6.29.9.10

CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR PHYSICAL EDUCATION, Grades 9-12:

1. A. Content standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Students will: grades 9-12 benchmark: demonstrate proficiency in at least one activity from three of the six following categories of activities: aquatics, dance, outdoor pursuits, individual activities/sports and team activities/sports; grades 9-12 performance standards:

   (1) identify the critical elements contained in the preparatory, action and follow-through phases of movement;

   (2) analyze the critical elements contained in the preparatory, action and follow-through phases of movement;

   (3) evaluate skill based on self, peer and teacher feedback while utilizing sound principles of biomechanics;

   (4) modify and transition future skill performances based on self, peer and teacher feedback while utilizing sound principles of biomechanics to guide skill improvement.

2. B. Content standard 2: Applies movement concepts and principles to the learning and development of motor skills. Students will: grades 9-12 benchmark: apply scientific principles to learn and improve skills; grades 9-12 performance standards:

   (1) explain and demonstrate motor learning cues to help regulate their physical performance;

   (2) explain the principles of exercise science and demonstrate the understanding of physiological changes that occur to the body due to the efficiency of movement, training and the aging process;

   (3) apply biomechanical concepts while identifying basic biomechanical principles of movement (i.e., leverage, torque, transfer of energy and angular velocity, mass and momentum, net joint torque, etc.);

   (4) identify and utilize biomechanical, motor development, exercise physiology and motor learning concepts to learn and improve skills.

3. C. Content standard 3: Exhibits knowledge and ability to participate in a physically active lifestyle. Students will:

   (1) grades 9-12 benchmark 1: participate in physical activities which contribute to the attainment of personal goals and the maintenance of wellness; grades 9-12 performance standards:

   (a) identify realistic personal fitness goals based on a pre-assessment;

   (b) maintain a personal fitness program by using exercise strategies (i.e., goal statements, graphs, charts, software, log books, etc.);

   (2) grades 9-12 benchmark 2: monitor exercise, eating and other behaviors related to a healthy lifestyle; grades 9-12 performance standard: demonstrate an understanding of chronic sedentary diseases and at-risk behaviors (i.e., smoking, alcohol consumption, drug use, etc.) as they pertain to health-related fitness (i.e., track, identify and draw conclusions about personal nutrition and physical activity and how it relates to one’s personal health, etc.);

   (3) grades 9-12 benchmark 3: understand how activity participation patterns are likely to change throughout life and identify strategies to deal with those changes; grades 9-12 performance standards:

   (a) identify and explain the physiological challenges and metabolic changes that occur to the human body across the lifespan;

   (b) create a physical activity and nutrition plan for the different stages of life based on personal health history, areas of interest and desired individual outcomes;

   (4) grades 9-12 benchmark 4: use scientific knowledge to analyze personal characteristics that relate to participation in physical activities; grades 9-12 performance standards:

   (a) use technology and scientific methods to collect data in order to analyze personal physical activity patterns (i.e., pedometers, heart rate monitors, activity-gram, etc.);

   (b) analyze different physical activities to determine a well-balanced health-related fitness program to help enhance overall fitness (i.e., cardiovascular, muscular endurance, muscular strength, flexibility activities, etc.).

4. D. Content standard 4: Achieves and maintains a health-enhancing level of physical fitness. Students will:

   (1) grades 9-12 benchmark 1: recognize the importance of participation in physical activity on a regular basis; grades 9-12 performance standard: maintain a personal fitness program by using exercise strategies (i.e., goal statements, graphs, charts, software, log books, etc.);

   (2) grades 9-12 benchmark 2: demonstrate independence in assessing, achieving and maintaining personal health-related fitness goals; grades 9-12 performance standard: demonstrate the ability and knowledge to self-assess health-related fitness levels (i.e., resting heart rate, recovery heart rate, target heart rate, heart rate zone, muscular strength, endurance, flexibility, body composition, etc.) based upon health-related fitness criteria (i.e., develop strategies for achieving and maintaining a personal fitness program);

   (3) grades 9-12 benchmark 3: design personal fitness programs that encompass all health-related physical fitness components; grades 9-12 performance standards:

   (a) provide rationale for the use of scientific concepts in the development of one’s fitness program;

   (b) provide rationale for the principles of frequency, intensity, time and type;

   (c) demonstrate a knowledge base on training principles (i.e., progression, overload, specificity, etc.);

   (d) create a scientifically-based personal fitness program that encompasses cardiovascular, muscular strength, muscular endurance, flexibility and body composition principles in the fitness plan.

5. E. Content standard 5: Demonstrates responsible personal and social behavior in physical activity settings. Students will:

   (1) grades 9-12 benchmark 1: identify and evaluate risks and safety factors that may affect physical activity choices throughout the life cycle; grades 9-12 performance standards:

   (a) adhere to the general classroom and specific activity rules as well as assisting with the care of the equipment and facilities;

   (b) apply appropriate etiquette in all activities;

   (2) grades 9-12 benchmark 2: initiate independent and responsible personal behavior in physical activity settings; grades 9-12 performance standard: follow general classroom and specific activity rules to insure physical and emotional safety;

   (3) grades 9-12 benchmark 3: recognize the influence of peer pressure and exhibit appropriate strategies for conflict resolution; grades 9-12 performance standards:

   (a) demonstrate the ability to make responsible decisions regardless of peer pressure;

   (b) accept consequences of personal choices;

   (c) openly discuss conflicts with the teacher and others involved while using conflict resolution skills;

   (4) grades 9-12 benchmark 4: accept leadership responsibility and a willingness to follow, as appropriate, in order to accomplish group goals; grades 9-12 performance standard: distinguish between group member roles (e.g. leader, follower, etc.) and act accordingly to accomplish group goals.

6. F. Content standard 6: Demonstrates understanding and respect for differences among people in physical activity settings. Students will:

   (1) grades 9-12 benchmark 1: identify the effects of age, gender, race, ethnicity, socioeconomic standing and culture upon physical activity choices and participation; grades 9-12 performance standards:

   (a) discuss why social differences and other aspects keep young adults from participating in an active lifestyle;

   (b) acknowledge the attributes that individuals with differences bring to a group;

   (2) grades 9-12 benchmark 2: develop strategies for including persons of diverse backgrounds and abilities in physical activity; grades 9-12 performance standards:

   (a) recognize the importance of working cooperatively with persons of diverse backgrounds and abilities during any activity;

   (b) display a sensitive attitude and a willingness to participate with others in physical activities;

   (3) grades 9-12 benchmark 3: evaluate how the media, particularly advertising, influence the perception of the ideal body types; grades 9-12 performance standards:

   (a) recognize that media messages are trying to sell products;

   (b) know that billboards, magazines and television will show idealistic body types;

   (c) critically analyze advertising messages; create print ads endorsing healthy lifestyles.

7. G. Content standards 7: Understands that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. Students will:

   (1) grades 9-12 benchmark 1: Maintain and improve physical fitness, motor skills and knowledge about physical activity; grades 9-12 performance standards:

   (a) select activities that are enjoyable and promote fitness;

   (b) identify activities that best fit their individual needs;

   (c) choose activities outside of school that provide challenges and social interaction;

   (d) recognize intrinsic value of physical activity;

   (2) grades 9-12 benchmark 2: evaluate the importance of physical activity and healthy nutrition as part of one’s lifestyle; grades 9-12 performance standards:

   (a) identify key reasons to develop and maintain physical activity and healthy eating habits;

   (b) recognize the connections with lifestyle choices regarding activity and nutrition and the impact on health;

   (3) grades 9-12 benchmark 3: analyze time, cost and accessibility factors related to regular participation in physical activities; grades 9-12 performance standards:

   (a) identify barriers and enablers to regular physical activity specific to his or her situation;

   (b) create a time management plan to facilitate regular physical activity participation;

   (4) grades 9-12 benchmark 4: recognize the feelings that result from physical activity participation; grades 9-12 performance standards:

   (a) reflect on reasons for choosing to participate in selected physical activity;

   (b) create self rewards for achieving personal fitness goals;

   (c) experience the feeling of satisfaction about personal fitness accomplishments;

   (d) evaluate the physical, social and psychological benefits of a healthy and active lifestyle.

   HISTORY OF 6.29.9 NMAC:

   Pre-NMAC HISTORY: The material in this part is derived from that previously filed with the State Records Center:

   SDE 74-17, (Certificate No. 74-17), Minimum Educational Standards for New Mexico Schools, filed April 16, 1975.

   SDE 76-9, (Certificate No. 76-9), Minimum Education Standards for New Mexico Schools, filed July 7, 1976.

   SDE 78-9, Minimum Education Standards for New Mexico Schools, filed August 17, 1978.

   SBE 80-4, Educational Standards for New Mexico Schools, filed September 10, 1980.

   SBE 81-4, Educational Standards for New Mexico Schools, filed July 27, 1981.

   SBE 82-4, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed November 16, 1982.

   SBE Regulation No. 83-1, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed June 24, 1983.

   SBE Regulation 84-7, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed August 27, 1984.

   SBE Regulation 85-4, Educational Standards for New Mexico Schools, Basic, Special Education, and Vocational

   Programs, filed October 21, 1985.

   SBE Regulation No. 86-7, Educational Standards for New Mexico Schools, filed September 2, 1986.

   SBE Regulation No. 87-8, Educational Standards for New Mexico Schools, filed February 2, 1988.

   SBE Regulation No. 88-9, Educational Standards for New Mexico Schools, filed October 28, 1988.

   SBE Regulation No. 89-8, Educational Standards for New Mexico Schools, filed November 22, 1989.

   SBE Regulation No. 90-2, Educational Standards for New Mexico Schools, filed September 7, 1990.

   SBE Regulation No. 92-1, Standards for Excellence, filed January 3, 1992.

   History of Repealed Material:

   6.30.2 NMAC, Standards for Excellence, filed November 2, 2000 - Repealed effective June 30, 2009.

   NMAC History:

   6 NMAC 3.2, Standards for Excellence, filed October 17, 1996.

   6.30.2 NMAC, Standards for Excellence, November 2, 2000, replaced by 6.29.1 NMAC, General Provisions; 6.29.2 NMAC, Arts Education; 6.29.3 NMAC, Career and Technical Education; 6.29.4 NMAC, English Language Arts; 6.29.5 NMAC, English Language Development; 6.29.6 NMAC, Health Education; 6.29.7 NMAC, Mathematics; 6.29.8 NMAC, Modern, Classical and Native Languages; 6.29.9 NMAC, Physical Education; 6.29.10 NMAC, Science; 6.29.11 NMAC, Social Studies; effective June 30, 2009.

[6.29.9.10 NMAC - Rp, 6.30.2.20 NMAC, 6-30-2009]