Physical Education - Fitness for Life [Spring 2016]
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By the end of high school, students will be college and career ready, as demonstrated by the
ability to plan and implement different types of personal fitness programs, demonstrate competency
in lifetime activities, describe key concepts associated with successful participation in
physical activity, model responsible behavior while engaged in physical activity, and fill a need
for self-expression, challenge, social interaction and enjoyment.
Core Standards of the Course
Students will achieve a level of competency in motor skills and movement patterns.
Participate in two or more specialized lifetime activities that promote health-related fitness.
Demonstrate competency in two or more specialized lifetime activities that promote health-related fitness.
Participate in activities that promote health-related fitness.
Demonstrate competency in two or more specialized activities that promote health-related fitness.
Students will apply knowledge to attain efficient movement and performance.
Apply the terminology associated with exercise in selected fitness activities.
Create a practice plan to improve performance in fitness activities.
Identify concepts regarding the structure and function of the human body and unsafe exercises.
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 productivity.
Analyze and apply technology and social media as tools to support a healthy, active lifestyle.
Evaluate the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
Apply rates of perceived exertion and pacing to assess and track activity readiness.
List and evaluate activities that develop specific elements of physical fitness.
Identify challenges and risk factors that change with the aging process.
Demonstrate appropriate technique in resistance training (e.g., machines and/or free weights).
Analyze daily activities such as walking, climbing, lifting, and various household chores for their ability to provide functional fitness benefits.
Design and implement a strength and conditioning program that develops balance in opposing muscle groups (e.g., agonist/antagonist) and supports a healthy, active lifestyle.
Identify the different energy systems used in a selected physical activity (e.g., ATP-PC, anaerobic/glycolysis, aerobic).
Identify the structure of skeletal muscle and fiber types as they relate to muscle development.
Adjust pacing to keep heart rate in the target zone using available technology to self-monitor aerobic intensity (e.g., pedometer, heart rate monitor).
Explain concepts of cardiovascular endurance, including maximum volume of oxygen uptake (i.e., VO2 Max), respiratory rate, cardiac output, stroke volume, and heart rate.
Explain the principles of active vs. passive recovery and injury prevention and rehabilitation.
Identify types of strength exercises (e.g., isometric, isotonic, isokinetic, concentric, eccentric, intervals, circuits) and stretching exercises (e.g., static, PNF, dynamic, ballistic) and overload principle and work/rest ratio for personal fitness development (e.g., strength, endurance, range of motion).
Explain the concepts related to muscular endurance (e.g., repetitions, resistance, sport specificity, overload principle).
Explain the concepts related to body composition (e.g., the difference between being overweight and obese, genetic influences, and various ways to measure body composition).
Describe how health-related fitness is a lifelong process unique to each individual.
Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss.
Identify personal and family history for known health-risk factors, such as age, gender, body composition, heart rate, coronary heart disease, cancer, diabetes, cholesterol, blood pressure, and daily stress situations.
Compare aerobic and anaerobic activities, showing examples of each.
Define overload, progression, specificity, and reversibility.
Explain the role of nutrition in overall health and fitness.
Relate physiological responses to individual levels of fitness and nutritional balance.
Investigate the relationships among physical activity, nutrition, and body composition.
Explain the consequences of eating disorders at either end of the spectrum.
Create a snack plan for before, during and after exercise that addresses nutrition needs for each phase.
Use technology to develop and maintain a fitness portfolio (e.g., pre and post assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
Use technology to design and implement a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle.
Use technology to track progress in fitness programs and to perform a nutritional analysis.
Calculate blood pressure using digital monitors.
Design a fitness program, including all components of health-related fitness, for a college student and an employee in the learnerís chosen field of work.
Review frequency, intensity, time, and type (FITT) guidelines to evaluate activities.
Identify stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation).
Describe how exercise increases longevity and quality of life through stress reduction.
Describe how exercise increases longevity and quality of life through stress reduction.
Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.
Accept differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.
Compare the effects and/or dangers of weight loss and gain on body composition and personal health.
Identify strategies for developing a healthy self-concept and acceptance of oneís body make-up.
Identify the benefits and dangers of various dietary supplements, such as vitamins, minerals, herbs, power drinks, steroids, performance-enhancing drugs, and substance abuse.
Utilize time effectively to set personal goals, practice, and complete assigned tasks.
Identify the effects of environmental conditions (e.g., wind, temperature, humidity, and altitude) on activity performance.
Demonstrate safety precautions in training (e.g., over-training, altitude, pollution, and temperature extremes).
Evaluate risks and safety factors that might affect fitness activity preferences throughout the life cycle.
Identify appropriate risks and safety factors in the selection of fitness activities.
Exhibit proper etiquette, respect for others, and teamwork while engaging in fitness activities.
Assume a supportive role (e. g., spotter, providing feedback, analyzing technique, and partnering).
Explain the effects of age, gender, race, ethnicity, physical makeup, and culture on physical activity preference and participation.
Communicate with fellow participants to solve conflict without confrontation (e.g., bullying).
Accept others' ideas, cultural diversity and body types by engaging in cooperative and collaborative movement projects.
Walk away willingly to avoid verbal or physical confrontation in activity settings.
Listen to all sides before taking action in solving conflict.
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
and see the Physical Education website. For
general questions about Utah's Core Standards contact the Director
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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
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