Curriculum
Learning standards for grades k-3
Demonstrating control when performing fundamental locomotor, non-locomotor and manipulative skills.
Identifying and applying rules and safety procedures in physical activities.
Regularly participating in physical activity for the purpose of sustaining or improving individual levels of health-related fitness.
Accepting responsibility for their own actions in group physical activities.
Working cooperatively with a partner or small group to reach a shared goal during physical activity.
Demonstrating positive verbal and nonverbal communication skills.
learning standards for grades 4-5
Demonstrate control when performing combinations and sequences in locomotor, nonlocomotor and manipulative motor patterns.
Identify the principles of movement (e.g., absorption and application of force, equilibrium).
Identify and apply rules and safety procedures in physical activities.
Identify offensive, defensive and cooperative strategies in selected activities and games.
Describe the benefits of maintaining a health-enhancing level of fitness.
Regularly participate in physical activity for the purpose of sustaining or improving individual levels of health-related fitness.
Monitor individual heart rate before, during and after physical activity, with and without the use of technology.
Match recognized assessments of health-related fitness (e.g., AAHPERED, AAU) to corresponding components of fitness.
Set a personal health-related fitness goal.
Demonstrate the relationship between movement and health-related fitness components (e.g., running/cardiorespiratory, tug-of-war/strength)
Accept responsibility for their own actions in group physical activities.
Use identified procedures and safe practices without reminders during group physical activities.
Work independently on task until completed.
Work cooperatively with a partner or small group to reach a shared goal during physical activity.
Middle School Learning Standards
Demonstrate control when performing combinations and sequences of locomotor, nonlocomotor and manipulative motor patterns in selected activities, games and sports.
Compare and contrast efficient and inefficient movement patterns.
Apply rules and safety procedures in physical activities.
Apply basic offensive, defensive and cooperative strategies in selected activities, games and sports.
Identify the principles of training: frequency, intensity, time and type (FITT).
Identify and participate in activities associated with the components of health-related fitness.
Monitor intensity of exercise through a variety of methods (e.g., perceived exertion, pulse monitors, target heart rate), with and without the use of technology.
Evaluate the strengths and weaknesses of a personal fitness profile.
Set realistic short-term and long-term goals for a health-related fitness component.
Identify opportunities within the community for regular participation in physical activities.
Apply the principles of training to the health-related fitness goals.
Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders).
Participate in establishing procedures for group physical activities.
Remain on task independent of distraction (e.g., peer pressure, environmental stressors).
Work cooperatively with others to accomplish a set goal in both competitive and noncompetitive situations (e.g., baseball, choreographing a dance).
fitnessgram
Starting with school year 2016-17, public school districts must:
train those administering assessments
maintain evidence of training completion
establish procedures and protocols to ensure the confidentiality of individual student assessment results
administer the required four portions of FitnessGram assessments in the second semester and annually thereafter
collect the required aggregate data from schools, then report results electronically to ISBE through the Student Health Data in IWAS by June 30th, and annually thereafter
