Standards outcomes in this template

• S1.H1.L1: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
• S1.H1.L2: Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
• S1.H2.L1: Demonstrates competency in dance forms and rhythmic movements to include dynamic warm-ups, agility drills, as well as cultural and social occasions such as weddings…
• S1.H2.L2: Demonstrates competency in dance forms and rhythmic movements by choreographing a dance, designing a workout routine or by giving a performance.
• S1.H3.L1: Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health- and skill-related fitness activities.
• S1.H3.L2: Demonstrates competency in 2 or more specialized skills including demonstration, application and evaluation in health-related fitness activities.
• S2.H1.L1: Identifies examples of social and technical dance forms and rhythmic movements.
• S2.H1.L2: Identifies and discusses the historical and cultural roles of games, sports and dance in a society.
• S2.H2.L1: Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
• S2.H2.L2: Describes the speed/accuracy trade-off in throwing and striking skills.
• S2.H3.L1: Creates a practice plan to improve performance for a self-selected skill.
• S2.H3.L2: Identifies the stages of learning a motor skill.
• S2.H4.L1: Identifies examples of social and technical dance forms.
• S2.H4.L2: Compares similarities and differences in various dance forms.
• S3.H1.L1: Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.
• S3.H1.L2: Investigates the relationships among physical activity, nutrition, and body composition.
• S3.H2.L1: Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
• S3.H2.L2: Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.
• S3.H3.L1: Identifies issues associated with exercising in heat, humidity, and cold.
• S3.H3.L2: Applies rates of perceived exertion and pacing.
• S3.H4.L1: Evaluates, according to their benefits, social support network and participation requirements, activities that can be pursued in the local environment.
• S3.H4.L2: Investigates and participates in activities that can be pursued in the local environment.
• S3.H5.L1: Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.
• S3.H5.L2: Analyzes the impact of risks and safety factors in life choices, economics, motivation, and accessibility on exercise adherence and successful participation in physical activity…
• S3.H6.L1: Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.
• S3.H6.L2: Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling…
• S3.H7.L1: Demonstrates appropriate technique in resistance training.
• S3.H7.L2: Designs and implements a strength and conditioning program that develops balance in opposing muscle groups (agonist-antagonist) and supports a healthy, active lifestyle.
• S3.H8.L1: Relates physiological responses to individual levels of fitness and nutritional balance.
• S3.H8.L2: Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic/glycolysis, aerobic).
• S3.H9.L1: Understands types of strength exercises (e.g., isometric, isotonic, isokinetic, concentric, eccentric) and stretching exercises (e.g., static, dynamic, PNF) for personal fitness development (e.g., strength,…
• S3.H9.L2: Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.
• S3.H10.L1: Calculates target heart rate and applies that information to a personal fitness plan.
• S3.H10.L2: Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor cardiovascular intensity.
• S3.H11.L1: Designs a fitness program including all components of health-related fitness that relates to college/career productivity.
• S3.H11.L2: Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach…
• S3.H12.L1: Designs 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.
• S3.H12.L2: Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals.
• S3.H13.L1: Creates a meal plan that demonstrates understanding of the impact of nutrition on the effect of each phase of exercise (e.g., pre, during and…
• S3.H14.L1: Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardiovascular exercise, meditation) to reduce stress.
• S3.H14.L2: Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardiovascular exercise, meditation) to reduce stress.
• S4.H1.L1: Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed.
• S4.H1.L2: Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.
• S4.H2.L1: Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance.
• S4.H2.L2: Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).
• S4.H3.L1: Uses communication skills and strategies that promote team or group dynamics.
• S4.H3.L2: Assumes a leadership role (e.g., task or group leader, referee, coach) in a physical activity setting.
• S4.H4.L1: Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups.
• S4.H4.L2: Accepts others' ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.
• S4.H5.L1: Understands best practices for safe participation in physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules,…
• S4.H5.L2: Applies best practices for safe participation in physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules,…
• S5.H1.L1: Analyzes the health benefits of a self-selected physical activity.
• S5.H1.L2: If the outcome was not achieved in Level 1, it should be a focus in Level 2 (analyzes the health benefits of a self-selected…
• S5.H2.L2: Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
• S5.H3.L1: Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment.
• S5.H3.L2: Identifies the uniqueness of creative dance and rhythmic movement as a means of self-expression.
• S5.H4.L1: Shows respect and acceptance of others with varying ability levels to support a cooperative learning environment.
• S5.H4.L2: Participates in inclusive programs that combine students of all ability levels.