Current through Register Vol. 35, No. 18, September 24, 2024
A.
Content standard 1: Demonstrates competency in many movement forms and
proficiency in a few movement forms. Students will:
(1) grades 5-8 benchmark 1: demonstrate
proficiency in combining basic skills for participating in a variety of
physical fitness activities: aquatics, dance, outdoor pursuits, individual
activities/sports and team activities/sports;
(a) grades 5-6 performance standards:
(i) using basic team sport skills, students
will reproduce sequences of combined skills in practice situations and modified
games (i.e., basketball: pivot and shoot; receive a pass and dribble; soccer:
receive and control; dribble and shoot; baseball/softball: run and slide; catch
and throw, etc.);
(ii) using basic
individual activity skills, students will reproduce sequences of combined
skills in practice situations and modified activities (i.e., table tennis:
stance, grip, serve, return-forehand/backhand; aerobic: in rhythm high step,
squat step, boxes, grapevine, low march; roller blades: stand up, "V" push,
turn, stop, etc.);
(b)
grades 7-8 performance standards:
(i) using
basic team sport skills, students will display a combination of skills in
response to a variety of game situations (i.e., basketball: receive, pivot,
dribble, shoot; soccer: receive, control, dribble, pass/shoot;
baseball/softball: batting, base running, sliding, etc.);
(ii) using basic individual activity skills,
students will display a combination of skills in response to a variety of
activity situations (i.e., tennis: serve, center court, forehand; golf: drive,
chip, pitch, putt determined by lay of the ball; wall climbing: "on belay,"
3-point contact, climb with legs, stabilize with arms, etc.);
(2) grades 5-8
benchmark 2: demonstrate proficiency using basic offensive and defensive
strategies while playing a modified version of a learned team and individual
sport;
(a) grades 5-6 performance standards:
(i) for team sports, in a practice situation,
defensive players will show and maintain proper position and techniques while
offensive players use practiced plays and deception to attempt to move to open
space;
(ii) for dual sports, during
practice and game situations, students will reproduce sequences of basic
techniques and skills consisting of: foot work, court position, offensive and
defensive strokes, placement of projectile and court position in relation to
partner;
(b) grades 7-8
performance standards:
(i) for team sports, in
a game situation, defensive players will show and maintain proper position and
techniques while offensive players use practiced plays and deception to move to
open space;
(ii) for dual sports,
during game situations, students will reproduce sequences of basic techniques
and skills consisting of: foot work, court position, offensive and defensive
strokes, placement of projectile and court position in relation to
partner.
B. Content standard 2: Applies movement
concepts and principles to the learning and development of motor skills.
Students will:
(1) grades 5-8 benchmark 1:
demonstrate competency in the use of the concepts of body, effort, space and
relationships in movement;
(a) grades 5-6
performance standard: describe how changing effort affects the outcome of a
sport skill (i.e., tennis: smash versus lob; basketball: lay up versus
three-point shot; track: long distance run versus sprint, etc.);
(b) grades 7-8 performance standard: describe
how spatial relationships with other players affect outcomes during playing
situations (i.e., badminton: up and back or side by side position; basketball:
one on one or zone; soccer: outcomes of passing and receiving, etc.);
(2) grades 5-8 benchmark 2:
demonstrate competency in the use of motor skills, motor behaviors and motor
learning concepts in increasingly complex movement situations;
(a) grades 5-6 performance standard: use
increasingly complex skills and movements to achieve the desired level of motor
skill and performances (i.e., progress from dribbling without opposition to
dribbling with opposition to dribbling in a game situation, etc.);
(b) grades 7-8 performance standards:
(i) detect and correct errors in personal
performance, based on knowledge of results, while participating in selected
activities;
(ii) analyze a task to
identify movement skills, how they are sequenced and how they are applied to
produce a desired outcome;
(3) grades 5-8 benchmark 3: demonstrate
competency in the use of critical elements of fundamental and specialized
movement skills; grades 5-8 performance standards:
(a) apply knowledge of results to correct and
improve future performance;
(b)
demonstrate ability to analyze a movement pattern by using knowledge of its
critical elements (i.e., self-analysis and peer observation, etc.).
C. Content standard 3:
Exhibits knowledge and ability to participate in a physically active lifestyle.
Students will:
(1) grades 5-8 benchmark 1: be
able to set personal physical activity goals and participate in individualized
programs of physical activity and exercise;
(a) grades 5-6 performance standards:
(i) list and describe the benefits of setting
personal fitness goals;
(ii)
maintain heart rate within the target heart rate zone (i.e., demonstrate proper
technique of taking heart rate, explain target heart rate zone,
etc.);
(iii) choose physical
activities with the intent to improve and or maintain each of the following
health-related fitness components: muscular strength (i.e., push-ups,
thera-bands, weights, pull-ups, tumbling, etc.); endurance (i.e., running,
aerobic activities, etc.); flexibility (i.e., stretching/warm-up, cool-down
activities, tumbling, etc.); cardiovascular (i.e., running and aerobic
activities, etc.); body composition (i.e., toning activities, aerobic/anaerobic
activities, weight training, etc.);
(b) grades 7-8 performance standards:
(i) analyze and interpret personal fitness
data in order to establish personal fitness/activity goals;
(ii) maintain heart rate within the target
heart rate zone (i.e., apply personal target heart rate data into an
individualized personal physical activity, etc.);
(iii) choose and record levels of
participation in physical activities with the intent to improve and or maintain
each of the following components of health-related fitness: muscular strength
(i.e., push-ups, thera-bands, weights, pull-ups, tumbling, etc.); endurance
(i.e., running, aerobic activities, etc.); flexibility (i.e.,
stretching/warm-up, cool-down activities, tumbling, etc.); cardiovascular
(i.e., running and aerobic activities, etc.); body composition (i.e., toning
activities, aerobic/anaerobic activities, weight training, etc.).
(2) grades 5-8
benchmark 2: determine long-term benefits that may result from regular
participation in physical activity;
(a)
grades 5-6 performance standards:
(i)
comprehend the benefits of physical activity (i.e., list and describe the
health risks associated with an inactive lifestyle, list and describe the
benefits of active lifestyles, etc.);
(ii) recognize the difference between
anaerobic and aerobic fitness activities;
(b) grades 7-8 performance standards:
(i) analyze and illustrate the benefits of
physical activity (i.e., differentiate inactive versus active
lifestyles;
(ii) outline the health
risk factors associated with an inactive lifestyle versus an active lifestyle,
etc.);
(iii) compare and contrast
the difference between aerobic and anaerobic fitness activities.
D. Content
standard 4: Achieves and maintains a health-enhancing level of physical
fitness. Students will:
(1) grades 5-8
benchmark 1: participate in physical activities that address each
health-related physical fitness component;
(a) grades 5-6 performance standards:
(i) engage in appropriate physical activity
that results in the development of cardiovascular endurance;
(ii) select appropriate fitness activities
that require muscular strength and muscular endurance;
(iii) comprehend the benefits of
flexibility;
(iv) explain the
benefits of a healthy body composition;
(b) grades 7-8 performance standards:
(i) analyze appropriate physical activities
that result in the development of cardiovascular endurances;
(ii) demonstrate and identify fitness
activities that require muscular strength and muscular endurance;
(iii) select appropriate flexibility
activities;
(iv) identify the
benefits of a healthy body composition versus the risks of an unhealthy body
composition;
(2) grades 5-8 benchmark 2: assess personal
fitness status within each health-related physical fitness component;
(a) grades 5-6 performance standard:
comprehend personal fitness data and recognize individual strengths and
weaknesses;
(b) grades 7-8
performance standard: analyze personal fitness data and evaluate individual
strengths and weaknesses;
(3) grades 5-8 benchmark 3: interpret the
results of physical fitness assessments and use this information to develop
individualized physical fitness goals with guidance from the teacher;
(a) grades 5-6 performance standards:
(i) comprehend personal fitness data and
recognize individual strengths and weaknesses;
(ii) choose appropriate physical activities
to maintain and or improve strengths and weaknesses;
(b) grades 7-8 performance standards:
(i) analyze personal fitness data and
evaluate individual strengths and weaknesses;
(ii) generate an appropriate physical fitness
plan to maintain and or improve strengths and weaknesses;
(4) grades 5-8 benchmark 4:
evaluate the effectiveness of exercise and other factors to obtain personal
fitness goals;
(a) grades 5-6 performance
standard: identify the components of a fitness program and apply them to
personal fitness plans (i.e., include more aerobic activities, adjust sets and
reps in strength programs, etc.);
(b) grades 7-8 performance standard: analyze
the effectiveness of current fitness programs and revise physical fitness
activities to meet fitness goals (i.e., include more aerobic activities, adjust
sets and reps in strength programs, etc.).
E. Content standard 5: Demonstrates
responsible personal and social behavior in physical activity settings.
Students will:
(1) grades 5-8 benchmark 1:
select and utilize safety principles in physical activity settings; grades 5-8
performance standards:
(a) use equipment
appropriately (i.e., use specific equipment for intended purposes, proper care
and management of equipment, etc.);
(b) follow general classroom and specific
activity rules (i.e., treat each other with respect, honor specific boundaries,
use appropriate personal contact, positive response to teachers'
instruction/comments, distinguish between compliance and non-compliance with
rules and regulations and apply agreed-upon consequences when officiating,
etc.);
(c) follow established
emergency procedures (i.e., first aid, fire drills, etc.); wear appropriate
activity attire properly (i.e., shoes and socks, clothing specific to activity,
clothing specific to school and district rules, no potentially harmful
accessories, etc.);
(2)
grades 5-8 benchmark 2: exhibit appropriate personal and group conduct while
engaging in physical activity; grades 5-8 performance standards:
(a) identify a bullying situation and respond
appropriately (i.e., refer to specific district "bully proofing"
programs/parameters, go to a safe adult when in an unsafe situation,
etc.);
(b) identify a sexual
harassment situation and respond appropriately (i.e., refer to specific
district regulations/policies, go to a safe adult when in an unsafe situation,
demonstrate use of appropriate language and personal contact during physical
activities, etc.);
(c) accept
responsibility for own actions and modify behaviors accordingly (i.e., take
self out of negative situation, go to a safe adult in an unsafe situation,
etc.);
(3) grades 5-8
benchmark 3: recognize the influence of peer pressure and make appropriate
decisions using problem-solving techniques to resolve conflict; grades 5-8
performance standards:
(a) identify/make
positive choices in a variety of physical education settings (i.e., no teasing,
name calling - use positive language, follow physical safety rules, follow all
game/activity rules, etc.);
(b)
recognize and ignore poor behavior choices of peers (i.e., identify bullying
behaviors, identify sexual harassment behaviors, etc.);
(c) list coping skills for dealing with
negative behaviors (i.e., bully proofing, sexual harassment awareness, peer
mediation, conflict resolution, etc.);
(d) when in conflict, use appropriate
problem-solving techniques (i.e., conflict mediation, cooperative discipline
techniques, small group discussion/processing, etc.);
(e) identify and list components of
sportsmanship (i.e., differentiate between positive and negative sportsmanship,
fair play, respect referee's decision, understand importance of following
rules, adhere to good sportsmanship concepts/ideas, etc.);
(f) demonstrate ability to apply concepts of
good sportsmanship (i.e., as participant, as spectator, as referee, as coach,
etc.);
(4) grades 5-8
benchmark 4: work cooperatively with a group to achieve group goals; grades 5-8
performance standards:
(a) explain aspects of
cooperative activities;
(b)
participate positively in team building/cooperative activities;
(c) apply listening skills;
(d) explain different styles of leadership
skills;
(e) demonstrate importance
of positive attitudes (i.e., communication, body language and listening skills,
etc.);
(f) explain what it means to
be a good team player;
(g) analyze
cause and effect during physical activities.
F. Content standard 6: Demonstrates
understanding and respect for differences among people in physical activity
settings. Students will:
(1) grades 5-8
benchmark 1: identify the contribution that physical activity plays in
multicultural/ethnic awareness and in the acceptance of all peers;
(a) grades 5-6 performance standards:
(i) identify/explain the role of games,
sports and dance in getting to know and understand various cultures;
(ii) distinguish the differences between
varying cultures and their "native" sports/activities;
(b) grades 7-8 performance standards:
(i) describe why certain
sports/dances/activities are more prevalent in specific
countries/cultures;
(ii) describe
why "I" (student) participate in certain sports/dance/activities based on my
culture;
(iii) research and present
an unfamiliar game or dance from another country;
(2) grades 5-8 benchmark 2:
acknowledge all people of different gender, culture, ethnicity and disability
and seek to learn more about both similarities and differences; grades 5-8
performance standards:
(a) understand the
need for game modifications to allow persons with special needs to
participate;
(b) recognize the
diverse attributes of age, race, ethnicity, gender and ability level and
acknowledge how these differences can enhance group activities;
(c) participate in games/activities in which
handicapping conditions are simulated (i.e., wheelchair basketball,
etc.);
(d) describe the social
dynamics that occur when peers participate with partners in cooperative
activities;
(3) grades
5-8 benchmark 3: analyze how the media, particularly advertising, influences
the perception of ideal body types; grades 5-8 performance standards:
(a) initiate discussion of media influences
on behavior choices (i.e., print, radio, TV, etc.);
(b) explain/describe how media influences our
consumer choices and personal/physical self-concept;
(c) describe differences between healthy
bodies and media-generated bodies;
(d) produce a media advertisement that
promotes the benefits of an active and healthy lifestyle.
G. Content standard 7: Understands
that physical activity provides opportunities for enjoyment, challenge,
self-expression and social interaction. Students will:
(1) grades 5-8 benchmark 1: participate in
physical activity; grades 5-8 performance standards:
(a) identify a variety of physical activities
that will provide satisfaction and lead to continued participation;
(b) choose to participate consistently in
games, sports, dance and outdoor activities, both in and out of school, based
on individual interests and capabilities (i.e., at school during self-selection
times, after-school free time, teams, lessons, family recreation,
etc.);
(c) identify benefits of
participating in physical activities throughout one's lifetime (i.e.,
discussion, lists, outline, role playing, etc.);
(d) show a desire to improve one's own
physical ability, fitness level and performance (i.e., fitness journals,
activity calendars, fitness level assessments, etc);
(2) grades 5-8 benchmark 2: participate in
new and challenging physical activities;
(a)
grades 5-6 performance standards:
(i) identify
opportunities in school and community that encourage/allow for regular
participation in physical activity (i.e., community bulletin boards, online
searches, class discussions, etc);
(ii) actively choose and join in on new
activities in and out of the school environment (i.e., recess, self-selection
times, after-school clubs, family recreation time, etc.);
(b) grades 7-8 performance standards:
(i) develop a matrix of available school and
community physical activity resources;
(ii) demonstrate a willingness to try an
unfamiliar position within the context of a practice or a game situation (i.e.,
offense versus defense, guard versus forward, catcher versus pitcher,
etc.);
(3)
grades 5-8 benchmark 3: identify the social benefits of participation in
physical activity; grades 5-8 performance standards:
(a) identify basic ideals of fair play,
acceptance of rules and group communication (i.e., give appropriate feedback to
partners and teammates, etc.);
(b)
appreciate the challenging aspects of competition with self and others (i.e.,
praise opponents, accept teammates' and opponents' contributions, enjoy
physical activity for its own sake, etc.);
(c) sharing feelings of satisfaction felt as
a result of physical activity (i.e., improved individual self-esteem, good
feelings gained from being part of a team, activity journals, class
discussions, etc.);
(4)
grades 5-8 benchmark 4: practice and demonstrate physical activity as a vehicle
for self-expression; grades 5-8 performance standards:
(a) identify and use a variety of physical
activities and movements to communicate ideas and feelings (i.e., dance,
sports, gymnastics, intensity levels, etc.);
(b) demonstrate aesthetic appreciation of
skilled movement of the body (i.e., create body silhouettes, etc.);
(c) identify and describe personal feelings
resulting from participation in physical activity (i.e., journals, activity
calendars, peer mentoring, class discussions, etc.);
(d) exhibit appropriate protocol during
dance, fine arts or other physical activity events.