Standard(s)

Standard(s)

Standard(s)

• recognize and use appropriate (anatomical) terms for body parts and functions      1
• recognize that individuals develop in a sequence with varying rates and unique patterns      1
• understand that a person’s physical appearance is determined by both heredity and family patterns      1
• identify the biological differences between males and females      1
• relate personal health practices to changes that occur during puberty.      1

• respect an individual’s right to privacy while acknowledging the need to communicate effectively concerning the parts and functions of the human body      1, 2
• relate developmental changes in their own lives to family patterns      1
• analyze how their physical appearance is related to family patterns      1
• comprehend how the biological differences between males and females contribute to an individual’s role in reproduction      1
• understand the need to alter health practices to meet the changes occurring in their bodies as a result of the changes associated with puberty.      1

• respect the complex interactions of the human body’s parts and their respective functions      1
• appreciate the unique patterns of development and change that occur throughout the life cycle      1
• select physical activities appropriate to an individual’s body type, family background, and life style      1
• appreciate the responsibilities associated with sexuality throughout the life cycle      1
• give priority to the personal health practices associated with the changes that occur throughout the life cycle.      1

Standard(s)

Standard(s)

Standard(s)

• recognize healthy and unhealthy ways to deal with emotional conflict      1, 2
• show consideration for the emotional needs and feelings of others      2
• recognize that emotional problems can become serious enough to require professional help.      2, 3

• demonstrate healthy ways to deal with emotional conflict      1, 2
• describe how a person’s emotional needs and feelings contribute to overall health      1
• identify age-appropriate resources individuals may use to assist them with personal, family, or work-related emotional problems.      3

• employ several different skills to successfully resolve conflicts      2
• demonstrate a respect for the emotional needs and problems that others face      2
• demonstrate an understanding of how to obtain appropriate assistance for their own or family members’ emotional problems      2
• understand methods of helping others obtain appropriate assistance for emotional problems.      3

Standard(s)

Standard(s)

Standard(s)

• identify nutrient groups found in food (protein, carbohydrates, fat, vitamins, minerals, and water)      1
• explain how eating nutritionally-balanced meals and snacks has a positive effect on one’s health      1
• discuss how family and friends influence one’s food choices      1
• discuss guidelines for the safe storage of food      2
• identify opportunities to reduce food waste and promote recycling      2
• examine how advertising affects personal food choices.      1

• select foods that are needed to maintain health      1
• discuss nutrients and explain how food supplies the nutrients needed for growth, development, repair, and maintenance of the body      1
• recognize factors that influence food choices (social, cultural, economic, availability, and production)      1
• identify local, state, and federal agencies responsible for food safety and sanitation      2, 3
• demonstrate ways to positively influence recycling to reduce food waste and maintain safety      2, 3
• identify resources available for evaluating nutritional information.      1, 3

• assess personal dietary patterns to adjust nutrient and caloric intake depending on age, activity level, and physiological state      1
• develop dietary plans to incorporate changing nutritional requirements that occur throughout one’s life      1
• use problem solving strategies to solve food access issues and nutrition-related problems      1, 3
• apply principles of food safety and sanitation in selecting and preparing food      2
• develop a plan to reduce waste and increase recycling and food safety within the community      2, 3
• employ skills related to reading nutritional information on labels when selecting food.      1

Standard(s)

Standard(s)

Standard(s)

• identify resources that individuals may consult for accurate information concerning the environment      3
• identify the personal, emotional, social, and physical elements of the environment that contribute to an individual’s safety, well being, and enjoyment of life      1, 2, 3
• understand their responsibility to have a positive personal impact on the environment.      2, 3

• use resources to assess the impact of personal decisions on the environment      2, 3
• initiate changes in their personal environment that contribute to the development of a safer and healthier environment       2
• understand the need for personal involvement in improving the environment.      3

• participate in making decisions to improve the overall quality of the environment      2, 3
• practice environmentally safe and healthy lifestyles      1, 2
• advocate for a healthy environment for individuals, families, and society.      2, 3

Standard(s)

Standard(s)

Standard(s)

• recognize that various family structures exist      3
• realize that any tasks, jobs, or occupations can be done by males and females      1,3
• demonstrate qualities of friendship      1
• identify how bodies change as children grow      1
• recognize, refuse, and report incidences of abuse or neglect.      2, 3

• summarize various kinds of families and how family members nurture one another      1
• differentiate roles and relationships within the family      1
• predict how and why friendships change      1
• clarify reasons for abstinence from sexual activity      1, 2
• explain emotional and physical changes that occur during puberty      1
• define and describe positive/healthy relationships between and among males and females      1, 2
• demonstrate techniques for preventing and reporting various types of abuse and neglect including date rape, sexual assault, incest, and molestation.      2, 3

• analyze the skills, attitudes,and behaviors necessary to become a competent parent      2, 3
• explore careers and discuss how families are affected by career choice      3
• compare and contrast mature and immature love      1
• evaluate responsibilities and consequences of sexual activity      1, 2
• understand personal, psychological, emotional, and physical benefits of delaying sexual activity      1
• explore the changes in physical and sexual functioning that occur throughout the life cycle      1
• research various methods of contraception and the effectiveness of each      1
• analyze psychological and sociological assets which reduce or eliminate dating violence, date rape, and sexual assault.      2

Standard(s)

Standard(s)

Standard(s)

• compare and contrast infectious and non-infectious diseases      1
• examine the chain of infection and know how to break it      1, 2
• understand the role of personal behavior in health promotion and disease prevention      1, 2, 3
• appreciate how many diseases can be avoided or minimized by one’s personal health behaviors      1, 2
• protect themselves and others by taking age-appropriate steps to avoid the spread of disease      1, 2
• identify possible causes, effects, and treatment of disabilities and methods of prevention      1
• discuss resources available for dealing with diseases and disorders.      3

• demonstrate an understanding of infectious disease transmission      1
• assess the relationship between the body’s immune system and the disease process      1
• identify and practice health-related behaviors which promote health and reduce health risks related to sedentary life style; nutrition; tobacco, alcohol, and other drug use; sexual activity; and injury      1, 2
• respect how personal health behaviors enhance health and reduce or minimize disease      1, 2
• promote health behaviors that reduce risks associated with diseases and disorders      1, 2
• describe how hereditary, environmental, and life style factors affect health      1
• select community resources available for dealing with diseases and disorders.      3

• project how infectious disease transmission can be interrupted      1
• evaluate the body’s defense mechanisms for interrupting the disease process      1
• practice health-related behaviors which promote health and reduce lifetime risks, risks of cancer, cardiovascular disease, and other life style-related diseases      1, 2
• advocate the positive effects of behavioral choices related to diseases      2, 3
• understand that behaviors can reduce the risk of diseases, disorders, and disabilities      1, 2
• predict the consequences of negative environmental and life style factors on diseases, disorders, and reproductive health      1, 2
• obtain community resources for dealing with diseases and disorders when needed.      3

Standard(s)

Standard(s)

Standard(s)

• identify the harmful effects of misusing or abusing alcohol, tobacco, and other drugs      1, 2
• articulate a variety of ways to say no to alcohol, tobacco, and drugs.      1, 2

• differentiate among the short- and long-term effects of alcohol, tobacco, and other drug use      1, 2
• develop an understanding of the manner in which the home, the school, and the community can influence, alcohol, tobacco, and other drug use behaviors      1, 2, 3
• practice a variety of problem-solving, communication, and stress-management skills to resist alcohol, tobacco, and other drugs.      1, 2

• formulate appropriate strategies for dealing with a person’s alcohol or drug use in the home, in a motor vehicle, or within a school or work site.      1, 2, 3
• identify how alcohol, tobacco, and other drug use can affect pregnancy, newborns, and child growth and development      1
• initiate a variety of problem-solving, communication, and stress-management skills to resist alcohol, tobacco, and other drugs.      1, 2

Standard(s)

Standard(s)

Standard(s)

• identify people who can help if illness or injury occurs      3
• discuss health care practices and products      1
• identify reliable sources of consumer health information.      3

• identify reasons for selecting health care products or services      1
• explain state and federal laws that protect the consumer      3
• discuss criteria for being an informed consumer.      3

• evaluate criteria for selecting health care products or services      1, 3
• participate in consumer rights and practice responsibilities      3
• develop knowledge necessary to determine whether advertising claims are accurate, misleading, or deceptive.      3

Standard(s)

Standard(s)

Standard(s)

• recognize an unsafe condition and take appropriate action to reduce the hazard      2
• participate in safety drills and basic first aid training      2
• discuss precautions and procedures to follow in dangerous events such as weather conditions or natural disasters      2
• identify steps used in conflict resolution.      2

• anticipate situations that could increase the risk of injury and select risk-reducing strategies to effectively deal with that situation      2
• demonstrate and prioritize emergency procedures to be followed when injury, illness,or accidents occur      2
• distinguish between hazards in the environment that are produced by people and those that are a result of natural phenomena      2
• compare and contrast violent behavior with conflict resolution skills.      2

• design and implement a plan to improve safety in the home, school, work place, or community      2
• using universal precaution, apply first aid, CPR and/or other emergency procedures appropriately      2
• recognize how fatigue, drugs, alcohol, and stress increase accidents and injury      2
• employ conflict resolution skills within the home, school, work place, and community.      2

Standard(s)

Standard(s)

Standard(s)

• identify community health resources appropriate for individuals and families      3
• ask health care providers questions concerning health care needs      3
• discuss how family members contribute to health care      3
• practice good health care habits      1
• discuss health decisions that need to be made when someone gets injured.      1

• discuss community health services and community needs for services with classmates and families      3
• recognize how public health strategies can be applied in the resolution of health care problems      3
• express individual health care needs and concerns to family members and to health care providers      3
• explain how personal health habits contribute to wellness      1
• explain how priorities are established when an emergency occurs.      1

• demonstrate an understanding of how to obtain health services appropriate for individual health needs     3
• promote health care planning strategies used at the local, state, national, and international levels      3
• analyze community health care problems and propose strategies for their resolution      3
• participate knowledgeably in personal health caredecisions      1
• prioritize critical health care decisions in their own lives, in their families life, and in public health care policy formation.      1 

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• force is needed to change a motion
• that the center of gravity changes with a change in position, e.g., sit-ups with hands behind neck versus across the chest
• stability is increased by increasing the base of support.

• demonstrate, while moving, a variety of relationships with an object
• demonstrate large and small body shapes while stationary or moving
• combine shapes, levels, and pathways into simple sequences
• jump a self-turned swinging rope
• hop, gallop, slide, leap, jump, walk, and run using a mature motor pattern
• distinguish between straight, curved, and zig-zag pathways while moving
• demonstrate clear contrasts between slow and fast speeds while moving
• form round, narrow, wide, and, twisted body shapes alone and with partnermaintain appropriate body alignment during activity (carry, lift, pull, push)
• catch an object thrown by self and by partner
• quickly change direction in response to a signal
• jump and land using a combination of take-off and landings
• roll, without hesitation, in different directions
• combine various movement patterns in time to music
• strike a moving and stationary object with various body parts and with an implement
• kick a rolling ball
• skip, walk, and run using mature motor patterns
• move in and out of a swinging rope held by others
• continuously jump a swinging rope held by self or others
• throw a ball demonstrating a side orientation
• catch a thrown ball
• lift own body weight while climbing over a wall
• hang from a bar for 15 seconds.

• positive feelings resulting from involvement in physical activity
• the role physical activity plays in maintaining one’s health
• participation in physical activity
• participation in physical activity as an enjoyable experience
• that skill development requires practice and effort.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• principles of absorption applied to catching and landing from a jump
• the effects of friction, gravity, and water resistance on changes of force
• principles of movement used to lift, climb, jump, and carry objects.

• demonstrate proficiency in basic rope jumping skills
• demonstrate competence in a variety of basic foundation skills, such as running, jumping, leaping, hopping, and throwing
• perform manipulative skills with mature motor patterns (strike a ball with a racquet or bat, dribble with hand or foot)
• throw a variety of objects demonstrating mature motor patterns
• dribble a ball by foot or hand in order to prevent it from being taken away
• consistently throw and catch while in a guarded position
• direct a ball where desired by striking, kicking, throwing, or batting
• throw a variety of balls for accuracy and distance
• demonstrate competence in a variety of aquatics, sports, and skills
• demonstrate appropriate movement patterns for participation in a variety of sports and games
• participate in moderate to vigorous activities for a sustained period of time
• move in relationship to others in a variety of games and activities.

• participation in a wide variety of activities.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• principles of movement used to throw and strike
• how to detect and correct errors in one’s personal movement patterns.

• demonstrate mature motor patterns throwing a variety of objects
• demonstrate mature motor patterns striking with a racquet, bat, paddle, or stick
• demonstrate competence in at least one activity from each of the six categories (aquatics, dance, outdoor pursuits, individual activity, dual activity, and team activity).

• participation in physical activity as a lifelong and enjoyable experience.

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• the components of health-related fitness
• the positive changes that occur to the body as a result of regular exercise
• the body deteriorates as a result of inactivity
• the role fats and cholesterol plays in blocking blood flow
• the causes of a heart attack
• heart rate increases with an increase in exertion
• the location of different body parts
• stretching helps to maintain and improve flexibility
• the heart is a pump that pushes blood and oxygen through the system
• location of the heart and pulse
• how to set a fitness goal
• how to identify positive health practices
• physical activity has positive effects upon the mind as well as the body
• physical activity promotes relaxation.

• list and describe the components of health-related fitness
• demonstrate appropriate activities for each component of fitness
• regularly participate in warm-up and cool-down activities
• listens to the heart beat with a stethoscope
• sustain moderate forms of physical activity
• maintain an aerobic activity for a specified amount of time
• take pulse following participation in a variety of activities
• participate in self-assessment of fitness
• participate in fitness assessment of others
• hang from a bar for 15 seconds.

• the role physical activity plays in maintaining one’s health.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• problems associated with work in the heat/cold
• principles of movement used to lift, climb, jump, and carry objects safely
• therapeutic value of physical activity following a muscle injury
• the role activity plays on weight control
• the debilitating effects of drug abuse on the family and society
• the negative effects of smoking
• the effects of drugs on performance (cocaine, alcohol, steroids)
• cues of poor fitness: heavy breathing after walking up a few flights of stairs
• how to identify positive health habits
• the effects of physical activity on the risk factors of heart disease
• the time and effort needed for improvement in fitness
• physiological changes that occur in the body as a result of training
• the role of blood and oxygen in preventing fatigue
• the many activities, games, and outdoor pursuits that help promote fitness
• the differences between cardiovascular and muscular endurance
• the various foods used for energy
• negative influence on blood flow as a result of consumption of fat and cholesterol
• role of beverages in fluid replacement
• improvement in fitness requires work and effort.

• use proper form and technique when stretching
• recover from moderate to vigorous activity in an appropriate period of time
• evaluate and analyze the time and effort needed for improvement in fitness
• sets a goal for each component of fitness
• explore personal limits through self-testing
• participate in a sustained moderate activity for a specified amount of time (20 minutes) while maintaining a target heart rate
• demonstrate computation of the target heart rate
• participate in self-assessment of each component of fitness.

• moderate physical activity as a prevention against disease and injury
• that physical activity can help one’s mental as well as physical health
• importance of healthful nutrition.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• wellness implies a positive life style
• how to prepare a personal fitness program designed to improve the components of fitness.

• establish goals relative to interpersonal skills, cooperation, leadership, and self-responsibility.

• development and implementation of a program that relates to total wellness.

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• difference between positive and negative reinforcement.

• celebrate successes and achievements in self and others
• self-officiate oneself in a game
• demonstrate consideration of others when participating in physical activities
• share equipment with others
• design a movement routine with a partner
• sets a fitness goal.

• personal successes and achievements in others
• consideration of others.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• personal and group conduct appropriate for engaging in physical activities and games
• ethical and unethical behavior during competition
• differences in appropriate fan and athlete behavior when comparing a professional and school game
• how to modify a game in order to allow for participation of the handicapped
• the importance of evaluating the physical limitations of self and others.

• seek out, participate with, and show respect for persons of like and different skill levels
• seek out, participate with, and show respect for persons from different cultures
• accept constructive criticism
• use self-control when placed in a difficult situation
• assume role of leader or follower for good of the group
• demonstrate ability to work with teammates as well as opponents
• establish a goal relative to interpersonal skills such as cooperative leadership or self-responsibility
• Apply rules and courtesies when participating with others in physical activity
• demonstrate respect, dignity, and consideration for opponents and game officials
• conduct self with courtesy and tact
• participate in activities with fairness and honesty
• analyze behaviors of spectators and participants when viewing a professional or school sport.

• shared responsibility when completing a task
• the needs and rights of others
• acceptance of constructive criticism
• acceptance of others from different cultures and abilities
• team membership and cooperation regardless of ethnic or cultural diversity
• cooperative atmosphere when working with others
• need to treat one’s opponent with respect and dignity
• appropriate fan behavior
• individual’s effort regardless of score
• consideration of others
• celebration of others accomplishments
• teammates and opponents regardless of the outcome
• punctuality and preparation for class
• acceptance of self and others regardless of the outcome.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• the value of competition as the process in competing rather than the outcome of the game
• the potential development of trust and respect among teammates.

• establish goals relative to interpersonal skills, cooperation, leadership, and self-responsibility.

• that conflict resolution among peers may be handled in a variety of ways
• teammates and opponents regardless of the outcome of the game.

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• that success is based upon an individual’s personal best performance and effort
• that achievement in personal best performance or improvement requires practice and effort
• that physical activity has positive effects upon the mind as well as the body
• that failure is an integral part of learning a skill.

• explore appropriate risk-taking activities
• explore individual and group challenge and problem-solving activities
• explore appropriate risk-taking activities
• form round, narrow, wide, and twisted body shapes alone and with partner
• participate in games, sports, and dance activities representative of different cultural background.

• solving movement problems with others
• the benefits that accompany cooperation and sharing
• team membership and cooperation regardless of ethnic or cultural diversity
• consideration of others
• individual regardless of differences.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• the benefits of participation in a wide range of activities
• how to modify activities
• appropriate safety and spotting techniques for a variety of activities
• that participation in new activities builds one’s experiential background.

• participate in a variety of games and activities
• participate in new activities which may require new skills
• set goals on the process as well as the outcome of an activity.

• the intrinsic rewards which occur from participation in risk and challenge activities
• the celebration of accomplishment
• effort for its own sake
• acceptance of self and others regardless of outcome
• the experience for its own merit.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• the benefits of participation in a variety of activities
• appropriate safety and spotting techniques for a variety of activities.

• explore appropriate individual and group challenge and problem-solving activities
• explore appropriate risk-taking activities.

• the learning of new skills and games
• the enjoyment and self-esteem of accomplishment

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• how to keep score in a variety of individual and group activities
• appropriate behaviors when participating with others in a game
• acceptable behavior during competition
• that achievements include more than winning
• that competition involves more than the score.

• celebrate successes and achievements in self and others
• self-officiate
• demonstrate consideration of others when participating in physical activities
• apply rules and courtesies when participating in physical activities
• demonstrate respect and dignity for one’s opponent
• demonstrate acceptance of others with different abilities
• describe appropriate behavior in a game situation
• demonstrate respect for individuals from different cultures
• demonstrate appropriate use and care of equipment.

• importance of playing by the rules
• consideration of others
• trust by others
• differences and similarities in others’ abilities
• individuals regardless of differences
• team membership and cooperation regardless of ethnic or cultural diversity
• benefits that accompany sound competition
• benefits that accompany cooperation and sharing
• acceptance of self and others regardless of the outcome
• acceptance of one’s feelings resulting from physical activity
• teammates and opponents regardless of the outcome
• players (as a fan) regardless of the outcome.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• personal and groups conduct appropriate for engaging in physical activities and games
• ethical and unethical behavior during competition
• differences in appropriate fan and athlete behavior when comparing a professional and school game
• how to modify a game in order to allow for participation by the handicapped.

• seek out, participate with, and show respect for persons from different cultures
• accept constructive criticism
• use self-control when placed in a difficult situation
• apply rules and courtesies when participating with others in physical activities
• seek out, participate with, and show respect for persons of like and different skill levels
• demonstrate ability to work with teammates as well as opponents
• officiate a game
• conduct self with courtesy and tact
• respect opponents and officials
• congratulate opponents
• describe appropriate personal and group conduct when participating in games

• shared responsibility when completing a task
• the needs and rights of others
• acceptance of constructive criticism
• acceptance of others from different cultures and abilities
• cooperative atmosphere when working with others
• need to treat one’s opponent with respect and dignity
• appropriate fan behavior
• individual’s effort regardless of score
• celebration of others accomplishments
• punctuality and preparation for class.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• the value of competition as the process in competing rather than the outcome of the game
• the potential development of trust and respect among teammates.

• establish goals relative to interpersonal skills, cooperation, leadership, and self-responsibility.

• that conflict resolution among peers may be handled in a variety of ways
• teammates and opponents regardless of the outcome of the game.

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• stretching helps to maintain and improve flexibility
• lifting of heavy objects from the floor is best done by the legs
• potential risks associated with physical activity
• principles of movement used to safely lift, climb, jump, and carry
• stability is increased by increasing the base of support
• appropriate behaviors when participating with others in a game.

• lift own body weight while climbing over a wall
• regularly participate in warm-up and cool-down activities
• maintain appropriate body alignment during activity (carry, lift, pull, push)
• demonstrate appropriate use and care of equipment
• demonstrate safety precautions while participating in a variety of activities
• demonstrate consideration of others when participating in physical activities.

• importance of playing by the rules
• potential danger from mis-used and abused equipment.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• principles of absorption applied to catching and landing from a jump
• muscle shortens unless it is made to move through the full range of motion
• the contraindicated forms of exercise, as in squats, leg raise, etc.
• how to use equipment in appropriate fashion.

• use appropriate conduct when participating in games and activities
• describe appropriate personal and group conduct when participating in games and activity
• apply rules and courtesies when participating with others in physical activity
• analyze, evaluate, and modify performance in lifting safely
• use self-control when placed in a difficult situation
• use proper form and technique when stretching
• list potential risks associated with physical activity.

• the need to monitor the behavior of self and others in potentially dangerous situations.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• how to use equipment in an appropriate fashion
• physiological principles behind warm-up and cool-down procedures.

• appreciate and respect the environment when participating in physical activity
• demonstrate proper use and care of equipment.

• the need to monitor the behavior of self and others in potentially dangerous situations
• dangers of misusing equipment.

KNOWS

DOES

VALUES

E
L
E
M
E
N
T
A
R
Y

• physical activity has positive effects upon mind as well as body
• physical activity promotes relaxation
• that achievements include more than winning
• that competition involves more than the score
• appropriate behaviors when participating with others in a game.

• continuously move to music
• combine various movement patterns in time to music
• design a movement routine with a partner
• design a movement routine without a partner
• enjoy participation in physical activity alone and in a group
• participate in games, sports, and dance activities representative of different cultural background
• identify activities that contribute to personal feelings of joy
• enjoy participation in physical activities alone and in a group.

• positive feelings resulting from involvement in physical activity
• participation in physical activity
• personal successes and achievements in others
• teammates and opponents regardless of the outcome of the game
• the joy of participation.

KNOWS

DOES

VALUES

I
N
T
E
R
M
E
D
I
A
T
E

• that beside physical benefit, physical activity may improve one’s ability to relax and concentrate
• physical activity is part of a life style that produces enjoyment, self expression, and reflection
• physical activity has beneficial effects on the mind
• that one may enhance one’s self-esteem, reduce stress, and improve one’s self-discipline through participation in physical activity.

• participate in a wide variety of games and activities
• participate in moderate to vigorous activity for a sustained period of time
• compile a list of areas in the community where one may participate in activity
• exercise at home for personal enjoyment.

• physical activity as part of a life style that produces enjoyment, self expression, and reflection
• participation in physical activity as an enjoyable experience
• exercise at home for personal enjoyment
• that physical activity can help one’s mental as well as physical health
• satisfaction in the aesthetic and creative aspects of physical activity.

KNOWS

DOES

VALUES

C
O
M
M
E
N
C
E
M
E
N
T

• physical activity may act as a positive habit in one’s life
• physical activity is a part of a life style that produces enjoyment, self-expression, and reflection.

• enjoy participation in physical activity
• participate in physical activity for enjoyment, self-expression, and reflection.

• the environment as a place for physical activity and enjoyment
• participation in physical activity as a joyful experience.