Illinois Learning Standards

Stage F - 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. Create combinations of locomotor/non-locomotor movement and manipulative skills in selected activities.
  2. Demonstrate locomotor/non-locomotor skills while manipulating objects.
  3. Practice combinations of sport related skills using correct form.
  4. List specific elements of proper form for various sport skills.
  5. Use vocabulary specific to activities, games, or sport.

19B —

Students who meet the standard can analyze various movement concepts and applications.
  1. Develop movement skills that demonstrate mechanically correct form (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base).
  2. Define additional biomechanical principles (e.g., spin, rebound).
  3. Apply concepts of effort, flow, space, and time into establishment of mechanically correct form (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base).

19C—

Students who meet the standard can demonstrate knowledge of rules, safety and strategies during physical activity.
  1. Adhere to safety procedures during activity.
  2. Create safety rules for specific activities, games, or sports.
  3. Discuss the potential consequences of participating in a safe and unsafe environment during activity.
  4. Demonstrate cooperative strategies during activity.
  5. Apply offensive, defensive, and cooperative strategies in selected activities, games, or sports.
  6. Follow rules when participating in a wide variety of activities, games, or sports.
  7. Define the components of good sportsmanship.

20A—

Students who meet the standard know and can apply the principles and components of health-related fitness.
  1. Discuss the effects of physical activity on current and future health.
  2. Perform physical activity that will benefit cardiovascular fitness, flexibility, muscular strength, and muscular endurance.
  3. Participate in health-enhancing levels of physical activity on a daily basis.
  4. Participate in a progression of activities that will maintain or improve personal fitness levels.

20B —

Students who meet the standard can assess individual fitness levels.
  1. Compare one's rate of perceived exertion to one's heart rate after activity.
  2. Participate in a variety of assessments in addition to Fitnessgram.
  3. Match health-related fitness components to a valid assessment of each component.
  4. Define and evaluate: target heart rate zone, maximum heart rate, resting heart rate, recovering heart rate, and rate of perceived exertion.
  5. Explain how to figure out target heart rate zone.

20C —

Students who meet the standard can set goals based upon fitness data and develop, implement, and monitor an individual fitness improvement plan.
  1. Select an additional health-related fitness goal and based on Fitnessgram results, write a list of activities to accomplish the goal.
  2. Monitor progress in reaching the goal.

21A —

Students who meet the standard can demonstrate individual responsibility during group physical activities.
  1. List what the different roles are that students have in group physical activity.
  2. Identify components of the decision-making process (i.e., D.E.C.I.D.E model).
  3. Demonstrate the ability to remain on task when participating in physical activity.
  4. Explain all the rules of safety and why each rule is important in group physical activity.
  5. Engage in safe physical activity when a leader is officiating (e.g., apply safety procedures and rules).
  6. Create rules for physical activities.
  7. List individual behaviors that can positively and/or negatively affect the success of a group.

21B —

Students who meet the standard can demonstrate cooperative skills during structured group physical activity.
  1. Identify and define characteristics of an effective leader.
  2. Identify a variety of supportive roles within a cooperative group setting.
  3. Identify responsible decision-making skills regarding use of time and rules application.
  4. Identify the steps in a decision-making model.
  5. Respect decisions made by others in activity concerning rules, procedures, and process.
  6. Work cooperatively with others.
  7. Recognize individual differences in performance within a group.

Return to Physical Development & Health Classroom Assessments and Performance Descriptors