Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness Knowledge

PED-08.S3.FK.06 Uses the FITT formula (overload principle) in preparing a personal workout.

•  Student can create a personal workout using all four of the FITT formula as well as explain the importance and significance of each of the concepts.

•  Student can create a personal workout using all four of FITT formula concepts.

  • • Frequency.

    • Intensity.

    • Type.

    • Time.

-Fitness Room.

-Fitness Unit.

•  The student can create a personal workout using three of the four FITT formula concepts.

•  The student can create a personal workout program but only uses 2 or less of the FITT formula concepts.

Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness Knowledge

PED-08.S3.FK.07 • Designs and implements a warm-up/cool-down regimen for a self-selected physical activity.

• identify exercises that will be beneficial to the body both before and after exercise/workout (S3.M12.8)
   

•  demonstrate partial understanding of appropriate exercises for warm up and cool down before and after exercise (S3.M12.8)
  

• no participation 

Physical Education PED-08 Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
Cluster: Accepting Feedback

PED-08.S4.AF.01 Provides encouragement and feedback to peers without prompting from the teacher.

• The student can:

  -teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)  

• The student can:

  - recognize proper and improper lifting techniques in order to provide feedback to their peers (S4.M3.8, S5. M6.8)

  -communicate feedback in an appropriate manner (S4.M3.8)

  -follow established rules and safety guidelines for weight room facilities (S5.M7.8)

  • putting away equipment after each use

  • using spotters and weight clamps

  • cleaning/disinfecting equipment

  • proper language

  • stay on task, do not distract anyone who is lifting

  • proper shoes and clothing worn at all times

  • no jewelry

  • proper use of equipment
   

• The student:

  -occasionally recognizes improper techniques. (S4.M3.8)

  -provides limited and infrequent feedback to peers.  (S4.M3.8)

  -follows some, but not all, of the established rules and safety procedures during exercise.  (S5.M7.8)

  -is able to determine activities requiring partner assistance or a spotter with assistance from the teacher (S5.M6.8)  

• no participation
   

Physical Education PED-08 Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
Cluster: Safety

PED-08.S4.S.01 Independently uses physical activity and fitness equipment appropriately, and identifies, specific safety concerns, precautions, and consequences associated with the activity.

• The student can:

  -teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)  

• The student can:

   

  -follow established rules and safety guidelines for weight room facilities (S5.M7.8)

   

  • putting away equipment after each use

  • using spotters and weight clamps

  • cleaning/disinfecting equipment

  • proper language

  • stay on task, do not distract anyone who is lifting

  • proper shoes and clothing worn at all times

  • no jewelry

  • proper use of equipment

   

• The student:

  -follows some, but not all, of the established rules and safety procedures during exercise.  (S5.M7.8)  

• no participation
   

Physical Education PED-08 Targeted Standards
Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Cluster: Health

PED-08.S5.H.01 Identifies and explains the connection between the five components of health-related fitness (muscle strength, muscle endurance, flexibility, cardiovascular endurance and body composition) and overall physical and mental health.

•  Identify and explain all five components of health-related fitness and give specific examples on how each have an effect on physical and mental health.

•  Identify the five components of health-related fitness and give an example of each:

  • • Muscular strength.

    • Muscular endurance.

    • Flexibility.

    • Cardiorespiratory endurance.

    • Body composition.

• Explain two ways of how physical health impacts mental health.

• Fitness Room.

• Fitness Testing.

• Fitness Unit.

•  Can identify at least three of the five components of health-related fitness and give an example of each.
• Can give an example of how good physical health impacts mental health.

• Can identify 2 or fewer of the five components of health-related fitness and give an example of each.

Physical Education PED-08 Targeted Standards
Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Cluster: Social interaction

PED-08.S5.M06 Demonstrates respect for self by asking for help and helping others in various physical activities.

• The student can:

  -teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)  

• The student can:

  - recognize proper and improper lifting techniques in order to provide feedback to their peers (S4.M3.8, S5. M6.8)

       -distinguish which activities require a spotter or partner assistance and which activities do not (S5.M6.8)
 

•  -is able to determine activities requiring partner assistance or a spotter with assistance from the teacher (S5.M6.8)
  

• no participation