What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

K-12 PE Standards May 2017 Michigan Department of Education

K–12 Standards

Grades 9-12
Other Michigan Physical Education sets
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

1.
Lifetime activites
1. L1.
  Level 1 :Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual performance activities, aquatics, net/wall games, or target games).S1.1.L1
2. L2.
  Level 2: Refines activity-specific movement skills in 1 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games, or target games).S1.1.L2
2.
Dance and rhythms:
1. L1.
  Level 1: Demonstrates competency in dance forms used in cultural and social occasions (e.g. weddings, parties) or demonstrates competency in 1 form of dance (e.g. ballet, modern, hip hop, tap).S1.2.L1
2. L2.
  Level 2: Demonstrates competency in a form of dance by choreographing a dance or by giving a performance.S1.2.L2
3.
Fitness activities
1. L1.
  Level 1: Demonstrates competency in 1 or more specialized skills in health related fitness activitiesS1.3.L1
2. L2.
  Level 2: Demonstrates competency in 2 or more specialized skills in health related fitness activities.S1.3.L2

Standard 2: Applies knowledge of concepts, principals, strategies and tactics related to movement and performance.

1.
Movement concepts, principles and knowledge:
1. L1.
  Level 1: Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net/wall games, target games, aquatics, and/or outdoor pursuits appropriatelyS2.1.L1
2. L2.
  Level 2: Identifies and discusses the historical and cultural roles of games, sports, and dance in a society.S2.1.L2
2.
Movement concepts, principles and knowledge:
1. L1.
  Level 1: Uses movement concepts and principles (e.g. force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.S2.2.L1
2. L2.
  Level 2: Describes the speed/accuracy trade-off in throwing and striking skills.S2.2.L2
3.
Movement concepts, principles and knowledge:
1. L1.
  Level 1: Creates a practice plan to improve performance for a self-selected skillS2.3.L1
2. L2.
  Level 2: Identifies the stages of learning a motor skill.S2.3.L2
4.
Movement concepts, principles and knowledge:
1. L1.
  Level 1: Identifies examples of social and technical dance forms. S2.4.L1
2. L2.
  Level 2: Compares similarities and difference in various dance forms. (S2.4.L2S2.4.L2

Standard 3: Demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

1.
Physical activity knowledge:
1. L1.
  Level 1:Discusses the benefits of a physical activity active lifestyle as it relates to college or career productivity. S3.1.L1
2. L2.
  Level 2: Investigates the relationships among physical activity, nutrition, and body composition. S3.1.L2
2.
Physical activity knowledge:
1. L1.
  Level 1: Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.S3.2.L1
2. L2.
  Level 2: Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.S3.2.L2
3.
Physical activity knowledge:
1. L1.
  Level 1: Identifies issues associated with exercising in heat, humidity, and cold.S3.3.L1
2. L2.
  Level 2: Applies rates of perceived exertion and pacing.S3.3.L2
4.
Physical activity knowledge:
1. L1.
  Level 1: Evaluates – according to their benefits, social support network, and participation requirements – activities that can be pursued in the local environment. S3.4.L1S3.4.L1
2. L2.
  Level 2: If the outcome was not achieved in Level 1, it should be a focus in Level 2. S3.4.L2
5.
Physical activity knowledge:
1. L1 .
  Level 1: Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle. S3.5.L1 S3.5.L1
2. L2.
  Level 2: Analyzes the impact of life choices, economics, motivation, and accessibility on exercise adherence and participation in physical activity in college or career settings. S3.5.L2S3.5.L2
6.
Engages in physical activity:
1. L1.
  Level 1: Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.S3.6.L1S3.6.L1
2. L2.
  Level 2: Creates a plan, trains for, and participates in a community event with a focus on physical activity (e.g. 5K, triathlon, tournament, dance performance, cycling event). S3.6.L2S3.6.L2
7.
Fitness knowledge:
1. L1.
  Level 1: Demonstrates appropriate technique in resistance-training machines and free-weights. S3.7.L1S3.7.L1
2. L2.
  Level 2: Designs and implements a strength and conditioning program that develops balance in opposing muscle groups (agonist-antagonist) and supports a healthy, active lifestyle. S3.7.L2S3.7.L2
8.
Fitness knowledge:
1. L1.
  Level 1: Relates physiological responses to individual levels of fitness and nutritional balance. S3.8.L1S3.8.L1
2. L2.
  Level 2: Identifies the different energy systems used in a selected physical activity (e.g. adenosine triphosphate and phosphocreatine, anaerobic glycolysis, aerobic). S3.8.L2S3.8.L2
9.
Fitness knowledge:
1. L1.
  Level 1: Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, proprioceptive neuromuscular facilitation (PNF), dynamic) for personal fitness development (e.g. strength, endurance, range of motion). S3.9.L1S3.9.L1
2. L1.
  Level 2: Identifies the structure of skeletal muscle and fiber types as they relate to muscle development. S3.9.L1S3.9.L1
10.
Fitness knowledge:
1. L1.
  Level 1: Calculates target heart rate and applies that information to personal fitness plan. S3.10.L1S3.10.L1
2. L2.
  Level 2: Adjusts pacing to keep heart rate in the target zone, using available technology (e.g. pedometer, heart rate monitor), to self-monitor aerobic intensity. S3.10.L2 S3.10.L2
11.
Assessment and program planning:
1. L1.
  Level 1: Creates and implements a behavior-modification plan that enhances a healthy, active lifestyle in college or career settings. S3.11.L1S3.11.L1
2. L2.
  Level 2: Develops and maintains a fitness portfolio (e.g. assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement). S3.11.L2S3.11.L2
12.
Assessment and program planning:
1. L1 .
  Level 1: Designs a fitness program, including all components of health-related fitness, for a college student and an employee in the learner’s chosen field of work. S3.12.L1
2. L2.
  Level 2: Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals. S3.12.L2S3.12.L2
13.
Nutrition:
1. L1.
  Level 1: Designs and implements a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle. S3.13.L1S3.13.L1
2. L2.
  Level 2: Creates a snack plan for before, during, and after exercise that addresses nutrition needs for each phase. S3.13.L2S3.13.L2
14.
Stress Management:
1. L1.
  Level 1: Identifies stress-management strategies (e.g. mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation) to reduce stress. S3.14.L1S3.14.L1
2. L2.
  Level 2: Applies stress-management strategies (e.g. mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation) to reduce stress. S3.14.L2S3.14.L2

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

1.
Personal responsibility:
1. L1.
  Level 1: Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed. S4.1.L1S4.1.L1
2. L2.
  Level 2: Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media. S4.1.L2S4.1.L2
2.
Rules and etiquette:
1. L1.
  Level 1: Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance. S4.2.L1 S4.2.L1
2. L2.
  Level 2: Examines moral and ethical conduct in specific competitive situations (e.g. intentional fouls, performance-enhancing substances, gambling, current events in sport). S4.2.L2S4.2.L2
3.
Working with others:
1. L1.
  Level 1: Uses communication skills and strategies that promote team or group dynamics. S4.3.L1S4.3.L1
2. L2.
  Level 2: Assumes a leadership role (e.g. task or group leader, referee, coach) in a physical activity setting. S4.3.L2S4.3.L2
4.
Working with others:
1. L1.
  Level 1: Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups. S4.4.L1S4.4.L1
2. L2.
  Level 2: Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects. S4.4.L2 S4.4.L2
5.
Safety:
1. L1.
  Level 1: Applies best practices for participating safely in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection). S4.5.L1
2. L2.
  Level 2: If the outcome was not achieved in Level 1, it should be a focus in Level 2. S4.5.L2S4.5.L2

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

1.
Health:
1. L1.
  Level 1: Analyzes the health benefits of a self-selected physical activity. S5.1.L1S5.1.L1
2. L2.
  Level 2: If the outcome was not achieved in Level 1, it should be a focus in Level 2. S5.1.L2S5.1.L2
2.
Challenge:
1. Challenge is a focus in Level 2
2. L2 .
  Level 2: Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity. S5.2.L2
3.
Self-expression and enjoyment:
1. L1.
  Level 1: Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment. S5.3.L1S5.3.L1
2. L2.
  Level 2: Identifies the uniqueness of creative dance as a means of self expression. S5.3.L2
4.
Social Interaction:
1. L1.
  Level 1: Identifies the opportunity for social support in a self-selected physical activity or dance. S5.4.L1S5.4.L1
2. L2.
  Level 2: Evaluates the opportunity for social interaction and social support in a self-selected physical activity or dance.S5.4.L2S5.4.L2

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: K-12 PE Standards May 2017 Michigan Department of Education

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