Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Physical Education Standards - Ninth Grade
http://www.usd259.com/curriculum/standards/pe-hs-ninth.html

NASPE Content Standard #3 - Active Lifestyle

The emphasis for the 9th grade student will be:

• Identify in a variety of physical activities appropriate for maintaining or enhancing a healthy, active lifestyle
• Demonstrate the ability to monitor and adjust activity to meet personal physical activity needs

NASPE Content Standard #4 - Is Physically Fit

The emphasis for the 9th grade student will be:

• Assess physical fitness status in terms of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition
• Design and implement a personal fitness program based on information obtained from the fitness assessment and in accordance with appropriate training principles
• Maintain appropriate levels of cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life
• Demonstrate ability to monitor and adjust a personal fitness program to meet needs and goals

NASPE Content Standard #5 - Personal and Social Behavior

The emphasis for the 9th grade student will be:

Acknowledge the positive performances of others during competition

• Participate successfully in a cooperative learning activity with a wide range of diverse members
• Develop strategies to work together with a diverse group of students during activities
• Show leadership by avoiding and diffusing conflict during competition

New Jersey Core Curriculum Standards
( http://www.nj.gov/njded/cccs/s2_chpe.htm)

Descriptive Statement: This standard enables students to understand how to move and why it is necessary. When individuals learn to move safely, effectively, and efficiently, and feel comfortable and confident in the performance of motor skills, they are more likely to participate in health-enhancing forms of physical activity throughout life. In order to meet this standard, students must participate in a wide range of developmentally-appropriate games, sports, dance, and lifetime recreational activities that will help students develop and maintain a healthy, active lifestyle.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Movement Skills

1. Demonstrate mechanically correct form and control when using and combining movement skills in applied settings.

2. Demonstrate how equilibrium, rotation, and range of motion impact performance

3. Apply the impact of various applications of force and motion during physical activity.

4. Perform and assess the quality of movement flow in response to dynamic, interactive environments.

5. Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another.

6. Detect and correct errors in personal movement performance and modify it in response to internal and external feedback.

7. Create and perform movement activities that combine movement skills into smooth flowing sequences (e.g., gymnastic routine, interpretative dance, tai chi).

B. Movement Concepts

1. Describe how equilibrium, rotation, and range of motion impact performance.

2. Analyze the application of balance and counterbalance when performing or observing movement skills.

3. Compare and contrast the use of space and flow in physical activities.

4. Summarize how movement can be made more interesting, creative, or effective.

5. Discuss the stages of movement skill development and the importance of practice.

6. Describe the influence of history and culture on games, sports, and dance.

C. Strategy

1. Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings.

D. Sportsmanship, Rules, and Safety

1. Analyze participant and observer behaviors for evidence of good sportsmanship.

2. Employ general- and activity-specific rules and analyze their impact on participation.

E. Sport Psychology

1. Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness.

Descriptive Statement: This standard enables students to understand the components of health-related fitness (cardiorespiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill-related fitness (speed, agility, reaction time, coordination, and power). Students learn how each component is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Fitness and Physical Activity

1. Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity.

2. Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time.

3. Predict how factors such as health status, interests, environmental conditions, and available time impact personal fitness.

4. Analyze the positive and negative impacts of technological advances on exercise, health, and fitness.

5. Describe ways to achieve a healthy body composition through healthy eating and physical activity.

6. Distinguish between facts and fallacies regarding the marketing of fitness products, services, and information.

B. Training

1. Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional.

2. Apply training principles to establish a progression of activity that will improve each component of fitness.

3. Describe and demonstrate various training methods, including isotonic, isometric, interval, and circuit methods.

4. Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic steroids and other performance enhancing substances.

C. Achieving and Assessing Fitness

1. Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness.

2. Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate.

3. Monitor physiological responses before, during and after exercise and compare changes.

4. Use health data and information from internal and external sources to develop a personal fitness plan, and use technology to evaluate the implementation and outcomes of the plan.

5. Demonstrate age- and gender-specific progress towards improving each component of fitness.