Physical Education - Fitness for Life [Spring 2016]
Course Preface
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Course Introduction

 

Core Standards of the Course

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

Standard FFL1.1
Participate in two or more specialized lifetime activities that promote health-related fitness.

Standard FFL.1.2
Demonstrate competency in two or more specialized lifetime activities that promote health-related fitness.

Standard FFL.1.3
Participate in activities that promote health-related fitness.

Standard FFL.1.4
Demonstrate competency in two or more specialized activities that promote health-related fitness.

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

Standard FFL.2.1
Apply the terminology associated with exercise in selected fitness activities.

Standard FFL.2.2
Create a practice plan to improve performance in fitness activities.

Standard FFL.2.3
Identify concepts regarding the structure and function of the human body and unsafe exercises.

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

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

Standard FFL.3.2
Analyze and apply technology and social media as tools to support a healthy, active lifestyle.

Standard FFL.3.3
Evaluate the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.

Standard FFL.3.4
Apply rates of perceived exertion and pacing to assess and track activity readiness.

Standard FFL.3.5
List and evaluate activities that develop specific elements of physical fitness.

Standard FFL.3.6
Identify challenges and risk factors that change with the aging process.

Standard FFL.3.7
Demonstrate appropriate technique in resistance training (e.g., machines and/or free weights).

Standard FFL.3.8
Analyze daily activities such as walking, climbing, lifting, and various household chores for their ability to provide functional fitness benefits.

Standard FFL.3.9
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.

Standard FFL.3.10
Identify the different energy systems used in a selected physical activity (e.g., ATP-PC, anaerobic/glycolysis, aerobic).

Standard FFL.3.11
Identify the structure of skeletal muscle and fiber types as they relate to muscle development.

Standard FFL.3.12
Adjust pacing to keep heart rate in the target zone using available technology to self-monitor aerobic intensity (e.g., pedometer, heart rate monitor).

Standard FFL.3.13
Explain concepts of cardiovascular endurance, including maximum volume of oxygen uptake (i.e., VO2 Max), respiratory rate, cardiac output, stroke volume, and heart rate.

Standard FFL.3.14
Explain the principles of active vs. passive recovery and injury prevention and rehabilitation.

Standard FFL.3.15
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).

Standard FFL.3.16
Explain the concepts related to muscular endurance (e.g., repetitions, resistance, sport specificity, overload principle).

Standard FFL.3.17
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).

Standard FFL.3.18
Describe how health-related fitness is a lifelong process unique to each individual.

Standard FFL.3.19
Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss.

Standard FFL.3.20
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.

Standard FFL.3.21
Compare aerobic and anaerobic activities, showing examples of each.

Standard FFL.3.22
Define overload, progression, specificity, and reversibility.

Standard FFL.3.23
Explain the role of nutrition in overall health and fitness.

Standard FFL.3.24
Relate physiological responses to individual levels of fitness and nutritional balance.

Standard FFL.3.25
Investigate the relationships among physical activity, nutrition, and body composition.

Standard FFL.3.26
Explain the consequences of eating disorders at either end of the spectrum.

Standard FFL.3.27
Create a snack plan for before, during and after exercise that addresses nutrition needs for each phase.

Standard FFL.3.28
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).

Standard FFL.3.29
Use technology to design and implement a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle.

Standard FFL.3.30
Use technology to track progress in fitness programs and to perform a nutritional analysis.

Standard FFL.3.31
Calculate blood pressure using digital monitors.

Standard FFL.3.32
Design a fitness program, including all components of health-related fitness, for a college student and an employee in the learner's chosen field of work.

Standard FFL.3.33
Review frequency, intensity, time, and type (FITT) guidelines to evaluate activities.

Standard FFL.3.34
Identify stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation).

Standard FFL.3.35
Describe how exercise increases longevity and quality of life through stress reduction.

Standard FFL.3.36
Describe how exercise 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 FFL.4.1
Accept differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.

Standard FFL.4.2
Compare the effects and/or dangers of weight loss and gain on body composition and personal health.

Standard FFL.4.3
Identify strategies for developing a healthy self-concept and acceptance of one's body make-up.

Standard FFL.4.4
Identify the benefits and dangers of various dietary supplements, such as vitamins, minerals, herbs, power drinks, steroids, performance-enhancing drugs, and substance abuse.

Standard FFL.4.5
Utilize time effectively to set personal goals, practice, and complete assigned tasks.

Standard FFL.4.6
Identify the effects of environmental conditions (e.g., wind, temperature, humidity, and altitude) on activity performance.

Standard FFL.4.7
Demonstrate safety precautions in training (e.g., over-training, altitude, pollution, and temperature extremes).

Standard FFL.4.8
Evaluate risks and safety factors that might affect fitness activity preferences throughout the life cycle.

Standard FFL.4.9
Identify appropriate risks and safety factors in the selection of fitness activities.

Standard FFL.4.10
Exhibit proper etiquette, respect for others, and teamwork while engaging in fitness activities.

Standard FFL.4.11
Assume a supportive role (e. g., spotter, providing feedback, analyzing technique, and partnering).

Standard FFL.4.12
Explain the effects of age, gender, race, ethnicity, physical makeup, and culture on physical activity preference and participation.

Standard FFL.4.13
Communicate with fellow participants to solve conflict without confrontation (e.g., bullying).

Standard FFL.4.14
Accept others' ideas, cultural diversity and body types by engaging in cooperative and collaborative movement projects.

Standard FFL.4.15
Walk away willingly to avoid verbal or physical confrontation in activity settings.

Standard FFL.4.16
Listen to all sides before taking action in solving conflict.

Standard FFL.4.17
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 FFL.5.1
Analyze the mental, social, and psychological health benefits of a self-selected physical activity.

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

Standard FFL.5.3
Select and participate in physical activities or dance that meets the need for self-expression and enjoyment.

Standard FFL.5.4
Identify the opportunity for social support in a self-selected physical activity or dance.

Standard FFL.5.5
Research sports and activities of other cultures.

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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.