Students will:

• Demonstrate and apply skill combinations in a variety of cooperative activities.
• Explain how proper implementation of rules allows for safe participation in physical activity.
• Describe and demonstrate appropriate encouragement and feedback to peers without prompting from the teacher.
• Apply relationship skills and strategies (e.g., trust, compassion, empathy) that promote team and group dynamics and inclusion.
• Develop plans to enhance inclusion and reduce social exclusion and marginalization.

Students will:

• Demonstrate the use of technology tools to analyze and improve performance.
• Document and interpret baseline data and subsequent testing data for each component of health-related fitness in relation to the Functional Fitness Challenges (self-assessment of current fitness levels).
• Develop a SMART goal to improve and/or maintain fitness levels.
• Develop an action plan to meet SMART goals which includes:
  • A timeline with documentation of activities inside and outside school.
  • Roadblocks, barriers, and solutions.
  • Midyear and end-of-year assessments.
  • Reflection on progress for improving at least three components of health-related fitness.
• Identify safety precautions to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans.
• Describe the body's physiological response to warm-ups.
• Describe the body's physiological response to cool downs.

Students will:

• Demonstrate and explain the role of balance (center of support, center of gravity, and planes of motion) in a variety of activities.
• Analyze movement performance and progressions (i.e., practice, self or peer assess, correct, practice at a higher level, and reassess) of a specific skill.
• Use feedback to learn or improve the movement skills of self and others.
• Define the Biomechanical Principle as: rules related to the study of forces that can help a person move the body efficiently and avoid injury.
• Identify and describe biomechanical principles (e.g., spin, rebound, effects of levers, force, motion, rotation, and energy) to understand skillful movements.
• Analyze movement progressions (i.e., practice, self or peer assess, correct, practice at a higher level, and reassess) of a specific skill and use feedback to improve the movement skills of self and/or others.

Students will:

• Demonstrate physiological principles of specificity, overload, and progression to improve performance.
• Define concentric contraction as a contraction in which the muscle shortens while generating force.
• Define eccentric contraction as a contraction in which the muscle lengthens under tension due to an opposing force greater than the muscle generates.
• Describe a variety of movements in relation to the type of joint, associated movement/motion, associated bones and muscles, and type of muscle contraction motion.
• Describe how a rate of perceived exertion (RPE) scale can be used to adjust workout intensity during physical activity.
• Create and implement an activity plan (that includes warm-up, cool-down, and appropriate intensity levels) applying specificity, overload, and progression.

Students will:

• Demonstrate and apply movement forms in tactical activities.
• Demonstrate and apply defensive strategies to gain a defensive advantage, to include:
  • reducing space
  • transition from offense to defense quickly
  • communication with teammates
  • selecting appropriate strategies
• Explain how offensive tactics and strategies are used to gain an advantage in games and sports.
• Explain how defensive tactics and strategies are used to gain an advantage in games and sports.
• Identify and demonstrate proper etiquette, respect for others, integrity, effective communication, problem-solving skills, conflict-resolution skills, self-management, and teamwork skills while engaging in cooperative and dynamic physical activity and/or social dance.
• Analyze the proper use of equipment and self-management skills in relation to safety in physical activity.

Students will:

• Create a rhythmic movement or dance sequence to music as an individual or in a group.
• Demonstrate skill-related components of fitness (agility, balance, coordination, power, reaction time, and speed) specific to various activities.
• Demonstrate skill-related components of fitness in a variety of activities.
• Analyze performance in a variety of selected skills/activities using movement concepts of agility, power, coordination, reaction time, speed, force, motion, rotation, and energy of self and a partner.
• Identify and demonstrate self-awareness in selecting stress-reducing activities (e.g., yoga, Pilates, tai chi).

Students will:

• Identify activities that use the anaerobic energy system.
• Identify activities that use the aerobic energy system.
• Describe the relationship between inadequate caloric intake and health risk factors.
• Explain the role of energy balance in weight management and body composition.
• Describe types of body-composition measures.
• Explain the Rate of Perceived Exertion (RPE) scale and how it relates to energy expenditure.
• Create a one-day energy balance plan, including meals, snacks, and physical activity, based on the Recommended Dietary Allowance (RDA).

Students will:

• Demonstrate physiological principle of warm up to improve performance.
• Demonstrate physiological principle of cool down to improve performance.
• Describe the effects of physical activity and exercise on the body, including cardiorespiratory, muscular, and nervous systems.
• Document and interpret baseline data and subsequent testing data for each component of health-related fitness in relation to the Functional Fitness Challenges (self-assessment of current fitness levels).
• Develop an action plan to meet SMART goals which includes:
  • A timeline with documentation of activities inside and outside school.
  • Roadblocks, barriers, and solutions, Midyear and end-of-year assessments.
  • Reflection on progress for improving at least three components of health-related fitness.
• Use a variety of resources, including available technology tools and prior fitness data, to evaluate, monitor, and record activities for personal fitness improvement.

Students will:

• Explain how body systems interact with one another during physical activity.
• Describe and demonstrate ways to prevent illness and injury while participating in physical activity (including proper alignment, proper use of equipment, hydration, sun protection).
• Analyze and compare social and emotional benefits of participation in a variety of activities.
• Identify opportunities for social interaction through physical activity in the community.

Students will:

• Identify factors that can influence mental health.
• Identify and describe careers associated with mental health care.
• Explain how negative perceptions of mental health promote a stigma.
• Explain the effects of stigma on accessing help for mental health.
• Promote the availability of school and community mental health resources.
• Describe how to assess levels of stress.
• Identify personal stress-management.
• Practice and promote stress-management skills.
• Describe characteristics of healthy and unhealthy relationships.
• Identify factors that can influence mental health.
• Explain the importance of developing relationships.
• Demonstrate the ability to develop responsible relationships.
• Describe warning signs for self-harm, depression, and suicide.
• Identify factors that can influence mental health.
• Explain why mental health issues cannot be managed independently.
• Identify resources for oneself and others with mental health needs.

Students will:

• Identify current statistics for teen use of alcohol and other drugs.
• Design persuasive advertising to eliminate drug use.
• Create a campaign that emphasizes the prevention of drug use.
• Describe cerebrum functions.
• Describe cerebellum functions.
• Describe the brain stem and spinal cord functions.
• Describe ATOD health issues and effects on the brain.
• Design strategies to protect and promote brain and nervous system health.
• Research the signs, symptoms, and causes of addiction.
• Research the impact of substance use disorder on relationships and behavior.
• Analyze the social, economic, and family and peer pressure influences on the use of tobacco, nicotine products (e.g., e-cigarettes), alcohol, marijuana, and other drugs.
• Have and express positive norms regarding why most teenagers do not use alcohol, tobacco, prescription opioids, or other drugs (e.g., do not think use and abuse are acceptable or appropriate.
• Identify current drug use statistics.
• Explain why most teens abstain from drug use.
• List the skills and strategies for refusal and negotiation.
• Explain the benefits of using refusal and negotiation skills.
• Analyze situations to determine when to use refusal and negotiation skills.
• Explain why most teens do not use alcohol, tobacco, and other drugs.
• Identify legal consequences of illicit drug use.

Students will:

• Explain the need for school safety drills and procedures.
• Explain the benefits of using refusal and negotiation skills for a variety of risk-taking situations.
• Explain the consequences of following and not following safety protocols.
• Develop a personal action plan during an emergency situation.
• Identify the consequences of weapon use, physical violence, and gangs.
• Analyze the risks of weapon use, physical violence, and gangs.
• Identify the benefits and risks of social networking.
• Identify the benefits and risks of social media.
• Explain the role of decision making when faced with harmful situations.
• Develop strategies to assess and manage the effects of social media.
• Develop personal guidelines for online gaming and social media.
• Develop and promote guidelines for using social media.
• Differentiate between insensitive-type behaviors.
• Explain the effects of bullying on individuals.
• Recommend bullying prevention strategies.

Students will:

• Evaluate benefits of physical activity, mental, and social health benefits of physical activity.
• Explain the difference between rest, sleep, sleep deprivation, and debt.
• Explain how nutrients contribute to brain function.
• Assess the health risks of a sedentary lifestyle.
• Identify sleep hygiene strategies to support optimal sleep.
• Determine the nutrients needed for proper brain function.
• Examine the health risks posed by food contaminants.
• Describe ways to maintain brain and nervous system health.
• Describe food safety techniques.
• Design strategies to protect and promote brain & nervous system health.
• Create plan to make healthy food choices.
• Create strategies to promote food safety at home.
• Identify and promote resources for help and with disordered eating.
• Create SMART goals to promote cognitive performance & academic success.
• Describe characteristics of healthy and unhealthy relationships.
• Identify factors that can influence mental health.
• Explain the importance of developing relationships.
• Demonstrate the ability to develop responsible relationships.
• Describe ways to develop positive relationships.
• Identify factors that can influence mental health.
• Describe adolescent changes and impact on stress and self-image.
• Identify the nutritional impact of disordered eating.
• Identify factors that can influence mental health.
• Analyze impact of society on eating habits and attitudes toward weight.
• Explain the importance of developing relationships.
• Identify and promote resources for help and with disordered eating.
• Identify the degree of disease contraction factors.
• Describe personal and family preventative health measures.
• Design a plan of action with short- and long-term goals.
• Describe personal and family preventative health measures.
• Design a plan of action with short- and long-term goals.
• Define and describe renewable resources and sustainable energy.
• Explain how humans and environment are interdependent.
• Create environmental design solutions that promote health.
• Analyze service opportunities and advocacy for environmental health.
• Identify environmental and personal factors that influence the degree of risk of diabetes, heart disease, cancer, obesity, and stroke.
• Describe preventive health measures, including immunizations, regular health and medical screenings, nutrition, physical activity, sleep, and limiting personal technology use, in preventing diabetes, heart disease, stroke, cancer, obesity, and other chronic diseases.
• Develop a personal action plan during an emergency for a variety of locations outside of school.