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

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

(i) refining activity-specific movement skills in one or more lifetime activities;

(ii) exhibiting competency in two or more specialized skills in health-related fitness activities; and

(iii) choreographing or participating in a form of dance.

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

(i) identifying and discussing the historical and cultural roles of games, sports, and dance, including those of traditional and contemporary American Indian cultures;

(ii) comparing similarities and differences in various dance forms, including those of traditional and contemporary American Indian cultures and practices;

(iii) using spatial concepts of locomotor and nonlocomotor movements in outdoor pursuits; and

(iv) identifying the stages of learning a motor skill.

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

(i) creating a healthy snack plan for before, during, and after exercise that addresses nutrition needs for each phase;

(ii) investigating the relationships among physical activity, nutrition, and body composition;

(iii) analyzing and applying technology and social media as tools to support a healthy, active lifestyle;

(iv) analyzing the impact of life choices, economics, motivation, and accessibility on maintaining physical activity in college or career settings;

(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;

(vi) designing and implementing a strength and conditioning program;

(vii) evaluating the importance of stretching and flexibility in lifetime activities;

(viii) identifying the structure of skeletal muscle and fiber types as they relate to muscle development; and

(ix) identifying the different energy systems used in physical activities.

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

(i) accepting differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media;

(ii) advocating for responsible behavior of self and others in a variety of physical activities;

(iii) analyzing the benefits of a variety of feedback techniques;

(iv) examining moral and ethical conduct in specific competitive situations;

(v) assuming a leadership role in a physical activity setting such as coach, referee, or group leader;

(vi) advocating for acceptance of others' ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects; and

(vii) applying best practices for participating safely in physical activity, exercise, and dance.

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

(i) analyzing the health benefits of a self-selected physical activity;

(ii) choosing an appropriate level of challenge to experience success while participating in a self-selected physical activity; and

(iii) evaluating social interactions and supports in a variety of physical activities.


History: Mont. Const. Art. X, sec. 9, 20-2-114, MCA; IMP, Mont. Const. Art. X, sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA; NEW, 2016 MAR p. 1389, Eff. 7/1/17.

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