Illinois Learning Standards for Physical Development
http://www.isbe.net/ils/pdh/standards.htm
STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity.
Why This Goal Is Important: Physical performance involves competency in a wide range of motor, non-motor and manipulative skills. Learning in this area is developmental, building simple movements into more complex patterns. Learning to follow directions and rules enhances enjoyment and success in both recreational and competitive sports. Working toward higher levels of competence, students learn how to maintain health and fitness as individuals and as members of teams.
A. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
19.A.1 Demonstrate control when performing fundamental locomotor, non-locomotor and manipulative skills.
B. Analyze various movement concepts and applications.
19.B.1 Understand spatial awareness and relationships to objects and people.
C. Demonstrate knowledge of rules, safety and strategies during physical activity.
19.C.1 Demonstrate safe movement in physical activities.
STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
Why This Goal Is Important: Regular physical activity is necessary to sustain fitness and health. Students need to apply training
principles—frequency, intensity, time and type (FITT)—to achieve their personal fitness goals. Fitness expectations need to be established on an individual basis; realistic goals need to be based on the health-related components of endurance, strength, flexibility, cardiorespiratory fitness and body composition. By learning and applying these concepts, students can develop lifelong understanding and good habits for overall health and fitness.
A. Know and apply the principles and components of health-related fitness.
20.A.1a Identify characteristics of health-related fitness (e.g., flexibility, muscular strength).
B. Assess individual fitness levels.
20.B.1 Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased pulse rate, increased breathing rate).
C. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.
20.C.1 Identify a realistic health-related goal.
STATE GOAL 21: Develop team-building skills by working with others through physical activity.
Why This Goal Is Important: As members of teams, students need to fill the role of leader at times and participant at other times. Knowing how to follow procedures, accept leadership from others, participate actively and lead when appropriate will serve the student on and off the playing field. Students need to know the elements of teamwork (communication, decision making, cooperation, leadership) and how to adjust individual needs to team needs. Students also need to be able to recognize each member's contributions, including their own.
A. Demonstrate individual responsibility during group physical activities.
21.A.1a Follow directions and class procedures while participating in physical activities.
21.A.1b Use identified procedures and safe practices with little or no reinforcement during group physical activities.
21.A.1c Work independently on tasks for short periods of time.
B. Demonstrate cooperative skills during structured group physical activity.
21.B.1 Work cooperatively with another to accomplish an assigned task.
Applications of Learning
Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students' success in school, in the workplace and in the community.
Solving Problems
Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
Physical activity is a catalyst to problem solving. Students learn how to move quickly and decisively in games, how to deal with their opponents in sports, and how to gain advantage and respond to changing situations. In physical development and health, students also learn how to acquire and understand basic health information, assess such information and address health problems.
Communicating Express and interpret information and ideas.
Physical activity and movement can be a medium of communication. Students learn to observe others, listen, act and react—understanding the intentions of others and making their own intentions clear. Students also need to understand written and oral communications ranging from warning labels to medical advertisements and health-related news reports. They should be able to question and analyze information to help them make individual decisions about good health.
Using Technology
Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
Students monitor fitness and analyze movement skills with monitoring instruments, video and computer software. These tools allow students to keep records, graph progress, create simulations and compare performance to national statistics. On-line services provide added information about health issues and fitness. Technology provides students with tools comparable to those used in the professional fitness and health fields.
Working on Teams
Learn and contribute productively as individuals and as members of groups.
Students learn to recognize individual strengths, resolve differences and use teamwork as a necessary tool for working with others. Teamwork is also integral to many sports. Sports in turn teach the elements of teamwork in other fields. One overall goal of physical development is to give students the knowledge and skills necessary for working on teams to achieve specific objectives or a common goal.
Making Connections
Recognize and apply connections of important information and ideas within and among learning areas.
Why This Goal Is Important: Physical performance involves competency in a wide range of motor, non-motor and manipulative skills. Learning in this area is developmental, building simple movements into more complex patterns. Learning to follow directions and rules enhances enjoyment and success in both recreational and competitive sports. Working toward higher levels of competence, students learn how to maintain health and fitness as individuals and as members of teams.
A. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
19.A.1 Demonstrate control when performing fundamental locomotor, non-locomotor and manipulative skills.
B. Analyze various movement concepts and applications.
19.B.1 Understand spatial awareness and relationships to objects and people.
C. Demonstrate knowledge of rules, safety and strategies during physical activity.
19.C.1 Demonstrate safe movement in physical activities.
STATE GOAL 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
Why This Goal Is Important: Regular physical activity is necessary to sustain fitness and health. Students need to apply training
principles—frequency, intensity, time and type (FITT)—to achieve their personal fitness goals. Fitness expectations need to be established on an individual basis; realistic goals need to be based on the health-related components of endurance, strength, flexibility, cardiorespiratory fitness and body composition. By learning and applying these concepts, students can develop lifelong understanding and good habits for overall health and fitness.
A. Know and apply the principles and components of health-related fitness.
20.A.1a Identify characteristics of health-related fitness (e.g., flexibility, muscular strength).
B. Assess individual fitness levels.
20.B.1 Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased pulse rate, increased breathing rate).
C. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.
20.C.1 Identify a realistic health-related goal.
STATE GOAL 21: Develop team-building skills by working with others through physical activity.
Why This Goal Is Important: As members of teams, students need to fill the role of leader at times and participant at other times. Knowing how to follow procedures, accept leadership from others, participate actively and lead when appropriate will serve the student on and off the playing field. Students need to know the elements of teamwork (communication, decision making, cooperation, leadership) and how to adjust individual needs to team needs. Students also need to be able to recognize each member's contributions, including their own.
A. Demonstrate individual responsibility during group physical activities.
21.A.1a Follow directions and class procedures while participating in physical activities.
21.A.1b Use identified procedures and safe practices with little or no reinforcement during group physical activities.
21.A.1c Work independently on tasks for short periods of time.
B. Demonstrate cooperative skills during structured group physical activity.
21.B.1 Work cooperatively with another to accomplish an assigned task.
Applications of Learning
Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students' success in school, in the workplace and in the community.
Solving Problems
Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
Physical activity is a catalyst to problem solving. Students learn how to move quickly and decisively in games, how to deal with their opponents in sports, and how to gain advantage and respond to changing situations. In physical development and health, students also learn how to acquire and understand basic health information, assess such information and address health problems.
Communicating Express and interpret information and ideas.
Physical activity and movement can be a medium of communication. Students learn to observe others, listen, act and react—understanding the intentions of others and making their own intentions clear. Students also need to understand written and oral communications ranging from warning labels to medical advertisements and health-related news reports. They should be able to question and analyze information to help them make individual decisions about good health.
Using Technology
Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
Students monitor fitness and analyze movement skills with monitoring instruments, video and computer software. These tools allow students to keep records, graph progress, create simulations and compare performance to national statistics. On-line services provide added information about health issues and fitness. Technology provides students with tools comparable to those used in the professional fitness and health fields.
Working on Teams
Learn and contribute productively as individuals and as members of groups.
Students learn to recognize individual strengths, resolve differences and use teamwork as a necessary tool for working with others. Teamwork is also integral to many sports. Sports in turn teach the elements of teamwork in other fields. One overall goal of physical development is to give students the knowledge and skills necessary for working on teams to achieve specific objectives or a common goal.
Making Connections
Recognize and apply connections of important information and ideas within and among learning areas.