| (G) demonstrate correct technique when striking an
object with a hand or short- or long-handled implement in dynamic
activities and lead-up games;
(H) jump a self-turned rope in a routine using a variety
of advanced skills; and
(I) demonstrate entering and exiting a turned long
rope using advanced 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 in small groups during dynamic activities and lead-up
games;
(B) apply appropriate use of pathways and levels in
small groups during dynamic activities and lead-up games; and
(C) apply speed, direction, and force with a short-handled
implement 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 create rhythmic routines in counts of eight using basic steps and
coordinated 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) identify and demonstrate the relationships among
a variety of game skills, including preparation, movement, follow-through,
and recovery, used in net or wall, invasion, target, fielding, or
striking games;
(B) demonstrate specific movement skills in designated
dynamic activities and lead-up games with a partner or group; and
(C) engage appropriately in physical activity, sporting
behavior, and game etiquette without teacher cue.
(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 outdoor recreational skills and activities such as rock climbing,
orienteering, hiking, paddle sports, archery, cycling, 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 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; and
(C) differentiate between health-related and skill-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) analyze personal fitness goals for self-improvement;
and
(B) track progress and analyze data, with teacher guidance,
to target areas needing 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 healthy foods that enhance physical activity;
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) describe and select proper attire and safety equipment
that promote safe participation and prevent injury in dynamic activities
and games; and
(B) demonstrate 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) accept and take responsibility for personal actions
that affect self and others during dynamic activities and lead-up
games;
(B) accept responsibility 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 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) explain the importance of and demonstrate how to
resolve conflict in socially acceptable ways and respond to winning
and losing with dignity and understanding;
(B) identify and describe effective communication to
enhance healthy interactions while settling disagreements; and
(C) identify and describe the concepts of 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 use self-management skills to persevere in a positive
manner during dynamic activities and lead-up games.
(15) Social and emotional health--accepting and providing
constructive feedback. The physically literate student accepts and
provides constructive feedback. The student is expected to apply appropriate
changes to performance based on feedback from 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 activity for a sustained period of time
on a regular basis using technology when available; and
(B) analyze the level of personal enjoyment in a variety
of activities in the school and community.
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