Standard 1—Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Elementary Health Education

1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students:

• know how basic body systems work and interrelate in normal patterns of growth and development
• possess basic knowledge and skills which support positive health choices and behaviors
• understand how behaviors such as food selection, exercise, and rest affect growth and development
• recognize influences which affect health choices and behaviors
• know about some diseases and disorders and how they are prevented and treated
• practice and support others in making healthy choices.

This is evident, for example, when students:
s describe the basic structure and functions of human body systems
s identify the harmful effects of alcohol, tobacco and other drugs
s explain how eating nutritionally balanced meals and snacks promotes health
s describe the physical, social and emotional indicators of healthy people
s demonstrate the use of interpersonal communication skills to enhance health
s identify responsible health behaviors and demonstrate strategies to improve or maintain personal health
s demonstrate health practices such as washing hands, covering one’s mouth when coughing or sneezing, and brushing and flossing teeth
s identify common health problems and indicate how they can be prevented, detected and treated
s set a personal health goal and track progress toward its achievement.

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Elementary Physical Education

1. Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students:

• participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area
• develop physical fitness skills through regular practice, effort, and perseverance
• demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills, and understand fundamental principles of movement
• understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition)
• demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness
• understand the relationship between physical activity and individual well being.

This is evident, for example, when students:
s demonstrate basic motor skills (run, climb, hop), manipulative skills (throw, catch, strike), and non-locomotor skills (balance, weight transfer) using mature motor patterns while engaged in a variety of activities
s apply the concepts and principles of human movement to the development of new skills (e.g., catching objects while moving, throwing objects using opposition)
s adjust performance of skill as a result of monitoring or assessing previous performance (e.g., moves closer to target or throws at altered angle of release following toss that falls short)
s do additional push-ups each day to improve upper body strength, additional stretches to improve flexibility, and additional running to develop cardiorespiratory fitness
s engage in physical activity and frequent monitoring of pulse rate to reach and maintain a target heart rate for an appropriate amount of time
s perform appropriate warm-up and cool-down exercises before and after vigorous activity to avoid muscle injury
s set a personal physical activity goal and track progress toward its achievement.

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Elementary Home Economics

1. Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Students:

• understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation
• use simple household tools safely to perform a variety of everyday tasks
• recognize how a family contributes to personal health.

This is evident, for example, when students:
s know the food groups as described in the food guide pyramid and plan meals and snacks that include a nutritious balance of foods
s prepare simple snacks, handling food properly, and using utensils safely
s wash hands before and after handling food
s use age appropriate technology such as microwave for food preparation
s identify ways a family helps its members maintain their health.

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Intermediate Health Education

1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students:

• integrate knowledge of basic body systems with an understanding of the changes that accompany puberty apply prevention and risk reduction strategies to adolescent health problems
• demonstrate the necessary knowledge and skills to promote healthy adolescent development
• analyze the multiple influences which affect health decisions and behaviors.

This is evident, for example, when students:
s describe bodily changes that occur during adolescence
s demonstrate a variety of problem solving, communication and stress management skills to address health compromising behaviors such as fad dieting, alcohol, tobacco, and other drug use, early sexual involvement and violent behavior
s predict how decisions regarding health behaviors have consequences for self and others
s describe the interrelationship of social, emotional and physical health during adolescence
s explain how lifestyle, family history and other factors are related to the cause or prevention of diseases and other health problems.

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Intermediate Physical Education

1. Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students:

• demonstrate competency in a variety of physical activities (games, sports, exercises) that provide conditioning for each fitness area
• know that motor skills progress in complexity and need to be used in the context of games and sports with additional environmental constraints
• combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment
• understand the relationship between physical activity and the prevention of illness, disease, and premature death
• develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity
• develop leadership, problem solving, cooperation, and team work by participating in group activities.

This is evident, for example, when students:
s throw objects for accuracy and distance to moving targets, or use a variety of strategies to gain offensive or defensive advantage in a game
s perform motor/movement skills in a variety of structured games and sport activities requiring the integration of skills (e.g., hand or foot dribble while preventing opponent from taking ball)
s self-analyze a skill or strategy in order to improve performance, e.g., adjusting throw using principles of rotation and force application
s select a variety of appropriate activities to improve one or more components of health-related fitness based on a fitness assessment
s monitor heart rate as a means for determining intensity and duration of activity
s demonstrate correct form in various physical activities to prevent injury (e.g., weight training, lifting, and climbing)
s analyze a partner’s performance in a movement task
s use video taping to assist in self assessment of a skill.

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Intermediate Home Economics

1. Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Students:

• understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals
• apply principles of food safety and sanitation
• recognize the mental, social, and emotional aspects of good health
• apply decision making process to dilemmas related to personal health.

This is evident, for example, when students:
s plan a personal diet that accommodates nutritional needs, activity level, and optimal weight
s prepare a meal with foods from the food groups described in the food guide pyramid, handling food safely to avoid contamination, and using appropriate cooking equipment safely and responsibly
s practice techniques to help reduce stress (e.g., time management)
s identify the impact risky behavior can have on long-term goals (e.g., health, career).

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Commencement Health Education

1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students:

• understand human growth and development throughout the life cycle
• demonstrate the necessary knowledge and skills to promote healthy development into adulthood
• apply prevention and risk reduction strategies which can delay the onset or reduce the risk of potential health problems into adulthood
• evaluate how the multiple influences which affect health decisions and behaviors can be altered.

This is evident, for example, when students:
s analyze personal dietary patterns and develop dietary plans to meet changing nutritional requirements
s evaluate a case study to determine strategies for health enhancement and risk reduction
s identify the consequences associated with engaging in high risk behaviors which compromise health, such as smoking, violent behavior, or driving under the influence of alcohol/drugs
s identify the characteristics of social and emotional health which are critical to adulthood.

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Commencement Physical Education

1. Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students:

• demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area
• establish and maintain a high level of skilled performance, demonstrate mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities
• make physical activity an important part of their life and recognize such consequent benefits as self-renewal, greater productivity as a worker, more energy for family activities, and reduction in health care costs
• use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities
• know the components of personal wellness (nutrition and weight control, disease prevention, stress management, safety, and physical fitness), establish a personal profile with fitness/wellness goals, and engage in appropriate activities to improve or sustain their fitness
• follow a program that relates to wellness, including weight control and stress management
• demonstrate competence in leading and participating in group activities.

This is evident, for example, when students:
s demonstrate basic competence in a variety of physical activities, and intermediate to advanced competence in at least three activities, selected from the categories of aquatics; self-defense; dance; individual, dual, and team activities; and outdoor pursuits
s demonstrate combinations of mature motor patterns as they apply to a variety of activities, games, and sports (e.g., volleyball serve or basketball lay-up)
s analyze their own and others’ performance through the application of movement principles (e.g., adjust forward throw of ball by analysis of follow-through landing related to the principles of rotation and force)
s analyze offensive and defensive strategies in games and sports
s design a personal fitness/wellness program.
s demonstrate alternative activities and assessments for health-related fitness components
s modify a fitness plan to accommodate space limitations, environmental conditions, and/or time constraints
s demonstrate a variety of skills and activities that can be enjoyed throughout adult life
s use video taping to study effectiveness of an offensive/defensive strategy.

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Commencement Home Economics

1. Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Students:

• apply knowledge of food choices and menus to plan a balanced diet, use new technologies to plan and prepare nutritious meals for a variety of dietary needs
• adjust their own diet to accommodate changing levels of activity or to meet their nutritional needs throughout the life cycle
• identify ways to meet basic needs of all family members
• take reasoned action toward reaching personal health goals.

This is evident, for example, when students:
s plan and prepare meals that meet the nutritional needs and dietary restrictions of each family member (e.g., reduce sugar for a diabetic, reduce fat and sodium for those at risk for heart disease)
s create family menus taking into consideration budget, individual tastes, and family schedules over a period of time
s use current technology for diet analysis, meal planning, and food preparation
s are aware of and can access community resources available for helping with dietary needs
s practice communication skills that foster positive interpersonal relationships and optimum health for all family members
s apply decision making process to health-related situations.

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