Grade 6 Health Alaska Standards

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities.

Identify major muscle groups utilized in a variety of movements.

Monitor heart rate before, during, and after various intensity levels of physical activity.

Demonstrate appropriate behavior in physical activity settings.

Accommodate individual differences. (e.g., ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins).

Use offensive and defensive strategies while participating in modified team, individual and dual sports.

Identify several reasons why participation in physical activities is enjoyable and desirable.

Demonstrate competent skills for participation in non-competitive individual activities (e.g., weight training/resistance training, swimming, exercise).

Identify critical elements of skill for selected movement forms.

Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Implement strategies and safety procedures for success while participating in physical activity (e.g., use a spotter when lifting weights, shift gears one at a time while climbing a hill on a bicycle).

Exhibit personal and social behavior that respects self and others in physical activity settings.

Recognize and understand the significance of physical activity in the maintenance of a healthy lifestyle.

Demonstrate competent skills for participation in modified team activities (e.g., basketball, volleyball, softball, ultimate Frisbee).

Demonstrate competency for participation in adventure/outdoor activities (e.g., orienteering, snowshoeing, skating).

Demonstrate personal fitness by participating in activities to improve specific fitness components (cardiovascular fitness, muscular strength, muscular endurance, body composition, and flexibility).

Reflect on reasons for choosing to participate in selected physical activities (e.g., health, challenge, self-expression, social interaction, personal goal).

Demonstrate self-control and sportsmanship/etiquette during games and activities (e.g., accepting controversial decisions).

Improve and achieve age appropriate fitness standards defined in a selected program (e.g., Fitnessgram, Brockport, President's Fitness Test).

Detect and correct errors in personal performance in a variety of activities.

Compare the fitness benefits of a variety of activities.

Explain at least two game tactics involved in playing team, dual, and individual activities.

Set SMART goals, (specific, measurable, attainable, realistic, time sensitive) for participation in activities of own choosing.

Enjoy working alone or with others in a sport or physical activity to achieve a goal.

Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness.

Identify local, state, national, and international fitness and recreational organizations (e.g., YMCA, United States Cycling Federation, Special Olympics Alaska, Challenge Alaska, and Alpine Alternatives, CITC, BOYS AND GIRLS CLUBS).

Formulate meaningful personal fitness SMART goals based on the results of fitness testing.

Apply movement concepts to the learning and performance of physical activities.

Use current technology (e.g., pedometers, Wii Fitness, Dance-Dance-Revolution) to monitor physical activity to meet personal goals.

Demonstrate competency for participation in rhythmic activities (e.g., social, folk, Native dances).

Explore Alaskan cultural physical activities (e.g., Native Youth Olympics games and dances).

Participate regularly in physical activity.

Design a game that incorporates skills and tactics that can be played by all students.

Demonstrate competent skills for participation in individual and dual activities (golf, Frisbee, bowling, racquet/paddle sports, Native Youth Olympics games)

Maintain a physical activity log for a designated period of time (e.g., weight training charts, steps during the day, time engaged in physical activity).

Demonstrate concern for safety of self and others during games and activities.

communicate effectively within relationships;

understand how personal relationships, including those with family, friends, and co-workers, impact personal well-being.

develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures;

understand and identify the causes, preventions, and treatments for diseases, disorders, injuries, and addictions;

recognize patterns of abuse directed at self or others and understand how to break these patterns;

identify and evaluate the roles and influences of public and private organizations that contribute to the well-being of communities;

A student who meets the content standard should:

make responsible decisions as a member of a family or community;

understand how attitude and behavior affect the well-being of self and others; and

take responsible actions to create safe and healthy environments;

assess the effects of culture, heritage, and traditions on well-being.

A student who meets the content standard should:

demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences;

A student should be able to acquire a core knowledge related to well-being.

evaluate how similarities and differences among individuals contribute to relationships;

assess the effects of culture, heritage, and traditions on personal well-being;

understand the ongoing life changes throughout the life span and healthful responses to these changes.

describe how public policy affects the well-being of families and communities;

understand the physical and behavioral characteristics of human sexual development and maturity; and

evaluate what is viewed, read, and heard for its effect on personal well-being; and

A student who meets the content standard should:

understand how the human body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and environmental conditions;

A student should be able to contribute to the well-being of families and communities.

A student should be able to demonstrate responsibility for the student's well-being.

use knowledge and skills related to physical fitness, consumer health, independent living, and career choices to contribute to well-being;

A student should understand how well-being is affected by relationships with others.

resolve conflicts responsibly;

use various methods of communication to promote community well-being.

understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;

demonstrate a variety of communication skills that contribute to well-being;

A student who meets the content standard should:

describe how volunteer service at all ages can enhance community well-being; and

use knowledge and skills to promote the well-being of the family;

understand how respect for the rights of self and others contributes to relationships;