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Physical Education Curriculum Physical Education - Individualized Lifetime Activities [Spring 2016]
Course Preface Course Preface
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Core Standards of the Course

Strand 1
Students will achieve a level of competency in motor skills and movement patterns.

Standard ILA.1.1
Participate in and refine skills in activity-specific movements, through various means such as rubrics, self and peer assessment, video and computer analyses, and teacher feedback, in (1) up to three lifetime activities (e.g., outdoor pursuits, individual-performance activities, aquatics, net/ wall games or target games), and/or (2) a form of dance.

Standard ILA.1.2
Demonstrate proficiency in three or more lifetime activities and/or in a form of dance by choreographing a dance or by giving a performance.

Standard ILA.1.3
Participate in specialized skills that will promote health-related fitness.

Standard ILA.1.4
Demonstrate proficiency in one or more specialized skills that will promote health-related fitness.

Strand 2
Students will apply knowledge to attain efficient movement and performance.

Standard ILA.2.1
Apply the terminology associated with exercise and participation in selected lifetime activities (e.g., dance, net/wall games, target games, aquatics and/or outdoor pursuits appropriately).

Standard ILA.2.2
Identify the stages of learning a motor skill.

Standard ILA.2.3
State skill-specific cues for a variety of physical activities.

Standard ILA.2.4
Describe the speed/accuracy trade-off in throwing and striking skills.

Standard ILA.2.5
Create a practice plan to improve performance for a self-selected skill or dance form.

Standard ILA.2.6
Participate in a number of individual activities demonstrating advanced strategies and rules.

Standard ILA.2.7
Identify concepts regarding the influence of individual differences in activity settings.

Standard ILA.2.8
Identify concepts regarding the influence of individual differences in unsafe activities.

Standard ILA.2.9
Identify and discuss the historical and cultural roles of games, sports, and dance in society.

Strand 3
Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.

Standard ILA.3.1
Discuss the benefits of a physically active lifestyle as it relates to college/ career productivity.

Standard ILA.3.2
Evaluate the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.

Standard ILA.3.3
Use measures (e.g., rates of perceived exertion, pacing, heart-rate monitors, pulse sticks, blood pressure devices, body mass analyzers, and/or pedometers) to assess and track activity readiness.

Standard ILA.3.4
Evaluate activities that can be pursued in the local environment according to their benefits, social support network and participation requirements.

Standard ILA.3.5
Analyze the impact of life choices, economics, motivation, and accessibility on exercise adherence and participation in physical activity in college or career settings.

Standard ILA.3.6
Explain the effects of age on activity performance and choice in a lifelong fitness and activity plan.

Standard ILA.3.7
Identify visualization techniques used to improve performance.

Standard ILA.3.8
Participate several times a week in a self-selected lifetime activity, dance, or fitness activity outside of the school day.

Standard ILA.3.9
Create a plan involving training for and participating in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).

Standard ILA.3.10
Design and implement a strength and conditioning program that develops balance in opposing muscle groups (e.g., agonist/antagonist) and supports a healthy, active life-style.

Standard ILA.3.11
Calculate target heart rate and apply HR information to a personal activity plan.

Standard ILA.3.12
Describe how physical activity influences health-related fitness and is a lifelong process unique to each individual.

Standard ILA.3.13
Identify physiological concepts as they relate to specific aerobic and anaerobic activities.

Standard ILA.3.14
List the benefits of activity and proper nutrition and the consequences of inactivity and poor nutritional choice.

Standard ILA.3.15
Explain the importance of the balance between food intake and energy expenditure in maintaining weight, developing fitness and preventing sedentary disease.

Standard ILA.3.16
Create a snack plan for before, during and after exercise that addresses nutrition needs for each phase.

Standard ILA.3.17
Create a menu plan reflecting sound nutritional concepts that support self-selected physical activities.

Standard ILA.3.18
Apply stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation).

Standard ILA.3.19
Describe how physical activity increases longevity and quality of life through stress reduction.

Strand 4
Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

Standard ILA.4.1
Accept differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.

Standard ILA.4.2
Act independently of peer pressure in developing healthy choices in physical activity settings.

Standard ILA.4.3
Utilize time effectively to include setting personal goals, practicing, completing assigned tasks, and including activity time.

Standard ILA.4.4
Use readily available resources and materials to engage in home fitness activities.

Standard ILA.4.5
Identify the effects of environmental conditions (e.g., wind, temperature, humidity, and altitude) on activity performance.

Standard ILA.4.6
Identify and evaluate risks and safety factors that might affect activity preferences throughout the life cycle.

Standard ILA.4.7
Examine moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).

Standard ILA.4.8
Assume a leadership role (e.g., task or group leader, referee, coach) in a cooperative, adventure-based and/or physical activity setting.

Standard ILA.4.9
Self-officiate in recreational sports.

Standard ILA.4.10
Communicate with fellow participants to solve conflict without confrontation (e.g., bullying).

Standard ILA.4.11
Accept others' ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.

Standard ILA.4.12
Walk away willingly to avoid verbal or physical confrontation in activity settings.

Standard ILA.4.13
Listen to all sides before taking action in solving conflict.

Standard ILA.4.14
Develop strategies to include others in activity participation.

Strand 5
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.

Standard ILA.5.1
Analyze the mental, social, and psychological health benefits of a self-selected physical activity.

Standard ILA.5.2
Choose an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.

Standard ILA.5.3
Identify the uniqueness of physical activity or creative dance as a means of self-expression.

Standard ILA.5.4
Participate in lifetime activities that are personally relevant.

Standard ILA.5.5
Evaluate the opportunity for social interaction and social support in a self-selected physical activity or dance.

Standard ILA.5.6
Report on the historical roles and values of games, sports, and self-selected activities or dance in different cultures.

UEN logo - 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.