STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity.

Why This Goal Is Important: Physical performance involves competency in a wide range of motor, non-motor and manipulative skills. Learning in this area is developmental, building simple movements into more complex patterns. Learning to follow directions and rules enhances enjoyment and success in both recreational and competitive sports. Working toward higher levels of competence, students learn how to maintain health and fitness as individuals and as members of teams.

A. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
19.A.1 Demonstrate control when performing fundamental locomotor, non-locomotor and manipulative skills.	19.A.2 Demonstrate control when performing combinations and sequences in locomotor, non-locomotor and manipulative motor patterns.	19.A.3 Demonstrate control when performing combinations and sequences of locomotor, non-locomotor and manipulative motor patterns in selected activities, games and sports.	19.A.4 Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities.	19.A.5 Demonstrate knowledge and skills in a self-selected individual sport, a team sport, creative movement and work-related activities.

B. Analyze various movement concepts and applications.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
19.B.1 Understand spatial awareness and relationships to objects and people.	19.B.2 Identify the principles of movement (e.g., absorption and application of force, equilibrium).	19.B.3 Compare and contrast efficient and inefficient movement patterns.	19.B.4 Analyze various movement patterns for efficiency and effectiveness.	19.B.5 Apply the principles of efficient movement to evaluate personal performance.

C. Demonstrate knowledge of rules, safety and strategies during physical activity.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
19.C.1 Demonstrate safe movement in physical activities.	19.C.2a Identify and apply rules and safety procedures in physical activities.	19.C.3a Apply rules and safety procedures in physical activities.	19.C.4a Develop rules and safety procedures for physical activities.	19.C.5a Select components (e.g., equipment, boundaries, number of players, rules) which promote participation in novel or original physical activities.
	19.C.2b Identify offensive, defensive and cooperative strategies in selected activities and games.	19.C.3b Apply basic offensive, defensive and cooperative strategies in selected activities, games and sports.	19.C.4b Select and apply offensive, defensive and cooperative strategies in selected activities, games and sports.	19.C.5b Analyze and apply complex offensive, defensive and cooperative strategies for selected games and sports.

STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.

Why This Goal Is Important: Regular physical activity is necessary to sustain fitness and health. Students need to apply training principles—frequency, intensity, time and type (FITT)—to achieve their personal fitness goals. Fitness expectations need to be established on an individual basis; realistic goals need to be based on the health-related components of endurance, strength, flexibility, cardiorespiratory fitness and body composition. By learning and applying these concepts, students can develop lifelong understanding and good habits for overall health and fitness.

A. Know and apply the principles and components of health-related fitness.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
20.A.1a Identify characteristics of health-related fitness (e.g., flexibility, muscular strength).	20.A.2a Describe the benefits of maintaining a health-enhancing level of fitness.	20.A.3a Identify the principles of training: frequency, intensity, time and type (FITT).	20.A.4a Interpret the effects of exercise/physical activity on the level of health-related fitness.	20.A.5 Implement an individualized health-related fitness plan which includes the principles of training.
20.A.1b Engage in sustained physical activity that causes increased heart rate, muscle strength and range of movement.	20.A.2b Regularly participate in physical activity for the purpose of sustaining or improving individual levels of health-related fitness.	20.A.3b Identify and participate in activities associated with the components of health-related fitness.	20.A.4b Participate in various types of fitness training programs (e.g., circuit, cross and interval training) and describe the characteristics and benefits of each.

B. Assess individual fitness levels.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
20.B.1 Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased pulse rate, increased breathing rate).	20.B.2a Monitor individual heart rate before, during and after physical activity, with and without the use of technology.	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.	20.B.4a Record and interpret health-related physiological data (e.g., blood pressure, body mass index, oxygen exchange), with and without the use of technology.	20.B.5a Collect and interpret health-related fitness data over a period of time, 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.	20.B.3b Evaluate the strengths and weaknesses of a personal fitness profile.	20.B.4b Prepare an individual health-related fitness profile and evaluate fitness level on each component.	20.B.5b Evaluate the effects of fitness choices and heredity on wellness.

C. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
20.C.1 Identify a realistic health-related goal.	20.C.2a Set a personal health-related fitness goal.	20.C.3a Set realistic short-term and long-term goals for a health-related fitness component.	20.C.4a Set realistic, short-term, health-related fitness goals based on individual profiles.	20.C.5a Set realistic, long-term, health-related fitness goals based on an individual profile.
	20.C.2b Demonstrate the relationship between movement and health-related fitness components (e.g., running/cardiorespiratory, tug-of-war/strength).	20.C.3b Identify opportunities within the community for regular participation in physical activities.	20.C.4b Evaluate physical fitness services, products and advertising.	20.C.5b Understand how aging, illness and injury affect physical activity.
		20.C.3c Apply the principles of training to the health-related fitness goals.	20.C.4c Design and implement a personal fitness program.	20.C.5c Use profile data to monitor an individual wellness/fitness plan.

STATE GOAL 21: Develop team-building skills by working with others through physical activity.

Why This Goal Is Important: As members of teams, students need to fill the role of leader at times and participant at other times. Knowing how to follow procedures, accept leadership from others, participate actively and lead when appropriate will serve the student on and off the playing field. Students need to know the elements of teamwork (communication, decision making, cooperation, leadership) and how to adjust individual needs to team needs. Students also need to be able to recognize each member's contributions, including their own.

A. Demonstrate individual responsibility during group physical activities.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
21.A.1a Follow directions and class procedures while participating in physical activities.	21.A.2a Accept responsibility for their own actions in group physical activities.	21.A.3a Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders).	21.A.4a Demonstrate decision-making skills both independently and with others during physical activities.	21.A.5 Demonstrate individual responsibility through use of various team-building strategies in physical activity settings (e.g., etiquette, fair play, self-officiating, coaching, organizing a group activity).
21.A.1b Use identified procedures and safe practices with little or no reinforcement during group physical activities.	21.A.2b Use identified procedures and safe practices without reminders during group physical activities.	21.A.3b Participate in establishing procedures for group physical activities.	21.A.4b Apply identified procedures and safe practices to all group physical activity settings.
21.A.1c Work independently on tasks for short periods of time.	21.A.2c Work independently on task until completed.	21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors).	21.A.4c Complete a given task on time.

B. Demonstrate cooperative skills during structured group physical activity.

Early Elementary	Late Elementary	Middle/Junior High School	Early High School	Late High School
21.B.1 Work cooperatively with another to accomplish an assigned task.	21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity.	21.B.3 Work cooperatively with others to accomplish a set goal in both competitive and non-competitive situations (e.g., baseball, choreographing a dance).	21.B.4 Work cooperatively with others to achieve group goals in competitive and non-competitive situations (e.g., challenge course, orienteering).	21.B.5 Demonstrate when to lead and when to be supportive to accomplish group goals.