| (G) demonstrate correct technique when striking a moving
object over a low net or to a wall with a hand or short- or long-handled
implement;
(H) jump a self-turned rope using a variety of basic
skills; and
(I) enter and exit a turned long rope using basic jumping
skills.
(4) Movement patterns and movement skills--spatial
and body awareness. The physically literate student demonstrates competency
in spatial and body awareness, including pathways, shapes, levels,
speed, direction, and force. The student is expected to:
(A) demonstrate locomotor, non-locomotor, and manipulative
skills safely in personal and open space;
(B) combine pathways and levels into various movement
patterns in a wide variety of physical activities; and
(C) combine speed, direction, and force as directed
by teacher.
(5) Movement patterns and movement skills--rhythmic
activities. The physically literate student demonstrates competency
in rhythmic activities and rhythmic combinations. The student is expected
to demonstrate various rhythmic combinations of locomotor skills of
eight counts in repeatable patterns when leading or following a partner.
(6) Performance strategies--games and activities. The
physically literate student demonstrates competency in performance
strategies in invasion, target, net or wall, fielding, striking, and
cooperative games. The student is expected to:
(A) combine the skills of chasing, fleeing, and dodging
to avoid or catch others during a variety of games;
(B) demonstrate specific movement skills to improve
performance in designated dynamic activities; and
(C) explain and follow rules, procedures, and safe
practices during games and activities.
(7) Performance strategies--outdoor and recreational
pursuits. The physically literate student demonstrates competency
in outdoor and recreational pursuits. The student is expected to participate
in introductory outdoor recreational skills and activities such as
rock climbing, hiking, paddle sports, disc golf, or challenge courses.
(8) Health, physical activity, and fitness--fitness
principles. The physically literate student demonstrates and recognizes
a health-enhancing, physically active lifestyle. The student is expected
to:
(A) describe the benefits of regular physical activity,
including stress management;
(B) identify the importance of frequency and intensity
during endurance activities; and
(C) explain and demonstrate the correct techniques
of health-related fitness components.
(9) Health, physical activity, and fitness--analyze
data. The physically literate student demonstrates competency in the
ability to analyze data used during fitness performance. The student
is expected to:
(A) describe the importance of setting personal fitness
goals in improving health-related fitness; and
(B) identify how to measure improvement and track progress
for health-related fitness.
(10) Health, physical activity, and fitness--nutrition
and hydration. The physically literate student recognizes the correlation
between nutrition, hydration, and physical activity. The student is
expected to:
(A) differentiate between healthy and unhealthy foods
and their impact on sustainable energy for physical activity; and
(B) differentiate between water and processed sugar
or high-calorie drinks and their impact on sustainable energy for
physical activity.
(11) Health, physical activity, and fitness--environmental
awareness and safety practices. The physically literate student demonstrates
competency in environmental awareness and understands safety practices.
The student is expected to:
(A) select proper attire and safety equipment that
promote safe participation and prevent injury in a variety of physical
activities; and
(B) exhibit correct safety precautions, including pedestrian,
water, sun, cycling, skating, and scooter safety.
(12) Social and emotional health--personal responsibility
and self-management. The physically literate student demonstrates
competency in personal responsibility. The student is expected to:
(A) explain that personal actions have consequences
for self and others;
(B) demonstrate respect for differences and similarities
in abilities of self and others; and
(C) explain and demonstrate self-management skills
to control personal impulses and emotions.
(13) Social and emotional health--resolving conflict
and social interaction. The physically literate student demonstrates
competency in resolving conflict and social interaction. The student
is expected to:
(A) demonstrate respect and cooperation through words
and actions during various group activities; and
(B) identify the feelings of others.
(14) Social and emotional health--perseverance. The
physically literate student perseveres while addressing challenges.
The student is expected to explain how practicing challenging physical
activities can build confidence and minimize frustration when learning
a variety of new skills.
(15) Social and emotional health--accepting and providing
constructive feedback. The physically literate student accepts and
provides constructive feedback. The student is expected to listen
respectfully to make appropriate changes in performance based on feedback.
(16) Lifetime wellness--application of lifetime wellness.
The physically literate student identifies the value of lifetime wellness.
The student is expected to:
(A) differentiate among types of and participate in
moderate to vigorous physical activity for a sustained period of time
on a regular basis using technology when available; and
(B) select and participate in physical activity for
personal enjoyment.
|
