Physical Education Standards
Content Standard #3: Understanding Health Relationship
A physically educated student regularly participates in, and understands the costs and benefits of health-enhancing physical activities.
Primary (K-2) Performance Standards
- Identifies the physiological indicators (eg: increased heart rate, breathing, and sweating) and psychological benefits (eg: pleasure, increased self-esteem, decreased stress) that accompany cardiovascular activity. (3.A)
- Engages in a variety of sustained physical activities that cause sweating, hard breathing, and increased heart rate. (3.B)
- Meets a developmentally appropriate health-related fitness standard. (3.C)
- Identifies activities related to physical fitness components. (3.D)
- Experiences and expresses pleasure from participation in physical activity. (3.E)
Grade Level Performance Standards
Kindergarten:
As a result of participating in a quality physical education program the student will be able to (examples)...
- locate his/her pulse and recognize that the heart rate changes as the level of physical activity changes. (3.A.1)
- sustain moderate physical activity for an amount of time specified by the teacher. (3.B.1)
- name three indicators of heart exercise: increased breathing, heart rate, and sweating. (3.A.2)
- know and practice 3 different activities that raise the heart rate. (3.D.1)
- understand that strength and stamina increase with practice and time spent in activity. (3.C.1) (3.D.2)
- engage in activities which progressively develop arm, shoulder, and/or abdominal strength. (3.C.2) (3.D.3)
- experience and express pleasure from participation in physical activity. (3.E.1)
Grade 1:
As a result of participating in a quality physical education program the student will be able to (examples)...
- accurately count his/her pulse rate for 6 seconds before, during, and after activity. (3.A.1) (3.B.1)
- demonstrate three activities that increase heart rate and cause hard breathing and sweating. (3.B.2)
- demonstrate increased strength (eg: increased time in an arm strength task). (3.C.1) (3.D.1)
- demonstrate cardiovascular endurance (eg: walk at a 3 ½ mile/hr rate for 3 minutes; jog at a comfortable pace for 5 minutes). (3.C.2)
- engage regularly in at least one activity outside of school that increases the heart rate. (3.B.3) (3.D.2)
- demonstrate activities that would increase arm strength. (3.D.3)
- experience and express pleasure from participation in physical activity. (3.E.1)
Grade 2:
As a result of participating in a quality physical education program the student wil be able to (examples)...
- accurately count his/her pulse rate before, during, and after activity for 6 seconds. (3.A.1) (3.B.1)
- jump in a single turning rope until increased heart rate, respiration, and sweating occur. (3.B.2)
- identify those activities from a list of many that promote physical fitness. (3.D.1)
- report and assess own performance and participation in at least one physical activity (eg: thumbs up, thumbs down; happy face, sad face). (3.B.3) (3.E.1)
- report on physical activities in which s/he participate with a family member. (3.E.2)
- meet a developmentally appropriate health-related fitness standard. (3.C.1)
Intermediate (3-5) Performance Standards
- Identifies activities related to each physical fitness component. (3.A)
- Selects and participates in a variety of physical activities for the purpose of improving health-related physical fitness. (3.B)
- Explains the personal benefits and achievements resulting from participation in physical activity both in and out of school. (3.C)
- Knows how to monitor the physiological changes occurring during strenuous physical activity. (3.D)
- Meets the health fitness standards as defined by a recognized fitness test. (3.E)
Grade Level Performance Standards
Grade 3:
As a result of participating in a quality physical education program the student will be able to (examples)...
- monitor heart rate from at least two pulse locations on the body after exercise. (3.D.1)
- describe activities at home or school that need or use strength and/or require flexibility and increased cardiovascular endurance. (3.B.1)
- choose and play a tag game with a partner to improve personal cardiovascular fitness. (3.A.1) (3.B.2)
- maintain a comfortable, steady jogging pace for a minimum of 6 minutes. (3.B.3) (3.E.1)
- select and participate in an activity regularly for the purpose of improving at least one fitness component (eg: sit-ups for abdominal strength, jumping jacks or jogging for cardiovascular endurance, or hamstring stretch for flexibility). (3.A.2) (3.B.4)
- describe the health benefits of a favorite physical activity. (3.C.1)
Grade 4:
As a result of participating in a quality physical education program the student will be able to (examples)...
- select and regularly participate in 2 different activities each of which addresses improvement in a different fitness component (cardiovascular endurance, strength, and/or flexibility). (3.A.1) (3.B.1)
- complete a mile walk/run in 15 minutes or less with a consistent pace. (3.E.1)
- list and explain 3 personal benefits resulting from participation in physical activity. (3.C.1)
- monitor his/her physiological changes so he/she can modify physical activity in order to jump rope continuously for 5 minutes. (3.B.2) (3.D.1)
Grade 5:
As a result of participating in a quality physical education program the student will be able to (examples)...
- identify activities related to each physical fitness component. (3.A.1)
- complete a mile walk/run in 12 minutes or less. (3.B.1) (3.E.1)
- meet appropriate health-related standards of the Fitnessgram. (3.E.2)
- take pride in maintaining appropriate health-related fitness standards. (3.B.2) (3.C.1)
- understand and explain the benefits of maintaining appropriate health standards. (3.C.2)
- monitor his/her physiological changes so he/she can modify physical activity in order to jump rope continuously for 7 minutes. (3.B.3) (3.D.1)
Middle School (6-8) Performance Standards
- Chooses a variety of ways to engage in physical activity that would promote physical fitness goals. (3.A)
- Analyzes causes/effects of physical activity. (3.B)
- Analyzes factors that contribute to and/or limit regular participation. (3.C)
- Works independently with minimal supervision in pursuit of personal physical fitness goals. (3.D)
- Participates regularly in a planned personal fitness program that leads to improved health. (3.E)
- Accurately utilizes principles of training to monitor personal physical fitness programs. (3.F)
- Meets the developmentally appropriate health related fitness standards as defined by a recognized health related fitness test. (3.G)
- Identify the physiological indicators and psychological benefits that accompany cardiovascular activity. (3.H)
Grade Level Performance Standards
Grade 6:
As a result of participating in a quality physical education program the student will be able to (examples)...
- choose a variety of ways to engage in physical activity that would promote physical fitness goals. (3.A.1)
- locate the pulse using 2 different locations to monitor her/his heart rate before and after activity. (3.H.1)
- participate in vigorous activity for a sustained period of time while maintaining a target heart rate. (3.F.1)
- understand and explain the need for a cool down period. (3.H.2)
- identify and try a variety of physical activities to enhance development of the four fitness components. (3.A.1)
- work independently with minimal supervision in pursuit of personal physical fitness goals. (3.D.1)
- explain the benefits resulting from participation in health-related fitness activities. (3.B.1)
- identify areas of strength and/or weakness as measured by a standardized fitness test (i.e FitnessGram, Presidential Fitness Test, etc.). The various areas of fitness are related to specific health issues (aerobic endurance and body composition, hamstring flexibility, abdominal strength, and trunk lift). (3.B.2)
- use technology and conventional tools to assess personal fitness. (3.B.4)
- participate regularly in a planned personal fitness program that leads to improved health.
- understand how health related problems may limit the development of personal physical fitness.
- identify the negative factors of a sedentary life style.
- meet the developmentally appropriate health related fitness standards as defined by a recognized health related fitness test.
- recognize the effects of substance use on personal health and performance in physical activity.
Grade 7:
As a result of participating in a quality physical education program the student will be able to (examples)...
- choose a variety of ways to engage in physical activity that would promote physical fitness goals. (3.A.1)
- locate at least 3 different places on the body to take one's pulse. (3.H.1)
- analyze causes/effects of physical activity. (3.B.1)
- identify proper warm-up, conditioning, and cool-down techniques and explain the reason for using them. (3.H.2)
- understand how diet and exercise affects body composition. (3.C.1)
- identify and participate in activities which are of most value for developing health-related fitness (eg: flexibility, strength, cardio-vascular endurance). (3.D.1)
- participate regularly in a planned personal fitness program that leads to improved health. (3.E.1)
- identify areas of strength and/or weakness as measured by a standardized fitness test (i.e FitnessGram, Presidential Fitness Test, etc.). The various areas of fitness are related to specific health issues (aerobic endurance and body composition, hamstring flexibility, abdominal strength, and trunk lift). (3.B.2)
- use technology and conventional tools to assess personal fitness. (3.B.3)
- accurately utilize principles of training to monitor personal physical fitness programs. (3.F.1)
- meet the developmentally appropriate health-related fitness standards as defined by a recognized health-related fitness test. (3.G.1)
Grade 8:
As a result of participating in a quality physical education program the student will be able to (examples)...
- choose a variety of ways to engage in physical activity that would promote physical fitness goals. (3.A.1)
- log the results of participating in a physical fitness program as it relates to flexibility, strength, body composition, and cardiovascular endurance. (3.F.1)
- correctly demonstrate various weight training techniques. (3.A.2) (3.F.2)
- sustain an aerobic activity, while maintaining a target heart rate, to achieve cardio-respiratory benefits. (3.B.1) (3.H.1)
- understand the importance of improving and/or maintaining proper body composition. (3.C.1)
- participate in an individualized fitness program outside of the school setting (eg: participating in youth sports activities). (3.D.1)
- evaluate the roles of exercise and other factors in weight control. (3.E.1)
- identify areas of strength and/or weakness as measured by a standardized fitness test (i.e FitnessGram, Presidential Fitness Test, etc.). The various areas of fitness are related to specific health issues (aerobic endurance and body composition, hamstring flexibility, abdominal strength, and trunk lift). (3.B.2)
- use technology and conventional tools to assess personal fitness. (3.B.3)
- meet the developmentally appropriate health-related fitness standards as defined by a recognized health-related fitness test. (3.G.1)
High School (9-11) Performance Standards
- Analyzes the benefits of regular participation and budgets personal resources to accommodate such participation in physical activities. (3.A)
- Accurately assesses and evaluates personal health fitness status relative to fitness standards. (3.B)
- Demonstrates the ability to design a personal fitness program based on an accurately assessed fitness profile, and is able to overcome barriers that inhibit participation in such activity, independent of the teacher. (3.C)
- Maintains personal health standards independent of teacher intervention. (3.D)
Grade Level Performance Standards
Grade 9:
As a result of participating in a quality physical education program the student will be able to (examples)...
- identify the availability of school-based activity resources (i.e. weight training, intramural athletics, club sports, etc.) (3.F.1)
- identify the various community-based programs available (i.e. Madison Curling Club, ultimate disc course, MSCR, YMCA, MAYSA, dance clubs, etc.). (3.F.2)
- participate in at least one identified school or community-based activity program. (3.C.1) (3.D.1) (3.F.3)
- identify the health and physical benefits derived from various physical activities. (3.A.1)
- assess cardiovascular endurance, muscular strength, flexibility, and body composition. (3.B.1)
- identify areas of strength and/or weakness as measured by a standardized fitness test (i.e FitnessGram, Presidential Fitness Test, etc.). The various areas of fitness are related to specific health issues (aerobic endurance and body composition, hamstring flexibility, abdominal strength, and trunk lift). (3.B.2)
- identify personal behavior that supports and does not support a healthy lifestyle. (3.B.3)
- use technology and conventional tools to assess personal fitness. (3.B.4)
Grade 10-11:
As a result of participating in a quality physical education program the student will be able to (examples)...
- compare and contrast the cost of selecting various activities (i.e. public tennis courts vs. private club, public golf course vs. private golf club, health fitness club vs. home fitness center/program, community cycling-vs-mountain/competitive cycling, etc...). (3.F.1)
- identify the specific benefits of different physical activities (i.e. bowling vs. MSCR basketball, rollerblading vs. golf, cycling vs. softball, line dancing vs. volleyball, walking vs. racquetball). (3.A.1) (3.C.1) (3.F.2)
- assess cardiovascular endurance, muscular strength, flexibility, and body composition. (3.B.1)
- identify areas of personal strength and/or weakness as measured by a standardized fitness test (i.e. FitnessGram, Presidential Fitness Test, etc...). (3.B.2)
- identify the various areas of fitness that are related to specific health issues (i.e. aerobic endurance and body composition, hamstring flexibility, abdominal strength, and trunk lift). (3.B.3)
- modify personal behavior to support a healthy lifestyle. (3.C.2)
- set personal goals for periodic assessment. (3.C.3)
- design, implement, assess, and modify a personal fitness program. (3.C.4)
- analyze and compare health and fitness benefits derived from various physical activities. (3.A.2)
- identify goals, select appropriate activities, and record performance during the term. (3.C.5) (3.D.1)
Standards
