Grades 9, 10, 11, 12

Other Rhode Island Physical Education sets

• Grades K, 1
• Grades 2, 3
• Grades 4, 5
• Grades 6, 7, 8

apply activity-specific knowledge to develop movement competence or proficiency.9-12.S2.1

identify and apply critical elements to enable the development of movement competence or proficiency.9-12.S2.2

transfer movement skills, concepts, and principles between activities at a more complex level.9-12.S2.3

analyze and apply basic offensive and defensive strategies in games and sports.9-12.S2.4

analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention).9-12.S3.1

analyze the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).9-12.S3.2

analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).9-12.S3.3

identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.)9-12.S3.4

participate in the health-related physical fitness assessment.9-12.S4.1

show improvement in, meet, or exceed the health-related fitness standards of the assessment tool.9-12.S4.2

interpret results of fitness assessment to understand personal health status.9-12.S4.3

apply fitness assessment results to develop personal fitness goals and create a detailed plan to achieve those goals to improve personal health status.9-12.S4.4

explain how and why participation in a variety of activities can affect fitness and health.9-12.S4.5

participate in activities to improve physical skills and fitness (include activities related to each component of health-related physical fitness).9-12.S4.6

analyze factors that affect physical activity and apply behavioral and cognitive strategies to adopt and maintain a physically active lifestyle.9-12.S4.7

show improvement in, meet or exceed national physical activity recommendations by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health.9-12.S4.8

utilize a variety of technologies to assess, plan, maintain or enhance physical activity level.9-12.S4.9

apply safe practices, rules, and procedures in all physical activity settings.9-12.S5.1

explain why and how rules make participation in physical activity safe.9-12.S5.2

act independently of negative peer pressure.9-12.S5.3

resolve conflicts in appropriate ways.9-12.S5.4

work cooperatively and productively with a partner and/or a group setting to accomplish a set goal.9-12.S5.5

anticipate potentially dangerous consequences and outcomes of participation in physical activities.9-12.S5.6

describe how physical activity can provide opportunities for positive social interaction.9-12.S5.7

participate with others in games, sports, and activities to achieve a common goal.9-12.S5.8

evaluate appropriate and safe areas within the community to participate in physical activity.9-12.S6.1

identify physical activities that can be performed in a variety of settings.9-12.S6.2

analyze how media and technology can impact one's level and type of physical activity.9-12.S6.3

explain how the home/family environment can impact one's level of physical activity.9-12.S6.4

design healthy ways to promote physical activity with one's peers.9-12.S6.5

identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, Recreation departments, PAL).9-12.S6.6

analyze a variety of resources to select physical activity information that is reliable and valid.9-12.S6.7

identify and analyze how positive and negative emotions can impact physical activity levels, and describe ways to overcome emotional barriers to physical activity.9-12.S6.8