|
|
|
|
|
|
|
|
|
|
|
|
 NJ-
New Jersey Core Curriculum Content Standards
|
|
|
• Subject
: Comprehensive
Health and Physical Education (2004)
|
|
|
• Standard
2.6: (FITNESS)
ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED
FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A
HEALTHY, ACTIVE LIFESTYLE.
|
|
|
• Range/Grade
Level 0: Building
upon knowledge and skills gained in preceding grades, by the
end of Grade 8, students will:
|
|
|
• Strand
A: Fitness
and Physical Activity
|
|
|
 Cumulative
Progress Indicator 1 : Summarize
the potential short- and long-term physical, social, and
emotional benefits of regular physical activity.
|
|
|
|
|
Cumulative
Progress Indicator 2: Differentiate
how body systems adapt to acute exercise vs. regular
exercise over a period of time.
|
|
|
|
|
Cumulative
Progress Indicator 3: Predict
how factors such as health status, interests,
environmental conditions, and available time impact
personal fitness.
|
|
|
|
|
Cumulative
Progress Indicator 4 : Analyze
the positive and negative impacts of technological
advances on exercise, health, and fitness.
|
|
|
|
|
Cumulative
Progress Indicator 5 : Describe
ways to achieve a healthy body composition through
healthy eating and physical activity.
|
|
|
|
|
Cumulative
Progress Indicator 6 : Distinguish
between facts and fallacies regarding the marketing of
fitness products, services, and information.
|
|
|
|
|
• Strand
B : Training
|
|
|
Cumulative
Progress Indicator 1: Recognize
signs and symptoms that warrant exercise termination and
possible follow- up with a healthcare professional.
|
|
|
|
|
Cumulative
Progress Indicator 2: Apply
training principles to establish a progression of
activity that will improve each component of fitness.
|
|
|
|
|
Cumulative
Progress Indicator 3 : Describe
and demonstrate various training methods, including
isotonic, isometric, interval, and circuit methods.
|
|
|
|
|
Cumulative
Progress Indicator 4 :
Investigate
the physical, behavioral, legal, and competitive
consequences of the use of anabolic steroids and other
performance enhancing substances.
|
|
|
|
|
• Strand
C : Achieving
and Assessing Fitness
|
|
|
Cumulative
Progress Indicator 1 : Engage
in a variety of sustained, vigorous physical activities
that enhance each component of fitness.
|
|
|
|
|
Cumulative
Progress Indicator 2: Perform
at the intensity level needed to enhance cardiovascular
fitness, as determined by target heart rate, perceived
exertion, and recovery heart rate.
|
|
|
|
|
Cumulative
Progress Indicator 3 : Monitor
physiological responses before, during and after exercise
and compare changes.
|
|
|
|
|
Cumulative
Progress Indicator 4 : Use
health data and information from internal and external
sources to develop a personal fitness plan, and use
technology to evaluate the implementation and outcomes of
the plan.
|
|
|
|
|
Cumulative
Progress Indicator 5: Demonstrate
age- and gender-specific progress towards improving each
component of fitness.
|
|
|
|
|
• Range/Grade
Level 0: Building
upon knowledge and skills gained in preceding grades, by the
end of Grade 12, students will:
|
|
|
• Strand
A : Fitness
and Physical Activity
|
|
|
Cumulative
Progress Indicator 1: Predict
the short- and long-term physical, social, and emotional
benefits and potential problems associated with regular
physical activity.
|
|
|
|
|
Cumulative
Progress Indicator 2: Summarize
the causes, influences, and responses of body systems
during exercise.
|
|
|
|
|
Cumulative
Progress Indicator 3: Describe
how preventive healthcare, physiological monitoring,
hydration, a safe environment, and exercising with a
partner contribute to safe fitness activities.
|
|
|
|
|
Cumulative
Progress Indicator 4: Evaluate
the role of genetics, gender, age, nutrition, activity
level, and exercise type on body composition.
|
|
|
|
|
• Strand
B : Training
|
|
|
Cumulative
Progress Indicator 1 : Develop
and implement a training program to maximize health
benefits and prevent exercise-related injuries and
illnesses.
|
|
|
|
|
Cumulative
Progress Indicator 2 : Apply
training principles to establish a progression of
activity that will improve each component of fitness and
justify the use of each principle.
|
|
|
|
|
Cumulative
Progress Indicator 3 : Compare
and contrast the use of drugs, fitness products, and fads
to achieve fitness.
|
|
|
|
|
• Strand
C : Achieving
and Assessing Fitness
|
|
|
Cumulative
Progress Indicator 2 : Perform
at the intensity level needed to enhance cardiovascular
fitness, monitor physiological responses before, during,
and after exercise, and modify exercise appropriately in
response.
|
|
|
|
|
Cumulative
Progress Indicator 3: Assess
personal level of fitness, design a personal fitness plan
considering current health and fitness status, goals and
interests, skill level, accessibility and costs, and use
technology to implement, monitor, and evaluate the plan.
|
|
|
|
|
Cumulative
Progress Indicator 4 : Demonstrate
age and gender-specific progress towards the achievement
of fitness goals for each component of health-related and
skill-related fitness.
|
|
|
|
|
Cumulative
Progress Indicator 5 : Modify
a fitness plan to accommodate for injury, illness,
pregnancy, aging, and disability.
|
|
|
|
|
Cumulative
Progress Indicator 6 : Discuss
the use of body mass index, body fat percentage, and fat
deposition as measures of fitness.
|
|
|
|
|
Cumulative
Progress Indicator 1 : Engage
in a variety of sustained, vigorous physical activities
to enhance each component of fitness.
|
|
|
