| (F) demonstrate correct technique in underhand and
overhead volleying to a wall, net, or partner;
(G) demonstrate correct technique when striking an
object with a hand or short- or long-handled implement with a partner;
(H) jump a self-turned rope using a variety of intermediate
skills; and
(I) demonstrate entering and exiting a turned long
rope using intermediate 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 the appropriate use of open space and
closing space during dynamic activities;
(B) demonstrate appropriate use of pathways and levels
during dynamic activities and lead-up games; and
(C) apply speed, direction, and force during dynamic
activities and lead-up games.
(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 a rhythmic routine with appropriate steps and movement
patterns individually or in a group.
(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) explain fundamental components and strategies of
dynamic activities and lead-up games;
(B) practice and demonstrate specific movement skills
in designated dynamic activities and lead-up games with a partner
or a small group; and
(C) exhibit appropriate sporting behavior during independent
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 a variety of outdoor recreational skills and activities such as
camping, backpacking, fishing, rock climbing, hiking, paddle sports,
disc golf, cornhole, bocce ball, or croquet.
(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
on overall health and wellness;
(B) demonstrate frequency and intensity during endurance
activities; and
(C) identify and demonstrate the components of health-
and skill-related fitness.
(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) develop personal fitness goals for health-related
fitness; and
(B) track progress and analyze data for health-related
fitness activities.
(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) examine the relationship between nutrition and
optimal physical performance; and
(B) explain the importance of proper hydration before,
during, and after 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) work independently to select proper attire and
safety equipment that promote safe participation and prevent injury
in dynamic activities and lead-up games; and
(B) apply 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) accept and take responsibility for personal actions
that affect self and others;
(B) demonstrate respect for differences and similarities
in abilities of self and others; and
(C) demonstrate self-management skills to control personal
impulses and emotions during dynamic activities and lead-up games.
(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) discuss ways to resolve conflict in socially acceptable
ways and respond to winning and losing with dignity and understanding;
(B) identify effective communication to enhance healthy
interactions while settling disagreements; and
(C) demonstrate respect for the feelings of others.
(14) Social and emotional health--perseverance. The
physically literate student perseveres while addressing challenges.
The student is expected to identify ways to accept individual challenges
and use self-management skills to persevere in a positive manner 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
from teacher and peers.
(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 activities for a sustained period of
time on a regular basis using technology when available; and
(B) participate in a variety of physical activities
in the school and community for personal enjoyment.
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