High School PE SOL Standards

Energy Balance

Social and Emotional Development

Fitness Planning

Anatomical Basis of Movement

Motor Skill Development

The student will demonstrate proficiency and apply the concepts and principles of exercise physiology, biomechanics, and anatomy in a variety of lifetime activities that may include outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, selected individual performance activities, and net/wall and target games in at least two self-selected, lifelong, skill-related physical activities.

Demonstrate appropriate and proper use of equipment in one or more lifetime activities.

Demonstrate skill attainment in one or more lifetime activities.

Apply and demonstrate knowledge of how movement is created, directed, and stabilized in one or more lifetime activities.

Identify and demonstrate movement activities in each plane of motion (frontal, sagittal, and transverse) and activities that occur in multiple planes.

The student will apply knowledge of biomechanics and anatomy and analyze and evaluate the ability to move proficiently and efficiently in a variety of lifetime activities.

Explain how the body responds to energy needs for anaerobic and aerobic activities, including fast and slow-twitch muscle fibers, and anaerobic respiration (ATP-PC and lactic acid system) and aerobic respiration.

Analyze movement activities for component skills and movement patterns for one or more lifetime activities.

Identify and explain the relationship of opposing muscle groups (agonist/antagonist).

Explore common musculoskeletal injuries and the role of ergonomically correct movement for injury prevention.

Explain and demonstrate ergonomically correct form in strength and conditioning activities.

The student will demonstrate the ability to apply basic principles of training and scientific concepts and principles to evaluate current fitness behaviors and identify strategies needed for healthenhancing fitness for the present and into adulthood.

Construct a fitness and activity plan for the present and the future (postsecondary education, college/career) to address the health-related components of fitness.

Identify key factors an informed fitness consumer must evaluate to make critical and effective decisions when purchasing fitness products and/or services.

Identify fitness needs to prevent health concerns in the present and into the future.

Identify the effects of life choices, economics, motivation, accessibility, exercise adherence, and participation in physical activity in college or career settings.

Describe components of health-related fitness in relation to one career goal.

Explain the effects of physical activity on emotional and social well-being for the present and into the future.

Apply rate of perceived exertion (RPE) and pacing to a conditioning plan that meets the needs of one or more lifetime activities.

Design and implement a program for strength and conditioning.

The student will demonstrate appropriate behaviors in all physical activity settings and the social skills needed to be a contributing member of society.

Explain the importance of and demonstrate effective communication skills in physical activity settings.

Explain the importance of and apply relationship and conflict resolution skills and social awareness for current and future health and fitness.

Identify and avoid prejudices and biases in physical activity settings.

Explain the importance of understanding cultural diversity for personal health and fitness.

Evaluate opportunities for social interaction and social support in a self-selected physical activity or dance.

Apply stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

Explain the mental and emotional benefits of mind-body exercise/activities (e.g., yoga, Pilates, tai chi).

Identify ways to promote equity and inclusion and embrace diversity in a physical activity setting.

The student will explain the importance of energy balance and evaluate current caloric intake and caloric expenditure to maintain optimal health and prevent chronic disease for the present and into adulthood.

Analyze the relationships among physical activity, nutrition, body composition, and sleep that are optimal for personal health and/or for participation in lifetime activities.

Evaluate current activity and intensity levels.

Evaluate current caloric expenditure and intake needs.

Evaluate current sleep needs.

Evaluate the caloric intake needs for before, during, and after a variety of lifetime activities.

Explain energy balance (caloric expenditure vs. caloric intake) in relation to changing needs from adolescence through adulthood.

Explain the potential consequences of energy imbalance (e.g., over-exercising, undereating, overeating, sedentary lifestyle).

Explain the role of perseverance and tenacity in achieving lifelong energy balance.

Energy Balance

Social and Emotional Development

Fitness Planning

Anatomical Basis of Movement

Motor Skill Development

The student will study in-depth and demonstrate mastery of movement skills and patterns in at least one lifetime physical activity per nine-week period.

Demonstrate mastery in all basic skills and movement patterns required for the selected activity and the ability to use the skills with consistency in the appropriate setting.

Identify and apply appropriate skill practice and strategies of the selected activity at an advanced level.

Demonstrate advanced movement patterns in at least one self-selected movement or activity.

Demonstrate the ability to use combined movement skills and strategies in self-selected movement activities.

Analyze movement activities to identify component skills and movement patterns.

Conduct observations and skill analyses of others to improve skill performance.

Create practice and game plans for optimal performance of movement patterns in self-selected sport/activity from the perspective of a coach, personal trainer, athlete, or other sport-related role.

Select and apply appropriate practice procedures to learn skills and movement patterns in activities of personal interest.

Apply appropriate strategies during performance, including offensive and defensive strategies, game-specific situational strategies, and strategies for working more effectively with team members/partners.

The student will apply knowledge of body systems and movement principles, and concepts that aid in the improvement of movement skills and performance to specialized movement forms.

Explain and apply biomechanical and physiological principles that aid in the improvement of skills and performance in specialized movement forms, including laws of motion, leverage, balance, weight transfer, speed, timing, accuracy, force, cardiac output, maximal oxygen consumption (VO2 max), energy systems (aerobic and anaerobic), heart rate (resting, target, and recovery), caloric cost of activity, muscle contraction, static versus dynamic flexibility, and muscular strength versus muscular endurance.

Analyze performance to identify physiological and biomechanical deficiencies including selfevaluation, peer evaluation, and teacher evaluation.

Explain the rules, safety protocols, relevant markings/lines for the field of play, offensive and defensive tactics, and common penalties and violations for selected activities.

Design, justify, and evaluate warm-up and cool-down sequences for selected activities.

Apply the FITT (frequency, intensity, time, and type of exercise) principle to improve skill performance.

Apply the specificity, overload, and progression (SOP) principle to the design and performance of a physical activity program to achieve physical benefits.

Analyze feedback about personal performance to improve skills including self-evaluation, peer evaluation, and teacher evaluation.

The student will design, implement, and evaluate a personal fitness program for self, a college student, or an employee in a selected field of work.

Assess individual level of health-related fitness using a variety of appropriate measures (e.g., criterion-referenced wellness tests, FitnessGram®) and technology (heart-rate monitors, pedometers, accelerometers, and bioelectrical impedance).

Evaluate and adjust activity levels to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans.

Design and critique a personal fitness program, using available technology (e.g., electronic portfolios, tracking applications) and resources, to improve or maintain personal fitness levels in relation to the five components of fitness.

Explain the physical and mental (emotional, social) benefits of physical fitness for lifelong health and wellness.

Create personal fitness plans for a variety of situations (e.g., injury, aging) based on goals.

Identify and evaluate community resources for selected physical and/or lifetime activities including recreation centers, local fitness centers, adult leagues, and other fitness clubs/groups.

Identify barriers to physical activity, including those related to time, motivation, or energy, skill confidence, fear of injury, resources, and social influences/peer pressure, and identify strategies to overcome these barriers.

Evaluate and apply scientific evidence to make critical decisions when purchasing fitness products and/or services.

The student will evaluate and implement a safe environment for skill practice and play and demonstrate social competency skills for lifetime activity participation.

Evaluate, create, and implement a growth mindset plan for increasing self-efficacy.

Demonstrate appropriate etiquette as a participant and spectator in physical activity/sport.

Demonstrate proper care of athletic/activity equipment.

Demonstrate safe behavior when participating in or watching physical activity/sport.

Explain and demonstrate leadership skills of critical thinking, creative thinking, communication, collaboration, and citizenship skills.

Demonstrate the ability to work cooperatively to accomplish a group goal.

Advocate for a rule change or modification in a sport or activity to facilitate safety or the inclusion of individuals from the point of view of an athlete, coach, parent, or referee.

Demonstrate respect for differences among people in physical activity settings.

Develop and demonstrate strategies for inclusion of persons of diverse backgrounds and identify personal, cultural, and linguistic assets in setting collective goals.

Identify ways that physical activities can provide positive social interaction, such as the benefits of team involvement and an individual’s role as a positive member of a group.

Create and implement a strategy to promote peer involvement in physical activity, such as a social-networking campaign or a video.

Describe and demonstrate behaviors that support an inclusive environment, where a sense of belonging, acceptance, and value is available to all students.

The student will explain the importance of energy balance and demonstrate understanding of the nutritional needs of the body to maintain optimal health and prevent chronic disease for a lifetime.

Analyze the relationships among physical activity, nutrition, body composition, and sleep that are optimal for personal health and/or for participation in a self-selected physical activity.

Analyze current and future nutritional and physical activity needs in relation to changes in growth/aging.

Explain the benefits of nutrient-dense, low-sodium foods versus high-calorie, empty calorie, and high-sodium foods.

Analyze current and future sleep needs for positively influencing academic, career success, and mental health.

Apply rate of perceived exertion and pacing to a conditioning plan that meets the needs of a self-selected physical activity.

Explain energy balance in terms of caloric intake and expenditure in relation to changing lifestyle needs from adolescence to adulthood.

Compare caloric expenditure while sitting and standing.

Energy Balance

Social and Emotional Development

Fitness Planning

Anatomical Basis of Movement

Motor Skill Development

The student will perform all basic movement skills and demonstrate movement and biomechanical principles in a variety of activities that may include outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and games and sports (net/wall, striking/fielding, and goal/target[s]).

Demonstrate proficiency and refinement in locomotor, non-locomotor, and manipulative skills through appropriate activities (e.g., orienteering, rock climbing, cycling, disc golf, lifetime activities, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, games and sports [net/wall, striking/fielding, and goal/target]).

Design, implement, evaluate, and modify a practice plan for a self-selected skill, including the motor learning process of analysis of performance, application of principles of movement and training, goal setting, and improvement of personal skills through practice, correction, practicing at a higher level, and reassessment.

The student will explain the structures and functions of the body and how they relate to and are affected by human movement.

Analyze and evaluate proficient and efficient movement in relation to how movement is directed, including the type of muscle action that directs a movement (concentric, eccentric, and isometric), the direction the body part moves relative to its joints (abduction, adduction, flexion, and extension), and planes of motion.

Describe the relationship between the endocrine system and the body’s metabolic response to short- and long-term physical activity.

Explain the body’s response to the principles of specificity, overload, and progression (SOP) in relation to frequency, intensity, time, and type of exercise (FITT).

Explain the anaerobic respiration (ATP-PC and lactic acid system) and aerobic respiration systems used for energy during activity.

Analyze movement performance and utilize feedback to learn or to improve the movement skills of self and others.

Apply the concepts and principles of levers, force, motion, and rotation in a variety of activities.

Apply biomechanical principles of balance, energy, and types of muscle contractions to a variety of activities.

The student will evaluate current fitness behaviors and demonstrate achievement and maintenance of a health-enhancing level of personal fitness by designing, implementing, self-assessing, and modifying a personal fitness program.

Demonstrate program-planning skills by assessing and analyzing personal fitness levels, setting goals, devising strategies, making timelines for a personal physical fitness plan, and evaluating the components and progress of the personal fitness plan.

Apply the FITT (frequency, intensity, time, type of exercise) principle and other principles of training, such as overload, specificity, and progression, in accordance with personal goals to the personal fitness plan.

Explain the characteristics, including scientific principles and concepts, of safe and appropriate muscular-stretching, muscular-strengthening, and cardiorespiratory exercise programs to improve the health-related components of fitness.

Calculate and explain the relationship between resting heart rate, target heart rate, recovery heart rate, blood pressure, training zones, and exercise intensity, including measurement devices (e.g., heart rate monitors, pedometers, accelerometers) to meet exercise and personal fitness goals.

Demonstrate appropriate techniques and describe the benefits of resistance-training activities, machines, and/or free weights.

Use the scientific process to analyze and compare a variety of resources, including available technology, to evaluate, monitor, and record activities for fitness improvement.

Identify types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, proprioceptive neuromuscular facilitation, dynamic) for personal fitness development (e.g., strength, endurance, range of motion).

Define and describe terms and activities associated with fitness, including set, repetition, isometric, isotonic, isokinetic, core, and upper-body exercises and lower-body exercises.

Apply physiological principles of warm-up, cool down, overload, specificity, and progression.

The student will explain and demonstrate the skills needed to be safe, responsible, and respectful in all physical activity settings.

Identify and demonstrate proper etiquette, respect for the differences of others, integrity, safety and teamwork while engaging in a variety of activities.

Explain the effects of sports and activities in developing respect for the unique characteristics, differences and abilities of peers.

Apply conflict-resolution skills in physical activity settings.

Identify an opportunity for social support in a self-selected physical activity.

Apply communication skills and strategies that promote positive team/group dynamics.

Apply problem-solving and critical-thinking skills in physical activity settings, both as an individual and in groups.

Apply best practices for participating safely in physical activity, exercise, and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection).

Analyze and compare psychological benefits derived from various physical activities (e.g., decreased stress and anxiety, increased self-esteem, increased mental alertness, improved mood).

Develop and analyze activities to determine areas of exclusion and inclusion.

The student will explain the importance of energy balance and evaluate current caloric intake and caloric expenditure to maintain optimal health and prevent chronic disease.

Explain the body’s physiological response to sugar, sodium, and fat.

Assess and analyze current energy balance, including intake and expenditure, activity levels, food choices, and amount of sleep.

Explain body composition, using body mass index (BMI) and other measures, the variety of body types, and healthy body weight.

Design and implement a plan to maintain an appropriate energy balance for a healthy, active lifestyle, including a balanced intake, expenditure (levels of intensity), and sleep.

Energy Balance

Social and Emotional Development

Fitness Planning

Anatomical Basis of Movement

Motor Skill Development

The student will demonstrate progress toward the developmentally appropriate form of selected locomotor, non-locomotor, and manipulative skills to understand the various ways the body can move.

Demonstrate and differentiate between walking, jogging, running, hopping, galloping, and jumping.

Demonstrate bending, pushing, pulling, turning, and balancing on one foot.

Demonstrate moving forward, sideways, and side to side.

Demonstrate moving at low, medium, and high levels.

Demonstrate traveling in straight, curving, and zigzagging pathways.

Demonstrate moving fast, slow, and at moderate speeds.

Demonstrate simple educational gymnastic skills, including one roll (narrow or curled).

Demonstrate at least two critical elements used in eye-hand coordination skills while stationary (e.g., bouncing and catching a ball, tossing, catching a ball/beanbag, volleying a balloon, tossing and rolling underhand to targets, and striking stationary objects with a long or short implement or noodle.)

Demonstrate at least two critical elements used in eye-foot coordination skills (e.g., dribbling [small taps], kicking a stationary ball).

Demonstrate moving to a beat and to rhythmic patterns using basic locomotor and nonlocomotor rhythmic patterns in personal and general space.

Demonstrate jumping over a stationary rope and a self-turn single jump.

The student will identify basic structures of the body and basic spatial awareness concepts.

Explain that the body has muscles and bones that help the body move.

Identify that the heart is a special muscle that pumps blood throughout the body.

Demonstrate the concept of personal and general space.

The student will identify physical activities that promote fitness.

Explain that physical activity helps the body become stronger.

Identify physical activities that can be done at home, individually and with family and friends to keep the body healthy.

Explain that moving faster makes the heart beat faster.

Explain that fitness requires staying physically active.

The student will demonstrate appropriate behaviors and safe practices in physical activity settings.

Demonstrate cooperative and safe behaviors during play.

Identify three classroom (procedural) rules.

The student will identify basic concepts of energy balance.

Explain how food provides energy for the body.

Identify one fruit and one vegetable.

Explain that fruits and vegetables provide energy for the body.