High School Health Alaska Standards

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

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

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

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

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

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.

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

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).

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

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

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

Compare and identify fitness value of specific movement forms.

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

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

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).

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

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

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

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.

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

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

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

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

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

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

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

Exhibit sportsmanship/etiquette in all physical activity settings.

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

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

Acquire new skills while continuing to refine existing ones.

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).

Seek personally challenging experiences in physical activity opportunities.

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

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

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;