New Colorado P-12 Academic Standards

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Participate at a competent level in a variety of lifelong physical activities

Inquiry Questions:

1. Why are both skill-related fitness and health-related fitness taught? Why is each one important?
2. Which lifelong physical activities do you think you'll be participating in when you're 20, 40, and 60?
3. How does being healthy and active affect what one can do in life?
4. Why is it important for an individual to practice and learn sports skills?

Relevance & Application:

1. Individuals participate successfully in a wide range of physical activities over the course of their education, with the aim that such participation will continue through an individual's lifetime.
2. The knowledge and understanding of the concepts of movement improve performance in a specific skill, and provide the foundation for the transfer of skills in a variety of sports and activities.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and who feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. A strong foundation in physical education prepares an individual for a lifetime of physical activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Understand the cognitive impact of movement

Inquiry Questions:

1. How can movement facilitate or enhance learning in other disciplines?
2. What is your favorite type of movement and why?
3. How can one become more mentally prepared for competition and sports performance?
4. When is anxiety helpful, and when is it harmful in a competitive situation?

Relevance & Application:

1. Individuals participate in social activities that include rhythm, music, patterns, and cross-lateral movements such as social dance.
2. Individuals understand the effect that stress, anxiety, and excitement can have on physical performance. People can take steps to control stress, anxiety, and excitement in their workplace.

Nature Of:

1. Exercise is important for a healthy brain.
2. The important relationship between the brain and its impact on physical performance and academic learning is integral in the development of the whole child.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Concepts and skills students master:

3. Apply rules, principles, problem-solving skills and concepts to traditional and nontraditional movement settings

Inquiry Questions:

1. What are the advantages and disadvantages of training and participating year-round in one sport, or training and participating in multiple sports in a year?
2. How does one develop an appropriate personal fitness program?
3. What techniques can be employed to maintain motivation?

Relevance & Application:

1. Individuals develop and implement a fitness program that utilizes appropriate training principles necessary for a lifetime of fitness such as jogging two days per week, or lifting weights two days a week.
2. Periodically evaluate the effectiveness of one's personal fitness program.

Nature Of:

1. The integration of the health and skill-related fitness components in designing and implementing a personal fitness plan supports a healthy, active lifestyle.
2. Ongoing feedback and assessment are necessary to determine the effectiveness of a personal fitness program.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate knowledge of principles and concepts for effective rhythmic motor development

Inquiry Questions:

1. Which sport would be easiest or hardest to integrate into a movement routine, and why?
2. What are activities and sports in which balance and body rotation are integral for success?
3. Under which conditions could the transfer of skills be detrimental?
4. How can body type such as a gymnast's small body affect success in certain sports?

Relevance & Application:

1. Individuals participate in activities such as social dances that require the integration of skills and knowledge in their social life.
2. Individuals understand that the principles of locomotion provide the basics for new skill acquisition.
3. Individuals make decisions about the activities and sports in which they choose to participate as their interests change over their lifetime.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and who feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Knowing and understanding concepts of movement and skill mechanics can improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Understand and apply game strategies to physical activities and sports

Inquiry Questions:

1. Is it better to have a strong offense or a strong defense? Why?
2. As a defense, how does one decide where to force the offense to move with the ball in an invasion game? How does one decide (group decision-making), why does one decide (reading game strategy), and what does one decide (making game strategy)?
3. To what extent does strategy influence performance in competitive games and activities?
4. What would a game without a scoring system look like?

Relevance & Application:

1. Individuals participate and apply game strategies in a wide range of sports and games in community-organized sports leagues.
2. Individuals implement effective offensive, defensive, and cooperative strategies to be successful in game situations.
3. Individuals understand that game strategy can increase enjoyment and participation in a range of activities.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. A strong foundation in physical education prepares an individual for a lifetime of physical activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Combine the critical elements of movement and skills concepts

Inquiry Questions:

1. Why do some physical activities require more complex movements than others?
2. How does one determine what the goal is when creating a game, movement, dance, or sport with a group?
3. What are some activities and sports in which balance and body rotation are integral for success?
4. When would it be most effective to learn a skill in parts?

Relevance & Application:

1. While practicing a sport with friends, individuals identify the key elements used to perform movement patterns.
2. Individuals compare movement patterns of a sport with the movement patterns of everyday life.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and who feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. The knowledge and understanding of concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
3. There are similarities in movements and skill mechanics between different sports.
4. Knowledge of critical elements for a variety of skills encourages connections and application of those elements when learning a new sport or activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate beginning strategies for a variety of games and sports

Inquiry Questions:

1. Why are speed and accuracy important?
2. Why is it important to learn fundamental skills before advanced skills?
3. Which is more important to master first - accuracy or speed? Why?
4. How does one increase accuracy in a skill?
5. What are some sports that require more skill and strategy than others?

Relevance & Application:

1. Individuals participate successfully in a variety of games and sports.
2. Individuals create a game that utilizes levels, speeds, directions, and pathways.

Nature Of:

1. Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. A strong foundation in physical education prepares an individual for a lifetime of successful participation in physical activity.
3. Games and sports require a variety of skills and strategies to be successful.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Participate in activities that require problem-solving, cooperation, skill assessment, and teambuilding

Inquiry Questions:

1. What activities require problem-solving, cooperation, and team-building? Why?
2. Is cooperation or competition more important? Why?
3. Is it more important to learn to compete first, or learn to cooperate first? Can one aid the other?
4. Why is team-building important?

Relevance & Application:

1. Individuals use team-building activities to enhance group cohesion.
2. Individuals use problem-solving skills to overcome a physical challenge at home such as moving furniture safely without damage.
3. Individuals cooperate in a variety of physical tasks at home such as painting a house.

Nature Of:

1. Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Physical education settings provide a problem-solving arena, with the problem able to be increased or decreased by changing a number of factors such as the number of participants, level of competition, and umber of rules for activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Concepts and skills students master:

3. Use information from a variety of resources to improve performance

Inquiry Questions:

1. How can aspects of movement contribute to the aesthetic dimension of physical activity?
2. When would the use of video feedback be more useful for learning a skill than feedback from a peer or teacher?
3. What resources could one use to improve performance?
4. What resource works best for you in improving performance? Why?

Relevance & Application:

1. Individuals show family members how to play a game that uses locomotor skills.
2. Individuals use the Internet to study strategies of a game.

Nature Of:

1. Knowing and understanding concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
2. Technology can be used as a tool to improve physical performance. For example, pulse monitors maximize performance.
3. The implementation of effective offensive, defensive, and cooperative strategies is beneficial for all players to be successful in game situations.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate mature form for all basic locomotor, nonlocomotor , manipulative, and rhythmic skills

Inquiry Questions:

1. Will understanding these skills allow for participation in other activities later in life?
2. How could one perform a jump routine to different types of music?
3. Why does one need to know a variety of dances?
4. What can dance teach one about other sports?
5. How can one create a gymnastics routine without moving from one place to another?
6. What types of dancing are similar to each other?

Relevance & Application:

1. Individuals engage successfully in activities utilizing manipulatives.
2. Individuals use a combination of skills to demonstrate self-expression and creativity.
3. Individuals analyze the basic locomotor, nonlocomotor, and rhythmic shifts of a social dance.
4. Individuals analyze the basic locomotor, nonlocomotor, and rhythmic shifts of people playing in a public park.

Nature Of:

1. Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Individuals who are more skillful are more likely to participate in physical activity over a lifetime.
3. The ability to dance can be an advantage in a variety of social situations.
4. Motor skills and movement patterns appear in a wide variety of physical activities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Demonstrate understanding of how to combine and apply movement concepts and principles to learn and develop motor skills

Inquiry Questions:

1. What are some activities that require the combination of skills?
2. How can one create a game that uses different striking skills?
3. How can one get better at a skill without physically practicing?
4. Which skills can one take from other activities that will allow one to become better in your selected activity?

Relevance & Application:

1. Individuals participate successfully in recreational games that require skill combinations such as basketball and tennis.
2. Individuals determine if control or accuracy is more important when playing games such as softball and volleyball in community-organized leagues.
3. Individuals analyze their own and others' movements while playing pick-up sport games such as basketball to develop their own skills.
4. Individuals create a workout that enhances their performance in an activity.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Knowing and understanding concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Identify the major characteristics of mature locomotor, nonlocomotor , manipulative, and rhythmic skills

Inquiry Questions:

1. Which is more important - accuracy or speed? Why?
2. Which dances from today will be considered traditional 100 years from now? Why?
3. Why is it important to know traditional dances?
4. How can balance skills help to prevent injuries?
5. Which is harder to learn - in-line skating or ice-skating?

Relevance & Application:

1. Individuals participate successfully in playground or backyard games to develop locomotor, nonlocomotor, manipulative, and rhythmic skills, such as catching and throwing baseballs or playing tag.
2. Individuals participate in dances that are part of a community festival.
3. Individuals participate successfully in balance activities such as skiing or skating.
4. Individuals compare modern social dances to traditional social dances in terms of similar movement skills.
5. Individuals identify the locomotor skills and rhythmic skills in modern devices found around the home such as bicycles.

Nature Of:

1. Skillful movers are more likely to participate successfully in physical activity over a lifetime.
2. Good balance skills are important for lifelong wellness and injury prevention.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Concepts and skills students master:

2. Provide and receive feedback to and from peers using the major characteristics of mature locomotor and manipulative skills

Inquiry Questions:

1. Why is it important to know the critical elements of movement?
2. Why is it important to improve physical skills?
3. What can a partner tell one about one's skills that he or she cannot see oneself?
4. Why is it helpful to give feedback to a peer?

Relevance & Application:

1. Individuals watch people performing sports to learn elements of movement for evaluating locomotor and manipulative skills.
2. Individuals use videos cameras to record elements of movement for evaluating locomotor and manipulative skills.
3. Individuals ask friends for advice about their performance of locomotor skills when playing games.

Nature Of:

1. The knowledge and understanding of concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
2. Ongoing feedback and assessment is necessary in determining the effectiveness of personal goal-setting strategies.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate a variety of motor patterns in simple combinations while participating in activities, games, and sports

Inquiry Questions:

1. Why is it enjoyable to combine locomotor movements in time to music?
2. How is dribbling a soccer ball different from dribbling a basketball?
3. Which combination of locomotor skills is most aesthetically pleasing?
4. Why are some games more enjoyable than others?
5. How do varying types of activity, challenges, and team versus individual activities contribute to enjoyment?
6. Why do some people find some games more enjoyable than others?

Relevance & Application:

1. Individuals move successfully and skillfully under a variety of movement conditions in their daily activities such as playing basketball or playing tag with friends.
2. Individuals participate skillfully in a variety of games that require movement and skills.
3. Individuals combine locomotor movements in time to music while dancing at home or at a social dance.

Nature Of:

1. The ability to combine skills in meaningful ways is critical for success in most forms of physical activity.
2. Games and sports have motor patterns that appear in simple combinations.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Perform movements that engage the brain to facilitate learning

Inquiry Questions:

1. What must one think about when doing a forward roll?
2. Which activities are most effective for crossing the mid-line?
3. How does one use his or her mind in various activities and sports?
4. What are the benefits to combining activities such as jumping or dribbling to a rhythmic beat?

Relevance & Application:

1. Individuals learn new movements such as jumping rope to engage the brain.
2. Individuals perform routines of physical movement that may include dance steps, jumping rope, or a variation of forward and backward rolls.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Exercise is linked to healthy brain development, and certain movements such as cross-laterals, patterns, rhythms are proven to be beneficial for making body and brain connections.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate the elements of movement in combination with a variety of locomotor skills

Inquiry Questions:

1. How is walking different from running?
2. What activities require one to change movement skill during the activity?
3. How can one perform a skill without thinking about it?
4. If you could only master one of the locomotor movements, which one would you choose, and why?

Relevance & Application:

1. Individuals move skillfully under a variety of movement conditions.
2. Individuals participate skillfully in a variety of games at home that require movement such as playing tag, skipping, or jumping rope.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. The different combinations or ways that movement can be performed are virtually limitless.
3. The knowledge and understanding of concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
4. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Demonstrate control and balance in traveling and weight-bearing activities using a variety of body parts and implements

Inquiry Questions:

1. Why is it important to be able to move in both even and uneven rhythms?
2. What does it mean to have rhythm?
3. What body parts are involved when one jumps rope?

Relevance & Application:

1. Individuals participate in a variety of activities such as playing basketball with friends while maintaining control of the body.
2. Individuals participate successfully in activities that require balance.
3. Individuals participate in activities such as social dances that require movements to even and uneven beats.
4. Individuals participate in activities that require throwing and catching with a friend such as playing catch with a football.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Concepts and skills students master:

3. Use feedback to improve performance

Inquiry Questions:

1. Why is water essential for the body?
2. When trying to improve skills, is it better to correct weaknesses or expand on strengths? Why?
3. Which health habit is most important? Why?
4. What are the advantages of instructor feedback over self feedback?

Relevance & Application:

1. Individuals examine the effects of limited water consumption after playing or doing yard work on a hot day.

Nature Of:

1. The knowledge and understanding of concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
2. The use of self and instructor feedback identifies strengths and weaknesses to improve performance.
3. Keeping the brain healthy keeps the body healthy.
4. Understanding the important relationship between the brain and its impact on physical performance and academic learning is integral in the development of the whole child.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate basic locomotor and nonlocomotor skills, and rhythmic and cross-lateral movements

Inquiry Questions:

1. If you were to invent a new locomotor movement, what would it look like, and what would you call it?
2. Why are dances like the "chicken dance," "bunny hop," and "electric slide" so popular at group gatherings such as wedding receptions?
3. Why would someone want to know how to do the same things in different ways?
4. What does it mean to have rhythm? How can one notice whether someone has it?

Relevance & Application:

1. Individuals move skillfully under a variety of movement conditions.
2. Individuals successfully ride a two-wheeled bike without training wheels.
3. Individuals ride a skateboard or skates.
4. Individuals participate in games that require movement such as playing basketball or tag.
5. Individuals participate in games that require the use of objects such as jump ropes and balls.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Movement to a beat or pattern activates the brain to facilitate learning.
3. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Demonstrate fundamental manipulative skills

Inquiry Questions:

1. How does one get better at throwing a ball?
2. What is the most effective way to throw a ball?
3. When is striking used in games and sports?
4. Is it easier to catch a bigger object or a smaller one? Why?

Relevance & Application:

1. Individuals participate in activities that require patterned movements such as playing softball or basketball.
2. Individuals recognize manipulative skills in games and sports by watching sporting events on television.
3. Individuals recognize manipulative skills in games and sports by watching friends and family members participate in sports.
4. Individuals demonstrate the skillful use of a variety of manipulatives.
5. Individuals participate in activities that require the use of manipulatives.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Patterned, rhythmic movement activates the brain to facilitate learning.
3. Many popular games and sports require the skillful manipulation of an object or objects.
4. Repetition improves the performance of motor skills.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Concepts and skills students master:

3. Establish a beginning movement vocabulary

Inquiry Questions:

1. How can there be a game with no boundaries?
2. What are some similarities in different types of locomotor movements?
3. What makes a jog different from a run?
4. Why is it important to have personal space?

Relevance & Application:

1. Individuals perform movements safely on command.
2. Individuals recognize when to jog, run, hop, jump, gallop, or slide in an activity performed at home.
3. Individuals recognize when boundaries and personal space are needed in physical activities.

Nature Of:

1. The knowledge and understanding of concepts of movement and skill mechanics improve performance in a specific skill, and provide the foundation for transfer of skills in a variety of sports and activities.
2. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Demonstrate body and spatial awareness through movement

Inquiry Questions:

1. When is moving at a fast speed safer, and when is moving at a slow speed safer?
2. Which animals use the same movements?
3. When moving in a group, how do you keep from bumping into each other?
4. Why is it easier to move in the same direction in which a group is moving than to move against the group?

Relevance & Application:

1. Individuals participate in games that require movement as a group.
2. Individuals travel successfully and safely in a variety of activities with a large group of friends and family members such as to the movies or a county fair.
3. Individuals create letters of the alphabet using their arms, legs, and torso.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Spatial awareness is critical for success in any movement-based activity.
3. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Concepts and skills students master:

2. Locate the major parts of the body

Inquiry Questions:

1. Which body parts are unable to move?
2. Why do we walk on two feet?
3. Which are stronger - arms or legs? Why?
4. What in their arms and legs helps people to move?
5. When would it be important to be able to change directions quickly?

Relevance & Application:

1. Individuals play "head, shoulders, knees, and toes" with parents.
2. Individuals identify body parts correctly.
3. Individuals identify the front, back, and side of the body.

Nature Of:

1. Understanding the important relationship between the brain and its impact on physical performance and academic learning is integral in the development of the whole child.
2. The brain helps the body to learn how to move.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

1. Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space

Inquiry Questions:

1. Which movements are easy to control when in a large group?
2. Which types of music are more rhythmic?
3. Which are easier - even or uneven rhythms? Why?
4. Why is a certain amount of space needed between members of a group while the group is moving?

Relevance & Application:

1. Individuals travel successfully and safely with family members in a variety of activities such as to a shopping center, country fair, or movie theaters.
2. Individuals follow a rhythmic pattern when jumping rope with friends.
3. Individuals participate in games that require movement.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Spatial awareness is critical for success in any movement-based activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Concepts and skills students master:

2. Demonstrate balance

Inquiry Questions:

1. How long could one safely remain in an upside down position?
2. Why is it easier to stand on two legs than one?
3. What happens to balance when one spins around?
4. Why was it easier for small children to crawl first before they learn how to walk?

Relevance & Application:

1. Individuals successfully ride a tricycle.
2. Individuals successfully get on and off a moving escalator.

Nature Of:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Establish goals based on fitness assessment data, and develop, implement, achieve, and monitor an individual health and fitness plan

Inquiry Questions:

1. When one experiences a plateau in his or her fitness plan, what are options to consider?
2. How does one know that a fitness plan is effective?
3. How might one help a friend to develop personal fitness goals and a fitness plan that fits his or her individual lifestyle?
4. How does your fitness plan compare to a friend's fitness plan?

Relevance & Application:

1. Individuals investigate such as by performing an Internet search the economic impact of being healthy.
2. Individuals use health-related fitness software to compare fitness performance over several years.
3. Individuals use the Internet to research a physical fitness plan that integrates workplace activities.

Nature Of:

1. Continually reassess fitness levels in order to establish and work toward meaningful goals.
2. Regular assessment of physical activity is important for physical well-being.
3. Be personally responsible for and monitor one's own physical fitness goals.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

2. Identify community resources to maintain lifelong physical activity

Inquiry Questions:

1. Should insurance companies pay for memberships to health clubs if they will help to prevent chronic diseases?
2. How do TV commercials and other fitness advertisements try to influence one to buy certain products, and how does one decide on quality fitness facilities, equipment, and activities?
3. If you could create the ultimate physical activity facility, what would it include, where would it be located, and how much would it cost?
4. If you lived in a social sphere with absolutely no fitness resources such as facilities, modern equipment, or the Internet, what would you do to reach and maintain optimal levels of health and fitness?

Relevance & Application:

1. Individuals access resources for physical activity participation throughout a lifetime such as public gyms, parks, and swimming pools.
2. Individuals use a blog to compare and contrast physical activity opportunities in their community.
3. Individuals select a piece of sporting equipment, and conduct Internet research and analysis of brands and cost.
4. Individuals compare the cost of participating in an outdoor adventure sport such as mountain biking and a community-organized sport such as basketball.
5. Individuals analyze the physical fitness messages in sports and athletic-related television advertisements.

Nature Of:

1. There are a variety of activities used to improve and maintain lifelong fitness. Participating in these activities likely improves quality of life now and in the future.
2. Regular participation in physical activity requires access to opportunities in the wider community.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
4. The revolution of health and fitness in the world and our nation is an ongoing evolution.
5. There are a number of ways to get physical activity outside of school.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

3. Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education

Inquiry Questions:

1. How should physical activity be prioritized between work and school?
2. Why is using a variety of physical activities important?
3. What are the pros and cons of participating in a variety of physical activities versus specializing in one sport or activity?
4. If you had a chance to address the U.S. President and Congress about the importance of physical activity, what would you say?
5. How are your current fitness goals likely to change over time?

Relevance & Application:

1. Individuals make physical activity a part of an individual lifestyle at home.
2. Individuals use technology such as computer spreadsheets to create and keep a physical activity diary or log.
3. Individuals compare and contrast the lifelong wellness benefits of participation in a physical education class versus participating in a high school marching band or a varsity sport.
4. Individuals appreciate the physical benefits of dancing.
5. Individuals appreciate the physical benefits of walking or riding a bike instead of driving a car.

Nature Of:

1. There are a variety of activities used to improve and maintain lifelong fitness. Participating in these activities likely improves the quality of one's life now and in the future.
2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
3. There are a number of ways to get physical activity outside of school.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Identify the personal, physiological, and fitness benefits of participating in a variety of physical activities

Inquiry Questions:

1. How can individuals who do not meet ideal standards for body weight be fit?
2. Why are fitness plans not "one size fits all?"
3. Which physical activities do you enjoy performing in the rain or snow?
4. Which is more important - good nutrition or adequate sleep? Why?

Relevance & Application:

1. Individuals engage in wellness behavior such as yoga or meditation that acknowledges its holistic nature.
2. Individuals use technology such as computer spreadsheets to record activity goals, and monitor progress toward those goals.
3. Individuals record how much sleep they get every night, and see how it affects their fitness.

Nature Of:

1. Good health-related fitness is interrelated with nutrition and other personal health habits.
2. Physical activities can be performed in a variety of conditions that are not typical.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

1. Identify preferences for lifetime physical activity

Inquiry Questions:

1. Which component of health-related fitness is most important, and why?
2. What recreational activities do you and your family participate in weekly, and where do you go to participate?
3. How does your physical fitness compare to peers from other countries around the world?
4. What is your favorite adventure sport?

Relevance & Application:

1. Individuals choose appropriate physical activities at home for wellness such as stretching or jogging.
2. Individuals use the Internet to learn about the health benefits of physical activities appropriate to their area such as mountain biking, rock climbing, skiing, or hiking.

Nature Of:

1. Physical activity choices that change throughout a lifetime have a positive effect on the individual's overall health.
2. Being aware of personal strengths, individual needs, and specific health risks is essential for safely starting a new physical activity.
3. The selection of activities in which to participate requires knowledge of benefits and outcomes for a wide range of activities.
4. A variety of physical activities can be performed in any geographical area.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

3. Determine one's responsibility for developing skills, acquiring knowledge, and achieving fitness

Inquiry Questions:

1. How do one's age, community, and friends affect the choices about participating in physical activities?
2. What do you think of your personal fitness assessment results, and what changes should you make in your exercise routine to improve those results?
3. If you were the editor of a fitness magazine for teenagers, what headlines would you include on your cover page? What hot topics would you include in the magazine?
4. How are your parents' and grandparents' physical fitness activities similar to or different from your physical fitness activities?

Relevance & Application:

1. Individuals enjoy participating in physical activity such as regular jogging or walking throughout a lifetime.
2. Individuals use a computer to monitor their physical activity, and meet guidelines for wellness.
3. Individuals discuss with family members the physical fitness activities that can be done together as a family.

Nature Of:

1. An individual's success in and enjoyment of and physical activity choices are affected by changes in geographical and community setting, lifestyles, friends, and age.
2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
3. It takes commitment and dedication to successfully attain personal goals in fitness and physical activities.
4. Goal-setting is a critical component of successful behavior change.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Set personal goals for improving health-related fitness

Inquiry Questions:

1. What are the best activities for improving muscular strength?
2. Why is it important to have flexible muscles?
3. What are the different components of fitness?
4. Which physical activities do you enjoy to help to improve cardio-respiratory and muscular endurance?

Relevance & Application:

1. Individuals use the Internet to compare their personal wellness to national trends.
2. Individuals create a graph to compare fitness test scores to health-related fitness standards.
3. Individuals research on the Internet national and state standards for good health.

Nature Of:

1. Setting and working toward fitness goals is critical for positive behavior change.
2. Everyone can set personal fitness goals for themselves.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

2. Demonstrate the ability to perform self-paced cardiovascular endurance activities

Inquiry Questions:

1. Why can a peer of the same age and same size have a completely different pace during a cardiovascular activity?
2. Why is the concept of pace so importance during both aerobic and anaerobic activities?
3. If you wanted to improve your cardiovascular endurance, what would your training look like?
4. What is your optimum heart rate for improving your cardiovascular endurance? How can you check and monitor this?

Relevance & Application:

1. Individuals self-assess their fitness levels in order to make and implement a personal wellness plan.
2. Individuals use a heart rate monitor to keep activity within the recommended intensity level.
3. Individuals compare the heart rates of family members during physical activities.

Nature Of:

1. Cardio-respiratory endurance is extremely important for the prevention of heart disease.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

3. Identify opportunities in school and in the community for regular participation in physical activity to enhance physical fitness

Inquiry Questions:

1. Why should people of different ages have different fitness goals?
2. How does an individual demonstrate taking responsibility for his or her own physical fitness?
3. What muscular strength and endurance invention has made the most impact on people's fitness?
4. What five muscular strength and endurance activities would you do to become physically fit? Would your choices stay the same in order to maintain your fitness level?

Relevance & Application:

1. Individuals establish physical activity goals relevant to a selected component of fitness such as deciding how many push-ups to do once a week.
2. Individuals use technology to document and record progress toward fitness goals such as tracking progress with a computer or keeping a journal.
3. Individuals recognize that there are physical activities available to people of all ages in their community.

Nature Of:

1. An individual's success in and enjoyment of physical activity choices are affected by changes in geographical and community setting, lifestyles, friends, and age.
2. Living a healthy lifestyle contributes to a positive self awareness, fewer illnesses, and more opportunities to be active.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Understand and apply basic principles of training to improving physical fitness

Inquiry Questions:

1. Which are more important - short-term goals or long-term goals? Why?
2. What are all of the different ways that one can determine the intensity of an activity?
3. How are your physical activity habits similar to or different from the other members of your family? Why are they similar or different? Who in your family benefits the most from their activities?
4. What would a comprehensive, one-month fitness calendar include? How would this calendar change depending on the weather and available equipment?

Relevance & Application:

1. Individuals create and implement a fitness plan that reflects current best practices about fitness.
2. Individuals use a heart rate monitor such as a clock or watch to measure intensity of activity.
3. Individuals participate safely in a training program. For example, parents sign up their children for YMCA or community center classes.
4. Individuals use a heart rate monitor such as a clock or watch) to determine whether the intensity of their activity is appropriate.
5. Individuals create a graph, plotting resting and exercise heart rates over an established period of time.
6. Individuals discuss with their family some ways they can become more physically active together.

Nature Of:

1. Knowledge of training principles is critical for developing an effective health-related fitness plan.
2. Safety in exercise, including warm-up and cool-down techniques, is important to being healthy and injury free.
3. Physical activity has health and fitness benefits for all ages.
4. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

2. Demonstrate understanding of skill-related components of fitness and how they affect physical performance

Inquiry Questions:

1. Which component of skill-related fitness do you like the most?
2. Which component of skill-related fitness is most important, and why?
3. In which component of skill-related fitness are you the strongest? How can you continue to improve in this component? How can you improve in the other components?

Relevance & Application:

1. Individuals participate effectively on a sport team by implementing training methods consistent with the requirements of the activity
2. Individuals use technology such as a personal computer to monitor an exercise program.
3. Individuals identify examples of components of skill-related fitness that they use in outdoor activities such as climbing trees.

Nature Of:

1. Knowledge of skill-related components can influence fitness and physical performance.
2. Different physical activities require different combinations of agility, balance, coordination, power, reaction time, and speed.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

3. Connect the health-related fitness components to the body systems

Inquiry Questions:

1. Do you prefer participating in organized group activities such as youth basketball leagues or playing in unstructured physical activities such as pick-up basketball games? Why?
2. If you managed a restaurant, what foods would be on the menu? Why?
3. Should children be allowed to eat whatever snacks they want? Why or why not?
4. Should people eat immediately before exercising? Why or why not?

Relevance & Application:

1. Individuals establish healthy habits for physical activity and nutrition such as tracking fat and caloric intake from nutritional information on food labels.
2. Individuals keep a computer log to track and analyze a daily diet.
3. Individuals use the Internet to research healthy, balanced meals.

Nature Of:

1. A healthy diet and exercise program provides energy for performance and successful participation in recreational and competitive activities.
2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
3. People have many options to participate in organized physical activities outside of school.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Explain how the health-related components of fitness affect performance when participating in physical activity

Inquiry Questions:

1. What's the difference between the overload principle and "no pain, no gain?"
2. Do different types of physical activities produce different results?
3. Which exercise is the healthiest? Why?

Relevance & Application:

1. Individuals understand the benefits of stretching and warming up before playing a community-organized sport.
2. Individuals prevent lower back injuries when engaging in exercise.
3. Individuals complete a video comparison and analysis of safe and unsafe exercises.
4. Individuals create a video demonstration of exercises for each component of health-related fitness.
5. Individuals use a watch to monitor their heart rate before, during, and after performing a physical activity.
6. Individuals watch a video or television, and compare the way professional athletes perform stretches to the way they perform stretches.

Nature Of:

1. Healthy living requires knowledge of the basic principles of physical fitness.
2. The lack of knowledge regarding safety factors can adversely affect one's ability to participate in physical activity.
3. Levels of exercise directly influence a person's heart rate, and overall health and fitness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

2. Recognize the relationship between healthy nutrition and exercise

Inquiry Questions:

1. If you left home without your water bottle, how would that impact your choice of physical activity?
2. If an energy bar and a candy bar have the same number of calories, why is the energy bar considered to be healthier?

Relevance & Application:

1. Individuals maintain healthy body composition through a lifetime.
2. When hiking, keep a record of how much water you drink.
3. Keep a record of how much water you drink every day for a month. Explain days that have more or less water intake.

Nature Of:

1. Making healthy food choices is an important habit to learn to manage weight.
2. Drinking water is important for physical health and well-being.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

3. Recognize the benefits derived from regular, moderate, and vigorous physical activity

Inquiry Questions:

1. What is the role of fitness testing in overall wellness?
2. Which specific activities might affect your body?
3. How does physical fitness impact successful participation of a variety of activities?
4. How would you go about improving your physical fitness?
5. Why would you want to change the results of your physical assessment?

Relevance & Application:

1. Individuals record and analyze fitness test results using fitness testing software.
2. Individuals keep a chart of all physical activities, listing the amounts of time for each.
3. Individuals compare the five health-related physical components to car parts, and explain how they are similar.

Nature Of:

1. Participation in moderate to vigorous daily activity is important to lifelong health.
2. It is important to choose activities that will enhance wellness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Identify the benefits of sustained physical activity that causes increased heart rate and heavy breathing

Inquiry Questions:

1. Which physical activities are the healthiest?
2. What factors help you to decide why you enjoy an activity or sport?
3. If you are bored with a current physical activity, how would you choose a new physical activity?
4. Does your body feel different after you swim than after you run?

Relevance & Application:

1. Individuals maintain healthy cardiovascular and respiratory system to prevent heart disease.
2. Individuals participate in a wide range of physical activities over a lifetime such as swimming, bicycling, running, or hiking.
3. Individuals participate safely in physical activity under a variety of environmental conditions such as high altitude, heat, humidity, or cold.
4. Individuals use a watch to monitor their heart rate.
5. Individuals compare the way riding a bicycle makes them feel to the way riding a skateboard makes them feel.
6. Individuals keep a chart for a month of all physical activities, listing the amount of time for each.

Nature Of:

1. Physical activity affects heart, lungs, and muscles.
2. Physical activity affects the way one feels emotionally and physically.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.
4. Different levels of exercise affect heart rate and overall health and fitness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

2. Understand that the body is composed of water, muscle, bones, organs, fat, and other tissues

Inquiry Questions:

1. Do your heart and lungs feel different after you swim than after you run?
2. If entire bodies were made of fat, how would people move?
3. What would bodies look like if they had no bones?
4. Which of your favorite activities do you think contribute most to your heart beating faster?

Relevance & Application:

1. Individuals understand the role of fitness in preventing chronic disease.
2. Individuals take a virtual tour of the body, focusing on the lungs and heart.
3. Individuals prevent heart disease by engaging in aerobic activity such as bicycle riding, or playing tag or basketball.
4. Individuals use a heart rate monitor to compare heart rate before, during, and after exercise.
5. Individuals compare body parts to parts of a car or a computer.

Nature Of:

1. The amount of exercise done does directly influences heart rate and overall health and fitness.
2. The body is made up of different parts, and each part must be cared for with exercise.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Recognize the importance of making the choice to participate in a wide variety of activities that involve locomotion, nonlocomotion, and manipulation of objects outside of physical education class

Inquiry Questions:

1. What is the relationship between enjoyment and wellness when choosing activities to participate in?
2. How does the ability to successfully perform various movements encourage increased participation in activities for enjoyment?
3. If you had to choose one skill, which is the most important - locomotor, nonlocomotor, or manipulative? How would activities change if you were limited to only one or two of these skills?

Relevance & Application:

1. Individuals identify sports equipment such as skateboards and bicycles that requires locomotor skills.
2. Individuals value physical activity for a lifetime. For example, they might take an interest in outdoor activities.
3. Individuals photograph their favorite physical activities.
4. Individuals watch sports programs on television, and identify activities that involve locomotor, nonlocomotor and manipulative skills.

Nature Of:

1. Physical activities involve locomotor, nonlocomotor, and manipulative skills.
2. The more one performs physical activities, the more success and fun he or she will have doing them.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Participate regularly in physical activity

Concepts and skills students master:

2. Identify good brain health habits

Inquiry Questions:

1. What are your favorite healthy snacks?
2. How do you face challenges, overcome failures, and celebrate successes in physical activity?
3. Do you feel better or worse when you get a lot of sleep at night? Why?

Relevance & Application:

1. Individuals know the link between good nutrition and physical activity for being healthy.
2. Individuals ask their parents about healthy foods.
3. Individuals identify healthy foods on television or billboards.
4. Individuals experience a wide range of positive emotions and feelings through physical activity.
5. Individuals create a video demonstrating a wide range of emotions during physical activity.

Nature Of:

1. Physical activity affects overall health and fitness.
2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
3. Food choices affect overall health and fitness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Identify the body's normal reactions to moderate and vigorous physical activity

Inquiry Questions:

1. Would you rather have strong arm and leg muscles, or a strong heart muscle? Why?
2. How could you work on improving your muscular strength and endurance?
3. Can one have muscular strength without muscular endurance? What about the other way around? Explain.

Relevance & Application:

1. Individuals can prevent injury by maintaining adequate muscular strength and endurance.
2. Individuals use a computer to find examples of safe exercises to improve muscular strength and endurance.
3. Individuals create an exercise program that improves their health-related fitness.
4. Individuals identify equipment in parks and playgrounds that helps to build muscles.

Nature Of:

1. Regular physical activity contributes to emotional well-being.
2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
3. Muscular strength and endurance are separate and equally important components of fitness.
4. The body reacts positively to physical exercise.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

3. Understand that physical activity increases the heart rate, making the heart stronger

Inquiry Questions:

1. Which activities can you do for the longest time? Shortest time?
2. Are there other ways other than checking your heart rate to know that your heart is working hard?

Relevance & Application:

1. Individuals participate in fitness activities to strengthen their heart.
2. Individuals identify technology that will allow heart rate monitoring and checking.

Nature Of:

1. The heart is the most important muscle in the body.
2. Exercise directly influences heart rate and overall health and fitness.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master:

1. Recognize the positive feelings experienced during and after physical activity

Inquiry Questions:

1. If your body could stretch like a rubber band, which activities would you like to be good at?
2. What are different ways to make a heart beat faster?
3. How does running make you feel?
4. How many different ways can one move his or her body safely?
5. How do you feel before exercising your body? Immediately after exercising your body? Five minutes after? Ten minutes after?
6. How do you feel after stretching?

Relevance & Application:

1. Individuals participate in fitness activities to have a healthy heart.
2. Individuals set a base groundwork for lifetime physical fitness such as enjoying outside play.
3. Individuals compare their heart rate.
4. Individuals use sports equipment such as bicycles and tricycles that increases their heart rate.

Nature Of:

1. Levels of exercise directly influence heart rate and overall health and fitness.
2. Regular physical activity contributes to emotional well-being.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Demonstrate respect for individual differences in physical activity settings

Inquiry Questions:

1. Why do some attendees at sporting events behave so badly?
2. What constitutes healthy competition?
3. What might one do if someone were being bullied because he or she showed poor physical fitness skills?
4. If peer pressure were nonexistent, how would you determine your choices of physical activity?
5. How might one peacefully resolve a dispute between friends? Between people who are not friends?

Relevance & Application:

1. Individuals appreciate the diversity of physical activity experiences in the broader community such as visiting a park and seeing the variety of people engaged in physical activities).
2. Individuals explain how social networking tools help to and hinder interpersonal relationships.

Nature Of:

1. Physical education can help individuals from different backgrounds to work together successfully.
2. Developing self-esteem, resiliency, tolerance, and coping skills support social and emotional health.
3. In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules, and safety guidelines.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

2. Demonstrate collaboration, cooperation, and leadership skills

Inquiry Questions:

1. Is it more important to have the most-skilled players on a team, or to have a team that demonstrates teamwork? Which has more influence on the outcome of a game?
2. How do you choose to lead or follow in group settings?
3. How would a team look if all teammates' behavior were the same?
4. If you could develop the perfect team, what behaviors and traits would your players express?
5. What are some things one could do to show appreciation of opponents?

Relevance & Application:

1. Individuals participate effectively in groups across a variety of settings such as community-sponsored sports leagues.
2. Individuals describe how technology can aid a coach of a sport team.
3. Individuals create and follow behavior modification plans for a variety of wellness areas.
4. Individuals describe how they could use technology to create and monitor an action plan for physical activity.
5. Individuals create a document outlining proper etiquette for social networking sites.
6. Individuals react to negative events in healthy ways such as going for a walk after an argument with a friend.
7. Individuals work effectively with a wide range of personality types in a job setting.
8. Individuals use technology to show appreciation of fans, officials, and teammates. For example, they might design a website or blog.

Nature Of:

1. Participation in lifetime sports requires cooperation and leadership skills.
2. Character can be developed and supported through individual and group activities, influence of positive role models, and involvement in community service and activities.
3. Individuals can develop positive behavior patterns if they take personal responsibility for their actions.
4. Cooperation can help to solve difficult problems in groups or teams.
5. In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules, and safety guidelines.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

3. Demonstrate responsible behavior in group settings

Inquiry Questions:

1. How might one help a teammate with poor physical skills to be a team contributor?
2. What might one do if he or she were assigned to a team with friends whom he or she doesn't like?
3. How might one respond if friends didn't want him or her on their team?
4. How might one try to make a new team member feel welcomed to the team?

Relevance & Application:

1. Individuals participate as both a leader and a group member in a variety of settings such as a community-sponsored sports league.
2. Individuals describe how a social networking site could be used to include others in physical activity such as using social networking sites to organize a game.

Nature Of:

1. Respect for differences can enhance group performance.
2. Character can be developed and supported through individual and group activities, influence of positive role models, and involvement in community service and activities.
3. The development of self-esteem, resiliency, tolerance, and coping skills supports social and emotional health.
4. Individuals with different levels of physical skill can make a contribution to a group activity.
5. Physical activities can be useful tools for getting to know other people.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Develop strategies to communicate ideas and feelings

Inquiry Questions:

1. What are some ways to demonstrate cooperation without actually talking to someone?
2. How can one nonverbally communicate with teammates to ensure they feel like an important component of the team?
3. How can one communicate to others that he or she does not want to participate in an activity when confronted by peer pressure?

Relevance & Application:

1. Individuals work with a variety of people to accomplish group goals.
2. Individuals compare and contrast digital and face-to-face communication as a method of showing feelings or emotions.

Nature Of:

1. Communication can take many forms in physical activity settings.
2. Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity.
3. There are effective ways to handle peer pressure.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

2. Demonstrate inclusiveness in and out of classroom settings

Inquiry Questions:

1. Are some physical activities better for getting people to interact with each other? Which ones?
2. What is the value of team-building activities? How can what is learned in team-building activities be applied to other settings?
3. How could schools support a physically active environment outside of physical education classes?
4. Why is it important to learn to cooperate with many types of individuals from diverse backgrounds?
5. How does increasing the number of players in a game affect the outcome?

Relevance & Application:

1. Individuals recognize and utilize the talents of others when solving a problem.
2. Individuals describe how technology has impacted adventure activities. For example, helicopters help people to reach remote destinations for rock climbing, hiking, and skiing.
3. Individuals understand that others of different physical skill levels can make a contribution to a group activity.
4. Individuals appreciate that physical activities can be useful tools for getting to know other people. For example, community sports leagues are used for social networking.

Nature Of:

1. Physical education is for people of all abilities.
2. Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Recognize diverse skill performance in others and how that diversity affects game, activity, and sport participation

Inquiry Questions:

1. Why might it be difficult to be the smallest person in class? The largest?
2. What variety of modifications could be made in a game of basketball, volleyball, or other game to include others of beginning to advanced skills on the same team?
3. Why are dance and music universal forms of expression?

Relevance & Application:

1. Individuals work with others from a variety of cultural backgrounds in community sports leagues.
2. Individuals describe how technology could be used to track individual performance in a team sport. For example, computer spreadsheet programs can be used to keep individual statistics.
3. Individuals appreciate that others have different levels of skills and physical abilities.

Nature Of:

1. Physical activity experiences are enriched by the diversity of the participants.
2. Individuals of different physical skill levels can make a contribution to a group activity.
3. All participants in a group activity can make a contribution and have responsibilities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

2. Work cooperatively and productively in a group

Inquiry Questions:

1. What might one do to interact with a friend who refuses to participate in a group problem-solving activity?
2. How might one include a friend with a disability into the activity?
3. Do cooperative and competitive activities have similar or different goals?
4. How might one recommend resolving a dispute between two peers in a game?

Relevance & Application:

1. Individuals identify and utilize the strengths of group members in a work setting.
2. Individuals make a video demonstrating conflict resolution through role play.
3. Individuals visit a rock-climbing gym with friends and determine the best path up a climbing wall.

Nature Of:

1. Participation in competitive sports and games requires cooperation.
2. Cooperation between teammates is important for solving complex problems.
3. Cooperation in physical activities prepares individuals to learn how to cooperate in other activities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Assess and take responsibility for personal behavior and stress management

Inquiry Questions:

1. How does setting goals for physical activities help one to take on personal responsibilities in school work?
2. Why are officials necessary? What would be the result if there were no officials?
3. What are some of the ways you have seen others treat officials?
4. Why is it important to set personal goals?
5. Are you going to work harder for your goals if you write them out rather than just talk about them? Why?

Relevance & Application:

1. Individuals follow and respect established guidelines for behavior in a variety of settings.
2. Individuals use a computer to keep track of personal achievements in physical activities such as running or doing push-ups and pull-ups.

Nature Of:

1. Taking personal responsibility for healthy behaviors is a foundation for lifetime wellness.
2. Recognizing that stress is a manageable part of life is important for an individual's emotional development.
3. Recognizing that performing physical activities can help to manage stress is important.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

2. Choose to participate cooperatively and productively in group and individual physical activities

Inquiry Questions:

1. How might one interact with a friend who dominates the discussion in a cooperative problem-solving activity?
2. What are ways to include others who are physically unable to participate due to a disability or injury?
3. Does your view of talking to officials change when you are an official yourself?
4. Why is resolving conflicts more important than winning a game?

Relevance & Application:

1. Individuals solve problems or help to negotiate a conflict among friends.
2. Individuals participate in a blog with friends, demonstrating positive social behaviors.
3. Individuals interact with people such as officials, teachers, and coaches who are in leadership roles in a sport or game setting.

Nature Of:

1. Successful participation in physical activity requires communication and cooperation.
2. Individuals with different physical skill levels can participate and contribute to activities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

3. Identify personal activity interests and abilities

Inquiry Questions:

1. Why do professional athletes sometimes blame others for their performance?
2. Why do citizens of a city sometimes riot or vandalize things when their team wins the World Series or the NBA Championship?
3. What is the difference between being confident and being cocky?
4. What can losing a game or activity allow one to learn that winning can't?
5. Why do teams sometimes shake hands with the opposition after competing?

Relevance & Application:

1. Individuals can cope with adversity in a healthy manner such as talking with a parent about a problem.
2. Individuals can use a social networking website to congratulate an opponent after competition.

Nature Of:

1. Participation in physical activity promotes positive emotional well-being.
2. Winning is not the most important thing in playing sports.
3. Losing can be an opportunity to learn.
4. How one behaves when one wins or loses influences people's perception of him or her.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Demonstrate positive social behaviors during class

Inquiry Questions:

1. How should you congratulate someone when he or she wins, and you lose?
2. When would peer feedback be inappropriate?
3. How can you give advice to a friend about how to improve at a physical activity?
4. How does your body feel when you achieve success while working with others?
5. What is your role in maintaining a positive learning environment that everyone can enjoy?
6. Why is it important to be polite when you lose?

Relevance & Application:

1. Individuals acknowledge the efforts of others when they have done something well such as sending a group email acknowledging the efforts of someone to other people.
2. Individuals describe how they could use technology to assist a friend in learning a skill.
3. Individuals are gracious winners and losers. For example, they shake the hand of a winning opponent.
4. Individuals initiate social interaction with someone they don't know in a social situation such as a school dance.
5. Individuals send an electronic invitation to a friend asking him or her to join them in a physical activity such as playing Frisbee.

Nature Of:

1. Physical education provides opportunities to reinforce positive social behaviors.
2. Successful participation in physical activity requires cooperation with others.
3. Group physical activities should be fun for everyone participating.
4. How you behave when you win or lose influences how people look at you.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Demonstrate positive and helpful behavior and words toward other students

Inquiry Questions:

1. Why should you be polite when playing in a group physical activity?
2. Why is it important to have good behavior, especially when in a group setting?
3. Is it easier or harder to work with peers to complete a task? Explain.
4. How can you encourage someone who is shy to participate in a physical activity?

Relevance & Application:

1. Individuals encourage friends or peers.
2. Individuals brainstorm the forms of technology that have been used to make physical activity more fun.

Nature Of:

1. Successful participation in physical activity requires cooperation with others.
2. Group physical activities should be fun for everyone participating.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Work independently and with others to complete work

Inquiry Questions:

1. What is the most important quality of a good partner, and why?
2. What makes you a good partner?
3. What is different about working with someone rather than working by yourself?
4. What does "help" look like? Express "help" without using words.

Relevance & Application:

1. Individuals share limited resources in a way that allows everyone access.
2. Individuals describe how to share technology with a partner.
3. Individuals include everyone in an activity such as inviting friends to participate in a game on the weekend.
4. Individuals can describe a tool that requires more than one person to operate such as a sailboat.

Nature Of:

1. Physical education provides opportunities to practice and reinforce positive social behaviors.
2. Physical education provides opportunities to demonstrate responsible social behavior.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

2. Follow the rules of an activity

Inquiry Questions:

1. Which rules for good behavior would you most want to see in your physical education class, and why?
2. Why is it important to follow the rules?
3. What would happen if there were no rules when playing a game?
4. What game has too many rules?

Relevance & Application:

1. Individuals use technology to create a rules sheet for a game.
2. Individuals create games and physical activities that have rules.

Nature Of:

1. Respect for and commitment to rules is an underlying foundation of game play.
2. Rules are important for enjoying game play.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

1. Demonstrate respect for self, others, and equipment

Inquiry Questions:

1. Why is sharing sometimes difficult?
2. Would you rather be a leader or a follower? Why?
3. What would equipment look like if we didn't take care of it? How would that change the games?
4. How does playing "Simon says" make you feel?
5. Why is it important to take care of equipment?

Relevance & Application:

1. Individuals recognize when leading is necessary and when following is necessary such as playing at a friend's house.
2. Individuals use technology to demonstrate feelings associated with physical activity.
3. Individuals recognize that taking care of equipment such as toys is an important responsibility.

Nature Of:

1. Physical education provides opportunities to reinforce healthy social and emotional behaviors.
2. Physical education provides opportunities to participate in different roles.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Concepts and skills students master:

2. Demonstrate the ability to follow directions

Inquiry Questions:

1. Why is it important to follow directions when participating in physical education?
2. How is playing "red light, green light" similar to crossing the street?

Relevance & Application:

1. Individuals follow established rules when engaging in physical activity in settings such as the community pool public playground.
2. Individuals identify traffic rules that they see on the street.

Nature Of:

1. Respect for and commitment to rules is an underlying foundation of game play.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Understand the risks and safety factors that may affect participation in physical activity

Inquiry Questions:

1. Are physical activities becoming safer or more dangerous?
2. What is the meaning of the saying, "No pain, no gain?" What's the potential harm in it?
3. What is the importance of fitness and nutrition to safe and efficient practices at home, in school, and at work?
4. Why is risk a positive aspect of physical activity?

Relevance & Application:

1. Individuals participate safely in lifetime physical activities.
2. Individuals create a video demonstrating proper form for lifts and exercises.
3. Individuals make good choices when confronted with a life-threatening situation.
4. Individuals identify proper safety equipment for different physical activities. For example, they visit a sporting goods store, and compare safety equipment for different physical activities.

Nature Of:

1. Participation in physical activity requires attention to safety.
2. Participation in physical activity often involves controlled risk.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

2. Demonstrate knowledge of safety and emergency response procedures

Inquiry Questions:

1. If you are not trained in first aid or CPR, how can you be of help in an emergency situation?
2. When did you want to help with a problem, but couldn't?
3. Why is it important to be trained in first aid, CPR, lifeguarding, water safety, and AEDs?

Relevance & Application:

1. Individuals assist in efforts to help someone in case of an accident or emergency.
2. Individuals use technology to practice skills in emergency first aid or CPR. For example, they might take a CPR course at a community center.
3. Individuals can volunteer to work as lifeguards after they are properly trained.

Nature Of:

1. Everybody can save a life if given the proper training.
2. Safety and emergency response procedures are not limited to emergency medical technician (EMT) professionals.
3. Understanding safety and emergency response procedures is important to the well-being of the community.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Implement safety procedures in the utilization of space and equipment

Inquiry Questions:

1. If you had to skip warming up or cooling down, which one would you skip, and why?
2. What are ways to avoid injury in basketball? In softball or baseball? In soccer?

Relevance & Application:

1. Individuals participate safely in a variety of physical activities.
2. Using a computer, individuals create a safety information sheet for a favorite physical activity.
3. Individuals learn safe practices for downhill skiing.
4. Individuals learn safe practices for climbing.
5. Individuals learn safe practices for swimming in a public pool.

Nature Of:

1. Participating in physical activities such as swimming or skating requires attention to safety.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Demonstrate knowledge of safe practices in a physical activity setting

Inquiry Questions:

1. If a friend is engaging in unsafe behavior in the weight room, how would you handle it?
2. How would you explain why the behavior was unsafe?
3. How would your unsafe behavior affect your friends?
4. Why do sports have different or similar safety practices?

Relevance & Application:

1. Individuals learn how to avoid injury when using sports equipment.
2. Individuals analyze video clips of people engaging in a physical activity to learn safe and unsafe practices.
3. Individuals learn safe practices for skateboarding or bicycle riding.
4. Individuals learn that different physical activities such as football, skateboarding, bicycle riding, and skiing have different safe practices.

Nature Of:

1. Participation in physical activity requires attention to safety.
2. Athletes understand that not following safe practices for sports can lead to serious personal injuries.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Understand and utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation

Inquiry Questions:

1. Does the time of year matter when cooling down after exercising?
2. Which warm-up activities are the most effective in preparing the body for movement?
3. Why is it important to be able to identify safety rules on your own?
4. Do different sports require more or less warming up than other sports?

Relevance & Application:

1. Individuals talk to family members about how to participate safely in a physical activity.
2. Individuals practice proper warm-up and cool-down techniques at home.
3. Individuals practice warming up when playing soccer with friends.

Nature Of:

1. Safe participation in physical activity requires an individual to manage risks.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Identify and describe the benefits, risks, and safety factors associated with regular participation in physical activity

Inquiry Questions:

1. What is a possible risk of not following rules when swimming?
2. When and for which activities should helmets be mandatory, and when should they be optional?
3. How should people lift heavy objects?
4. What would be your number-one safety rule? Why?
5. Why do football players need to wear a lot of protective gear, and basketball players don't?

Relevance & Application:

1. Individuals can prevent lower-back injuries by taking proper precautions when playing with friends.
2. Individuals select proper footwear at a store for when they participate in physical activity. For example, they might buy basketball shoes versus cleats.
3. Individuals use technology to create a poster about safety.
4. Individuals look at the equipment in a sporting good store and determine its safety benefits.
5. Individuals look at safety rules for a sport on the Internet.

Nature Of:

1. Injuries can be prevented through the use of proper movement technique.
2. Clothing and footwear are important considerations for safe participation in physical activity.
3. Warm-up and cool-down activities are important for safe participation in physical activity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Apply rules, procedures ,and safe practices to create a safe school environment with little or no reinforcement

Inquiry Questions:

1. What is a safety rule for running?
2. If you could implement only one safety rule for the gymnasium, what would it be?
3. How are safety rules the same for the playground and gym? How are they different?
4. Why is personal space even more important when you are using implements?
5. What is the proper way to play with a baseball bat?

Relevance & Application:

1. Individuals avoid injury when participating in a wide range of physical activities.
2. Individuals make time for participation in activities outside of school hours.
3. Individuals watch a video, and identify good safety practices.

Nature Of:

1. Paying attention to safety can prevent injuries.
2. Understanding safety rules for games can lead to greater enjoyment when playing them.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Develop movement control for safe participation in games and sports

Inquiry Questions:

1. If nonviolence and respect for others is so important, why do we play dodgeball?
2. Why does a person need to know how to follow directions if the directions are not given verbally?
3. Why should you not throw balls at other people?

Relevance & Application:

1. Individuals avoid injuring others when participating in physical activity.

Nature Of:

1. Following safety rules can prevent injury in physical education.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Concepts and skills students master:

1. Apply safe practices, rules, and procedures

Inquiry Questions:

1. What's the value of having special footwear for physical education?
2. Why should shoes be tied tight?
3. Why should exercise equipment be put away after it is used?

Relevance & Application:

1. Individuals participate safely in a wide range of physical activities.
2. Individuals visit a shoe store to identify proper footwear.
3. Individuals observe people crossing a street to see how they are aware of their physical space and do not bump into each other.

Nature Of:

1. Paying attention to safety guidelines can prevent injuries.