Illinois Learning Standards

Stage G - 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. Demonstrate effective movement patterns in a variety of movement forms.
  2. Perform selected sport skills using correct form.
  3. Apply sport skills in game like situations using correct form.

19B —

Students who meet the standard can analyze various movement concepts and applications.
  1. Explain manipulative and locomotor movement combinations in terms of mechanically correct form (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base).
  2. Demonstrate mechanically correct form (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base) in a variety of manipulative skills.
  3. Explain how to alter the outcome of a skill by application of a biomechanical principle.
  4. Identify additional biomechanical principles.

19C—

Students who meet the standard can demonstrate knowledge of rules, safety and strategies during physical activity.
  1. Recognize potentially unsafe situations, facilities, and/or equipment.
  2. Discuss how cooperative strategies might be employed during activity.
  3. Practice offensive, defensive, and cooperative strategies used during games, activities, or sports.
  4. Apply appropriate game rules.
  5. Demonstrate good sportsmanship.
  6. Discuss ways to resolve conflict during physical activity.

20A—

Students who meet the standard know and can apply the principles and components of health-related fitness.
  1. Identify and describe the benefits and elements of health-related fitness.
  2. Identify the reasons for change in your Fitnessgram scores.
  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.
  5. Define principles of training (FITT: frequency, intensity, time, and type) in a physical activity.

20B —

Students who meet the standard can assess individual fitness levels.
  1. Identify and monitor heart rate during activity (recommended use of a heart rate monitor).
  2. Describe what happens to heart rate as intensity levels increase.
  3. Interpret fitness test data.
  4. Record heart rate before, during, and after exercise.
  5. Match health-related fitness components to a valid assessment of each component.

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 personal goals from health-related fitness scores.
  2. Identify a health-related fitness goal based on fitness levels, and select activities to meet that goal.
  3. Identify fitness levels with use of Fitnessgram data.
  4. Construct a personal plan to improve health- related fitness scores for one component.
  5. Record scores and monitor progress.
  6. Choose from a list of activities that can improve one's health/fitness plan.
  7. Explain what activities can be used to improve heath-related fitness scores.
  8. Identify the FITT principles to create a plan for achieving a goal.
  9. Develop a list of healthy behavioral choices to improve fitness levels.

21A —

Students who meet the standard can demonstrate individual responsibility during group physical activities.
  1. Recognize situations where the decision-making process is needed when participating in physical activity.
  2. Demonstrate the ability to remain on task when participating in physical activity for a designated period of time.
  3. Demonstrate individual responsibility during group physical activity.
  4. Demonstrate safety rules in effect during group physical activity.
  5. Engage in safe physical activity when a teacher or peer is officiating.
  6. Create rules for small groups engaged in physical activity.
  7. Demonstrate positive behaviors that contribute to the success of a group.
  8. Recognize the role an individual plays in group physical activity.
  9. Examine how to change the rules of an activity or game in order to include every participant.

21B —

Students who meet the standard can demonstrate cooperative skills during structured group physical activity.
  1. Demonstrate effective leadership skills while interacting with others during structured group physical activity.
  2. Practice making decisions when participating in structured group physical activity.
  3. Apply decision-making model strategies during a variety of structured group physical activities.
  4. Identify consequences of a variety of behavioral choices used when participating in structured group physical activity.
  5. Identify strengths and weaknesses of roles played during a cooperative group physical activity.
  6. Resolve conflicts that arise during structured group physical activity.
  7. Respect and accept individual differences within a group participating in structured physical activity.
  8. Make choices based on providing safety to self and others during structured group physical activity.
  9. Find positive ways to assert independence during structured group physical activity.

Return to Physical Development & Health Classroom Assessments and Performance Descriptors