Demonstrate Knowledge of Psychological and Sociological Concepts, Principles, and Strategies that Apply to the Learning and Performance of Physical Activity (Course 2)

Students demonstrate self-responsibility for physical activity participation by participating in enjoyable activities, identifying how personal preferences may change over time, evaluating psychological benefits of regular physical activity participation, explaining the roles of attitude, motivation, and determination in achieving personal satisfaction, and evaluating personal performance goals. Students identify individual and social factors that affect participation in physical activity participation. They can modify physical activity to allow for participation by individuals of varying ages and abilities. They identify leadership skills and assume leadership roles. Students understand the importance of inclusion of individuals of all ability levels and are supportive of inclusive activities. (Adapted from the Physical Education Framework for California Public Schools, K-12.)

Big Idea Success Criteria

The categories and their related standards below unpack the success criteria of this big idea.

  • 3.1 Participate in physical activities for personal enjoyment.
  • 3.2 Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime.
  • 3.3 Evaluate the psychological benefits derived from regular participation in physical activity.
  • 3.4 Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
  • 3.5 Evaluate and refine personal goals to improve performance in physical activities.

  • 3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.
  • 3.7  Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals with special needs.

  • 3.8 Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.
  • 3.9  Encourage others to be supportive and inclusive of individuals of all ability levels,

Alternative Means of Expression

This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.

Sample Coursework

Bring Your Own Task (BYOT)

A Call to IEP Teams

We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.

A Call to Content-based Educators

In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.

Please use the entry boxes below to share these ideas.

Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.

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