Physical Education - Participation Skills and Techniques [Spring 2016]
Core Standards of the Course
Students will achieve a level of competency in motor skills and movement patterns.
Participate in and/or refine activity-specific movement skills in five or more lifetime activities (e.g., outdoor pursuits, individual performance activities, non-traditional, aquatics, net/wall games, or target games) and/or in dance forms (e.g., cultural and social occasions, ballet, modern, hip-hop, tap).
Demonstrate individual competency through testing and participation in five or more lifetime activities and/or in dance forms used in cultural and social occasions.
Participate in aerobic and anaerobic activities that will promote health-related fitness.
Demonstrate individual competency in one or more aerobic and anaerobic skills that promote health-related fitness.
Employ offensive maneuvers to receive a pass in a game setting.
Accomplish efficient defensive understanding in a game situation by denying passing zones, or deflecting ball.
Students will apply knowledge to attain efficient movement and performance.
Demonstrate appropriate use of terminology associated with exercise and participation in selected individual-performance activities (e.g., dance, net/wall games, target games, aquatics and/or outdoor pursuits).
Organize the stages of learning a motor skill or identify examples of social and technical dance forms.
Identify skill-specific cues for a variety of physical activities.
Use movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill or dance movement.
Participate in a number of individual and team activities, demonstrating strategies and rules.
Identify safeguards regarding warming up and cooling down, hydration, and potentially hazardous exercises.
Observe and improve movement skills, using videography and digital photography to provide feedback and self-analysis.
Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.
Discuss the benefits of a physically active lifestyle as it relates to college/ career readiness.
Determine risks associated with exercising in heat, humidity, and cold.
Evaluate the validity of claims made by commercial products and programs pertaining to fitness and a healthy lifestyle.
Balance the rate of exertion and pacing.
Create and maintain a journal of participation in outside self-selected activities, including duration, intensity, anticipated results, and final analysis.
Analyze and compare health and fitness benefits derived from a variety of activities.
Participate in visualization techniques to improve performance.
Correlate how physical activity affects body mass composition, including muscle and fat percentages and bone density.
Describe the elements of physical fitness and self-assess personal level.
Calculate target heart rate and apply information to a personal activity plan.
Adjust intensity levels of various activities through monitoring pulse rates manually, or by using heart-rate monitors or pulse sticks.
Review frequency, intensity, time, and type (FITT) guidelines as they apply to the development of physical fitness.
Evaluate levels of activity, and make adjustments to increase fitness benefits by increasing pace and adding time and/or repetitions.
Describe how both proper nutrition and exercise are necessary for a lifelong healthy lifestyle, and the consequences of poor nutrition and inactivity.
Create and implement a behavior modification plan that includes a healthy, active lifestyle.
Participate in activities that are personally rewarding and stress reducing.
Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.
Employ effective self-management skills and personal characteristics to analyze barriers and modify physical activity patterns appropriately.
Identify risks and safety factors that might affect activity preferences throughout the life cycle.
Exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance.
Assume a positive supportive role (e.g., spotter, providing feedback, analyzing technique, partnering, etc.).
Use communication skills and strategies that promote team/group dynamics.
Communicate with fellow participants to solve conflict without confrontation (e.g., bullying).
Solve problems and think critically in physical activity and/or dance settings, both as an individual and in groups.
Walk away willingly to avoid verbal or physical confrontation in activity settings.
Demonstrate an understanding of how listening to all sides before taking action in solving conflict results in a more positive outcome.
Develop strategies to include others in activity participation.
Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.
Analyze the mental, social, and psychological health benefits of a self-selected physical activity.
Choose an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
Select and participate in physical activities or dance that meets the need for self-expression and enjoyment.
Identify the opportunity for social support in a self-selected physical activity or dance.
Research sports and activities of other cultures.
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - Jodi Parker and see the Physical Education website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen. These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.