MASSACHUSETTS CURRICULUM FRAMEWORK STANDARDS & NASPE STANDARDS

MA COMPREHENSIVE HEALTH CURRICULUM FRAMEWORK PRE K-12 STANDARDS

1. GROWTH & DEVELOPMENT Students will lea n t!e "asi# #!a a#te isti#s $% &!'si#al ( $wt! and de)el$&*ent+ in#ludin( "$d' %un#ti$ns and s'ste*s t! $u(!$ut t!e li%e #'#le+ and will a#,ui e s-ills t$ & $*$te and *aintain &$siti)e ( $wt! and de)el$&*ent. 2. PHYSICAL ACTIVITY & FITNESS Students will+ "' e&eated & a#ti#e+ a#,ui e and e%ine a )a iet' $% *ani&ulati)e+ l$#$*$t$ + and n$n/l$#$*$t$ *$)e*ent s-ills+ and will utili0e & in#i&les $% t ainin( and #$nditi$nin(+ will lea n "i$*e#!ani#s and e1e #ise &!'si$l$('+ and will a&&l' t!e #$n#e&t $% wellness t$ t!ei li)es. 3. NUTRITION Students will (ain t!e -n$wled(e and s-ills t$ sele#t a diet t!at su&&$ ts !ealt! and edu#es t!e is- $% illness and %utu e #! $ni# diseases. 4. REPRODUCTION/SEXUALITY Students will a#,ui e t!e -n$wled(e and s-ills ne#essa ' t$ *a-e e%%e#ti)e &e s$nal de#isi$ns t!at & $*$te t!ei e*$ti$nal+ se1ual+ and e& $du#ti)e !ealt!. . MENTAL HEALTH Students will a#,ui e -n$wled(e a"$ut e*$ti$ns and &!'si#al !ealt!+ t!e *ana(e*ent $% e*$ti$ns+ &e s$nalit' and #!a a#te de)el$&*ent+ and s$#ial awa eness2 and will lea n s-ills t$ & $*$te sel%/a##e&tan#e+ *a-e de#isi$ns+ and #$&e wit! st ess+ in#ludin( sui#ide & e)enti$n. !. FAMILY LIFE Students will (ain -n$wled(e a"$ut t!e si(ni%i#an#e $% t!e %a*il' $n indi)iduals and s$#iet'+ and will lea n s-ills t$ su&&$ t t!e %a*il'+ "alan#e w$ - and %a*il' li%e+ "e an e%%e#ti)e &a ent+ and nu tu e t!e de)el$&*ent $% #!ild en. ". INTERPERSONAL RELATIONSHIPS Students will lea n t!at elati$ns!i&s wit! $t!e s a e an inte( al &a t $% t!e !u*an li%e e1&e ien#e and t!e %a#t$ s t!at #$nt i"ute t$ !ealt!' inte &e s$nal elati$ns!i&s+ and will a#,ui e s-ills t$ en!an#e and *a-e *an' $% t!ese elati$ns!i&s *$ e %ul%illin( t! $u(! #$**it*ent and #$**uni#ati$n. #. DISEASE PREVENTION & CONTROL Students will lea n t!e si(ns+ s'*&t$*s+ and t eat*ent $% #! $ni# and #$**uni#a"le diseases+ and will (ain s-ills elated t$ !ealt! & $*$ti$n+ disease & e)enti$n+ and !ealt! *aintenan#e. $. SAFETY & IN%URY PREVENTION Students will (ain t!e -n$wled(e and s-ills t$ ad*iniste %i st aid and #a ' $ut e*e (en#' & $#edu es+ in#ludin( #a di$&ul*$na ' esus#itati$n+ will a)$id+ e#$(ni0e+ and e&$ t )e "al+ &!'si#al+ and e*$ti$nal a"use situati$ns+ and will assess t!e %a#t$ s t!at #$nt i"ute t$ intenti$nal and unintenti$nal in3u '+ in#ludin( *$t$ )e!i#le a##idents+ %i e sa%et'+ and wea&$ns sa%et'. 1&. TO'ACCO( ALCOHOL( & OTHER SU'STANCES USE/A'USE PREVENTION Students will a#,ui e t!e -n$wled(e and s-ills t$ "e #$*&etent in *a-in( !ealt!/en!an#in( de#isi$ns e(a din( t!e use $% *edi#ati$ns and a)$idan#e $% su"stan#es+ and in #$**uni#atin( a"$ut su"stan#e use4a"use & e)enti$n %$ !ealt!ie !$*es+ s#!$$ls+ and #$**unities. 11. VIOLENCE PREVENTION Students will lea n !$w t!ei a#ti$ns a%%e#t $t!e s+ will unde stand t!e &$we t!at &$siti)e #!a a#te t aits #an !a)e in )i$len#e & e)enti$n+ will (ain s-ills t$ e&$ t in#idents $% )i$len#e and !u t%ul "e!a)i$ t$ adults in t!e s#!$$l and #$**unit'+ will a)$id en(a(in( in )i$len#e+ and identi%' #$nst u#ti)e alte nati)es t$ )i$len#e+ in#ludin( !$w t$ dis#$u a(e $t!e s % $* en(a(in( in )i$len#e. 12. CONSUMER HEALTH & RESOURCE MANAGEMENT Students will a#,ui e t!e -n$wled(e and s-ills ne#essa ' t$ $"tain+ *ana(e+ and e)aluate es$u #es t$ *aintain &!'si#al and *ental !ealt! and well "ein( %$ t!e*sel)es+ t!ei %a*il'+ and t!e #$**unit'. 13. ECOLOGICAL HEALTH Students will (ain -n$wled(e $% t!e inte de&enden#e "etween t!e en)i $n*ent and &!'si#al !ealt!+ and will a#,ui e s-ills t$ #a e %$ t!e en)i $n*ent. 14. COMMUNITY & PU'LIC HEALTH Students will lea n t!e in%luen#e $% s$#ial %a#t$ s $n !ealt! and #$nt i"uti$n $% &u"li# !ealt!+ and will (ain s-ills t$ & $*$te !ealt! and t$ #$lla"$ ate wit! $t!e s t$ %a#ilitate !ealt!'+ sa%e+ and su&&$ ti)e #$**unities.

LEARNING STANDARD 2) PHYSICAL ACTIVITY AND FITNESS T!e 6P!'si#al A#ti)it' and Fitness7 standa d add esses &!'si#al de)el$&*ent and wellness. P!'si#al A#ti)it' and Fitness %$#uses $n indi)idual #$*&eten#e and )e satilit' in *$)e*ent s-ills+ unde standin( *$)e*ent #$n#e&ts and "$d' d'na*i#s+ and elatin( &!'si#al a#ti)it' t$ li%el$n( !ealt!. Wellness #a&tu es t!e #$*"inati$n $% a#ti)it' and %itness and a !ealt!' li%est'le. Students #an in# ease t!ei awa eness $% t!e "ene%its $% &!'si#al a#ti)it' and %itness t! $u(! -n$wled(e a"$ut !$w t!e "$d' %un#ti$ns. 8' identi%'in( and e1&e ien#in( t!e elati$ns!i& $% e1e #ise t$ $)e all !ealt!+ a&&l'in( i*&$ tant s$#ial s-ills and sa%et' in &!'si#al a#ti)it'+ inte( atin( lea nin( *$)e*ent wit! $t!e *$des $% lea nin(+ and & a#ti#in( st ate(ies t$ es&$nd t$ st ess+ students #an en!an#e t!ei $)e all !ealt! and wellness. T$&i#s (ene all' #$)e ed in P!'si#al A#ti)it' and Fitness in#lude9 M$t$ S-ill De)el$&*ent+ Fitness+ and Pe s$nal and S$#ial C$*&eten#'.
P eK/:
Motor Skill Development

5.1 5.5 5.=

Fitness

A&&l' *$)e*ent #$n#e&ts in#ludin( di e#ti$n+ "alan#e+ le)el ;!i(!+ l$w<+ &at!wa' ;st ai(!t+ #u )e+ 0i(0a(<+ an(e ;e1&ansi)e+ na $w<+ and %$ #e a"s$ &ti$n ; i(id+ wit! "ent -nees< t$ e1tend )e satilit' and i*& $)e &!'si#al &e %$ *an#e. Use a )a iet' $% *ani&ulati)e ;t! $win(+ #at#!in(+ st i-in(<+ l$#$*$t$ ;wal-in(+ unnin(+ s-i&&in(+ !$&&in(+ (all$&in(+ slidin(+ 3u*&in(+ lea&in(<+ and n$nl$#$*$t$ ;twistin(+ "alan#in(+ e1tendin(< s-ills as indi)iduals and in tea*s. Pe %$ * !'t!* $utines+ in#ludin( dan#in(+ t$ de*$nst ate %unda*ental *$)e*ent s-ills. Identi%' &!'si#al and &s'#!$l$(i#al #!an(es t!at esult % $* &a ti#i&ati$n in a )a iet' $% &!'si#al a#ti)ities. E1&lain t!e "ene%its $% &!'si#al %itness t$ ($$d !ealt! and in# eased a#ti)e li%est'le. Identi%' t!e *a3$ "e!a)i$ s t!at #$nt i"ute t$ wellness ;e1e #ise+ nut iti$n+ !'(iene+ est+ and e# eati$n+ e% ainin( % $* usin( t$"a##$+ al#$!$l+ and $t!e su"stan#es<. De*$nst ate es&$nsi"le &e s$nal and s$#ial #$ndu#t used in &!'si#al a#ti)it' settin(s. Use #$*"inati$ns $% *ani&ulati)e+ l$#$*$t$ + and n$n/l$#$*$t$ s-ills t$ de)el$& *$)e*ent se,uen#es and &atte ns+ "$t! indi)iduall' and wit! $t!e s. De*$nst ate de)el$&*entall' a&& $& iate "asi# *ani&ulati)e and ad)an#ed s&e#iali0ed &!'si#al s-ills+ in#ludin( t! $win( and #at#!in( di%%e ent $"3e#ts wit! "$t! a##u a#' and %$ #e+ !and and %$$t d i""lin( w!ile & e)entin( an $&&$nent % $* #!allen(in(+ and a##u ate st i-in( & $%i#ien#'. Pe %$ * a !'t!* $utine t!at #$*"ines t a)elin(+ $llin(+ "alan#in(+ and wei(!t t ans%e int$ s*$$t! %l$win( se,uen#es wit! intenti$nal #!an(es in di e#ti$n+ s&eed+ and %l$w.

5.> 5.: 5.?

Personal and Social Competency

5.@ ?/A

Motor Skill Development

5.A 5.B

5.1C

Fitness

5.11 5.15 5.1= 5.1> 5.1: 5.1? B/15 5.1@

A&&l' "asi# & in#i&les $% t ainin( and a&& $& iate (uidelines $% e1e #ise t$ i*& $)e i**ediate and l$n(/te * &!'si#al %itness. Pa ti#i&ate in a#ti)ities t!at & $*$te &!'si#al %itness+ de# ease sedenta ' li%est'le+ and elie)e *ental and e*$ti$nal tensi$n. E1&lain t!e &e s$nal "ene%its $% *a-in( &$siti)e !ealt! de#isi$ns and *$nit$ & $( ess t$wa ds &e s$nal wellness. A&&l' ad)an#ed *$)e*ent #$n#e&ts and "e(innin( (a*e st ate(ies t$ (uide and i*& $)e indi)idual and tea* &e %$ *an#e. De*$nst ate st ate(ies %$ in#lusi$n $% all students in &!'si#al a#ti)it' settin(s elated t$ st en(t! and s&eed. Des# i"e t!e &u &$se and "ene%its $% s&$ ts+ (a*es+ and dan#e in *$de n s$#iet'. De*$nst ate de)el$&*entall' a&& $& iate #$*&eten#e ;"asi# s-ills+ st ate(ies+ and ules< in *an' and & $%i#ien#' in a %ew *$)e*ent %$ *s and *$t$ s-ills ;tea* s&$ ts+ a,uati#s+ indi)idual4dual s&$ ts+ $utd$$ &u suits+ sel%/de%ense+ dan#e+ and ('*nasti#s<. De*$nst ate a#ti)ities %$ wa *in( u& and #$$lin( d$wn "e%$ e and a%te ae $"i# e1e #ise. A&&l' #$n#e&ts a"$ut se,uential *$t$ lea nin( and de)el$&*ent+ "i$*e#!ani#s+ e1e #ise &!'si$l$('+ and s&$ ts &s'#!$l$('. De*$nst ate e1e #ises in st en(t! t ainin(+ #a di$)as#ula a#ti)ities+ and %le1i"ilit' t ainin(. Identi%' t!e #$*&$nents $% &!'si#al %itness and t!e %a#t$ s in)$l)ed in &lannin( and e)aluatin( %itness & $( a*s %$ indi)iduals at di%%e ent sta(es $% t!e li%e #'#le. C$ndu#t a &e s$nall' de)el$&ed &!'si#al a#ti)it' & $( a*. Meet de)el$&*entall' a&& $& iate !ealt!/ elated %itness "en#!*a -s. Identi%' li%e/*ana(e*ent s-ills and & $te#ti)e %a#t$ s t!at #$nt i"ute t$ a#!ie)in( &e s$nal wellness !ealt! ($als+ in#ludin( esea #!in(+ e)aluatin(+ and i*&le*entin( st ate(ies t$ *ana(e &e s$nal wellness+ *$nit$ & $( ess+ and e)ise &lans. Unde stand !$w a#ti)it' &a ti#i&ati$n &atte ns a e li-el' t$ #!an(e t! $u(!$ut li%e and identi%' st ate(ies t$ deal wit! t!$se #!an(es+ in#ludin( a &lan %$ li%e/l$n( wellness. A&&l' sa%e & a#ti#es+ ules+ & $#edu es+ and s&$ ts*ans!i& eti,uette in &!'si#al a#ti)it' settin(s+ in#ludin( !$w t$ anti#i&ate &$tentiall' dan(e $us #$nse,uen#es and $ut#$*es $% &a ti#i&ati$n in &!'si#al a#ti)it'. De%ine t!e %un#ti$ns $% leade s!i& in tea* s&$ ts ;in# easin( *$ti)ati$n+ e%%i#ien#'+ and satis%a#ti$n<.

Personal and Social Competency

Motor Skill Development

5.1A 5.1B
Fitness

5.5C 5.51 5.55 5.5= 5.5>

Personal and Social Competency

5.5: 5.5? 5.5@

S*+*,-*. E/012+*3) P4536,0+ A,-676-5 08. F6-8*33

5.1 In &ai s+ students & a#ti#e t! $win( and #at#!in( di%%e ent $"3e#ts+ t!en !ittin( a ta (et. O"se )e &a tne and use *$)e*ent #$n#e&ts t$ & $)ide %eed"a#-.

>

5.1C 5.11

Students # eate ('*nasti#s $ dan#e $utines usin( $"3e#ts ;su#! as "alls and %la(s<. Students sele#t an e1e #ise elated t$ $ne #$*&$nent $% &!'si#al %itness ;su#! as usin( & $&e sit/u&s t$ in# ease endu an#e and st en(t! $% a"d$*inal *us#les+ swi**in( la&s t$ in# ease #a di$ es&i at$ ' endu an#e<. Re#$ d and ( a&! t!e & $( ess *ade $)e si1 wee-s. In tea*s+ students identi%' and t ' )a i$us wa's %$ &la'e s $% di%%e ent a"ilities t$ &a ti#i&ate %ull'. Students #!$$se and &a ti#i&ate in a (a*e+ s&$ t+ $ dan#e and t a#e its !ist$ ' and its &la#e in #$nte*&$ a ' ti*es. Students &a ti#i&ate dail' in an' &!'si#al a#ti)it' and -ee& a 3$u nal %$ $ne/*$nt! e#$ din( s&e#i%i#s ;su#! as ae $"i# endu an#e+ %le1i"ilit'+ and st en(t!< and des# i&ti$n $% &!'si#al and &s'#!$l$(i#al states "e%$ e+ du in(+ and a%te &a ti#i&ati$n. At t!e end $% t!e *$nt!+ su**a i0e wit! &e s$nal e#$**endati$ns e(a din( t!e a*$unt and e(ula it' $% a#ti)it'+ as well as "elie%s a"$ut %utu e #$**it*ent t$ a dail' $ wee-l' s#!edule $% e1e #ise. Students w$ - wit! s#!$$l !ealt! se )i#es t$ # eate &e s$nal is- & $%iles. A%te #$*&letin( t!e %$ *s+ use esea #!/"ased st ate(ies t$ de)el$& a &lan t$ edu#e is-s identi%ied. I*&le*ent t!e &lan+ dete *ine &$ints at w!i#! t$ *$nit$ + d$ t!e *$nit$ in(+ e)ise &lan+ and assess at a late &$int. Students &a ti#i&ate in an ad)entu e a#ti)it' in w!i#! t!e' *ust w$ - t$(et!e t$ a##$*&lis! a ( $u& ($al. At #$*&leti$n+ "ased u&$n $"se )ati$ns and student &e %$ *an#e+ sel%/ e&$ t $n #$nt i"uti$ns.

5.1: 5.1? 5.55

5.5>

5.5@

LEARNING STANDARD ") INTERPERSONAL RELATIONSHIPS

DN$te9 Mu#! $% t!is standa d as s&elled $ut in t!e MA Cu i#ulu* F a*ew$ - is *$ e elated t$ a !ealt! #u i#ulu* t!an PE+ n$ne/t!e/less t!is standa d in its " $adest sense #an "e used as t!e "asis %$ esta"lis!in( s$*e $% t!e $"3e#ti)es %$ t!e a%%e#ti)e d$*ain. See NASPE standa ds %$ *$ e ele)ant *ate ial.E

Students will lea n t!at elati$ns!i&s wit! $t!e s a e an inte( al &a t $% t!e !u*an li%e e1&e ien#e and t!e %a#t$ s t!at #$nt i"ute t$ !ealt!' inte &e s$nal elati$ns!i&s+ and will a#,ui e s-ills t$ en!an#e and *a-e *an' $% t!ese elati$ns!i&s *$ e %ul%illin( t! $u(! #$**it*ent and #$**uni#ati$n. P eK/: Communication @.1 E1&lain w!' #$**uni#ati$n is essential in !u*an elati$ns!i&s and identi%' &e$&le % $* w!$* #!ild en #an lea n !$w t$ #$**uni#ate+ su#! as %a*il' *e*"e s+ % iends+ #$**unit' *e*"e s+ and *e*"e s $% %ait!/"ased ( $u&s. @.5 A&&l' "$t! )e "al and n$n/)e "al #$**uni#ati$n s-ills t$ de)el$& &$siti)e elati$ns!i&s and i*& $)e t!e s$#ial en)i $n*ent $% t!e s#!$$l.
Peer Relationships

@.= @.>

Des# i"e t!e #$n#e&t $% % iends!i& and #$nt ast ,ualities t!at st en(t!en $ wea-en a % iends!i&+ in#ludin( t!e i*&$ tan#e $% s$und #!a a#te in inte a#tin( wit! $t!e s. Des# i"e t!e #$n#e&ts $% & e3udi#e and dis# i*inati$n.

?/A

Communication

@.: @.? @.@

A&&l' attenti)e listenin(+ %eed"a#-+ and asse ti)eness s-ills t$ en!an#e &$siti)e inte &e s$nal #$**uni#ati$n. E1&lain !$w &ee & essu e in%luen#es #!$i#es and a&&l' st ate(ies %$ *ana(in( ne(ati)e &ee & essu e and en#$u a(in( &$siti)e &ee & essu e. Re#$(ni0e t!e &$siti)e #$nt i"uti$n $% #!a a#te t aits ;su#! as t$le an#e+ !$nest'+ sel%/dis#i&line+ es&e#t%ulness+ and -indness< t$ elati$ns!i&s+ t!e "ene%it t$ elati$ns!i&s w!i#! in#lude unde standin( and es&e#tin( indi)idual di%%e en#es+ and t!e det i*ental e%%e#t $% & e3udi#e ;su#! as & e3udi#e $n t!e "asis $% a#e+ (ende + se1ual $ ientati$n+ #lass+ $ eli(i$n< $n indi)idual elati$ns!i&s and s$#iet' as a w!$le. Des# i"e t!e &u &$se $% datin( and a##e&ta"le datin( attitudes ;su#! as es&e#t< and a&& $& iate #$ndu#t. E1&lain t!e "ene%its $% a"stinen#e+ &$st&$nin( se1ual "e!a)i$ + and settin( li*its $n se1ual "e!a)i$ . Identi%' te#!ni,ues %$ !andlin( an(e and es$l)in( #$n%li#ts in t!e %a*il'+ % iends!i&s+ and t!e w$ -&la#e+ in#ludin( see-in( !el& % $* & $%essi$nal and #$**unit' $ (ani0ati$ns and %ait!/"ased ( $u&s. @.11 C$nt ast t!e e*$ti$nal i*&a#t $n l$n(/te * elati$ns!i&s $% &$siti)e #$**uni#ati$n ;su#! as a#ti)e listenin(+ & aise+ and !u*$ < wit! ne(ati)e #$**uni#ati$n ;su#! as teasin(+ na*e #allin(+ "ull'in(<. Des# i"e t!e in%luen#e $% t!e la (e s$#ial ( $u& $n indi)idual #$ndu#t ;su#! as (i)in( #$*%$ t+ s$l)in( & $"le*s+ and #$nt $llin( de)iant "e!a)i$ t! $u(! en%$ #in( laws and t!e de)el$&*ent $% ($$d #!a a#te in t!e *e*"e s $% s$#iet'<. E1&lain t!e i*&$ tan#e $% #$**uni#ati$n in settin( li*its in a se1ual elati$ns!i&. E1&lain t!e &u &$se $% % iends!i& in di%%e ent sta(es $% t!e li%e #'#le and des# i"e !$w % iends #an su&&$ t $ne an$t!e in *a-in( !ealt!' de#isi$ns. Re#$(ni0e and identi%' t!e #$n#e&t $% % iends!i& wit!$ut $*anti# in)$l)e*ent and !$w % iends!i& *a' de)el$& int$ $*anti# elati$ns!i&s. E1&lain t!e i*&$ tan#e $% es&$nsi"ilit' and #!a a#te t aits su#! as l$)e+ es&e#t%ulness+ (ene $sit'+ -indness+ and %$ (i)eness+ in #$**itted elati$ns!i&s. Des# i"e #$**it*ent in #asual and se i$us elati$ns!i&s.

Peer Relationships

Romantic Relationships

@.A @.B

B/15

Communication

@.1C

@.15 @.1= @.1> @.1: @.1? @.1@

Peer Relationships

Romantic Relationships

2&&4 NASPE STANDARDS

MOVING IN O !" F# #R"$ NATIONAL STANDARDS FOR PHYSICAL EDUCATION+ 5nd editi$n STANDARD K-2nd -Achieve mature forms in the basic locomotor skills and vary the manner in while these skills are performed in relationship to changing conditions and expectations. -Demonstrate smooth transitions between sequential locomotor skills. -Show progress toward achieving mature form in the more complex manipulative skills. -Demonstrate control in traveling, weight bearing, and balance activities on a variety of body parts. -Learn and apply concepts such as actions, planes, and personal/general space. -Identify and perform concepts of effort and relationships that vary the quality of movement. -Identify elements of correct form for fundamental skills and use them in performance. -Use feedback to improve motor performance. 3rd-5th -Develop maturity and versatility in the use of fundamental motor skills for more pleasurable movement experiences. -Achieve mature forms in the basic nonlocomotor and manipulative skills. -Demonstrate locomotor, nonlocomotor, and manipulative skills for performance outcomes. They use these skills in dynamic and complex environments and in combination with each other. -Students acquire some specialized skills basic to a movement form. 6-8th -Participates with skill in a variety of modified sport, dance, gymnastics, and outdoor activities. -Students achieve mature forms in the basic skills of the more specialized sports, dance, and gymnastics activities. -Use the skills successfully in modified games or activities of increasing complexity and in combination with other basic skills. -Demonstrates use of tactics within sport activities. 9-12th -Possess motor skills and movement patterns allowing them to perform a variety of physical activities and to achieve a degree of success that make the activities enjoyable. -Students demonstrate the ability to perform basic and advanced skills and tactics to participate in at least on activity from each of the three following categories: aquatics, team sports, dual sports, outdoor pursuits, self defense, dance, and gymnastics.

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

-Able to comprehend more complex concepts and principles and apply them in structured settings. -Use performance feedback to increase their cognitive understanding of a skill as well as to improve performance. -Use their knowledge of critical elements of form or simple biomechanical or motor development principles to provide feedback to others. -Transfer concepts learned in other skills/games for performance of the new skill/game.

-Exhibit an increasingly complex discipline-specific knowledge. -Identify principles of practice and conditioning that enhances movement performance. -Have higher levels of understanding and application of movement concepts/ principles and game strategies, critical elements of activityspecific movement skills and characteristics representing highly skilled performance. -Know when, why, and how to use strategies and tactics within game play. -Use information from a variety of sources, both internal and external, to guide and improve performance. -Independently set physical activity goals and participate in individualized programs of physical activity and exercise based on personal goals and interests as well as on the results of fitness assessments. -Select and utilize practice procedures and training principles appropriate for the activity goals they set. -Have an increasing awareness of the opportunities for participation in a broad range of activities that may meet their needs and interest. -Participate regularly in

-Demonstrates knowledge and understanding necessary to develop scientifically based personal activity plans that include selected sports and activities. -Use complex movement concepts and principles to independently refine their skills and apply then to the learning of new skills. -Advanced activity related to discipline-specific knowledge is integrated so that students develop the ability to learn, self-assess, and improve movement skills independently. -Can recognize elite-level performance.

3. Participates regularly in physical activity.

-Engage primarily in non-structured physical activities on an intermittent basis outside of physical education class and have fun while doing so. -Participate in a wide variety of gross motor activities that involve locomotion, nonlocomotion, and manipulation of objects. -Students knowingly select and participate in activities during their leisure time that are

-Develop an awareness of participation in physical activity as a conscious personal decision, choosing activities for both the enjoyment and health benefits they derive. -Voluntarily participate in moderate to vigorous physical activity for longer periods of time outside of physical education class. -Able to identify and make use of opportunities at school and within the

-Fully recognize and understand the significance of physical activity in the maintenance of a healthy lifestyle and possess the skills, knowledge, interest, and desire to maintain an active lifestyle and possess the skills, knowledge, interest, and desire to maintain an active lifestyle. -Willingly participate in physical activities on a regular basis that contribute to the attainment of and maintenance of personal physical activity goals.

moderate to vigorous in nature and that they find enjoyable. -Recognize that participation in moderate to vigorous physical activity has both temporary and lasting effects on the body and voluntarily choose to engage in activities that contribute to improved health. -Begin to utilize the skills and knowledge acquired in physical education class during their leisure-time physical activity.

community for regular participation in physical activity. -Begin to recognize and use critical elements and movement concepts to sustain their own participation in activities they enjoy. -Capable of using information from a variety of sources (internal and external) to regulate their activity participation.

moderate to vigorous physical activities in both school and non-school settings.

-Make conscious decisions regarding their physical activity partici-pation based on needs, personal interests, capa-bilities, and resources. -Possess adequate movement capabilities and behavioral skills that provide a basis for continued learning and regular physical activity participation. -Can independently apply appropriate training principles to their own physical activity and can utilize pertinent scientific principles to enhance their participation in a specific activity or sport. -Demonstrate an understanding of how and why adult patterns of physical activity participation change throughout life and are capable of implementing meaningful strategies to deal with those changes. Assume greater selfresponsibility in their lives and display greater autonomy in their personal behaviors. -Demonstrate responsibility for their own health-related fitness status by participating in appropriate physical activities on a regular basis. -Engage in activities in a variety of settings for the purpose of achieving and maintaining health-related fitness. -Largely independent in assessing their personal fitness status, and can interpret information from fitness tests and use this information to plan and design their own programs to achieve and maintain personal fitness goals that encompass all components of fitness.

4. Achieves and maintains a health-enhancing level of physical fitness

-Engage in a variety of activities that serve to promote health-related physical fitness. -Enjoy physical activities for the pleasure experienced from simply moving and may not associate the activity with the development of physical fitness. -They participate in physical activity intermittently for short periods of time and will accumulate a relatively high volume of total activity and have fun while doing so. -They recognize physiological signs associated with participation in moderate to vigorous physical activity. -Possess basic knowledge of the components of healthrelated fitness.

-Regularly participate in physical activity for the purpose of improving physical fitness. -Participate in moderate to vigorous physical activity for longer periods of time without tiring. -Engage in physical activities specifically related to each component of physical fitness and are capable of monitoring the physiological indicators that accompany moderate to vigorous physical activity and adjust their own activity accordingly. -Complete standardized fitness testing and achieve desired levels consistent with contemporary healthrelated recommendations. -With teacher assistance, students interpret the results and understand the significance of information provided by formal measures of physical fitness. -Learn to work independently and with small groups, enjoying diversity of those around them.

-Participate in moderate to vigorous physical activities on a regular basis without undue fatigue. -Participate in physical activities that address each component of health-related fitness, including cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition. -Know the components of fitness and how these relate to their overall fitness status. -Monitor their own heart rate, breathing rate, perceived exertion, and recovery rate during and following strenuous physical activity. -Assess personal fitness status for each component and use this information to assist in the development of individualized physical fitness goals with little help from the teacher. -Show progress towards knowing the various principles of training and how these principles can be utilized in improving ones level of physical fitness. -Understand the concept of physical activity as a microcosm of modern culture and society. -Recognize the role of

5. Exhibits responsible personal and social behavior that respects self

-Discover the joy of playing with friends and experience how social interaction can make activities more fun.

-Demonstrate the ability to initiate responsibility personal and social behavior, function independently, and positively influence the

and others in physical activity settings.

-Know safe practices and physical education class rules and procedures, and they are able to apply them with little or no reinforcement. -Utilize acceptable behaviors for physical activity settings and are building a foundation for successful interpersonal communication during group activity. -By improving motor skills, children have gained a basis and appreciation for working with others in cooperative movement, sharing, working together to solve a problem, and/or tackling a challenge.

-Identify the purposes for and follow activityspecific safe practices, rules, procedures, and etiquette. -Continue to develop cooperation and communication skills to facilitate completion of a common goal while working with a partner and/or small diverse groups. -Work independently and productively for short as well as progressively longer periods of time. -Students continue to develop cultural/ethnic self-awareness, appreciate their own heritage, and appreciate the differences in others.

physical activity in understanding diversity and continue to include and support each other, respecting the limitations and strengths of group members. -Students move from merely identifying and following rules, procedures, safe practices, ethical behavior, and positive forms of social interaction to reflecting upon their role in physical activity setting and the benefits of physical activity. -Have well-developed cooperation skills and are able to accomplish group/team goals in both cooperative and competitive activities. -Effectively work independently and in groups to complete assigned tasks. -Make appropriate decisions to resolve conflicts arising from the powerful influence of peers, and practice appropriate problem solving techniques to resolve conflicts when necessary in competitive activities. -Seek physical activity experiences for group membership and positive social interaction. -Recognize and appreciate skilled performance. -Physical activities provide a positive outlet for competition with peers and a means of gaining the respect and recognition of others. -Physical activity can increase self-confidence and selfesteem as students discover renewed enjoyment in participation. -Physical activities can provide confidence as students start to take steps towards independence. -Challenge is found both in experiencing high levels of competition and in learning new and/or different activities. -Experiences such as greater awareness of feelings, the avenues of self-expression provided by dance, gymnastics, and other sport activities become increasingly important.

behavior of others in a physical activity setting. -Demonstrate leadership by holding themselves and others responsible for following safe practices, rules, procedures, and etiquette in all physical activity settings. -Able to respond potentially explosive interactions with others by mediating and settling conflicts. -Synthesize and evaluate knowledge regarding the role of physical activity in culturally diverse society. - Make enlightened personal choices for engaging in physical activity over the life span, recognizing the influence of age, disability, gender race, ethnicity, socioeconomic status, and culture. -Develop a personal philosophy of participation reflecting inclusive practices in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.

-Are physically active because they enjoy merely participating. -Like the challenges of experiencing new movements and learning new skills. -Begin to function as members of a group and to work cooperatively for brief periods of time.

-Can identify activities as they consider to be fun. -Enjoyment is directly related to competence in a particular activity. -Challenged by learning a new skill or activity and enjoy broadening their repertoire of movement skills. -Success and improvement are attributed to effort and practice. -Choose an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels.

-More comfortable with their new interests and their physiques, thus once again enjoying movement for the sheer pleasure of moving. -Enjoy the challenge of working hard to better their skills, and they feel satisfaction when they are successful in improving, especially while pursuing personal goals. -Enjoy regular participation in selected activities, either alone or with friends. -Can explain why participation in these activities is enjoyable and desirable.