Okla. Admin. Code § 210:15-3-167

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-167 - Standard Three: Knowledge and Skills to Achieve and Maintain a Health-Enhancing Level of Physical Activity and Fitness

(a)Statement of the standard. Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

(b)Standard Three objectives for Grades PreK-K. The following objectives apply for students in Pre-Kindergarten and Kindergarten:

(1)Physical Activity Knowledge. Identifies active-play opportunities outside physical education class (e.g., before and after school, at home, at the park, with friends, with family).

(2)Engages in Physical Activity. Actively participates in physical education class. Engaged in MVPA 50% of class time.

(3)Fitness Knowledge.

(A)Objective 1. Recognizes that when you move fast, your heart beats faster and you breathe faster.

(B)Objective 2. Developmentally appropriate/emerging outcomes first appear in grade one.

(4)Assessment and Program Planning.

(A)Objective 1. Developmentally appropriate/emerging outcomes first appear in grade three.

(B)Objective 2. Recognizes that food provides energy for physical activity.

(c)Standard Three objectives for Grade 1. The following objectives apply for students in Grade 1:

(1)Physical Activity Knowledge. Discusses the benefits of being active and exercising and/or playing.

(2)Engages in Physical Activity. Actively engages in physical education class. Engaged in MVPA 50% of class time.

(3)Fitness Knowledge.

(A)Objective 1. Identifies the heart as a muscle that grows stronger with exercise, play, and physical activity.

(B)Objective 2. Emerging understanding of warm up and cool down relative to physical activity.

(4)Assessment and Program Planning.

(A)Objective 1. Developmentally appropriate/emerging outcomes first appear in grade three.

(B)Objective 2. Differentiates between healthy and unhealthy foods and drinks.

(d)Standard Three objectives for Grade 2. The following objectives apply for students in Grade 2:

(1)Physical Activity Knowledge. Describes large motor and/or manipulative physical activities for participation outside physical education class.

(2)Engages in Physical Activity. Actively engages in physical education class in response to instruction and practice. Engaged in MVPA 50% of class time.

(3)Fitness Knowledge.

(A)Objective 1. Identifies physical activities that contribute to fitness.

(B)Objective 2. Differentiates between warm up and cool down.

(4)Assessment and Program Planning.

(A)Objective 1. Developmentally appropriate/emerging outcomes first appear in grade three.

(B)Objective 2. Recognizes the importance of the balance between nutrition and physical activity.

(e)Standard Three objectives for Grade 3. The following objectives apply for students in Grade 3:

(1)Physical Activity Knowledge. Tracks participation in physical activities outside physical education class. Identifies physical activity benefits as a way to become healthier.

(2)Engages in Physical Activity. Actively engages in the activities of physical education class without teacher prompting. Engaged in MVPA 50% of class time.

(3)Fitness Knowledge.

(A)Objective 1. Discusses the components of health-related fitness and skill-related fitness. Provides examples of physical activity to enhance fitness.

(B)Objective 2. Recognizes the importance of warm-up and cool-down relative to vigorous physical activity.

(4)Assessment and Program Planning.

(A)Objective 1. Demonstrates, with teacher direction, the health-related fitness components.

(B)Objective 2. Identifies foods that are beneficial for pre and post physical activity.

(f)Standard Three objectives for Grade 4. The following objectives apply for students in Grade 4:

(1)Physical Activity Knowledge. Analyzes opportunities for participating in physical activity outside physical education class.

(2)Engages in Physical Activity. Actively engages in the activities of physical education class, both teacher- directed and independent. Engaged in MVPA 50% of class time.

(3)Fitness Knowledge.

(A)Objective 1. Identifies the components of health-related fitness and skill-related fitness.

(B)Objective 2. Demonstrates warm-up and cool-down relative to the cardiorespiratory fitness assessment.

(4)Assessment and Program Planning.

(A)Objective 1. Completes fitness assessments (pre and post). Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.

(B)Objective 2. Discusses the importance of hydration and hydration choices relative to physical activities.

(g)Standard Three objectives for Grade 5. The following objectives apply for students in Grade 5:

(1)Physical Activity Knowledge. Tracks and analyzes physical activity outside physical education class for fitness benefits of activities.

(2)Engages in Physical Activity. Actively engages in all the activities of physical education. Engaged in MVPA 50% of class time.

(3)Fitness Knowledge.

(A)Objective 1. Differentiates between health- related fitness and skill-related fitness.

(B)Objective 2. Identifies the need for warm-up and cool-down relative to various physical activities. Identify and apply the FITT to a fitness plan.

(4)Assessment and Program Planning.

(A)Objective 1. Analyzes results of fitness assessments (pre and post) and compares results with fitness components. Designs a fitness plan utilizing the FITT principle.

(B)Objective 2. Analyzes the impact of food choices relative to physical activity, youth sports, and personal health.

(h)Standard Three objectives for Grade 6. The following objectives apply for students in Grade 6:

(1)Physical Activity Knowledge. Describes how being physically active leads to a healthy body.

(2)Engages in Physical Activity.

(A)Objective 1. Participates in self-selected physical activity once a week outside of physical education class.

(B)Objective 2. Participates in a variety of moderate and vigorous aerobic fitness activities (e.g., Speed Walking, HITT, Drum Fit, Spinning/Cycling, and Kickboxing)).

(C)Objective 3. Participates in a variety of aerobic fitness activities with or without technology (e.g., heart rate monitors, pedometers, fitness apps).

(D)Objective 4. Participates in a variety of lifetime team sports, recreational outdoor pursuits, or dance activities.

(3)Fitness Knowledge.

(A)Objective 1. Differentiates between moderate to vigorous physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day.

(B)Objective 2. Identifies the components of skill-related fitness.

(C)Objective 3. Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level.

(D)Objective 4. Demonstrates correct techniques and methods of stretching.

(E)Objective 5. Differentiates between each of the health-related fitness components.

(F)Objective 6. Identifies each of the components of the FITT principle (frequency, intensity, time, and type) for different types of physical activity (aerobic, muscular fitness, and flexibility).

(G)Objective 7. Describes the role of warm-ups and cool-downs before and after physical activity.

(H)Objective 8. Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale.

(I)Objective 9. Identifies major muscles used in selected physical activities.

(4)Assessment and Program Planning.

(A)Objective 1. Designs and implements a program of remediation for any areas of weakness based on the results of health-related fitness assessment.

(B)Objective 2. Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log.

(C)Objective 3. Develops a two-week meal plan using the basic food groups and details appropriate serving size and portions for students' own age and physical activity levels.

(5)Stress Management. Identifies positive and negative results of stress and appropriate ways of dealing with each.

(i)Standard Three objectives for Grade 7. The following objectives apply for students in Grade 7:

(1)Physical Activity Knowledge. Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.

(2)Engages in Physical Activity.

(A)Objective 1. Participates in physical activity twice a week outside of physical education class.

(B)Objective 2. Participates in a variety of strength and endurance fitness activities (e.g., Pilates, resistance training, body weight training, and light free-weight training).

(C)Objective 3. Participates in a variety of strength- and endurance- fitness activities, with or without technology (e.g., weight or resistance training).

(D)Objective 4. Participates in a variety of lifetime individual or dual sports (e.g., martial arts, or aquatic activities).

(3)Fitness Knowledge.

(A)Objective 1. Participates in moderate to vigorous muscle- and bone-strengthening physical activity at least three times a week.

(B)Objective 2. Distinguishes between health-related and skill-related fitness.

(C)Objective 3. Adjusts physical activity based on quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level.

(D)Objective 4. Describes and demonstrates the difference between dynamic and static stretches.

(E)Objective 5. Compares and contrasts health plans that utilize each of the health-related fitness components.

(F)Objective 6. Describes the FITT principle for different types of physical activity, the training principles on which the formula is based, and how it affects fitness.

(G)Objective 7. Designs a warm-up and cool-down regimen for a self-selected physical activity.

(H)Objective 8. Explains how the) RPE Scale can be used to determine the perception of the work effort or intensity of exercise.

(I)Objective 9. Describes how muscles pull on bones to create movement in pairs by relaxing and contracting.

(4)Assessment and Program Planning.

(A)Objective 1. Designs and implements a program of remediation for two areas of weakness based on the results of health-related fitness assessment.

(B)Objective 2. Maintains a physical activity and nutrition log for at least two weeks and reflects on activity levels and nutrition as documented in the log.

(C)Objective 3. Develops strategies for balancing healthy food, snacks, and water intake along with daily physical activity.

(5)Stress Management. Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise.

(j)Standard Three objectives for Grade 8. The following objectives apply for students in Grade 8:

(1)Physical Activity Knowledge. Identifies the five components of health-related fitness and explains the connections between fitness and overall physical and mental health.

(2)Engages in Physical Activity.

(A)Objective 1. Participates in physical activity three times a week outside of physical education class.

(B)Objective 2. Participates in a variety of of self-selected aerobic, strength and endurance fitness activities outside of school (e.g., body weight, resistance training, walking, jogging, biking, skating, dancing, and swimming).

(C)Objective 3. Plans, implements, and participates in cross-training to include aerobic, strength, endurance, and flexibility training with or without technology.

(D)Objective 4. Participates in a self-selected lifetime sport, dance, aquatic, or outdoor activity outside of the school day.

(3)Fitness Knowledge.

(A)Objective 1. Participates in moderate to vigorous aerobic and/or muscle- and bone-strengthening physical activity for at least 60 minutes per day at least five times a week.

(B)Objective 2. Compares and contrasts health-related fitness and skill-related fitness.

(C)Objective 3. Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level.

(D)Objective 4. Describes, demonstrates, and appropriately employs a variety of static and dynamic stretching techniques for all major muscle groups.

(E)Objective 5. Critique and correct a health and fitness plan that utilizes each of the health-related fitness components of physical fitness.

(F)Objective 6. Uses the FITT principle in preparing a personal workout.

(G)Objective 7. Designs and implements a warm-up and cool-down regimen for a self-selected physical activity.

(H)Objective 8. Applies the RPE Scale to adjust workout intensity during physical activity.

(I)Objective 9. Explains how opposing muscles interact with one another (e.g., agonist and antagonist) during physical activity.

(4)Assessment and Program Planning.

(A)Objective 1. Designs and implements a program of remediation for three areas of weakness based on the results of health-related fitness assessment.

(B)Objective 2. Designs and implements a program to improve levels of health-related fitness and nutrition.

(C)Objective 3. Analyzes the relationship between poor nutrition and health risk factors.

(5)Stress Management. Recognizes and demonstrates basic movements used in other stress-reducing activities, such as mindfulness, yoga and tai chi.

(k)Standard Three objectives for Grades 9-12. The following objectives apply for students in Grade 9 through Grade 12:

(1)Level One.

(A)Physical Activity Knowledge.

(i)Objective 1. Discusses the benefits of a physically active lifestyle as it relates to college, career, and/or community productivity.

(ii)Objective 2. Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.

(iii)Objective 3. Identifies issues associated with exercising in heat, humidity, and cold.

(iv)Objective 4. Evaluates -according to their benefits, social support network, and participation requirements - activities that can be pursued in the local environment.

(v)Objective 5. Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.

(B)Engages in Physical Activity. Participates several times a week in a self-selected lifetime activity, dance, or fitness activity outside of the school day.

(C)Fitness Knowledge.

(i)Objective 1. Demonstrates appropriate technique in resistance-training machines and free weights.

(ii)Objective 2. Relates physiological response between individual levels of fitness and nutritional balance.

(iii)Objective 3. Identifies the structure of skeletal muscle, fiber types as they relate to muscle development, and the difference between concentric and eccentric contractions.

(iv)Objective 4. Calculates target heart rate and applies that information to personal fitness plan.

(D)Assessment and Program Planning.

(i)Objective 1. Creates and implements a behavior-modification plan that enhances a healthy, active lifestyle in college or career settings.

(ii)Objective 2. 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.

(E)Nutrition. Designs and implements a nutrition plan to maintain appropriate energy balance for a healthy, active lifestyle.

(F)Stress Management. Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercises, meditation) to reduce stress.

(2)Level Two.

(A)Physical Activity Knowledge.

(i)Objective 1. Investigates the relationship of a physically active lifestyle with nutrition and body composition.

(ii)Objective 2. Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.

(iii)Objective 3. Applies rates of perceived exertion and pacing associated with exercising in different conditions.

(iv)Objective 4. Evaluates - according to their benefits, social support network, and participation requirements- activities that can be pursued in and outside the local environment.

(v)Objective 5. Analyzes the impact of life choices, economics, motivation, and accessibility on exercise adherence and participation in physical activity in college or career settings.

(B)Engages in Physical Activity. 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).

(C)Fitness Knowledge.

(i)Objective 1. Designs and implements a strength and conditioning program that develops balance in opposing muscle groups and supports a healthy, active lifestyle.

(ii)Objective 2. Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic glycolysis, aerobic).

(iii)Objective 3. Identifies types of strength exercises (isometric, isotonic, isokinetic) and stretching exercises (static, proprioceptive neuromuscular facilitation [PNF], dynamic) for personal fitness development (e.g., strength, endurance, range of motion).

(iv)Objective 4. Adjusts pacing to keep heart rate in target zone, using available technology to self-monitor aerobic intensity.

(D)Assessment and Program Planning.

(i)Objective 1. 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).

(ii)Objective 2. Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals.

(E)Nutrition. Creates a snack plan for before, during, and after exercise that addresses nutritional needs for each phase.

(F)Stress Management. Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

Okla. Admin. Code § 210:15-3-167

Adopted by Oklahoma Register, Volume 33, Issue 24, September 1, 2016, eff. 9/11/2016

Amended by Oklahoma Register, Volume 40, Issue 24, September 1, 2023, eff. 9/11/2023