High School Health Alaska Standards

Analyze selected physical activity experiences for social, emotional, and health benefits.

Recognize physical activity as a positive opportunity for social and group interaction.

Recognize physical activity as a positive opportunity for social and group interaction.

Seek personally challenging experiences in physical activity opportunities.

Enjoy the challenge of working hard and the satisfaction of improving skills.

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

Exhibit sportsmanship/etiquette in all 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).

Demonstrate an understanding of responsible personal and social behaviors in physical activity settings.

Demonstrate leadership by holding self and others responsible for following safe practices, rules, procedures, and etiquette in all physical activity settings.

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

Design, implement, monitor, and adjust a personal fitness program to meet personal needs and goals for a lifetime.

Compare and identify fitness value of specific movement forms.

Assess physical fitness status in terms of health-related fitness (cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition).

Meet the age and gender-specific health-related fitness standards using a nationally recognized assessment tool (e.g., Fitnessgram, President's Challenge, APEAS II – Adaptive Physical Education Assessment).

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

Develop evidence-based personal activity plans that include self-selected physical activities and sports.

Identify local, state, national, and international fitness and recreational resources(e.g., trails, wilderness areas, rivers, lakes, National Center on Physical Activity and Disability - NCPAD).

Maintain an outside-of-class physical activity journal based upon units of study.

Use current technology (e.g., heart rate monitors, tri-FIT, Dartfish, Wii Fitness)to monitor physical activity to meet personal goals.

Participate regularly in physical activity.

Explain to others the importance of strategies and safety procedures for success while participating in physical activity (e.g., weightlifting, wearing a helmet while snowboarding).

Apply knowledge of major muscle groups to improve performance and/or create training plans.

Recognize various levels of performance (novice, competent and proficient).

Identify basic biomechanical principles as they pertain to movements within a physical activity.

Acquire new skills while continuing to refine existing ones.

Use a variety of complex movement patterns, independently and routinely, to improve skills.

Utilize basic skills, tactics, and strategies while participating in a variety of lifetime activities; and advanced skills, tactics, strategies while participating in at least two lifetime activities.

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

Demonstrate competent skills while participating in adventure/outdoor activities (e.g., Alaskan cultural physical activities, hunting, fishing, skiing, biking, hiking, wilderness survival, camping).

Demonstrate competent skills while participating in rhythmic activities (e.g., Native, folk, social dances).

Demonstrate competent skills while participating in non-competitive individual activities (e.g., walking, yoga, aquatic water safety, Native Youth Olympics games).

Demonstrate competent skills while participating in individual and dual activities (e.g., golf, tennis, bowling).

Demonstrate competent skills while participating in modified team activities (e.g., soccer, lacrosse, hockey).

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

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

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

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

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

take responsible actions to create safe and healthy environments;

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

A student who meets the content standard should:

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

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

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

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

evaluate how similarities and differences among individuals contribute to relationships;

communicate effectively within relationships;

resolve conflicts responsibly;

A student who meets the content standard should:

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

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

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

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

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

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

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

A student who meets the content standard should:

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

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

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

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

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

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

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

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

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

A student who meets the content standard should:

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