1. (1) The physical education standards for ninth through twelfth grades are that each student will be able to:

   1. (a) demonstrate competency in a variety of motor skills and movement patterns by:

      1. (i) refining activity-specific movement skills in one or more lifetime activities;
      2. (ii) exhibiting competency in two or more specialized skills in health-related fitness activities; and
      3. (iii) choreographing or participating in a form of dance.

   2. (b) apply knowledge of concepts, principles, strategies, and tactics related to movement and performance by:

      1. (i) identifying and discussing the historical and cultural roles of games, sports, and dance, including those of traditional and contemporary American Indian cultures;
      2. (ii) comparing similarities and differences in various dance forms, including those of traditional and contemporary American Indian cultures and practices;
      3. (iii) using spatial concepts of locomotor and nonlocomotor movements in outdoor pursuits; and
      4. (iv) identifying the stages of learning a motor skill.

   3. (c) demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness by:

      1. (i) creating a healthy snack plan for before, during, and after exercise that addresses nutrition needs for each phase;
      2. (ii) investigating the relationships among physical activity, nutrition, and body composition;
      3. (iii) analyzing and applying technology and social media as tools to support a healthy, active lifestyle;
      4. (iv) analyzing the impact of life choices, economics, motivation, and accessibility on maintaining physical activity in college or career settings;
      5. (v) creating a plan, training for and participating in a community event with a focus on physical activity, including those of American Indian cultural traditions;
      6. (vi) designing and implementing a strength and conditioning program;
      7. (vii) evaluating the importance of stretching and flexibility in lifetime activities;
      8. (viii) identifying the structure of skeletal muscle and fiber types as they relate to muscle development; and
      9. (ix) identifying the different energy systems used in physical activities.

   4. (d) exhibit responsible personal and social behavior that respects self and others by:

      1. (i) accepting differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media;
      2. (ii) advocating for responsible behavior of self and others in a variety of physical activities;
      3. (iii) analyzing the benefits of a variety of feedback techniques;
      4. (iv) examining moral and ethical conduct in specific competitive situations;
      5. (v) assuming a leadership role in a physical activity setting such as coach, referee, or group leader;
      6. (vi) advocating for acceptance of others' ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects; and
      7. (vii) applying best practices for participating safely in physical activity, exercise, and dance.

   5. (e) recognize the value of physical activity for health, enjoyment, self-expression, and or social interaction by:

      1. (i) analyzing the health benefits of a self-selected physical activity;
      2. (ii) choosing an appropriate level of challenge to experience success while participating in a self-selected physical activity; and
      3. (iii) evaluating social interactions and supports in a variety of physical activities.

Authorizing statute(s): Mont. Const. Art. X, sec. 9, 20-2-114, MCA

Implementing statute(s): Mont. Const. Art. X, sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA

History: NEW, 2016 MAR p. 1389, Eff. 7/1/17.