of health products and services (e.g., cost and accessibility). [District LR, Personal Fitness VII.4.1]
3. Access school and community health services (e.g., school nurse, family physician, emergency care). [District LR, Personal Fitness II.4.2; Personal Fitness VII.4.3]
4. Analyze various health problems and identify those that require professional health care services (e.g., dental cavities, sports injuries). [District LR, Personal Fitness IV.4.5; Personal Fitness VII.4.4]

EXAMPLE

• Compare and contrast ingredients, packaging, and cost of three common acne products.

HEALTH EDUCATION

C. HEALTH PROMOTION AND RISK REDUCTION

Students will understand how to reduce their health risks through the practice of healthy behaviors. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Differentiate between safe and harmful substances found at home and school. [District LR, Personal Fitness IV.1.1; Personal Fitness VI.1.1; Personal Fitness VI.1.3]
2. Demonstrate personal hygiene skills. [District LR, Personal Fitness IV.1.2; Personal Fitness IV.1.5]
3. Choose healthful foods. [District LR, Personal Fitness II.1.1; Personal Fitness IV.1.7]
4. Demonstrate a variety of safety skills for different situations (e.g., pedestrian, bus, fire, auto, and bicycle safety). [District LR, Personal Fitness IV.1.3; Personal Fitness IV.1.4; Personal Fitness IV.2.3; Personal Fitness VI.1.2]
5. Apply coping strategies when they feel too excited, anxious, angry, or out of control.

EXAMPLE

• Demonstrate slowly counting to ten when role-playing a situation where the student feels out of control.

ELEMENTARY GRADES 3-4

1. Compare behaviors that are safe to those that are risky or harmful (e.g., bicycle safety, handling weapons, use of medicines).
2. Develop injury prevention and safety strategies for personal health. [District LR, Personal Fitness IV.2.2; Personal Fitness IV.2.5]
3. Demonstrate basic care of human body systems.
4. Demonstrate healthful and safe ways to deal with or avoid threatening and stressful situations. [District LR, Personal Fitness IV.2.4]

EXAMPLES

• Describe safe behavior in and near water.
• Demonstrate basic first aid for a scrape or first degree burn.

MIDDLE GRADES 5-8

1. Explain the importance of assuming responsibility for personal health. [District LR, Personal Fitness I.3.4; Personal Fitness I.3.5; Personal Fitness II.3.1; Personal Fitness II.3.2; Personal Fitness II.3.5; Personal Fitness IV.3.1; Personal Fitness IV.3.4; Personal Fitness IV.3.5; Personal Fitness IV.3.6; Personal Fitness IV.3.7; Personal Fitness IV.3.8; Personal Fitness V.3.2; Personal Fitness VI.3.1; Personal Fitness VI.3.4; Personal Fitness VII.3.1]
2. Analyze a personal health assessment to determine health strengths and risks.[District LR, Personal Fitness I.3.5; Personal Fitness II.3.1; Personal Fitness II.3.2; Personal Fitness II.3.4; Personal Fitness II.3.5; Personal Fitness IV.3.7; Personal Fitness IV.3.8; Personal Fitness VI.3.2; Personal Fitness VI.3.3; Personal Fitness VII.3.5]
3. Develop strategies to improve or maintain personal and family health. [District LR, Personal Fitness I.3.1; Personal Fitness II.3.1; Personal Fitness II.3.2; Personal Fitness II.3.5; Personal Fitness II.3.6; Personal Fitness IV.3.2; Personal Fitness IV.3.4; Personal Fitness IV.3.5; Personal Fitness IV.3.5; Personal Fitness V.3.5; Personal Fitness VI.3.1]
4. Develop injury prevention and response strategies for personal safety, including first aid. [District LR, Personal Fitness II.3.6;Personal Fitness II.3.7;Personal Fitness IV.3.2; Personal Fitness IV.3.8]
5. Demonstrate ways to avoid or change situations that threaten personal safety. [District LR, Personal Fitness V.3.3; Personal Fitness V.3.4]
6. Demonstrate ways to avoid or change situations that threaten personal safety. [District LR, Personal Fitness IV.3.6; Personal Fitness IV.3.7; Personal Fitness V.3.1; Personal Fitness V.3.3; Personal Fitness V.3.4; Personal Fitness V.3.5]
7. Distinguish between healthy and unhealthy stress management techniques.

EXAMPLES

• Discuss physical, emotional, and sexual abuse.
• Demonstrate the proper technique used to administer the Heimlich maneuver.
• Conduct a self-examination of health practices using an inventory or self-appraisal.

SECONDARY GRADES

1. Analyze the extent to which individuals are responsible for enhancing health and safety in the community and the workplace. [District LR, Personal Fitness IV.4.3; Personal Fitness VI.4.2]
2. Demonstrate strategies to avoid, change, and report unsafe situations. [District LR, Personal Fitness IV.4.2]
3. Design, implement, and evaluate a plan of stress management. [District LR, Personal Fitness IV.4.1]

EXAMPLES

• Using computer technology or other media, create a brochure that outlines healthy strategies for the workplace.
• Analyze the school's sexual harassment policy and recommend ways to inform school staff and students about the prevention and consequences of inappropriate behavior.

HEALTH EDUCATION

D. INFLUENCES ON HEALTH

Students will understand how media techniques, cultural perspectives, technology, peers, and family influence behaviors that affect health. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Describe the influences of media on health. [District LR, Personal Fitness VI.1.1]
2. Explain how information from school and family influences health. [District LR, Personal Fitness V.1.2]

ELEMENTARY GRADES 3-4

1. Evaluate the influences of culture on health.
2. Explain how media influences health decisions. [District LR, Personal Fitness VI.2.2]
3. Describe ways technology affects personal health.
4. Describe ways to be a responsible friend and family member.

MIDDLE GRADES 5-8

1. Investigate the influence of cultural beliefs on health behaviors and the use of health services. [District LR, Personal Fitness I.3.1; Personal Fitness IV.3.7; Personal Fitness VI.3.1; Personal Fitness VI.3.4; Personal Fitness VII.3.1; Personal Fitness VII.3.5]
2. Analyze how messages from media influence both health behaviors and the selection of health information, products, and services (e.g., eating disorders, teen magazines, acne products, dental care).
3. Analyze the effect of technology on personal and family health. [District LR, Personal Fitness VII.3.2]
4. Describe how school, family, and peers influence the health of adolescents. [District LR, Personal Fitness IV.3.7; Personal Fitness VII.3.5]

EXAMPLE

• Discuss, from a historical perspective, the use of alternative medical practices in the Native American culture.

SECONDARY GRADES

1. Analyze how different cultures affect health beliefs and practices (gender equity). [District LR, Personal Fitness I.4.2]
2. Evaluate the effect of media and other factors on personal, family, and community health. [District LR, Personal Fitness VI.4.2]
3. Evaluate the impact of technology on personal, family, and community health. [District LR, Personal Fitness VI.4.3]
4. Analyze how the family, peers, and community influence the health of individuals. [District LR, Personal Fitness V.4.2]

EXAMPLE

• Use critical thinking skills to analyze marketing and advertising techniques and their influence on alcohol and tobacco use, eating habits, and sexual behaviors.

HEALTH EDUCATION

E. COMMUNICATION SKILLS

Students will understand that skillful communication can contribute to better health for themselves, their families, and the community. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Demonstrate healthy ways to express needs, wants, and feelings. [District LR,Personal Fitness V.1.1]
2. Distinguish between verbal and nonverbal communication.

ELEMENTARY GRADES 3-4

1. Use appropriate communication and listening skills to enhance health. [District LR, Personal Fitness V.2.3]
2. Differentiate between negative and positive ways to deal with conflict.
3. Demonstrate non-violent strategies to resolve conflicts. [District LR, Personal Fitness V.2.4]
4. Express opinions and give accurate information about health issues.

MIDDLE GRADES 5-8

1. Demonstrate effective verbal and non-verbal communication skills to enhance health and to build and maintain healthy relationships (e.g., positive peer pressure). [District LR, Personal Fitness V.3.2; Personal Fitness V.3.3; Personal Fitness V.3.4; Personal Fitness V.3.5; Personal Fitness VII.3.3]
2. Demonstrate refusal and negotiation skills which can enhance health by enabling them to deal with negative peer pressure.
3. Demonstrate conflict resolution strategies. [District LR, Personal Fitness V.3.5]
4. Analyze various communication methods which can be used to give information, ideas, and opinions about health issues. [District LR, Personal Fitness VI.3.4; Personal Fitness VII.3.3; Personal Fitness VII.3.4]

EXAMPLES

• Select a newspaper story about a conflict involving violence and discuss the issues involved on all sides. Describe how conflict resolution and negotiation skills could be used to defuse the violence.
• Write a fictitious or real letter to someone who is trying to change a health behavior (e.g., stop smoking, start exercising), and give them encouragement by citing the benefits of the change (e.g., reduced risk of lung cancer and heart disease).

SECONDARY GRADES

1. Demonstrate healthy ways to listen and communicate effectively with family, peers, and others. [District LR, Personal Fitness V.4.2]
2. Demonstrate strategies that can be used to prevent or solve conflicts without harm.
3. Analyze the possible causes of conflict in schools, families, and communities. [District LR, Personal Fitness V.4.2]
4. Evaluate the effectiveness of various communication methods for accurately delivering health information and ideas.
5. Utilize strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues.
6. Demonstrate the ability to work cooperatively as an advocate for healthy individuals, families, schools, and communities. [District LR, Personal Fitness V.4.2]
7. Adapt health messages and communication techniques to the characteristics of a particular audience.

EXAMPLE

• Translate health information (e.g., risks of using drugs, how to prevent transmission of colds and flu) from a secondary health text to language and format understandable to elementary students.

HEALTH EDUCATION

F. DECISION-MAKING AND GOAL SETTING

Students will learn how to set personal goals and make decisions that lead to better health. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Explain when assistance is needed in making health-related decisions and setting health goals. [District LR, Personal Fitness. V.1.4]
2. Set a short-term personal health goal.

EXAMPLE

• During a "Health Day" at school each student chooses one health goal to work on (e.g., flossing teeth, exercising).

ELEMENTARY GRADES 3-4

1. Demonstrate the ability to apply a decision-making process to health issues and problems.
2. Predict the results of positive health decisions.

MIDDLE GRADES 5-8

1. Demonstrate individual and collaborative decision-making processes to resolve health problems.
2. Analyze how health-related decisions are influenced by individuals, families, and community values.
3. Explain how decisions regarding health behaviors have consequences for them and others. [District LR, Personal Fitness IV.3.7; Personal Fitness V.3.2; Personal Fitness VII.3.5]
4. Describe how personal health goals are influenced by changing information, abilities, priorities, and responsibilities. [District LR, Personal Fitness II.3.2]
5. Develop a plan to attain personal health goals by employing personal strengths and addressing needs and health risks. [District LR, Personal Fitness I.3.4]

EXAMPLE

• Write a story for the school newspaper explaining how teenage smoking is positively and negatively influenced by friends, role models, and community norms.

SECONDARY GRADES

1. Demonstrate various decision making strategies that can be used to address behaviors which lead to trouble.
2. Analyze health concerns that require collaborative decision making. [District LR, Personal Fitness I.4.1]
3. Predict the immediate and long-term impact of health decisions on the individual, family, and community.
4. Implement a plan and evaluate progress in attaining personal health goals.
5. Formulate an effective long-range personal health plan.

EXAMPLE

• Discuss how a local school board could use a collaborative decision-making process to develop a tobacco-free- school policy.

PHYSICAL EDUCATION

A. PHYSICAL FITNESS

Students will acquire the knowledge needed to be physically fit and take part in healthful physical activity on a regular basis. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Identify the physical changes that accompany moderate to vigorous activity (e.g., sweating, increased heart rate, heavy breathing). [District LR, Personal Fitness II.1.2; Personal Fitness II.2.2]
2. Engage in moderate to vigorous physical activity.[District LR, Personal Fitness II.1.3; Personal Fitness II.1.4; Personal Fitness II.2.3]
3. Identify activities associated with each component of health-related fitness (e.g., cardiovascular endurance, muscular endurance, muscular strength, body composition).[District LR, Personal Fitness II.1.4]
4. Move with an awareness of others. [District LR, Personal Fitness II.2.3]
5. State reasons for safe and controlled movements.

EXAMPLES

• Student is aware that the heart beats rapidly during physical activity.
• Explain the relationship of running to cardiovascular endurance, stretching to flexibility, etc.

ELEMENTARY GRADES 3-4

1. Identify the components of health-related fitness (cardiovascular endurance, muscular endurance, muscular strength, flexibility, body composition). [District LR, Personal Fitness II.2.1]
2. Demonstrate specific activities to improve each of the components of health-related fitness.
3. Identify the benefits of regular participation in physical activity. [District LR, Personal Fitness II.2.1; Personal Fitness II.2.4]
4. Participate in physical activity for the purpose of improving health-related fitness.
5. Participate in health-related fitness assessments.
6. Analyze potential risks of physical activities. [District LR, Personal Fitness II.2.1]
7. Utilize safety principles during activities. [District LR, Personal Fitness II.2.1]

EXAMPLE

• Complete a series of exercises (e.g., curl-ups, v-sit, shoulder stretch, pushups, jogging in place) and explain the benefit of each and why they are done together.

MIDDLE GRADES 5-8

1. Define the components of skill-related fitness (agility, balance, coordination, power, reaction time, and speed) and health-related fitness and identify activities which contribute to the development of each component. [District LR, Personal Fitness II.3.4; Personal Fitness II.3,5; Personal Fitness III.3.2; Personal Fitness III.3.3]
2. Participate in and distinguish among a variety of health-related fitness activities. [District LR, Personal Fitness II.3.2]
3. Assess health-related fitness levels and develop personal fitness goals.
4. Establish personal physical activity goals and participate regularly in health-enhancing activities to accomplish these goals. [District LR, Personal Fitness II.3.2]
5. Demonstrate understanding of and apply the following principles of training: specificity (use of a specific exercise to develop skill in a particular activity); progression (increasing the level of intensity); and overload (e.g., increasing the weights used in an exercise in order to build muscle more quickly, rather than increasing the speed of the exercise). [District LR, Personal Fitness III.3.2; Personal Fitness III.3.3]
6. Assess physiological indicators of exercise during and after physical activity (e.g., pulse rate, sweating). [District LR, Personal Fitness II.3.2; Personal Fitness II.3.3]
7. Demonstrate appropriate stretching and warm up exercises that enhance the learning and performance of activities. [District LR, Personal Fitness II.3.6]
8. Identify and apply rules and procedures designed for safe participation. [District LR, Personal Fitness II.3.7]

EXAMPLE

• Participate, at least three times a week, in a multi-week program of walking, jogging, and running in which the time spent increases each week (2-minutes per session in the first week, 5 minutes in the second, and 7 minutes in the third). Students will keep a log and will record, for each session, the time spent, distance covered, and perceived level of exertion.

SECONDARY GRADES

1. Design and implement a personal fitness program based on an accurately assessed fitness profile applying the principles of training. [District LR, Personal Fitness II.4.1; Personal Fitness II.4.2]
2. Participate in a variety of health-enhancing physical activities. [District LR, Personal Fitness II.4.2]
3. Demonstrate an understanding of how patterns of participation change throughout life, and develop strategies to deal with those changes. [District LR, Personal Fitness II.4.3]
4. Demonstrate the knowledge, skills, and behaviors needed to maintain or modify levels of fitness. [District LR, Personal Fitness II.4.1]
5. Analyze and compare physical fitness activities for their health-enhancing potential and benefits. [District LR, Personal Fitness II.4.5]

EXAMPLE

• Develop a personal fitness portfolio which may contain:
  1. Reports on their own health-related fitness status over a period of one year.
  2. Personal fitness goals.
  3. Records of physical activity, eating, and other behaviors that affect physical fitness.
  4. An end-of-the-year assessment of physical fitness.

PHYSICAL EDUCATION

B. MOTOR SKILLS

Students will develop motor skills and apply these to enhance their movement and physical performance. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Demonstrate progress in mastering locomotor skills (skills used to move from one place to another, e.g., walking, running, jumping, hopping) and non-locomotor skills (skills used to move in place e.g., turning, twisting). [District LR, Personal Fitness III.1.1; Personal Fitness III.1.6]
2. Demonstrate improving form when using various sports accessories (e.g., throwing a ball, catching a bean bag, hitting a hockey puck). [District LR, Personal Fitness III.1.6]
3. Demonstrate simple combinations of motor patterns (e.g., dribbling while running). [District LR, Personal Fitness IIi.1.3]
4. Make smooth transitions between sequential motor skills (e.g., running into a jump).
5. Adapt and adjust movement skills to uncomplicated, changing, environmental conditions and expectations (e.g., tossing a ball to a moving partner). [District LR, Personal Fitness III.1.1]
6. Identify the critical elements of fundamental movement patterns (e.g., throwing; ready position, arm preparation, turn side to target, step in opposition, etc.). [District LR, Personal Fitness III.1.2; OPersonal Fitness III.1.4]
7. Apply movement concepts (e.g., patterns of movement, direction, speed, etc.) to a variety of fundamental skills (e.g., running in different directions without bumping into others or falling). [District LR, Personal Fitness III.1.3]

EXAMPLE

• Use a series of motor skills to create and perform a movement pattern (skip-walk-hop-run-jump).

ELEMENTARY GRADES 3-4

1. Create movement patterns in combination and/or sequence using movement concepts. [District LR, Personal Fitness III.2.1]
2. Distinguish between locomotor and non-locomotor skills in physical activities.
3. Demonstrate mature form in all locomotor patterns, non-locomotor skills, and selected sports accessories. [District LR, Personal Fitness III.2.1]
4. Adapt a skill to the demands of the environment (e.g., dribble and pass a ball to a moving receiver).
5. Demonstrate beginning skills of two or more specific movement forms (e.g., a beginner level gymnastics routine or a simple folk dance). [District LR, Personal Fitness III.2.1]
6. Combine movement skills in applied settings (e.g., run, jump, and land for distance).
7. Apply critical elements to improve personal performance (e.g., transfer weight from feet to hands at an increased speed, thus changing a mule kick into a handstand). [District LR, Personal Fitness III.2.2; Personal Fitness III.2.3]
8. Recognize and apply concepts that have an impact on the quality of movement (e.g., appropriate practice improves performance). [District LR, Personal Fitness III.2.2; Personal Fitness III.2.3; Personal Fitness III.2.4]
9. Identify and demonstrate appropriate safety practices and rules for activities. [District LR, Personal Fitness III.2.3; Personal Fitness III.2.4; Personal Fitness III.2.5]

EXAMPLES

• Perform a jump rope routine to a simple jingle.
• Balance, with control, on a variety of objects (e.g., balance board, large apparatus, skates).

MIDDLE GRADES 5-8

1. Demonstrate the correct use of skills in simplified versions of a variety of physical activities (e.g., a 3-on-3 basketball game, a simple folk or square dance). [District LR, Personal Fitness III.3.1]
2. Identify the critical elements of more advanced movement skills (e.g., describe elements of a sprinter's stance in track). [District LR, Personal Fitness III.3.3; Personal Fitness III.3.4]
3. Describe and apply principles of practice and conditioning that enhance performance (e.g., warm-up before and cool-down after an activity). [District LR, Personal Fitness II.3.5; Personal Fitness II.3.6; Personal Fitness III.3.2]
4. Recognize general characteristics of movement that can be applied to specific settings (e.g., the "ready" position is similar for volleyball and softball or baseball).
5. Use offensive and defensive strategies in simple games and in non-complex settings (e.g., strategies for a singles or doubles tennis match). [District LR, Personal Fitness III.3.5]
6. Differentiate among the characteristics of highly skilled performances in different movement forms (e.g., explain the difference between a long distance run and a sprint).

MIDDLE GRADES 5-8 continued on next page

MIDDLE GRADES 5-8 continuation from previous page

1. Explain and apply more advanced knowledge of sport/activities (e.g., positional play in a game of basketball).
2. Use feedback from others to improve a skill by focusing on critical elements of the skill.
3. Create a safe environment for skill practice.

EXAMPLES

• Use their hands to "set" the volleyball above the height of the net several times, consecutively (i.e., push the ball in the air or advance it so another player can hit it).
• Perform a country line dance.

SECONDARY GRADES

1. Demonstrate competency (basic skills, strategies, and rules) in more complex versions of different types of movement forms (e.g., team sports, individual and dual sport, outdoor pursuits, dance) . [District LR, Personal Fitness III.4.1; Personal Fitness III.4.3]
2. Demonstrate proficiency in a few movement forms (e.g., passing the requirements of the Red Cross intermediate swimmer level). [District LR, Personal Fitness III.4.1]
3. Use biomechanical concepts and principles (concepts and principles related to the mechanics of the body) to develop skills for specific activities.
4. Apply biomechanical concepts and principles to analyze and improve their own performances and the performances of others (e.g., view a videotape of themselves performing a physical activity and analyze the performance).
5. Evaluate risk and safety factors that may affect physical activity preferences. [District LR, Personal Fitness III.4.5]
6. Design appropriate practice sessions to improve performance.
7. Analyze time, cost, and accessibility factors related to regular participation in physical activities.

EXAMPLE

• Create a line dance or gymnastics routine; choosing the music (if needed), developing the moves (steps), and sharing the routine with others.

PHYSICAL EDUCATION

C. PERSONAL AND SOCIAL INTERACTIONS

The student will demonstrate responsible personal and social behaviors in physical activity settings. Students will be able to:

ELEMENTARY GRADES Pre-K-2

1. Identify the rules of a given activity.
2. Demonstrate cooperative skills (following rules, taking turns, sharing equipment, etc.) while participating in physical activities.
3. Use equipment appropriately and responsibly.
4. Describe rules and behaviors that contribute to productive participation in physical activity.

ELEMENTARY GRADES 3-4

1. Demonstrate appropriate communication skills in a variety of physical activities and describe how these skills can enhance group/team cooperation and effort.
2. Follow activity-specific rules, procedures, and etiquette.
3. Demonstrate safety principles in physical activity settings.
4. Participate cooperatively with partners to improve skill performance during practice.
5. Assess their own performance problems without blaming others.

EXAMPLES

• Select a goal from options provided by the teacher (e.g., walk a certain distance, jump rope a number of minutes) that requires the group to work together to achieve the goal. Comment on individual as well as group progress towards the goal.
• Create a class mural entitled "Favorite Activities in Physical Education".

MIDDLE GRADES 5-8

1. Describe ways in which respect for individual similarities and differences among people is demonstrated in physical activity settings.
2. Participate safely and cooperatively with others to achieve group goals in competitive and cooperative physical activities.
3. Recognize the influence of peer pressure on individuals during physical activities. [District LR, Personal Fitness III.3.6]
4. Solve problems which occur in physical activities by analyzing causes and potential solutions. [District LR, Personal Fitness III.3.5]
5. Identify behaviors that are supportive and inclusive in physical activity.
6. Demonstrate appropriate etiquette, ways of interacting, care of equipment, and safety in the setting of an activity.
7. Apply a decision-making process to the safety of themselves and others in activity settings.

EXAMPLES

• Exclusionary behavior during physical activity can be very subtle. Students are asked to observe activity during a physical education class or on the playground and record instances of perceived exclusionary behavior. For example, the methods used to choose teams, differences in ability level, and gender or cultural/ethnic differences, can lead to exclusionary behaviors. In addition, students are asked to suggest strategies for maximizing inclusion.
• Choose two famous athletes, one who is generally admired for positive behavior and one who is known generally for negative behavior. Compare and contrast the image portrayed by each athlete and comment on the effect the images have on their own behavior or behavior of others their age.

SECONDARY GRADES

1. Describe personal and group conduct necessary to participate cooperatively and ethically in both competitive and noncompetitive physical activities.
2. Accommodate for the differences in skill and performance levels of participants by adapting activities to encourage individual success.
3. Initiate independent and responsible personal behavior in physical activity settings.
4. Identify potentially dangerous consequences and outcomes of participation in physical activity. [District LR, Personal Fitness III.4.4]
5. Identify opportunities to share and learn from others through physical activity.
6. Demonstrate appropriate etiquette, ways of interacting, care of equipment, and safety in the setting of an activity. [District LR, Personal Fitness III.4.4]
7. Apply a decision-making process to their safety and that of others in activity settings. [District LR, Personal Fitness III.4.4]

EXAMPLES

• Organize and conduct a sport or game adapted for physically challenged individuals. Invite non-disabled individuals to participate with the purpose of gaining insights into the challenges that persons with disabilities face while participating in physical activity. Interview participants after the activity and report (orally or in writing) insights gained from the experience.
• Demonstrate weight room etiquette, policies, and procedures and identify the potential dangers in not following the rules.