High School PE CA Core Standards

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Demonstrate mature techniques for the following patterns: overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

Perform multicultural dances.

Combine manipulative, locomotor, and nonlocomotor skills into movement patterns.

Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities.

Demonstrate body management and locomotor skills needed for successful participation in track and field and combative activities.

Demonstrate body management and object-manipulation skills needed for successful participation in introductory adventure/outdoor activities.

Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Identify and describe key elements in the mature performance of overhand, sidearm, and underhand throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

Analyze movement patterns and correct errors.

Use principles of motor learning to establish, monitor, and meet goals for motor skill development.

Explain and demonstrate spin and rebound principles for performing manipulative skills.

Compare and contrast the effectiveness of practicing skills as a whole and practicing skills in smaller parts.

Diagram and demonstrate basic offensive and defensive strategies for individual and dual physical activities.

Develop an individual or dual game that uses a manipulative skill, two different offensive strategies, and a scoring system and teach it to another person.

Students assess and maintain a level of physical fitness to improve health and performance.

Assess one’s own muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition by using a scientifically based health-related fitness assessment.

Evaluate individual measures of physical fitness in relationship to patterns of physical activity.

Develop individual goals, from research-based standards, for each of the five components of health-related physical fitness.

Plan a weekly personal physical fitness program in collaboration with the teacher.

Participate in moderate to vigorous physical activity a minimum of four days each week.

Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program.

Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Develop a one-week personal physical fitness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each component of health-related physical fitness.

Identify physical activities that are effective in improving each of the health-related physical fitness components.

Match personal preferences in physical activities with each of the five components of health-related physical fitness.

Explain the effects of physical activity on heart rate during exercise, during the recovery phase, and while the body is at rest.

Describe the role of physical activity and nutrition in achieving physical fitness.

Identify and apply the principles of overload in safe, age-appropriate activities.

Explain progression, overload, and specificity as principles of exercise.

Discuss the effect of extremity growth rates on physical fitness.

Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities.

Accept responsibility for individual improvement.

Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity.

Evaluate the effect of expressing encouragement to others while participating in a group physical activity.

Identify the responsibilities of a leader in physical activity.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Identify and demonstrate square dance steps, positions, and patterns set to music.

Create and perform a square dance.

Demonstrate basic offensive and defensive skills and strategies in team physical activities.

Apply locomotor, nonlocomotor, and manipulative skills to team physical activities.

Demonstrate fundamental gymnastic/tumbling skills.

Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level.

Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.

Explain the rotation principles used in performing various manipulative skills.

Explain how growth in height and weight affects performance and influences the selection of developmentally appropriate physical activities.

Identify the characteristics of a highly skilled performance for the purpose of improving one’s own performance.

Diagram, explain, and justify offensive and defensive strategies in modified and team sports, games, and activities.

Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.

Students assess and maintain a level of physical fitness to improve health and performance.

Assess the components of health-related physical fitness (muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition) by using a scientifically based health-related physical fitness assessment.

Refine individual personal physical fitness goals for each of the five components of healthrelated physical fitness, using research-based criteria.

Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.

Participate in moderate to vigorous physical activity a minimum of four days each week.

Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program.

Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).

Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Develop a two-week personal physical fitness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each of the five components of healthrelated physical fitness.

Identify appropriate physical activities that can be performed if one’s physical fitness program is disrupted by inclement weather, travel from home or school, or a minor injury.

Identify ways of increasing physical activity in routine daily activities.

Identify and apply basic principles in weight/resistance training and safety practices.

Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.

Explain the different types of conditioning for different physical activities.

Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants.

Organize and work cooperatively with a group to achieve the goals of the group.

Identify and evaluate three preferences for lifelong physical activity and determine one’s responsibility for developing skills, acquiring knowledge of concepts, and achieving fitness.

Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.

Accept the roles of group members within the structure of a game or activity.

Describe leadership roles and responsibilities in the context of team games and activities.

Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.

Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.

Demonstrate independent learning of movement skills.

Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.

Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.

Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.

Examine the physical, emotional, cognitive, and scientific factors that affect performance a nd explain the relationship between those factors.

Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities.

Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Participate in moderate to vigorous physical activity at least four days each week.

Identify and list available fitness resources in the community.

Explain the role of physical activity in the prevention of disease and the reduction of health care costs.

Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.

Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

Use physical fitness test results to set and adjust goals to improve fitness.

Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

Identify the physical fitness requirements of an occupation.

Develop and implement a one-month personal physical fitness plan.

Analyze consumer physical fitness products and programs.

Explain the inherent risks associated with physical activity in extreme environments.

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

Identify and utilize the potential strengths of each individual in physical activities.

Act independently of negative peer pressure during physical activity.

Identify and evaluate personal psychological responses to physical activity.

Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities.

Develop personal goals to improve one’s performance in physical activities.

Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity.

Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

Recognize the value of physical activity in understanding multiculturalism.

Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

Combine and apply movement patterns, from simple to complex, in combative, gym- nastic/tumbling, and team activities.

Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities.

Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.

Evaluate independent learning of movement skills.

Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities.

Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/ tumbling, and team activities and apply those components in performance.

Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.

Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles.

Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.

Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities.

Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Participate in moderate to vigorous physical activity at least four days each week.

Evaluate the availability and quality of fitness resources in the community.

Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness.

Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests.

Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments.

Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development.

Justify the use of particular physical activities to achieve desired fitness goals.

Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities.

Develop and implement an appropriate personal physical fitness program for a family or community member.

Explain how to evaluate consumer physical fitness products and programs.

Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Participate in physical activities for personal enjoyment.

Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime.

Evaluate the psychological benefits derived from regular participation in physical activity.

Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.

Evaluate and refine personal goals to improve performance in physical activities.

Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.

Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals with special needs.

Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.

Encourage others to be supportive and inclusive of individuals of all ability levels.

Perform planned and spontaneous leadership assignments and roles in high-level dance activities.

Group Dynamics

Set personal goals for improved performance and enjoyment of dance activities.

Evaluate changes in self-responsibility as skill levels in dance activities improve.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Adjust personal fitness goals on the basis of fitness assessment measures to improve performance in dance activities.

Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of a dance activity.

Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in a dance activity.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate skills in choreography.

Practice dance in real-world settings.

Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.

Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in dance activities.

Demonstrate expertise in two or more of the following dance activities, preferably one from each category:<ul><li>Category 1<ul><li>Ballet</li><li>Folk</li><li>Jazz</li></ul></li><li>Category 2<ul><li>Modern</li><li>Social</li><li>Square</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 4D - Advanced Dance

Perform and evaluate planned and spontaneous leadership assignments and roles in high-level individual and dual activities.

Group Dynamics

Set personal goals for improved performance and enjoyment of individual and dual activities.

Evaluate changes in self-responsibility as skill levels in individual and dual activities improve.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of a selected individual or dual activity.

Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in individual and dual activities.

Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to individual and dual activities.

Develop personal physical fitness standards that exceed those of a scientifically based health-related physical fitness assessment.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Practice individual and dual activities in real-world settings.

Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.

Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in individual and dual activities.

Demonstrate expertise in two or more of the following individual and dual activities, preferably one from each category:<ul><li>Individual<ul><li>Archery</li><li>Cycling</li><li>Golf</li><li>Gymnastics/Tumbling</li><li>Skating</li><li>Skiing</li><li>Surfing</li><li>Yoga</li></ul></li><li>Dual<ul><li>Badminton</li><li>Handball</li><li>Racquetball</li><li>Squash</li><li>Tennis</li><li>Two-player volleyball</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 4C - Advanced Individual and Dual Activities

Perform and evaluate planned and spontaneous leadership assignments and roles in high-level aerobic activities.

Group Dynamics

Set personal goals for improved performance and enjoyment of aerobic activities.

Evaluate changes in self-responsibility as skill levels in aerobic activities improve.

Identify the qualities of aerobic activity that enhance personal enjoyment.

Demonstrate a physically active lifestyle that provides for enjoyment and challenge through aerobic activity.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Design a personal physical fitness program in preparation for the demands of a competitive aerobic activity.

Adjust personal fitness goals on the basis of fitness assessment measures to improve performance in aerobic activities.

Identify and achieve levels of personal excellence in health-related physical fitness.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Practice aerobic activities in real-world settings.

Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.

Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance.

Demonstrate expertise in two or more of the following aerobic activities, preferably one from each category:<ul><li>Category 1<ul><li>Aerobic dance</li><li>Running</li><li>Skating</li><li>Swimming</li></ul></li><li>Category 2<ul><li>Cross-country skiing</li><li>Cycling</li><li>Rowing</li><li>Triathlon</li><li>Walking</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 4B - Advanced Aerobic Activities

Perform and evaluate planned and spontaneous leadership assignments and roles in high-level adventure/outdoor activities.

Group Dynamics

Set personal goals for improved performance and enjoyment of adventure/outdoor activities.

Evaluate changes in self-responsibility as skill levels in adventure/outdoor activities improve.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of an adventure/outdoor activity.

Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in an adventure/outdoor activity.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Practice adventure/outdoor activities in real-world settings.

Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance of adventure/outdoor activities.

Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance.

Demonstrate expertise in one adventure/outdoor activity.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 4A - Advanced Adventure/Outdoor Activities

Assist others in the achievement of their fitness goals.

Group Dynamics

Analyze the role of social interaction in the successful participation in and enjoyment of weight-training and fitness activities.

Explain how to select and modify weight-training and fitness activities to allow for participation by younger children, the elderly, and individuals with special needs.

Social Interaction

Evaluate the risks and safety factors that may affect participation in weight training and fitness throughout a lifetime.

Identify and analyze weight-training and fitness activities that enhance personal enjoyment.

Develop personal goals to improve performance in weight training and fitness.

Describe how the perception of effort and quality is a personal assessment and describe the role that perception plays in achieving fitness goals.

Describe the role of motivation in physical activity.

Display safe and responsible behavior while training.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Meet physical fitness standards that exceed those of scientifically based health-related fitness assessments.

Meet increasingly higher levels of speed, strength, power, and endurance.

Develop and use a personal physical fitness log to record all workout data on a daily basis.

Demonstrate and explain the concepts of two different conditioning programs.

Demonstrate and explain the techniques and concepts of three types of weight-training programs.

Explain how the principles of biomechanics, muscle development, gender, age, training experience, training technique, and specificity affect performance related to strength training.

Assess multiple performances of another person in the following areas: muscular strength, muscular endurance, cardiorespiratory endurance, and flexibility.

Identify the prime mover muscles, antagonistic muscles, and stabilizer muscles for each of the major weight-training exercises.

Establish a set of personal physical fitness goals, using the principles of training, and create a strength-training and conditioning program.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate independent learning of movement skills in weight training.

List the safety equipment required for participation in weight training; describe and demonstrate the use of such equipment.

Identify and apply the principles of biomechanics necessary for the safe and successful performance of weight training.

Measure and assess multiple performances of another person in the following areas: balance, reaction time, agility, coordination, power, and speed.

Observe and analyze the techniques of another person (or oneself through video) performing a plyometric exercise and write an analysis of the performance.

Demonstrate proper spotting techniques for all lifts and exercises that require spotting.

Observe and analyze the lifting techniques of another person (or oneself through video) and write an analysis of the performance.

Explain the principles of biomechanics of first-, second-, and third-class levers and apply those principles to a variety of lifting techniques.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 3F - Weight Training and Fitness

Engage in aquatic activities both in school and outside school.

Analyze the role that cooperation and leadership play in aquatic activities.

Accept and perform planned and spontaneous leadership assignments and roles in aquatic activities.

Group Dynamics

Analyze the role of social interaction in the successful participation in and enjoyment of aquatic activities.

Explain how to select and modify aquatic activities to allow for participation by younger children, the elderly, and individuals with special needs.

Social Interaction

Identify and demonstrate personal responsibilities for safety and hygiene in the aquatics setting.

Evaluate the risks and safety factors that may affect participation in aquatic activities throughout a lifetime.

Identify and analyze aquatic activities that enhance personal enjoyment.

Develop personal goals to improve performance in aquatic activities.

Compare and contrast the effective leadership skills used in aquatic activities and those used in other physical activities.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Create and implement aquatic programs that improve health-related physical fitness.

Explain how aquatic activities contribute to the development and maintenance of health-related physical fitness.

Develop and implement a month-long personal physical fitness plan that includes aquatic activities.

Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to aquatic activities.

Explain the relationship between participation in aquatic activities and indicators of good health.

Improve or maintain one's physical fitness by adjusting physical activity levels according to the principles of exercise.

Analyze the effects of participation in aquatic activities on levels of health-related physical fitness activities and a personal fitness program.

Participate in aquatic activities that improve or maintain health-related physical fitness.

Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate and explain basic cardiopulmonary resuscitation.

Demonstrate and explain basic water rescue with and without equipment.

Identify and practice the safety skills necessary for entering swimming pools, lakes, rivers, and oceans (e.g., walking, jumping, falling, and diving).

Demonstrate independent learning of movement skills in aquatic activities.

List the safety equipment required for participation in aquatic activities; describe and demonstrate the use of such equipment.

Identify and apply the principles of biomechanics necessary for the safe and successful performance of aquatic activities.

Apply previously learned movement concepts to the learning and development of motor skills required for successful participation in aquatic activities.

Identify the characteristics and critical elements of a highly skilled performance in aquatic activities and demonstrate them.

Demonstrate advanced knowledge and skills in two or more aquatic activities, selecting one or more from each of the following categories:<ul><li>Category 1<ul><li>Diving</li><li>Kayaking/Canoeing/Rowing</li><li>Snorkeling</li><li>Swimming</li></ul></li><li>Category 2<ul><li>Life guarding</li><li>Scuba diving</li><li>Synchronized swimming</li><li>Water polo</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 3E - Aquatic Activities

Engage in dance activities both in school and outside school.

Analyze the role that cooperation and leadership play in dance activities.

Accept and perform planned and spontaneous leadership assignments and roles in dance activities.

Group Dynamics

Analyze the role of social interaction in the successful participation in and enjoyment of dance activities.

Explain how to select and modify dance activities to allow for participation by younger children, the elderly, and individuals with special needs.

Social Interaction

Evaluate the risks and safety factors that may affect participation in dance activities throughout a lifetime.

Identify and analyze dance activities that enhance personal enjoyment.

Develop personal goals to improve performance in dance activities.

Compare and contrast the effective leadership skills used in dance activities and those used in other physical activities.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Develop and implement a month-long personal physical fitness plan that includes dance activities.

Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to dance activities.

Explain the relationship between participation in dance activities and health.

Improve or maintain one's physical fitness by adjusting physical activity levels according to the principles of exercise.

Analyze the effects of dance activities on a personal physical fitness program and personal levels of health-related physical fitness.

Participate in dance activities that improve or maintain personal levels of health-related physical fitness.

Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate independent learning of movement skills in dance activities.

List the safety equipment and facilities required for participation in dance activities; describe and demonstrate the use of such equipment and facilities.

Identify and apply the principles of biomechanics necessary for the safe and successful performance of dance activities.

Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in dance activities.

Identify the characteristics and critical elements of a highly skilled performance in dance activities and demonstrate them.

Demonstrate advanced knowledge and skills in two or more dance activities, selecting one or more from each of the following categories:<ul><li>Category 1<ul><li>Ballet</li><li>Folk</li><li>Jazz</li></ul></li><li>Category 2<ul><li>MOdern</li><li>Social</li><li>Square</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 3D - Dance

Engage in individual and dual activities both in school and outside school.

Analyze the role that cooperation and leadership play in individual and dual activities.

Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities.

Group Dynamics

Analyze the role of social interaction in the successful participation in and enjoyment of individual and dual activities.

Explain how to select and modify individual and dual activities to allow for participation by younger children, the elderly, and individuals with special needs.

Social Interaction

Evaluate the risks and safety factors that may affect participation in individual and dual activities throughout a lifetime.

Identify and analyze individual and dual physical activities that enhance personal enjoyment.

Develop personal goals to improve performance in individual and dual activities.

Compare and contrast the effective leadership skills used in individual and dual activities and those used in other physical activities.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Develop and implement a month-long personal physical fitness plan that includes individual and dual activities.

Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of fitness products and programs related to individual and dual activities.

Explain the relationship between participation in individual and in dual activities and health.

Improve or maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

Analyze the effects of individual and dual activities on a personal physical fitness program and personal levels of health-related physical fitness.

Participate in individual and dual activities that improve or maintain health-related physical fitness.

Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate independent learning of movement skills in individual and dual activities.

List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment.

Identify and apply the principles of biomechanics necessary for the safe and successful performance of individual and dual activities.

Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in individual and dual activities.

Identify the characteristics and critical elements of a highly skilled performance in individual and dual activities and demonstrate them.

Demonstrate advanced knowledge and skills in two or more individual and dual activities, selecting one or more from each of the following categories:<ul><li>Individual<ul><li>Archery</li><li>Cycling</li><li>Golf</li><li>Gymnastics/Tumbling</li><li>Skating</li><li>Skiing</li><li>Surfing</li><li>Yoga</li></ul></li><li>Dual<ul><li>Badminton</li><li>Handball</li><li>Racquetball</li><li>Squash</li><li>Tennis</li><li>Two-player volleyball</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies essential to perform a variety of physical activities.

High School Course 3C - Individual and Dual Activities

Engage in aerobic activities both in school and outside school.

Analyze the role that cooperation and leadership play in aerobic activities.

Accept and perform planned and spontaneous leadership assignments and roles in aerobic activities.

Group Dynamics

Analyze the role of social interaction in the successful participation in and enjoyment of aerobic activities.

Explain how to select and modify aerobic activities to allow for participation by younger children, the elderly, and individuals with special needs.

Invite others to join in aerobic activity.

Social Interaction

Evaluate the risks and safety factors that may affect participation in aerobic activities throughout a lifetime.

Identify and analyze aerobic activities that enhance both personal enjoyment and the challenge.

Compare and contrast the effective leadership skills used in aerobic activities and those used in other physical activities.

Develop personal goals to improve performance in aerobic activities.

Engage independently in aerobic activities.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Identify and explain the positive effects of participation in aerobic activity on personal health.

Measure health-related physical fitness periodically and adjust physical activity to achieve fitness goals.

Evaluate goal-setting and other strategies as effective tools for maintaining and increasing adherence to a personal physical activity program.

Engage independently in physical activity that increases aerobic capacity.

Identify and achieve a personal level of excellence in physical fitness.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate independent learning of movement skills in aerobic activities.

List the safety equipment required for participation in aerobic activities; describe and demonstrate the use of such equipment.

Identify and apply the principles of biomechanics necessary for the safe and successful performance of aerobic activities.

Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in aerobic activities.

Identify the characteristics and critical elements of a highly skilled performance in aerobic activities and demonstrate them.

Demonstrate advanced knowledge and skills in two or more aerobic activities, selecting one or more from each of the following categories:<ul><li>Category 1<ul><li>Aerobic dance</li><li>Running</li><li>Skating</li><li>Swimming</li></ul></li><li>Category 2<ul><li>Cross-country skiing</li><li>Cycling</li><li>Rowing</li><li>Triathlon</li><li>Walking</li></ul></li></ul>

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 3B - Aerobic Activities

Engage in adventure/outdoor activities both in school and outside school.

Analyze the role that cooperation and leadership play in adventure/outdoor activities.

Accept and perform planned and spontaneous leadership assignments and roles in adventure/outdoor activities.

Group Dynamics

Analyze the role of social interaction in the successful participation in and enjoyment of adventure/outdoor activities.

Explain how to select and modify adventure/outdoor activities to allow for participation by younger children, the elderly, and individuals with special needs.

Social Interaction

Evaluate the risks and safety factors that may affect participation in adventure/outdoor activities throughout a lifetime.

Identify and analyze adventure/outdoor physical activities that enhance personal enjoyment.

Develop personal goals to improve performance in adventure/outdoor activities.

Compare and contrast the effective leadership skills used in adventure/outdoor activities and those used in other physical activities.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Explain the relationship between participation in adventure/outdoor activities and health.

Improve or maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

Analyze the effects of adventure/outdoor activities on a personal physical fitness program and personal levels of health related physical fitness.

Participate in adventure/outdoor activities that improve health-related physical fitness.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate independent learning of movement skills in adventure/outdoor activities.

List the safety equipment required for participation in outdoor pursuits and adventures; describe and demonstrate the use of such equipment.

Identify and apply the principles of biomechanics necessary for the safe and successful performance of adventure/outdoor activities.

Apply previously learned movement concepts and principles to the learning and development of the motor skills required for successful participation in adventure/outdoor pursuits and activities.

Identify the characteristics and critical elements of a highly skilled performance in adventure/outdoor activities and demonstrate them.

Demonstrate advanced knowledge and skills in two or more adventure/outdoor activities.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 3A - Adventure/Outdoor Activities

Encourage others to be supportive and inclusive of individuals of all ability levels.

Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.

Group Dynamics

Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals with special needs.

Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.

Social Interaction

Evaluate and refine personal goals to improve performance in physical activities.

Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.

Evaluate the psychological benefits derived from regular participation in physical activity.

Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime.

Participate in physical activities for personal enjoyment.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness.

Evaluate the availability and quality of fitness resources in the community.

Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.

Explain how to evaluate consumer physical fitness products and programs.

Develop and implement an appropriate personal physical fitness program for a family or community member.

Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities.

Justify the use of particular physical activities to achieve desired fitness goals.

Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development.

Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments.

Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests.

Participate in moderate to vigorous physical activity at least four days each week.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Evaluate independent learning of movement skills.

Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.

Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities.

Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastic/tumbling, and team activities.

Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.

Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles.

Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.

Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance.

Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities.

Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 2

Identify and utilize the potential strengths of each individual in physical activities.

Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Group Dynamics

Recognize the value of physical activity in understanding multiculturalism.

Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity.

Social Interaction

Develop personal goals to improve one's performance in physical activities.

Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one's best in physical activities.

Identify and evaluate personal psychological responses to physical activity.

Act independently of negative peer pressure during physical activity.

Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

Self-Responsibility

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Explain the role of physical activity in the prevention of disease and the reduction of health care costs.

Identify and list available fitness resources in the community.

Explain the inherent risks associated with physical activity in extreme environments.

Analyze consumer physical fitness products and programs.

Develop and implement a one-month personal physical fitness plan.

Identify the physical fitness requirements of an occupation.

Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

Use physical fitness test results to set and adjust goals to improve fitness.

Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.

Participate in moderate to vigorous physical activity at least four days each week.

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

Demonstrate independent learning of movement skills.

Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.

Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.

Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities.

Examine the physical, emotional, cognitive, and scientific factors that affect performance a nd explain the relationship between those factors.

Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.

Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.

Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.

Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

High School Course 1