Physical Education: 9th-12th Grade
Skill Development and Application
I can demonstrate proper mechanics needed for success in target sports such as archery, casting/fishing, golf, and Frisbee golf.
I can demonstrate balance and body control while moving at different speeds while manipulating a ball of different sizes.
I can demonstrate mature form while striking objects in a variety of racquet sports.
I can operate a bike, kayak, or canoe safely and skillfully in a natural environment.
I can demonstrate proficiency in two movement forms in individual and lifetime activities.
I can demonstrate skills for starting, stopping, falling, and turning while participating in lifetime activities such as inline skating, cross-country skiing, biking, etc.
I can play modified team sports using all the basic skills and strategies of the sport and some advanced skills.
I can acquire skills to participate in a lifetime activity outside of school.
I can demonstrate proficient skills to participate in advanced play of some activities.I can pass and catch a variety of objects with a partner while stationary and moving.
I can execute a variety of shots while participating in racquet sports.
I can manipulate a ball at moderate to fast speeds, while maintaining control of the ball in drills & game play.
I can demonstrate and describes offensive, defensive, and transitional skills and strategies in team and individual sports.
I can identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in a variety of physical activities.
I can support teammates by movement and spacing in invasion, net, and field games.
I can combine and apply movement patterns simple to complex, in aquatic, rhythms/dance, and individual and dual activities.
Understanding Physical Activity
I can develop an appropriate conditioning program for a sport or lifetime fitness activity.
I can plan a summer or afterschool personal conditioning program.
I can examine the physical, emotional, cognitive, and scientific factors that affect performance and explains the relationship between those factors.
I can identify the differences and benefits of both functional fitness training and traditional weight training.
I can identify biomechanical principles related to striking, throwing, catching, and kicking skills.
I can identify a new skill to be learned and lists a scientific principle that can be applied to improved performance.
I can recognize advanced skill performance in others.
I can describe the impact of new skills and tactics.
I can explain appropriate tactical decisions in a competitive activity.
I can self-assess performance and makes appropriate corrections.
I can apply pre-existing skills and knowledge to the acquisition of new skills.
I can explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy)
I can apply and evaluates biomechanical principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities.
Participate in Physical Activity
I can participate willingly in a variety of physical activities appropriate for maintaining or enhancing a healthy, active lifestyle.
I can accumulate a recommended number of minutes of moderate to vigorous physical activity outside of physical education on five or more days per week.
I can participate in health-enhancing lifetime activities that can be pursued in the community as well as the school.
I can monitor physical activity through the use of available technology: pedometers, heart rate monitors, activity logs.
I can recognize and adjust my personal effort level to achieve health-enhancing benefits during a variety of activities.
I can establish goals by identifying strengths and weaknesses using personal fitness assessments.
I can compare health and fitness benefits derived from various physical activities.
I can identify the effects of age, gender, socioeconomic status, genetics, and culture in relation to individual health and current trends and issues.
I can describe the ways in which personal characteristics, performance styles, and activity preferences will change over the life span.
I can develop an appropriate health-related physical fitness exercise program based on fitness assessment results and classroom activities.
I can apply the principles of exercise (FITT, overload, specificity, and progression) in implementing a personal fitness program.
I can achieve personal fitness goals after a period of training.
I can demonstrate the ability to monitor and adjust a personal fitness program to meet needs and goals.
I can self-assesses the five health-related fitness components (aerobic capacity, muscular endurance, muscular strength, flexibility, and body composition).
I can meet the age- and gender-specific health-related fitness standards defined by evidence-based assessments (e.g., FitnessGram).
I can identify a variety of activities and how often they should be done to improve all health-related fitness components.
I can identify major muscle groups of the body and correctly identifies and performs at least two weight training exercises for each muscle group.
I can participate in fitness activities based on resources available in the local community.
I can self-assess heart rate before, during, and after various physical activities.
I can maintain appropriate levels of aerobic capacity, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life.
I can participate in activity outside of school for self-enjoyment.
I can identify reasons to participate in physical activity in the local community.
I can display a willingness to experiment with new activities and sports of our and other cultures.
I can demonstrate strategies for including people of diverse backgrounds and abilities in physical activity.
I can describe the correlation that being physically active leads to a higher quality of life.
I can demonstrate, through verbal and nonverbal behavior, cooperation with peers of different gender, race, and ethnicity in a physical setting.
I can recognize the value of all individuals involved in the activity.
I can describe the positive feelings that result from physical activity participation alone and with others.
I can participate as a volunteer in promoting physical activity within the school setting and also in the community.