Grades 9, 10, 11, 12

Demonstrates competency in a variety of motor skills and movement patterns.

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Exhibits responsible personal and social behavior that respects self and others.

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).

Demonstrates competency in dance forms used in cultural and social occasions (e.g., weddings, parties), or demonstrates competency in 1 form of dance (e.g., ballet, modern, hip hop, tap).

Demonstrates competency in 1 or more specialized skills in health-related fitness activities.

Refines activity-specific movement skills in 1 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games, or target games).

Demonstrates competency in a form of dance by choreographing a dance or by giving a performance.

Demonstrates competency in 2 or more specialized skills in health-related fitness activities.

Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net/wall games, target games, aquatics and/or outdoor pursuits appropriately.

Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.

Creates a practice plan to improve performance for a self-selected skill.

Identifies examples of social and technical dance forms.

Identifies and discusses the historical and cultural roles of games, sports and dance in a society.

Describes the speed vs. accuracy trade-off in throwing and striking skills.

Identifies the stages of learning a motor skill.

Compares similarities and differences in various dance forms.

Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.

Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.

Identifies issues associated with exercising in heat, humidity and cold.

Evaluates — according to their benefits, social support net- work and participation requirements — activities that can be pursued in the local environment.

Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.

Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.

Demonstrates appropriate technique on resistance-training machines and with free weights.

Relates physiological responses to individual levels of fitness and nutritional balance.

Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, proprioceptive neuromuscular facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion).

Calculates target heart rate and applies that information to personal fitness plan.

Creates and implements a behavior-modification plan that enhances a healthy, active lifestyle in college or career settings.

Designs a fitness program, including all components of health-related fitness, for a college student and an employee in the learner's chosen field of work.

Designs and implements a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle.

Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

Investigates the relationships among physical activity, nutrition and body composition.

Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.

Applies rates of perceived exertion and pacing.

If the outcome was not attained in Level 1, it should be a focus in Level 2.

Analyzes the impact of life choices, economics, motivation and accessibility on exercise adherence and participation in physical activity in college or career settings.

Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).

Designs and implements a strength and conditioning program that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active lifestyle.

Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic glycolysis, aerobic).

Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.

Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor aerobic intensity.

Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).

Analyzes the components of skill-related fitness in relation to life and career goals, and designs an appropriate fitness program for those goals.

Creates a snack plan for before, during and after exercise that addresses nutrition needs for each phase.

Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately, as needed.

Exhibits proper etiquette, respect for others and team-work while engaging in physical activity and/or social dance.

Uses communication skills and strategies that promote team or group dynamics.

Solves problems and thinks critically in physical activity and/or dance settings, both as an individual and in groups.

Applies best practices for participating safely in physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection).

Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.

Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).

Assumes a leadership role (e.g., task or group leader, referee, coach) in a physical activity setting.

Accepts others' ideas, cultural diversity and body types by engaging in cooperative and collaborative movement projects.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

Analyzes the health benefits of a self-selected physical activity.

Challenge is a focus in Level 2.

Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment.

Identifies the opportunity for social support in a self-selected physical activity or dance.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.

Identifies the uniqueness of creative dance as a means of self-expression.

Evaluates the opportunity for social interaction and social support in a self-selected physical activity or dance.