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STANDARDS
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BENCHMARKS
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| Demonstrate
physical competency in individual and team sports,
creativer movement and leisure and work-related activities. |
19.A.2 Demonstrate
control when performing combinations and sequences
in locomotor, non-locomotor and manipulative motor
patterns. |
| Anaylze various
movement concepts and applications. |
19.B.2 Identify the
principles of movement (e.g., absorption and application
of force, equilibrium). |
| Demonstrate
knowledge of rules, safety and strategies during physical
activity. |
19.C.2a Identify
and apply rules and safety procedures in physical activities. |
| |
19.C.2b Identify
offensive, defensive and cooperative strategies in
selected activities and games. |
| Know and apply
the principles and components of health-related fitness. |
20A.2a Describe the
benefits of maintaining a health-enhancing level of
fitness. |
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20.A.2b Regularly
participate in physical activity for the purpose of
sustaining or improving individual levels of health-related
fitness. |
| Assess individual
fitness levels. |
20.B.2a Monitor individual
heart rate before, during and after physical activity,
with and without the use of technology. |
| |
20.B.2b Match
recognized assessments of health-related fitness (e.g.,
AAHPERED, AAU) to corresponding components of fitness. |
| Set goals based
on fitness data and develop, implement and monitor
an individual fitness improvement plan. |
20.C.2a Set a personal
health-related fitness goal. |
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20.C.2b Demonstrate
the relationship between movement and health-related
fitness components (e.g., running/cardiorespiratory,
tug-of-war/strength). |
| Demonstrate
individual responsibility during group physical activities. |
21.A.2a Accept responsibility
for their own actions in group physical activities. |
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21.A.2b Use identified
procedures and safe practices without reminders during
group physical activities. |
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21.A.2c Work independently
on task until completed. |
| Demonstrate
cooperative skills during structured group physical
activity. |
21.B.2 Work cooperatively
with a partner or small group to reach a shared goal
during physical activity. |
| Explain the
basic principles of health promotion, illness prevention
and safety. |
22.A.2a Describe
benefits of early detection and treatment of illness. |
| |
22.A.2b Demonstrate
strategies for the prevention and reduction of communicable
and non-communicable disease (e.g., practicing cleanliness,
making healthy food choices, understanding the importance
of immunizations and regular health screenings). |
| Understand
the impact of government policies and decisions on
production and consumption in the economy. |
22.A.2c Describe
and compare health and safety methods that reduce the
risks associated with dangerous situations (e.g., wearing
seat belts and helmets, using sunscreen). |
| Describe and
explain the factors that influence health among individuals,
groups and communities. |
22.B.2 Describe how
individuals and groups influence the health of individuals
(e.g., peer pressure, media and advertising). |
| Explain how
the environment can affect health. |
22.C.2 Explain interrelationships
between the environment and individual health (e.g.,
pollution and respiratory problems, sun and skin cancer). |
| Describe and
explain the structure and functions of the human body
systems and how they interrelate. |
23.A.2 Identify basic
body systems and their functions (e.g., circulatory,
respiratory, nervous). |
| Explain the
effects of health-related actions on the body systems. |
23.B.2 Differentiate
between positive and negative effects of health-related
actions on body systems (e.g., drug use, exercise,
diet). |
| Describe factors
that affect growth and development. |
23.C.2a Identify
physical, mental, social and cultural factors affecting
growth and development of children (e.g., nutrition,
self-esteem, family and illness). |
| |
23.C.2b Identify
stages in growth and development (e.g., stages in the
life cycle from infancy to old age). |
| Demonstrate
procedures for communicating in positive ways, resolving
differences and preventing conflict. |
24.A.2a Identify
causes and consequences of conflict among youth. |
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24.A.2b Demonstrate
positive verbal and nonverbal communication skills
(e.g., polite conversation, attentive listening, body
language). |
| Apply decision-making
skills related to the protection and promotion of individual
health. |
24.B.2 Describe key
elements of a decision-making process. |
| Demonstrate
skills essential to enhancing health and avoiding dangerous
situations. |
24.C.2 Describe situations
where refusal skills are necessary (e.g., pressure
to smoke, use alcohol and other drugs, join gangs,
physical abuse and exploitation). |
