Physical Education - Individualized Lifetime Activities [Fall 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 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.
Demonstrate proficiency in three or more lifetime activities and/or in a form of dance by choreographing a dance or by giving a performance.
Participate in specialized skills that will promote health-related fitness.
Demonstrate proficiency in one or more specialized skills that will promote health-related fitness.
Students will apply knowledge to attain efficient movement and performance.
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).
Identify the stages of learning a motor skill.
State skill-specific cues for a variety of physical activities.
Describe the speed/accuracy trade-off in throwing and striking skills.
Create a practice plan to improve performance for a self-selected skill or dance form.
Participate in a number of individual activities demonstrating advanced strategies and rules.
Identify concepts regarding the influence of individual differences in activity settings.
Identify concepts regarding the influence of individual differences in unsafe activities.
Identify and discuss the historical and cultural roles of games, sports, and dance in society.
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.
Evaluate the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
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.
Evaluate activities that can be pursued in the local environment according to their benefits, social support network and participation requirements.
Analyze the impact of life choices, economics, motivation, and accessibility on exercise adherence and participation in physical activity in college or career settings.
Explain the effects of age on activity performance and choice in a lifelong fitness and activity plan.
Identify visualization techniques used to improve performance.
Participate several times a week in a self-selected lifetime activity, dance, or fitness activity outside of the school day.
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).
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.
Calculate target heart rate and apply HR information to a personal activity plan.
Describe how physical activity influences health-related fitness and is a lifelong process unique to each individual.
Identify physiological concepts as they relate to specific aerobic and anaerobic activities.
List the benefits of activity and proper nutrition and the consequences of inactivity and poor nutritional choice.
Explain the importance of the balance between food intake and energy expenditure in maintaining weight, developing fitness and preventing sedentary disease.
Create a snack plan for before, during and after exercise that addresses nutrition needs for each phase.
Create a menu plan reflecting sound nutritional concepts that support self-selected physical activities.
Apply stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation).
Describe how physical activity 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.
Act independently of peer pressure in developing healthy choices in physical activity settings.
Utilize time effectively to include setting personal goals, practicing, completing assigned tasks, and including activity time.
Use readily available resources and materials to engage in home fitness activities.
Identify the effects of environmental conditions (e.g., wind, temperature, humidity, and altitude) on activity performance.
Identify and evaluate risks and safety factors that might affect activity preferences throughout the life cycle.
Examine moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).
Assume a leadership role (e.g., task or group leader, referee, coach) in a cooperative, adventure-based and/or physical activity setting.
Self-officiate in recreational sports.
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.
Identify the uniqueness of physical activity or creative dance as a means of self-expression.
Participate in lifetime activities that are personally relevant.
Evaluate the opportunity for social interaction and social support in a self-selected physical activity or dance.
Report on the historical roles and values of games, sports, and self-selected activities or dance in different 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 -
and see the Physical Education website. For
general questions about Utah's Core Standards contact the Director
- DIANA SUDDRETH .
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