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School City of Hobart |
| Active lifestyle |
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Standard 3
The learner will be able to exhibit a physically active lifestyle. Students participate in a variety of physical activities that can be continued for a lifetime. These activities are representative of the goals and objectives previously designed into the student's individual fitness program and are complimentary to the students strengths, and activity preferences. .
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9.3.1
The learner will be able to identify available community resources that promote an active lifestyle. Example: Develop strategies to deal with participation that occur over the life span. .
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9.3.2
The learner will be able to identify physical activities that contribute to the improvement of specific fitness components (i.e. cardiovascular, strength, body composition, flexibility). Example: List jogging, swimming, skipping rope, martial arts and aerobic dance as physical activities that enhance cardiovascular fitness. .
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9.3.3
The learner will be able to participate regularly in physical activities (minimum of 30 minutes a day, 3 to 4 times per week) that contribute to improved physical fitness and wellness. Example: Jog/run 3 miles every other day at an appropriate target heart rate. .
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| Physical Fitness |
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Standard 4
The learner will be able to achieve and maintain a health-enhancing level of physical fitness. Students utilize learned principles and practices to assess their own fitness levels using a variety of assessment tools. They analyze the results of these assessments and design a fitness program that meets their needs and interests and builds upon previously acquired fitness skills. .
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9.4.1
The learner will be able to create a personal program to achieve and maintain an optimal level of personal fitness. Example: Plan and implement a personal health-related (healthy lifestyles) fitness program based upon the results of a pretest, frequent self assessment, indicators of success and personal goals. .
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9.4.2
The learner will be able to identify and evaluate personal physiological response to exercise Example: Monitor body responses before, during, and after exercise by checking such factors as heart rate, perceived exertion, and recovery time.
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9.4.3
The learner will be able to demonstrate knowledge and an understanding of basic principles of exercise physiology, nutrition, and chemical substances and their effects on the physical performance of the body. Example: Explain principles of exercise and effects of vigorous physical activities on the functions of the body. .
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| Responsible Behavior |
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Standard 5
The learner will be able to demonstrate responsible personal and social behavior in physical activity settings. Students analyze environments and situations for safety and apply this analysis to their physical activities to ensure maximum positive results with minimum safety hazards. They anticipate potential conflicts and strive to prevent them from happening or quickly resolve conflicts that do occur in socially accepted ways. .
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9.5.1
The learner will be able to demonstrate safe and appropriate use and care of equipment and facilities. Example: Anticipate potentially dangerous situations related to physical activity. .
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9.5.2
The learner will be able to understand benefits of physical education on social and emotional well-being. Example: Participate in physical activities to relax, relieve stress, and share healthy movement activities with friends. .
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9.5.3
The learner will be able to understand the inherent risks associated with physical activity in extreme environments. Example: Describe safety techniques to use to avoid dehydration, over-exertion, heat exhaustion and hypothermia during physical activity in extreme environments. .
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| Understanding and Respect |
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Standard 6
The learner will be able to demonstrate understanding and respect for differences among people in physical activity settings. Students recognize the influence of sport on society. They analyze the effects of cultural differences on the various types of sports activities seen in different parts of the world. They explore the history and purposes of international competitions. They compare games and physical activities in different countries and describe how multi-culturalism influences these games. Students begin to develop their own feelings about inclusion of people with physical, cultural and emotional differences in the physical activities in which they participate.i .
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9.6.1
The learner will be able to identify how age, gender, ethnicity, culture, and economic status affects physical activity selection, participation, and personal abilities. Example: Compare similarities and differences in cross-cultural games such as cricket and baseball, netball and basketball, and football and rugby. .
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9.6.2
The learner will be able to develop strategies for inclusion of others in physical activity. Example: Discuss how activities and games can be modified to meet the needs of everyone. .
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| Opportunities |
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Standard 7
The learner will be able to understand that physical activity provides the opportunity for enjoyment, challenge, self expression, and social interaction. Students enjoy expressing their feelings through play and other physical activities. Student members of competitive teams or activity groups experience positive feelings associated with individual and group successes and learn how to control feelings of disappointment in losing situations. Students seek out challenging activities without fear. They recognize and discuss the value of participation in physical activities and the social interaction it provides. .
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9.7.1
The learner will be able to identify positive aspects of participation in several different physical activities. Example: Convince a parent to try a new lifetime activity as a means of relaxing. .
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9.7.2
The learner will be able to demonstrate comfort in personal expression. Example: Participate in a challenging tennis match as a means of expressing and releasing pent up emotions and energy. .
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9.7.3
The learner will be able to identify the positive feelings that result from physical activity and participation alone and with others. Example: Use physical activity to relax after taking an important geometry exam. .
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| Active lifestyle |
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Standard 3
The learner will be able to exhibit a physically active lifestyle. Students participate in a variety of physical activities that can be continued for a lifetime. These activities are representative of the goals and objectives previously designed into the student's individual fitness program and are complimentary to the students strengths, and activity preferences. .
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9.3.1
The learner will be able to identify available community resources that promote an active lifestyle. Example: Develop strategies to deal with participation that occur over the life span. .
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|
9.3.2
The learner will be able to identify physical activities that contribute to the improvement of specific fitness components (i.e. cardiovascular, strength, body composition, flexibility). Example: List jogging, swimming, skipping rope, martial arts and aerobic dance as physical activities that enhance cardiovascular fitness. .
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9.3.3
The learner will be able to participate regularly in physical activities (minimum of 30 minutes a day, 3 to 4 times per week) that contribute to improved physical fitness and wellness. Example: Jog/run 3 miles every other day at an appropriate target heart rate. .
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| Physical Fitness |
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Standard 4
The learner will be able to achieve and maintain a health-enhancing level of physical fitness. Students utilize learned principles and practices to assess their own fitness levels using a variety of assessment tools. They analyze the results of these assessments and design a fitness program that meets their needs and interests and builds upon previously acquired fitness skills. .
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|
9.4.1
The learner will be able to create a personal program to achieve and maintain an optimal level of personal fitness. Example: Plan and implement a personal health-related (healthy lifestyles) fitness program based upon the results of a pretest, frequent self assessment, indicators of success and personal goals. .
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|
9.4.2
The learner will be able to identify and evaluate personal physiological response to exercise Example: Monitor body responses before, during, and after exercise by checking such factors as heart rate, perceived exertion, and recovery time.
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9.4.3
The learner will be able to demonstrate knowledge and an understanding of basic principles of exercise physiology, nutrition, and chemical substances and their effects on the physical performance of the body. Example: Explain principles of exercise and effects of vigorous physical activities on the functions of the body. .
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| Responsible Behavior |
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Standard 5
The learner will be able to demonstrate responsible personal and social behavior in physical activity settings. Students analyze environments and situations for safety and apply this analysis to their physical activities to ensure maximum positive results with minimum safety hazards. They anticipate potential conflicts and strive to prevent them from happening or quickly resolve conflicts that do occur in socially accepted ways. .
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9.5.1
The learner will be able to demonstrate safe and appropriate use and care of equipment and facilities. Example: Anticipate potentially dangerous situations related to physical activity. .
|
|
9.5.2
The learner will be able to understand benefits of physical education on social and emotional well-being. Example: Participate in physical activities to relax, relieve stress, and share healthy movement activities with friends. .
|
|
9.5.3
The learner will be able to understand the inherent risks associated with physical activity in extreme environments. Example: Describe safety techniques to use to avoid dehydration, over-exertion, heat exhaustion and hypothermia during physical activity in extreme environments. .
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| Understanding and Respect |
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Standard 6
The learner will be able to demonstrate understanding and respect for differences among people in physical activity settings. Students recognize the influence of sport on society. They analyze the effects of cultural differences on the various types of sports activities seen in different parts of the world. They explore the history and purposes of international competitions. They compare games and physical activities in different countries and describe how multi-culturalism influences these games. Students begin to develop their own feelings about inclusion of people with physical, cultural and emotional differences in the physical activities in which they participate.i .
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9.6.1
The learner will be able to identify how age, gender, ethnicity, culture, and economic status affects physical activity selection, participation, and personal abilities. Example: Compare similarities and differences in cross-cultural games such as cricket and baseball, netball and basketball, and football and rugby. .
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9.6.2
The learner will be able to develop strategies for inclusion of others in physical activity. Example: Discuss how activities and games can be modified to meet the needs of everyone. .
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| Opportunities |
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Standard 7
The learner will be able to understand that physical activity provides the opportunity for enjoyment, challenge, self expression, and social interaction. Students enjoy expressing their feelings through play and other physical activities. Student members of competitive teams or activity groups experience positive feelings associated with individual and group successes and learn how to control feelings of disappointment in losing situations. Students seek out challenging activities without fear. They recognize and discuss the value of participation in physical activities and the social interaction it provides. .
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9.7.1
The learner will be able to identify positive aspects of participation in several different physical activities. Example: Convince a parent to try a new lifetime activity as a means of relaxing. .
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9.7.2
The learner will be able to demonstrate comfort in personal expression. Example: Participate in a challenging tennis match as a means of expressing and releasing pent up emotions and energy. .
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9.7.3
The learner will be able to identify the positive feelings that result from physical activity and participation alone and with others. Example: Use physical activity to relax after taking an important geometry exam. .
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| Movement |
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Standard 1
The learner will be able to students in grades 9 and above have reached a high level of competency in movement forms and are ready to attempt mastery in some chosen activities. Through observation, analysis and practice, they develop movement skills to the highest level possible for them at this developmental stage. They participate in a variety of individual, dual and team sports as well as in recreational games, dance, and challenge activities. .
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9.1.1
The learner will be able to demonstrate the ability to use and appreciate activity-specific skills. Example: Play games such as racquet, field, and court sports that require advanced eye-hand/foot coordination and high levels of strategy. .
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9.1.2
The learner will be able to exhibit the ability to synthesize and perform creative rhythmic movement patterns with increasing degrees of difficulty. Example: Choreograph and perform movement sequences and/or dances. .
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9.1.3
The learner will be able to develop outdoor and lifelong leisure pursuits. Example: Participate in several of the following activities: archery, golf, table tennis, horseshoes, self-defense, bowling, swimming, cycling, and fitness activities. .
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9.1.4
The learner will be able to develop specific skills at an advanced or skilled performance level. Example: When practicing tennis strokes, execute a drop shot, lob, overhead smash, forehand drive and backhand drive successfully 8 out of 10 times for each stroke.
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