| (H) create and perform a jump rope routine with a partner
or a small group using a variety of skills that include 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) perform, without cue, the appropriate use of open
space and closing space during dynamic activities, games, and sports;
and
(B) perform, without cue, the appropriate 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 create and perform with a small group a rhythmic routine with varying
tempos using advanced 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) perform, without cue, offensive and defensive strategies
used in net or wall, invasion, target, striking, and fielding games
and sports;
(B) perform, without cue, combinations or sequences
of game skills to achieve individual or team goals; and
(C) follow rules, demonstrate appropriate sporting
behavior, self-officiate, and respect consequences for the game being
played without cue.
(7) Performance strategies--outdoor and recreational
pursuits. The physically literate student demonstrates competency
in outdoor and recreational pursuits. The student is expected to engage
in a variety of self-selected outdoor recreational 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) perform a variety of lifelong physical activities
and explain their effects on overall health and wellness;
(B) perform basic frequency, intensity, time, and type
(FITT) principle in a variety of self-selected aerobic and anaerobic
activities; and
(C) develop and analyze a personal fitness plan using
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) create and implement a personal physical fitness
plan and analyze the results for effectiveness; and
(B) 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) develop a healthy food choice plan that enhances
physical performance; and
(B) determine hydration needs, without cue, based on
physical performance and environmental factors.
(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 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) discuss the importance of and demonstrate respect
for differences and similarities in abilities of self and others during
game situations and sports; and
(B) evaluate 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) 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 using a positive tone 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) participate in self-selected physical activities
for personal enjoyment.
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