Illinois Learning Standards

Stage I - 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 skill competencies in a variety of leisure activities, individual/dual sports, team sports, creative movement patterns, and work-related activities.
  2. Demonstrate mechanically correct movement during activities, games, or sports.
  3. Demonstrate physiologically efficient movement during activities, games, or sports.
  4. Choose proper application of skill during game play.
  5. Combine knowledge of basic skills and strategies to participate successfully in each of the following categories: work related activities, leisure activities, creative movement activities, team sports, and individual/dual sports.

19B —

Students who meet the standard can analyze various movement concepts and applications.
  1. Analyze the effectiveness of a variety of skills based on the application of biomechanical principles and mechanically correct form (typically, 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) of a variety of manipulative skills within a game or performance setting.
  3. Observe classmates or a self-video and evaluate a variety of skills based on the application of biomechanical principles (moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base).
  4. Identify effective use of selected biomechanical principles involved in the performance of skills, games, and/or rhythmic movements.

19C—

Students who meet the standard can demonstrate knowledge of rules, safety and strategies during physical activity.
  1. Apply safe practices, rules, and procedures in all physical activity settings.
  2. List rules and procedures to enhance safety.
  3. Apply offensive, defensive, and cooperative strategies during activities, games, or sports.
  4. Apply rules during activities, games, or sports.
  5. Demonstrate good sportsmanship.

20A—

Students who meet the standard know and can apply the principles and components of health-related fitness.
  1. Explain the effects of various exercises and physical activities on the components of health-related fitness.
  2. Describe the limitations and benefits of various fitness-training programs.
  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. Participate in various fitness training programs.
  6. Identify the relationship between fitness and performance.

20B —

Students who meet the standard can assess individual fitness levels.
  1. Create a profile to track heart rate and fitness levels over an extended period of time.
  2. Assess personal fitness levels using Fitnessgram.
  3. Match health-related fitness components to a valid assessment of each component.
  4. Use technology to understand physiological data.
  5. Analyze physiological data.
  6. Prepare an individual health-related fitness profile and evaluate fitness level on 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 short-term fitness goals specific for each component of health-related fitness based on individual needs assessment.
  2. Design a personal fitness program that incorporates all health-related fitness components and principles.
  3. Analyze personal fitness profile.
  4. Evaluate opportunities within the community for regular participation in physical activities (e.g., swimming, community walks and runs, park district programs).
  5. Evaluate facilities with the community to use for regular participation in physical activities (e.g., parks, ice rinks, tennis courts).
  6. Evaluate a fitness product or advertisement
  7. Compare and contrast behavioral choices to personal fitness levels.

21A —

Students who meet the standard can demonstrate individual responsibility during group physical activities.
  1. Apply decision-making process when participating in physical activity.
  2. Practice decision-making skills both independently and with others when participating in physical activity.
  3. Select and determine the appropriate decision-making strategy to use in selected situations when participating in physical activity.
  4. Formulate a plan within a group to complete a problem-solving initiative when participating in physical activity.
  5. Apply all safety rules and procedures when participating in physical activity.
  6. Establish safety limitations for a group physical activity.
  7. Apply leadership skills as a group leader when participating in physical activity.
  8. 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. Evaluate the quality of decisions made during structured group physical activity.
  2. Support others, both physically and emotionally, during structured group physical activity.
  3. Resolve interpersonal conflicts with others during structured group physical activity.
  4. Demonstrate appropriate techniques for resolving conflicts during structured group physical activity.
  5. Plan a strategy to reach an agreed upon goal during structured group physical activity.
  6. Explain boundaries, directions, and rules of a given task or game prior to the group physical activity.
  7. Recognize effective and ineffective strategies used during a group physical activity.
  8. Respect the contribution of others during structured group physical activity.
  9. Respect the performance of others during structured group physical activity.

Return to Physical Development & Health Classroom Assessments and Performance Descriptors