Illinois Learning Standards

Stage E - Physical Development



Descriptors



19A —

Students who meet the standard can demonstrate physical competency in individual and team sports, creative movement, and leisure and work-related activities.
  1. Utilize locomotor and/or non-locomotor movements in physical activity.
  2. Refine control while performing a manipulative skill.
  3. Refine control while performing a locomotor and/or a non-locomotor sequence.
  4. Perform two or more locomotor and/or non-locomotor skills in combination/sequence with control.
  5. Combine basic locomotor and non-locomotor patterns with smooth transitions.

19B —

Students who meet the standard can analyze various movement concepts and applications.
  1. Demonstrate locomotor movements using a variety of changes in effort, flow, space, and time.
  2. Demonstrate manipulative skills using a variety of changes in effort, flow, space, time, weight transfer, balance, absorption, and application of force.
  3. Participates in a wide variety of physical activities without interfering with others or with objects.
  4. Identify biomechanical principles of movement related to weight transfer, balance, absorption, and application of force.
  5. Demonstrate movement where balance is established, lost, and gained.
  6. Perform a sequence that combines weight transfer and balance movements.
  7. Identify the components of a variety of locomotor, non-locomotor, and manipulative skills.
  8. Manipulate object(s) with accuracy to change its direction and/or distance.

19C—

Students who meet the standard can demonstrate knowledge of rules, safety and strategies during physical activity.
  1. Demonstrate safety procedures/rules when participating in group physical activity.
  2. Apply rules for activity necessary to maintain a safe environment.
  3. Explain offensive, defensive, and cooperative strategies.

20A—

Students who meet the standard know and can apply the principles and components of health-related fitness.
  1. Participate in health-enhancing levels of physical activity on a daily basis.
  2. Participate in a progression of activities that will maintain or improve personal fitness levels.
  3. Identify activities appropriate for warm-up and cool down.
  4. Identify the benefits of health-related fitness.
  5. Identify diseases/disorders associated with poor levels of fitness.
  6. Define the effects of selected components of health-related fitness on current and future health.
  7. Use and understand age-appropriate vocabulary related to fitness.

20B —

Students who meet the standard can assess individual fitness levels.
  1. Record heart rate after engaging in physical activity.
  2. Identify target heart rate, maximum heart rate, resting heart rate.
  3. Recognize the immediate effects of exercise on heart rate.
  4. Monitor heart rate before, during, and after physical activity.
  5. Match health-related fitness components to a valid assessment of each component.
  6. Identify the health-related fitness components in various activities.
  7. Perform at the intensity level needed to improve cardiovascular fitness while exercising your heart (e.g., pulse rate, perceived exertion, heart monitor).

20C —

Students who meet the standard can set goals based upon fitness data and develop, implement, and monitor an individual fitness improvement plan.
  1. Set a personal goal specific to a component of health-related fitness.
  2. Monitor progress in reaching the goal.
  3. Write a planned list of activities used to accomplish the personal goal.
  4. Explain how movement can improve health-related fitness components.
  5. Explain the relationship between various movements and health-related fitness components (e.g., running/ cardiovascular).
  6. Interpret personal fitness results.
  7. Explain the relationship between behavioral choices and wellness levels.

21A —

Students who meet the standard can demonstrate individual responsibility during group physical activities.
  1. Discuss the class procedures to be followed during participation in a group physical activity.
  2. Explain the safety procedures and rules to be followed during participation in a group physical activity.
  3. Respect the personal space of others as well as the relationship to objects when moving safely within individual self-space.
  4. List the consequences for not following the class procedures/rules.
  5. Follow rules when participating in a group activity.
  6. Follow specific instructions when participating in a physical activity.
  7. Perform physical activity when following specific instructions.
  8. Examine how to settle disagreements concerning rule discrepancies without teacher intervention during physical activity.
  9. Analyze the impact of individual behaviors on group physical activity.
  10. Discuss the need for officiating during physical activity.
  11. Demonstrate the ability to remain on task when participating in physical activity.

21B —

Students who meet the standard can demonstrate cooperative skills during structured group physical activity.
  1. Explain safety procedures that should be followed when working with a partner during structured group physical activity.
  2. Perform cooperatively in a small group when participating in structured group physical activity.
  3. Complete a task with a partner or small group in a given amount of time with no teacher intervention.
  4. Give examples of ways to achieve individual and/or shared goals during group physical activity.

Return to Physical Development & Health Classroom Assessments and Performance Descriptors