Writing Team	Introduction	Standards	Standard One	Standard Two
Standard Three	Standard Four	Standard Five	Glossary	Bibliography

Writing Team

Judy Cooper  - Kendallvue Elementary School

Tom French  - Summit Ridge Middle School

Missie Graebing -  Bear Creek Elementary School

Deb O’Hare  - Bradford Primary School

Jim Opperman  - Lakewood High School

Jodi Reinhard  - Leawood Elementary School

Shelia Scarcliff  - Warder Elementary School

Jenny Weimer -  Charles Semper Elementary School

Bobbie Wilkins -  O’Connell Middle School

JoAnne Vincent  - North Arvada Middle School

Mary Lou Myers -  Mortensen Elementary School (Project Coordinator)

Consultants

Michael G. Davis  - AAHPERD

Ash Hayes Former  - Director, PCPFS

Brooks Mc Millian  - Colorado State University

Nancy Moyle  - Sport Science, University of Denver

Cheryl Norton  - Metropolitan State College

Marilyn Moffat  - American Physical Therapy Association

Linda Morford  - Human Kinetics, Champaign, Illinois

Judith Young   - National Association for Sport and Physical Education

Our vision for graduates of Jefferson County Schools is that they have the necessary knowledge, skills, concepts, and experiences in health-related and skill-related fitness for work and leisure. They will know and understand the importance of physical activity in relation to the performance and health of their own bodies.

A Jefferson County graduate will be able to evaluate, achieve, and maintain health- related and performance-related fitness levels desired for optimum living; know and use basic and advanced motor skills; problem solve performance, health, and social goals as an individual and as a member of a group; respect self and others; and know how to make decisions that positively affect the quality of their lives.

Physical education is an important educational component in grades K-12. Research has shown a correlation between physical activity and improved academic success. Healthy students have fewer school absences, which contributes to increased academic success. Daily physical education not only improves a child’s physical performance and health related fitness level, but can develop a brighter, more alert mind. Physical education provides an environment where students can satisfy their need to belong to a group or be a member of a team.

The Means to Achieve the Vision

Attainment of the vision for Jefferson County students in physical education classes will be determined by the quality and implementation of standards, integrity of program delivery, sufficient time to meet standards, the use of technology, the use of interdisciplinary studies, adequate facilities and equipment, and certified/licensed physical education instructors.

Excitement, pleasure, and self-satisfaction are critical elements of maintaining and motivating children, youth, and adults in preparation for productive employment and a healthy lifestyle. Standards for physical education are learner centered and developmentally appropriate. Assessments will evaluate student knowledge, concepts, skills, and experiences before instructional strategies are identified. Learning activities will be meaningful to the learner now and useful in the future.

The Role of Physical Education Standards

The purpose of writing physical education standards is to improve the quality of physical education programs delivered to students and to increase the physical activity level of students in Jefferson County schools. We can accomplish this by using standards to identify what students should know and be able to do as a result of instruction. In addition to teaching human movement and the capabilities of the body for movement, we aspire to nourish the inborn enjoyment of movement by guiding students to reach personal goals.

We recognize that childhood is the time to cultivate habitual patterns of a physically active life. Children should not be taught as if they were miniature adults. The benchmarks indicate developmentally appropriate practices which will guide assessment and instruction. Physical education is the privilege of every child in Jefferson County schools, from the physically gifted to the physically challenged, to help him or her become a well-rounded person. All students can experience the joy and fun of movement.

A Report of the Surgeon General: "Physical Activity and Health 1996 "

The Surgeon General has determined that a lack of physical activity is detrimental to your health. High school enrollment in daily physical education classes dropped from 42 percent in 1991 to 25 percent in 1995. Only 19 percent of all high school students are physically active for 20 minutes or more in physical education classes every day during the school week. Nearly half of young people, aged 12-21, are not vigorously active on a regular basis. Physical activity declines dramatically with age during adolescence. Inactivity increases with age. It is more common among women than men and among those with lower income and less education compared to those with a higher income or more education.

"What Research Says About Physical Education"

Only 36 percent of school children today are required to participate in daily physical education. Yet, researchers now know that exercise is good not only for the heart; it also juices up the brain, feeding it nutrients in the form of glucose and increasing nerve connections, all of which makes it easier for kids of all ages to learn. (Hancock ,1996)

New research suggests that folks from 8 to 80 can shape up their brains with aerobic exercise. In much the same way that exercise shapes up the bones, muscles, heart and lungs, they (the country’s foremost brain researchers) suggest it also strengthens the basal ganglia cerebellum and corpus Colosseum—m - deep innards of the brain. (Susan Brink, 1995)

Exercise alone is as effective as psychotherapy for moderate depression. (Johnsgard, 11989)

Regular exercise helps increase creativity. (Gondola, 1987)

Exercisers perform significantly better on measures of reasoning, working memory, reaction time, and vocabulary than non-exercisers. (Clarkson-Smith , 1989)

"Children who improved their physical performance and health, through training. . . were able to accomplish more in all areas of their lives after training than they could before." (Cahill, 1989)

"As life’s most fundamental truth, we share, first, the experience that connects birth, growth and death. This life cycle binds each of us to the others, and I find it sad that so many students go through life without reflecting on the mystery of their own existence. Many complete twelve or sixteen years of formal schooling not considering the sacredness of their own bodies, not learning to sustain wellness, not pondering the imperative of death." (Boyer, 1995)

"It is suggested that physical fitness emphasis in both regular and adapted school physical education should address individual needs and interest of students —what students have to do and want to do in their lives, now and as adults. These individual needs and interests can be grouped under three general purposes:; (1) health enhancement, (2) effective, safe and satisfying performance in life’s daily activities and in leisure physical activities and (3) successful performance in productive employment." (Hayes, 1996)

A 1993 survey of nearly 4,000 Jefferson County students revealed that 82eighty-two percent of Jefferson County eighth and tenth graders interviewed reported having used alcohol, with 29 percent of tenth graders reporting "binge" drinking of five or more drinks in a row. Thirty-six percent of the total group reported using an illicit drug. Thirty-seven percent watch three or more hours of TV on an average school day. The Messenger,"Some Student Behaviors Described as ‘Alarming" (Jefferson County Public Schools, 1994)

Exercisers are: 50 percent% more likely to quit smoking, 40 percent0% more likely to eat less red meat, 30 percent% more likely to cut down on caffeine, 250 percent% more likely to eat low calorie foods and drinks, 200 percent% more likely to lose weight, and 25 percent% more likely to cut down on salt and sugar than non-exercisers. (Gurin, Harns, (a) 1985)

Exercisers tend to have more positive feelings about their health, careers and stress levels than non-exercisers. (Gurin, Harns (b) 1985)

Active people are dramatically less likely to smoke.(Paffenbarger , 1986)

Statistics show stress-induced, addictive health-risk behaviors have increased in the United States: 4 million children have above normal blood pressure, 27 million children have higher than desirable serum cholesterol, at least one third of children are obese, and 3,000 children become smokers every day. (Colorado Heart Association 1995)

It is clear that moderate levels of fitness offer considerable health benefits. The key is moving from the unfit category —- some 30 to 40 million people in this country— -to the moderately fit category. By beginning programs of moderate, regular exercise half an hour each day, three times a week, - anyone can join this group, and markedly lower their death rates from all-cause mortality, cancer, and cardiovascular disease.( Blair ,1991)

It is the opinion of the American College of Sport Medicine that physical fitness programs for children and youth should be developed with the primary goal of encouraging the adoption of appropriate lifelong exercise behavior in order to develop and maintain sufficient physical fitness for adequate functional capacity and health enhancement. Physical fitness testing is a highly visible and important part of physical fitness programs. School, community, state, and national organizations must adopt a logical, consistent, and scientific approach to physical fitness testing. The focus of physical fitness testing should be health-related rather than athletic related . . . School physical education programs are an important part of the overall education process and should give increased emphasis to the development and maintenance of lifelong exercise habits and provide instruction about how to attain and maintain appropriate physical fitness. The amount of exercise required for optimal functional capacity and health at various ages has not been precisely defined. Until more definitive evidence is available, current recommendations are that children and youth obtain 20-30 minutes of vigorous exercise each day. Physical education classes typically devote instructional time to physical fitness activities, but class time is generally insufficient to develop and maintain optimal physical fitness. Therefore, school programs also must focus on education and behavior change to engagement in appropriate activities outside of class. Recreational and fun aspects of exercise should be emphasized. (Adapted from an opinion statement on Physical Fitness in Children and Youth issued by the American College of Sports Medicine.)
 

The Format of Physical Education Standards

 The content of this standards document defines the Physical Education discipline for Jefferson County Schools. It is based upon the National Association of Sport and Physical Education Standards and the Colorado Model Content Standards for Physical Education developed under the direction of the Colorado Department of Education.  Furthermore,

• the standards are separated for organizational purposes, but are intended to be taught by integrating mental, physical, and social skills;
• the examples for meaning which appear throughout the document are intended as illustrative, not prescriptive examples;
• a glossary is provided; while not intended to be exhaustive, it defines vocabulary used; and selected references and supporting data are included.

1.  Students demonstrate the knowledge and physical skills necessary to perform a variety of physical activities.

2.  Students demonstrate knowledge of a healthy lifestyle.

3.  Students know and demonstrate a physically active lifestyle.

4.  Students assess, achieve, and maintain personal fitness levels.

5.  Students demonstrate responsible personal and social behaviors.

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Standard 1: Students demonstrate the knowledge and physical skills necessary to perform a variety of physical activities.

Key Components

 As a result of participating in a quality physical education program, students will

 1.1  demonstrate developmentally appropriate locomotor, nonlocomotor, rhythmic, and manipulative skills;
 1.2  demonstrate movement concepts, which include levels, directions, ranges, pathways, flow, force, and time;
 1.3  transfer and apply previously learned motor skills to various sport/movement    forms;
 1.4 apply rules, strategies, and concepts to a variety of physical activities;
 1.5 demonstrate skill/performance related fitness;
 1.6  demonstrate knowledge of biomechanical principles; and
 1.7  utilize technology to meet physical standards.

Rationale

 Basic movement skills are the foundation of an active and productive life. The process of developing skillful movers involves daily practice and applications of movement skills. The development of many movement forms gives students the capacity for successful and advanced levels of performance, which further increases the likelihood of participation. As high school graduates, students should have acquired these basic skills and have developed sufficient knowledge to participate in a wide variety of physical activities.
 

Benchmarks—Grades K-4

 In order to meet this standard, students will
 

 A. recognize and demonstrate even rhythm locomotor movement and uneven rhythm locomotor movements;

   Examples for meaning:
    K-4: (1) Walk, run, leap, hop, jump; or
     (2) Skip, gallop, slide.

 B. recognize and demonstrate nonlocomotor movement;

   Example for meaning:
    K-4: Perform bending, twisting, stretching, pushing, and pulling movements.

 C. use body control and weight transfer during various movement activities;

Example for meaning:
K-4: Participate in climbing, tumbling, and gymnastics.

 D. recognize and demonstrate fundamental manipulative skills;

 Examples for meaning:
 K-2: Demonstrate oppositional throwing.
 K-4:  Demonstrate throwing, catching, kicking, trapping, striking, volleying, hand/foot dribbling, rolling, lifting, pulling, and pushing.
 3-4: Demonstrate transfer of weight when throwing and during follow through.

E. recognize and create games, patterns and combinations of movement concepts (levels, directions, ranges, pathways, flow, force, time) into repeatable sequences for self-expression;

   Examples for meaning:
    K-4: (1) Participate in dancing, rope jumping, Tinikling, rhythmic games, and low organization games; or
     (2) Demonstrate jumping, as in various styles and techniques.
    3-4: Demonstrate leaping, as in dance or over hurdles.

 F. recognize and demonstrate agility, balance, coordination, flexibility, strength, endurance, and reaction time;

   Examples for meaning:
    K-4: (1) Escape/dodge/catch objects while moving; or
     (2) Move  across balance beam or control a moving object while body is in  motion.

 G. recognize that skill/performance development requires practice; and

   Example for meaning:
    K-4: Use video camera to measure pre- and post-performance level.

 H. demonstrate knowledge of the strategies and equipment used for participation in a
  variety of physical activities.

   Examples for meaning:
    K-4: (1) Students identify equipment to be used in a specific activity; or
     (2) Students identify strategies used in games; e.g., varying speeds; or        changing direction, tagging, throwing at various speeds and level.

As students refine their physical skills, they will
 

 A.  analyze and demonstrate a mature motor pattern, while using leaps, rolls, balances, weight  transfers, and while batting, volleying, hand or foot dribbling with a variety of objects;

   Example for meaning:
    5-8: Use videotape replay and performance checklist or incident record.

 B.  throw, catch, hand dribble, foot dribble, strike a ball, and volley, demonstrating control and accuracy;

   Examples for meaning:
    5-8: (1) Participate in skill testing activities; or
     (2) Practice volleyball skills by demonstrating a forearm pass against wall.

 C.  analyze and demonstrate movement sequences that combine concepts from the movement framework into smooth sequences with intentional changes in direction, speed, and flow;

   Example for meaning:
    5-8: Perform sequences in gymnastics, dance choreography and plan strategies for climbing activities; e.g., cargo net, climbing wall.

 D.  analyze and correct errors in individual, nonlocomotor and locomotor movement;

   Example for meaning:
    5-8: Identify and correct errors in skipping, step hop, alternate lead-leg

 E.  use fundamental skills in more complex movement activities;

   Examples for meaning:
    5-8: (1) As in volleyball, slide, run, jump, change directions, and weight transfer; or
      (2) Use interactive CD-ROM for instructional use.

 F.  analyze and use basic offensive and defensive strategies and apply rules in modified team and individual games; and

   Examples for meaning:
    5-8: (1) Participate in capture the flag; rescuing, defending, protecting; or
     (2) Demonstrate when to pass to the left or right, to an open space or open person; use zone defense, one-on-one defense; and understand the transition from offense to defense based on team possession.

 G.  analyze and demonstrate a variety of social, folk, square, modern, jazz, or creative dance.

   Example for meaning:
    5-8: Participate in demonstrations of cultural dance and contemporary dance.

 As students demonstrate increased competency in a variety of physical activities,   they will
 

 A. show intermediate or advanced proficiency in at least three of the following categories:  Aquatics; Dance: modern, folk, ballet; Dual Activities/Sports: tennis, badminton; Outdoor Pursuits: hiking, biking, canoeing; Individual Activities/Sports: weight training, cycling, golf; Team Activities/Sports: soccer, softball;

   Example for meaning:
    9-12: Demonstrate proficiency in three physical activity categories by        documenting achievement: creating a video, showing a certificate of        accomplishment, scores from a competition, a photographic journal, or       written activity log.

 B.   compare, contrast, and practice offensive and defensive strategies in sports;

   Example for meaning:
    9-12: Show how offense and defense work in conjunction with each other and practice these concepts.

 C. appreciate and respect the natural environment while participating in physical activity;

   Example for meaning:
    9-12: Acknowledge rules and regulations of parks.

 D.  design and practice appropriate techniques to improve/learn activities/sports that are personally interesting;

   Examples for meaning:
    9-12: (1) Know progression of skills—beginner, intermediate, advanced; or
     (2) Accept and participate cooperatively with both genders and/or with        those who have varying skill levels.

 E. identify the five components of health-related fitness;

   Example for meaning:
    9-12: Name, define, and demonstrate an assessment to measure improvement in cardiorespiratory endurance, muscle strength, muscle endurance, flexibility, and body composition.

 F. identify the six components of skill-related fitness to develop, improve, and maintain performance in a variety of physical activities; and
 G. analyze biomechanical principles involved in a variety of physical activities.

   Example for meaning:
    9-12: Use district, state, and national resources to support instruction.

Standard 2: Students demonstrate knowledge of a healthy lifestyle.

Key Components

 As a result of participating in a quality physical education program, students will

 2.1  identify the role that nutrition plays in relation to physical activity;
 2.2  identify skills used to cope with different types of stress that can affect health and performance;
 2.3  understand how a drug-free (drugs, alcohol, tobacco) lifestyle can increase the quality of physical performance and health-related fitness;
 2.4  demonstrate the ability to obtain valid health information as it pertains to the effects on physical performance;
 2.5 compare and contrast the effects of a physically active versus sedentary lifestyle; and
 2.6 utilize technology to meet physical education standards.

Rationale
 Research confirms that many diseases and injuries can be prevented by reducing harmful behaviors. Data show that healthier students and employees equate to increased productivity in schools and in the workplace. Practicing health-enhancing behaviors contributes to a positive quality of life. Students will identify and analyze the importance of a healthy lifestyle to enhance personal well-being. In today’s busy world, it is important to have the skills necessary to reduce and cope with stress, maintain proper nutrition, live drug-free, and be able to access medical help when needed. Drug use threatens every aspect of a student’s education and healthy development by impairing memory, alertness, and achievement and by eroding the ability to think and act responsibly. By accepting responsibility for personal health, students will have a foundation for living a healthy, productive life.

Benchmarks—Grades K-4
 In order to meet this standard, students will

 A.  know and understand the nutritional value of food and its potential contribution to performance;

   Examples for meaning:
    K-2: Distinguish between food groups.
    3-4: Identify recommended daily servings of food groups.

 B.  describe benefits that result from regular participation in physical activity;

   Examples for meaning:
    K-2: Recognize that regular physical activity results in students being “healthier,” and in having the endurance to play longer.
    3-4: Recognize that regular physical activity results in increased strength and endurance, higher energy levels, and more restful sleep.

 C.  identify harmful substances and their effects on one’s well-being; and

   Examples for meaning:
    K-2: Know why smoking and drugs are harmful to the body.
    3-4: Recognize diseases caused by smoking.

  D. identify physical activities that can be pursued in the local community.
   Example for meaning:

    K-4: (1) Use the Web, read community newspapers, contact recreation facilities;        or
     (2) Contact youth leagues, dance groups, and camps.

Benchmarks—Grades 5-8

 As students increase their understanding, they will

 A. know the negative impact of a sedentary lifestyle on their health;

   Example for meaning:
    5-8: Know that physical activity helps prevent chronic diseases.

 B. describe how proper nutrition affects physical performance;

   Example for meaning:
    5-8: Keep a record of food intake for a week; evaluate using the food pyramid.

 C. identify different types of stress and demonstrate strategies to manage stress prior to physical performance;

   Example for meaning:
    5-8: Show physical stress-relieving techniques; e.g., breathing and relaxing techniques.

 D. evaluate personal strengths, needs, and health risks in preparation for activity;

   Example for meaning:
    5-8: Complete a health inventory, such as found in the book Ultra Shuffle.

 E. demonstrate how personal health-related and performance goals are influenced by changing information, varying abilities,  and current research;

   Example for meaning:
    5-8: Find news articles about new information regarding health issues, AIDS
     research, or exercise physiology.

 F. recognize the effects of substance abuse on personal health and performance; and

   Examples for meaning:
    5-8: (1) Collaborate with DARE officer, local police, or health instructor; or
     (2) Write about or present information regarding the effects of alcohol or        other substance abuse on personal health and performance.

 G.  identify physical activities that can be pursued in local community.

   Example for meaning:
    5-8: Browse the Internet for local community opportunities.

Benchmarks—Grades 9-12
 As students demonstrate increased knowledge and comprehension, they will

 A. define and discuss the importance of adequate nutrition in relation to physical performance and health;

   Example for meaning:
    9-12: Read and understand nutrition labels.

 B. plan a high-performance diet using the food pyramid;

   Example for meaning:
    9-12: Design a diet for high energy and weight management.

 C. know the nutritional value of several kinds of snacks, convenience foods, and fast foods;

   Example for meaning:
    9-12: Calculate fat grams in food, using charts and posters.

 D. understand body composition and its effect on physical performance;

   Example for meaning:
    9-12: Explain the three body types (endomorphic, ectomorphic, mesomorphic) and the relationship between energy output and weight management.

 E. evaluate personal stress levels and refine strategies to manage stress;

   Example for meaning:
    9-12:  Explain the relationship between stress, time management, sleep,        exercise, and diet.

 F. identify physical activities that can be pursued in the  local community;

   Example for meaning:
    9-12: Use the Internet for local community opportunities.

 G. list signs of addiction; and

   Example for meaning:
    9-12: Use community resources to present information regarding the effects of use/abuse of alcohol and other substances on personal healt and performance.

 H. compare and contrast the immediate and long-term harmful effects of alcohol, tobacco, and drug use on physical performance and health status.

   Example for meaning:
    9-12: Research and be able to describe the effects of alcohol or drug abuse on  individuals, family members, and local community via ADD (Alcohol       Drug Abuse Division of the Colorado Department of Health) web site.

Key Components

 As a result of participating in a quality physical education program, students will

 3.1  participate in a variety of physical activities;
 3.2  choose physical activities that provide self-expression, social interaction, and opportunities for creativity;
 3.3  have the skills and  knowledge to maintain an active lifestyle;
 3.4  understand how physical activity changes throughout life;
 3.5 utilize technology to meet physical education standards; and
 3.6  understand how physical fitness and motor skills contribute to productive employment.
 

Rationale

 The intent of this standard is to establish patterns of regular participation in physical activity. The transfer of learning from the physical education class to the leisure time of students is critical in developing an active lifestyle. Students are likely to participate if they have had opportunities to develop interests that are personally meaningful to them.

Benchmarks—Grades K-4

 In order to meet this standard, students will

 A.  participate daily in physical activity;

   Examples for meaning:
    K-4: (1) Log physical activity on a monthly calendar; or
     (2) Participate in “Shape Up Across Colorado” program from the         Governor’s office; or
     (3) Show awareness of the connection between physical activity and        potential future employment.

 B.  evaluate physical benefits; and

   Examples for meaning:
    K-2: Play games for fun.
    3-4: Choose to play in a sport or game for one’s personal benefit.

 C.  identify feelings following participation in physical activities.

   Examples for meaning:
    K-4: (1) Participate in discussion in small groups.

Benchmarks—Grades 5-8

 As students refine physical skills, they will
 

 A. identify a variety of physical activities in the school and community;

   Examples for meaning:
    5-8: (1) Complete a survey about participation in organized physical activity outside of school; or
     (2) Read and contribute to an activity board displaying information about physical activities for students.

 B. develop personal physical activity goals;

   Example for meaning:
    5-8: Develop a goal inventory and select realistic personal activity goals.

 C.  participate daily in physical activity;

   Example for meaning:
    5-8: Maintain a personal journal or calendar record of daily physical activity.

 D. know how to learn skills and how to practice skills; and

   Examples for meaning:
    5-8: (1) Observe demonstrations, remember verbal cues, count out rhythm, and feel the dynamics of body movement while engaged in repeating an activity for the purpose of improvement; or
     (2) Take pretests to determine the proficiency of prerequisite skills,         experience, concepts, and knowledge needed to be successful in a variety  of physical activities.

 E. identify and describe aspects of a physically active lifestyle.

   Example for meaning:
    5-8: Make a presentation concerning health issues and activity choices in       a written project, video presentation, or computer slide show.

 As students demonstrate increased competency in a variety of physical activities, they will

 A. identify factors that serve as barriers to physical activity;

   Examples for meaning:
    9-12: Name peer pressure and lack of skill as barriers to physical activity.

 B. participate in individual and team activities which contribute to the attainment of  personal goals;

   Example for meaning:
    9-12: Explain the step of goal setting.

 C. analyze and compare health and performance benefits derived from various physical  activities;

   Example for meaning:
    9-12:  Compare and contrast individual, partner, and team activities.

 D. develop an awareness of changes in physical activity that evolve throughout life;

   Example for meaning:
    9-12: Interview intergenerational, physically active men and women, including those who have developed asthma, diabetes, high blood pressure, or who are recovering from a heart attack, and broadcast via in-school network.

 E. identify and explore physical activities that can be pursued in the local community;

   Example for meaning:
    9-12: Acquire from local community recreation office a course syllabus/brochure.

 F. identify safety precautions that prevent injuries during physical activity; and

   Example for meaning:
    9-12: Discuss safety equipment and the reasons for use.

 G.  identify the components of health-related fitness and skill-related fitness which contribute to productive employment.

   Example for meaning:
    9-12: (1) Explain the concept of corporate fitness or wellness promotion at the worksite; or
     (2) Select a potential job and identify reasons for maintaining
      health-related fitness and skill-related fitness; e.g., a carpenter’s skills require muscular endurance, balance, power, quick reaction time.

Key Components

 As a result of participating in a quality physical education program, students will

 4.1  demonstrate knowledge of health-related fitness components that include cardiorespiratory endurance (heart and lung), muscular strength and endurance, flexibility, and body composition (ratio of lean body mass to body fat);
 4.2 demonstrate knowledge of skill-related fitness components that include agility, speed, reaction time, coordination, balance, and power;
 4.3  demonstrate the knowledge and skill necessary to monitor and adjust activity levels to personal fitness needs;
 4.4 design a personal fitness program; and
 4.5  utilize technology to meet physical education standards.

Rationale

 The intent of this standard is for the student to achieve a level of physical fitness which contributes to good health and skill performance. Expectation for students’ fitness levels should be established on a personal basis, taking into account individual differences and developmental levels, rather than setting a single standard for all students at a given grade level. Students will be encouraged to develop higher levels of fitness as needed for active participation. Students will be taught skills that give them the ability to accept responsibility for personal fitness, leading to an active, healthy lifestyle.

Benchmarks—Grade K-4

 In order to meet this standard, students will
 

 A.  identify changes in the body during physical activity;

   Examples for meaning:
    K-4: (1) Note increased breathing, pulse, body temperature; or
     (2) Find pulse, count heartbeats using a stop watch for a 6 to 10 second
      time period, manually or with a heart monitor.

 B. maintain aerobic activity for a specified amount of time;

   Examples for meaning:
    K-4: (1) Use heart rate monitor to measure and interface  technology to         show aerobic activity levels graphically; or
     (2) Jump rope, dance, participate in soccer and/or  cycling programs.

 C. perform anaerobic activity;

   Examples for meaning:
    K-4: Perform pushups, curlups, chinups, or any continuous activity
     that lasts less than four minutes.

 D. demonstrate activities that show flexibility and its relationship to fitness;

   Examples for meaning:
    K-4: (1) Use back saver stretch and reach assessment; or
     (2) Participate in gymnastics and tumbling.

 E. participate daily in physical activity for the purpose of improving performance and  physical fitness;

   Examples for meaning:
    K-4: (1) Utilize a heart rate monitor; or
     (2) Use various methods of measurement to show progression.

 F.  understand components of health-related  fitness: cardiorespiratory endurance (heart and lung), muscular strength and endurance, flexibility, and body composition (ratio of lean body mass to body fat); and

   Example for meaning:
    K-4: Use word-webbing to create a graphic that identifies the health-related components in a specific aerobic or anaerobic physical activity.

 G. understand components of skill-related fitness.

   Example for meaning:
    K-4: Engage in physical activities that increase speed, agility, power, coordination, reaction time, and balance

 As students refine physical skills, they will
 

 A. understand and explain resting heart rate, training zone, and recovery process;

   Example for meaning:
    5-8: Keep a record of heart rate before, during, and after physical activity.

 B. engage in true aerobic activity for a minimum of twenty minutes to achieve fitness benefits;

   Example for meaning:
    5-8: Engage in jogging, running, swimming, cross country skiing, and speed walking.

 C. participate in moderate to vigorous physical activities in and out of the school setting;

   Example for meaning:
    5-8: Keep a journal of physical activity.

 D. understand and demonstrate proper warm-up (increased heart rate and body temperature and stretching), conditioning (working within the training zone), and cool-down (recovery to normal heart rate and stretching);

   Examples for meaning:
    5-8: (1) Monitor heart rate manually or with the use of heart rate monitor; or
     (2) Create a fitness video that demonstrates the components of  warm-up,  conditioning, and cool-down.

 E. identify, define, and demonstrate aerobic and anaerobic activities designed to improve and maintain health-related fitness and skill-related fitness components; and

   Examples for meaning:
    5-8: (1) Write about the importance of various health-related fitness         components and demonstrate knowledge through testing; or
     (2) Identify and define skill-related fitness and give examples to compare        with a sedentary lifestyle.

 F. identify and describe the principles of training and conditioning to improve physical fitness.

   Example for meaning:
    5-8: Describe how the following training principles improve physical fitness:  frequency, intensity, time, overload, specificity, and progression.

 As students demonstrate increased competency in a variety of physical activities,  they will

 A. assess personal health and skill-related fitness components;

   Example for meaning:
    9-12: Pre- and post-fitness tests.

 B. design an aerobic and anaerobic program based on personal fitness assessment;
   Examples for meaning:

    9-12:  (1) Use heart monitor and computer systems interface; or
     (2) Use treadmill, exercise machines, free weights.

 C. integrate scientific principles: anatomy, kinesiology, exercise physiology, sports medicine, motor learning, biomechanics, and sport psychology into learning and improving skills and injury prevention;

   Example for meaning:
    9-12: Explain the mechanics of swinging a bat.

 D.  identify health-related fitness and skill-related fitness components which contribute to productive employment;

   Example for meaning:
    9-12: Identify fitness components necessary to perform job skills; e.g.,        cardiovascular endurance is essential for a mail carrier.

E. transfer  personal interest in health-related fitness and skill-related fitness to research employment/vocation opportunities; and

   Examples for meaning:
    9-12: (1) Research employment pathways that require physical performance.
Suggestions: Health and human service professionals and         paraprofessionals, mail carriers, protective service workers, personal        trainers, mechanics, installers, repairers, and workers in agriculture,        forestry, transportation and the construction trades; or
(2) Use lifestyle profile to determine vocational interests.

 F. engage in aerobic activity for a minimum of twenty minutes or more to achieve fitness benefits.
   Examples for meaning:

    9-12: (1) Go to a local park and participate in fitness course or hiking trail; or
     (2) Use exercise machines, bike, steps, and rowers.

Key Components

 As a result of participating in a quality physical education program, students will

 5.1 develop positive self-concept by assessing skills, setting individual goals, accepting feedback;
 5.2  develop age-appropriate social and emotional behavior through communication, problem solving, and critical thinking;
  5.3 make safe and responsible choices about using time, applying rules, and following through with decisions;
 5.4  develop behaviors that promote personal and group success during physical activity;
 5.5  demonstrate cooperation, teamwork, and ethical behavior in team sports;
 5.6 demonstrate a willingness to participate in learning new or different physical activities with students of varying abilities;
 5.7 develop respect for different cultures through participation in integrated activities
  where students learn international sports, dances, and games; and
 5.8 utilize technology to meet physical education standards.

Rationale

 The intent of this standard is the student’s achievement of self-initiated behavior that promotes personal as well as group success. This includes safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior in sports, and positive social interaction. Students are expected to be able to participate with all people, recognize the value of cultural diversity in physical activity, and develop strategies for the inclusion of others.

Benchmarks—Grades K-4

 In order to meet this standard, students will

 A. experience positive feelings as a result of involvement in physical activities;

   Example for meaning:
    K-4: Provide feedback during and after activity.

 B. celebrate personal successes and the achievements of others;

   Example for meaning:
    K-4: Give and receive compliments.

 C. demonstrate problem solving through communication and cooperation;

   Examples for meaning:
    K-4: (1) Change partners or groups willingly when directed to do so; or
     (2) Use “I” messages, take turns, and share equipment.

 D. exhibit cooperative behaviors;

   Examples for meaning:
    K-4: (1) Stay on task, use practice space and equipment in cooperation         with others; or
     (2) Help problem solve during team-building challenges while being        videotaped.

 E.  identify, follow, and understand safety rules;

   Example for meaning:
    K-4: Respect personal space and equipment of others.

 F. follow basic rules and demonstrate fair play;

   Example for meaning:
    K-4: Play freeze tag and other low organizational games.

 G. display consideration for all individuals, including students of different ethnic and cultural backgrounds, and those with with disabilities; and

   Example for meaning:
    K-4: Willingly participate with others regardless of differences.

 H. identify the origin of low-organized games, dances, and physical activities that come from different cultures.

   Example for meaning:
    K-4: Participate in dances or games such as Tinikling Dance from the        Philippines, Pata Pata from South Africa, HuKilah from Hawaii, Banky       from Russia, basketball from the USA.

 As students refine physical skills, they will
 

 A. understand and adapt to the physical limitations of self and others;

   Example for meaning:
    5-8: Change speed, height or type of equipment while performing physical       challenges.

 B. demonstrate cooperation with peers of different gender, race, and ethnicity in a physical activity setting;

   Example for meaning:
    5-8: Cooperate through verbal and non-verbal behaviors in teamwork with coed groups or  heterogeneous teams.

 C. accept the decisions made by game officials whether they are peers, teachers, or officials;

   Example for meaning:
    5-8: Complete a sportsmanship inventory.

 D. identify the difference between ethical and unethical behavior while participating in physical activities;

   Example for meaning:
    5-8: Evaluate self and other students on ability to comply to appropriate       standards of conduct.

 E. identify cultural and ethnic influences on dance, low-organized and lead-up games in physical activity settings;

   Example for meaning:
    5-8: Utilize the library media center and the Internet to conduct research.

 F. make appropriate choices based on the safety of self and others; and

   Example for meaning:
    5-8: Answer questions correctly about safety issues as part of testing procedures.

 G. work cooperatively to achieve group goals in competitive as well as cooperative settings.

   Examples for meaning:
    5-8: (1) Demonstrate appropriate personal and group conduct while engaging in physical activities; or
     (2) Help problem solve during team-building challenges while being        videotaped.

Benchmarks—Grades 9-12

 As students demonstrate increased competency in a variety of physical activities, they will

A. participate cooperatively and ethically in competitive physical activities;

   Examples for meaning:
    9-12: (1) Follow rules; no cheating; or
     (2) Accept decisions of peers or those who are officiating.

 B. respect and cooperate with others during physical activity;

   Example for meaning:
    9-12: Observe individuals without ridiculing them.

 C. demonstrate respect for the natural environment while participating in physical activity;

   Example for meaning:
    9-12: Leave the natural environment as it was found or better.

 D. apply appropriate etiquette/protocol in physical activity settings;

   Examples for meaning:
    9-12: (1) In tennis, do not approach the court while the ball is in play; or
     (2) In bowling, do not approach the lane if someone is on the next lane.

 E. use mature personal control to reduce potential conflicts;

   Example for meaning:
    9-12: Resolve conflicts through proper communicating with others.

 F. create a safe environment during practice and/or activity settings;

   Example for meaning:
    9-12: Assist with class organization and anticipate potential problems.

 G.  develop positive self-concept through assessment of physical skills, accepting feedback, and setting individual goals;

   Example for meaning:
    9-12:  Design a project that describes activity desires, needs, and         interests now and in the future as physically active members of society.

 H.  identify and explain the historical roles of games, sports, and dance in various cultures; and

   Example for meaning:
    9-12: Download information from the Olympic web site.

 I.  categorize and identify the time, cost, and participation requirements in a variety of physical activities.

   Example for meaning:
    9-12: Collect data through interview, e-mail, phone/fax, catalogues.

aerobic exercise—long-duration exercise that relies on the presence of oxygen for the production of energy; it may be used to control body weight, reduce the percentage of body fat, improve the circulatory function, and reduce blood pressure.

anaerobic exercise—short-duration exercise completed without the aid of oxygen, it is used to build muscle mass and to improve one’s ability to move quickly and to deliver force.

biomechanical principles-—movement analysis of sport and physical activity performance.

developmentally appropriate movements—the sequential, movement experiences provided for children based on their individual unique developmental levels.

fundamental movement skills—basic movements that involve the combination of movement patterns of two or more body segments. The three categories of fundamental movement skills are nonlocomotor, locomotor, and manipulative movements:

  locomotor movements—movements in which the body is propelled from one point to   another; examples include walking, running, leaping, hopping, jumping, galloping,  sliding, and skipping.

  nonlocomotor movements—stability movements in which the axis of the body revolves  around a fixed point; examples include bending, stretching, twisting, turning, lifting,   pushing, pulling, and falling.

  manipulative movements—movements in which force is imparted to or received from  an object; examples include throwing, catching, kicking, trapping, rolling, dribbling,  striking, and volleying.

food pyramid—used to determine balanced intake of nutrients.

health and performance related fitness components—a relative state of being; the development and maintenance of components of physiological function.

cardiovascular endurance—ability of the heart, lungs,  and vascular system to supply oxygen and nutrients to muscles during activity.

body composition—proportion of lean body mass to fat body mass.

flexibility—ability of the various joints of the body to move through their full range of motion.

muscular strength—ability of the muscles to exert one maximum effort.

muscular endurance—ability of the muscles to exert force for an extended time.

incident record— record of a physical skill demonstrated during a given period of time.

low organization games—activities that are easy to play, have few and simple rules, require
 little or no equipment, and may be varied in many ways.

motor skills—all movements that result in motion or action.

movement concepts—levels: high, medium, low; directions: forward, backward, diagonal; ranges: pathways, flow, force and time.

principles of training and conditioning—

  frequency—exercise must be regular to be effective; the frequent use of a body part in  vigorous physical activities will either improve its efficiency or help it remain at  about the same state.

  intensity—physical exertion must be beyond that required for daily living to produce fitness gains.

  time—exercise must be of sufficient duration to be effective.

principles of fitness development—
 

  principle of overload—increasing the amount of work done or reducing the period of time in which the same amount of work is accomplished.

  principle of progression—the concept that overload of a specific muscle group must be increased systematically over time.

  principle of specificity—improvement in the various aspects of fitness specific to the type of training and to the muscles being exercised.

  principle of individuality—improvement in level of fitness at one’s own individual rate.

target heart rate—determines activity intensity; used to enhance the level of cardiovascular endurance; target heart rate may be calculated by using the formula: (Maximum heart rate 220 minus Age) x 0.70 = Target Rate.

wellness—a concept that suggests the physical, mental, and psychological aspects of a person’s life are balanced; wellness implies that a person will be active, have a positive outlook, and be free from disease.  Descriptors of wellness include the concepts of freedom from pain/disease, ability to cope with everyday stresses, feelings of accomplishment and personal growth, ability to express a positive and creative lifestyle, and feelings of contentment.

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Selected Bibliography

Brink, Susan.  “News You Can Use, Smart Moves,”  U.S. News & World Report, May 15,
 1995.

Blair, Steven.  From a speech given at The Aerobics Institute, Dallas, Texas, 1991.

Boyer, Earnest.  “The Educated Person,” Toward a Coherent Curriculum, ASCD’s 1995 Yearbook.

Gallahue, David L.  Developmental Physical Education for Today’s Children. Dubuque,  IA: WCB Brown & Benchmark, 1993.

Cahill, Bernard R.  American Orthopaedic Society for Sports Medicine, 1989.

Clarkson-Smith, Louise.  “Relationship Between Physical Exercise and Cognitive Abilities in Older Adults, “ Psychology and Aging, 1989.

Colorado Heart Association. Fit Tips from the Heart,  1995.

Gondola, Joan C.  “Exercise Your Creativity,” Prevention, July 1987.

Gurin, Joel T. , and George Harns.  (a)“Look Who’s Getting It All Together.” American Health, March 1985.

---. (b) “Taking Charge, the Happy Health Confidents,” American Health, March 1985.

Hancock, LynNell.  “Why Do Schools Flunk Biology?” Newsweek, February 19,1996.

Hayes, Ash E. “New, Or Old? Ideas for Programming in School Physical Education (for Health and for Performance.” California HPERD  Journal/Times, January 1996, Vol. 58, No. 4.

Jefferson County Public Schools. ”Some Student Behaviors Described as ‘Alarming’,” The Messenger, September 7, 1994.

Jewett, Ann E., Linda L. Bain, and Catherine D. Ennis. The Curriculum Process in Physical Education. Dubuque, IA: WCB Brown & Benchmark, 1995.

Johnsgard, Keith. The Exercise Prescription for Depression and Anxiety, San Jose State University, 1989.

Marsh, Jeanette Jewell.  “Measuring Affective Objectives In Physical Education.” The Physical Educator, May 1984, Vol.41, No.2.

Paffenbarger, Ralph S. New England Journal of Medicine,  March 1986.

Rink, Judith E. Teaching Physical Education for Learning. St. Louis, MO: Mosby-Year Book,1993.

Siedentop, Daryl. Introduction to Physical Education, Fitness and Sport. Mountain View, CA: Mayfield Publishing,  1994.
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