| (H) create and perform a jump rope routine using a
variety of skills that require agility, speed, and endurance.
(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) execute the appropriate use of open space and closing
space during dynamic activities, games, and sports; and
(B) execute the appropriate use of speed, direction,
and force with or without an 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 advanced steps and movement patterns
with 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) apply offensive and defensive strategies used in
net or wall, invasion, target, striking, and fielding games and sports;
(B) apply combinations or sequences of game skills
to achieve individual or team goals; and
(C) demonstrate self-responsibility and appropriate
sporting behavior in game situations and sports.
(7) Performance strategies--outdoor and recreational
pursuits. The physically literate student demonstrates competency
in outdoor and recreational pursuits. The student is expected to demonstrate
a variety of correct techniques for 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) analyze the long-term benefits of moderate to vigorous
physical activity on overall health and wellness;
(B) apply basic frequency, intensity, time, and type
(FITT) principle in a variety of aerobic and anaerobic activities;
and
(C) apply health-related and skill-related fitness
components and explain how each component impacts 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) create a collaborative physical fitness plan to
target areas for improvement in health-related fitness; and
(B) monitor and evaluate personal fitness goals and
make appropriate changes for 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) evaluate healthy food choices that show a balanced
daily intake of macronutrients to enhance physical performance; and
(B) analyze and determine the appropriate times to
consume traditional sports drinks that have the appropriate carbohydrate
and sodium content.
(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) discuss the importance of and demonstrate respect
for differences and similarities in abilities of self and others during
game situations and sports; and
(B) analyze self-management skills to demonstrate self-control
of impulses and emotions, without cue, during game 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) communicate effectively 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 develop and apply a plan of action and
make effective decisions when faced with challenges, obstacles, or
difficulties 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 provide
constructive feedback to peers following teacher guidelines 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) implement 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) evaluate self-selected physical activities for
personal enjoyment.
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