| (H) create and perform a jump rope routine using a
variety of advanced 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, games, and sports; and
(B) apply speed, direction, and force with a long-handled
implement during dynamic activities, games, and sports.
(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 perform rhythmic routines with intermediate steps and movement
patterns.
(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) demonstrate offensive and defensive strategies
used in net or wall, invasion, target, striking, and fielding games;
(B) demonstrate combinations of locomotor, manipulative,
and game skills in dynamic activities to achieve individual or team
goals; and
(C) demonstrate appropriate sporting behavior with
teammates, opponents, and officials.
(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 self-selected, organized outdoor recreational skills, activities,
and games.
(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 long-term benefits of moderate to
vigorous physical activity on overall health and wellness;
(B) describe the frequency, intensity, time, and type
(FITT) principle and how it improves fitness in relation to aerobic
and anaerobic activities; and
(C) describe health-related and skill-related fitness
components and their impact on personal 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 an individual fitness plan using personal
fitness goals; and
(B) analyze results of fitness assessments to identify
strategies for self-improvement.
(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) identify macronutrients, including carbohydrates,
fats, and proteins, and examine their relationship to optimal physical
performance; and
(B) identify how environmental temperature and humidity
each contribute to dehydration and heat illness.
(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) perform, without cue, the selection and use of
proper attire and safety equipment that promote safe participation
and prevent injury in dynamic activities, games, and sports; and
(B) perform, without cue, the correct safety precautions,
including 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 the importance of and accept responsibility
for personal actions that affect self and others during game situations
and sports;
(B) explain the importance of and demonstrate respect
for differences and similarities in abilities of self and others during
dynamic activities and lead-up games; and
(C) apply self-management skills to demonstrate self-control
of impulses and emotions, without cue, during games, situations, and
sports.
(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 the importance of and resolve conflict,
without cue, in socially acceptable ways, and respond to winning and
losing with dignity and understanding;
(B) explain and demonstrate effective communication
to enhance healthy interactions while settling disagreements; and
(C) demonstrate empathy and mutual 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 discuss the importance of accepting individual
challenges and demonstrate self-management skills to persevere in
a positive manner during game situations and sports.
(15) Social and emotional health--accepting and providing
constructive feedback. The physically literate student accepts and
provides constructive feedback. The student is expected to analyze
feedback to make appropriate changes to improve performance.
(16) Lifetime wellness--application of lifetime wellness.
The physically literate student identifies the value of lifetime wellness.
The student is expected to:
(A) develop a plan using available technology to participate
in moderate to vigorous physical activity for a sustained period of
time on a regular basis; and
(B) describe how participation in a variety of physical
activities builds confidence and increases personal enjoyment.
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