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INDIVIDUAL LIFETIME ACTIVITIES
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INDIVIDUAL LIFETIME
ACTIVITIES
By the end of high school, students will be college and career ready, as demonstrated by the ability to plan and implement different types of personal fitness programs, demonstrate com- petency in lifetime activities, describe key concepts associated with successful participation in physical activity, model responsible behavior while engaged in physical activity, and fill a need for self-expression, challenge, social interaction and enjoyment.
Strand 1: Students will achieve a level of competency in motor skills and movement patterns.
Standard ILA.1.1 Participate in and refine skills in activity-specific movements, through various means such as rubrics, self and peer assessment, video and com- puter analyses, and teacher feedback, in (1) up to three lifetime activities (e.g., outdoor pursuits, individual-performance activities, aquatics, net/ wall games or target games), and/or (2) a form of dance.
Standard ILA.1.2 Demonstrate proficiency in three or more lifetime activities and/or in a form of dance by choreographing a dance or by giving a performance.
Standard ILA.1.3 Participate in specialized skills that will promote health-related fitness.
Standard ILA.1.4 Demonstrate proficiency in one or more specialized skills that will pro- mote health-related fitness.
Strand 2: Students will apply knowledge to attain efficient movement and performance.
Standard ILA.2.1 Apply the terminology associated with exercise and participation in selected lifetime activities (e.g., dance, net/wall games, target games, aquatics and/or outdoor pursuits appropriately).
Standard ILA.2.2 Identify the stages of learning a motor skill.
Standard ILA.2.3 State skill-specific cues for a variety of physical activities.
Standard ILA.2.4 Describe the speed/accuracy trade-off in throwing and striking skills.
Standard ILA.2.5 Create a practice plan to improve performance for a self-selected skill or dance form.
Standard ILA.2.6 Participate in a number of individual activities demonstrating advanced strategies and rules.
INDIVIDUAL LIFETIME ACTIVITIES
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Standard ILA.2.7 Identify concepts regarding the influence of individual differences in activity settings.
Standard ILA.2.8 Identify concepts regarding the influence of individual differences in unsafe activities.
Standard ILA.2.9 Identify and discuss the historical and cultural roles of games, sports, and dance in society.
Strand 3: Students will understand the components necessary to maintain a healthy level of fitness to support physical activity.
Standard ILA.3.1 Discuss the benefits of a physically active lifestyle as it relates to college/ career productivity.
Standard ILA.3.2 Evaluate the validity of claims made by commercial products and pro- grams pertaining to fitness and a healthy, active lifestyle.
Standard ILA.3.3 Use measures (e.g., rates of perceived exertion, pacing, heart-rate mon- itors, pulse sticks, blood pressure devices, body mass analyzers, and/or pedometers) to assess and track activity readiness.
Standard ILA.3.4 Evaluate activities that can be pursued in the local environment ac- cording to their benefits, social support network and participation requirements.
Standard ILA.3.5 Analyze the impact of life choices, economics, motivation, and acces- sibility on exercise adherence and participation in physical activity in college or career settings.
Standard ILA.3.6 Explain the effects of age on activity performance and choice in a life- long fitness and activity plan.
Standard ILA.3.7 Identify visualization techniques used to improve performance.
Standard ILA.3.8 Participate several times a week in a self-selected lifetime activity, dance, or fitness activity outside of the school day.
Standard ILA.3.9 Create a plan involving training for and participating in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
Standard ILA.3.10 Design and implement a strength and conditioning program that devel- ops balance in opposing muscle groups (e.g., agonist/antagonist) and supports a healthy, active life-style.
Standard ILA.3.11 Calculate target heart rate and apply HR information to a personal activ- ity plan.
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Standard ILA.4.8 Assume a leadership role (e.g., task or group leader, referee, coach) in a cooperative, adventure-based and/or physical activity setting.
Standard ILA.4.9 Self-officiate in recreational sports.
Standard ILA.4.10 Communicate with fellow participants to solve conflict without con- frontation (e.g., bullying).
Standard ILA.4.11 Accept others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.
Standard ILA.4.12 Walk away willingly to avoid verbal or physical confrontation in activi- ty settings.
Standard ILA.4.13 Listen to all sides before taking action in solving conflict.
Standard ILA.4.14 Develop strategies to include others in activity participation.
Strand 5: Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.
Standard ILA.5.1 Analyze the mental, social, and psychological health benefits of a self-selected physical activity.
Standard ILA.5.2 Choose an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
Standard ILA.5.3 Identify the uniqueness of physical activity or creative dance as a means of self-expression.
Standard ILA.5.4 Participate in lifetime activities that are personally relevant.
Standard ILA.5.5 Evaluate the opportunity for social interaction and social support in a self-selected physical activity or dance.
Standard ILA.5.6 Report on the historical roles and values of games, sports, and self-se- lected activities or dance in different cultures.
