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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.3 Demonstrate
control when performing combinations and sequences
of locomotor, non-locomotor and manipulative motor
patterns in selected activities, games and sports. |
| Anaylze various
movement concepts and applications. |
19.B.3 Compare
and contrast efficient and inefficient movement patterns. |
| Demonstrate
knowledge of rules, safety and strategies during physical
activity. |
19.C.3a Apply
rules and safety procedures in physical activities. |
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19.C.3b Apply
basic offensive, defensive and cooperative strategies
in selected activities, games and sports. |
| Know and apply
the principles and components of health-related fitness. |
20A.3a Identify
the principles of training: frequency, intensity, time
and type (FITT). |
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20.A.3b Identify
and participate in activities associated with the components
of health-related fitness. |
| Assess individual
fitness levels. |
20.B.3a Monitor
intensity of exercise through a variety of methods
(e.g., perceived exertion, pulse monitors, target heart
rate), with and without the use of technology. |
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20.B.3b Evaluate
the strengths and weaknesses of a personal fitness
profile. |
| Set goals based
on fitness data and develop, implement and monitor
an individual fitness improvement plan. |
20.C.3a Set
realistic short-term and long-term goals for a health-related
fitness component. |
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20.C.3b Identify
opportunities within the community for regular participation
in physical activities. |
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20.C.3c Apply
the principles of training to the health-related fitness
goals. |
| Demonstrate
individual responsibility during group physical activities. |
21.A.3a Follow
directions and decisions of responsible individuals
(e.g., teachers, peer leaders, squad leaders). |
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21.A.3b Participate
in establishing procedures for group physical activities. |
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21.A.3c Remain
on task independent of distraction (e.g., peer pressure,
environmental stressors). |
| Demonstrate
cooperative skills during structured group physical
activity. |
21.B.3Work
cooperatively with others to accomplish a set goal
in both competitive and non-competitive situations
(e.g., baseball, choreographing a dance). |
| Explain the
basic principles of health promotion, illness prevention
and safety. |
22.A.3a Identify
and describe wasy to reduce health risks common to
adolescents (e.g., exercise, diet, refusal of harmful
substances). |
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22.A.3b Identify
how positive health practices and relevant health care
can help reduce health risks (e.g., proper diet and
exercise reduce risks of cancer and heart disease). |
| Understand
the impact of government policies and decisions on
production and consumption in the economy. |
22.A.3c Explain
routine safety precautions in practical situations
(e.g., in motor vehicles, on bicycles, in and near
water, as a pedestrian). |
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22.A.3d Identify
various careers involved in health promotion, health
care and injury prevention. |
| Describe and
explain the factors that influence health among individuals,
groups and communities. |
22.B.3 Describe
how the individual influences the health and well-being
of the workplace and the community (e.g., volunteerism,
disaster preparedness, proper care to prevent the spread
of illness). |
| Explain how
the environment can affect health. |
22.C.3a Identify
potential environmental conditions that may affect
the health of the local community (e.g., pollution,
land fill, lead-based paint). |
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22.C.3b Develop
potential solutions to address environmental problems
that affect the local community's health. |
| Describe and
explain the structure and functions of the human body
systems and how they interrelate. |
23.A.3 Explain
how body systems interact with each other (e.g., blood
transporting nutrients from the digestive system and
oxygen from the respiratory system). |
| Explain the
effects of health-related actions on the body systems. |
23.B.3 Explain
the effects of health-related actions upon body systems
(e.g., fad diets, orthodontics, avoiding smoking, alcohol
use and other drug use). |
| Describe factors
that affect growth and development. |
23.C.3 Describe
the relationships among physical, mental and social
health factors during adolescence (e.g., the effects
of stress on physical and mental performance, effects
of nutrition on growth). |
| Demonstrate
procedures for communicating in positive ways, resolving
differences and preventing conflict. |
24.A.3a Describe
possible causes and consequences of conflict and violence
among youth in schools and communities. |
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24.A.3b Demonstrate
methods for addressing interpersonal differences without
harm (e.g., avoidance, compromise, cooperation). |
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24.A.3c Explain
how positive communication helps to build and maintain
relationships at school, at home and in the workplace. |
| Apply decision-making
skills related to the protection and promotion of individual
health. |
24.B.3 Apply
a decision-making process to an individual health concern. |
| Demonstrate
skills essential to enhancing health and avoiding dangerous
situations. |
24.C.3 Apply
refusal and negotiation skills to potentially harmful
situations. |
