Illinois Learning Standards

Stage H - 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 a variety of motor patterns while manipulating objects (changing pathway, direction).
  2. Use correct form while performing skills during activities, games, or sport.
  3. Demonstrate effective skill performance in selected activities, games, or sport.
  4. Identify personal performance factors that impact the outcome of activities, games, or sport.

19B —

Students who meet the standard can analyze various movement concepts and applications.
  1. Identify mechanically correct form (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base) in a variety of locomotor, non-locomotor, and manipulative skills.
  2. Relate biomechanical principles to mechanically correct form (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base).
  3. 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.
  4. Predict the result of a change in movement by manipulating a biomechanical principle (i.e., the harder you hit an object, the farther it will go).
  5. Observe and critique performance of a manipulative skill of a classmate and identify the effective use 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. Engage in safe practices before, during, and after activities, games, or sports.
  2. Demonstrate cooperative strategies during physical activity.
  3. Apply offensive, defensive, and cooperative strategies used during activities, games, or sports.
  4. Apply rules during physical activity.
  5. Demonstrate good sportsmanship.

20A—

Students who meet the standard know and can apply the principles and components of health-related fitness.
  1. Describe the benefits of various activities on the fitness components.
  2. Identify potential risks to health based on components of a fitness profile that are below the healthy level.
  3. Understand how exercise effects body composition.
  4. Participate in health-enhancing levels of physical activity on a daily basis.
  5. Participate in a progression of activities that will maintain or improve personal fitness levels.
  6. Demonstrate muscular strength while engaged in physical activity.
  7. Demonstrate muscular endurance while engaged in physical activity.
  8. Demonstrate flexibility while engaged in physical activity.
  9. Demonstrate cardiovascular fitness while engaged in physical activity.
  10. Define principles of training (FITT: frequency, intensity, time, and type) in a physical activity.
  11. Use appropriate vocabulary to identify the principles of health-related fitness.
  12. Apply principles of FITT to establish a progression for improving fitness components.
  13. Apply principles of FITT to establish a warm-up, workout, and cool down as elements of a workout plan.

20B —

Students who meet the standard can assess individual fitness levels.
  1. Demonstrate effective use of heart rate monitor during physical activity.
  2. Calculate resting, target, and recovery heart rates.
  3. Record individual resting, target, and recovery heart rates during selected fitness activities.
  4. Compare resting heart rate to recovery heart rate.
  5. Report the perceived level of exertion during an activity.
  6. Evaluate fitness scores using health-related test norms.
  7. Select activities to improve physical fitness level.
  8. 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. Understand how to set a realistic fitness goal.
  2. Develop short-term and long-term goals as related to fitness.
  3. Select a health-related fitness component, set a short-term goal, and write a plan.
  4. Select a health-related fitness component, set a long-term goal, and write a plan.
  5. Identify opportunities within the community for regular participation in physical activities (e.g., swimming, community walks and runs, park district programs).
  6. Identify facilities within the community to use for regular participation in physical activities (e.g., parks, ice rinks, tennis courts).
  7. Use frequency, intensity, time, and type (FITT) when writing a plan to meet your fitness goal.
  8. Implement healthy behavioral choices as part of a fitness program.

21A —

Students who meet the standard can demonstrate individual responsibility during group physical activities.
  1. Establish various roles within groups that are engaged in physical activity.
  2. Demonstrate individual responsibility during group physical activity.
  3. List the leadership skills used when participating in physical activity.
  4. Demonstrate the decision-making model.
  5. Remain on task when participating in group physical activity until a task is completed.
  6. Demonstrate safety rules in effect during group physical activity.
  7. Engage in physical activity when under the direction of a leader.
  8. Create rules for large groups engaged in physical activity.
  9. Examine the roles individuals play in group physical activity.
  10. 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. Apply leadership skills in various settings during structured group physical activity.
  2. Develop a strategy to maximize the contribution of all members of a group during structured group physical activity.
  3. Apply decision-making model strategies during a variety of structured group physical activities.
  4. Identify positive and negative peer influences when participating in structured group physical activity.
  5. Create a plan for improvement of roles played in a cooperative group physical activity.
  6. Resolve interpersonal conflict during structured group physical activity.
  7. Respect the contribution of others when participating in structured group 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.
  10. Consider consequences when confronted with behavior choices when participating in structured group physical activity.

Return to Physical Development & Health Classroom Assessments and Performance Descriptors