N.M. Code R. § 6.29.9.10 - CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR PHYSICAL EDUCATION, GRADES 9-12

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.
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.
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.).
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.
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.
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.
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.

Notes

N.M. Code R. § 6.29.9.10
6.29.9.10 NMAC - Rp, 6.30.2.20 NMAC, 6-30-2009

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