To help better understand the role of physical education and the role it plays in a students development, the following vision statement and goals were derived from the Illinois State Board of Education learning standards for physical education. You can view the entire document by visiting the ISBE website.
Vision for Physical Development and Health Performance
The ultimate goal of comprehensive health and physical education programs is to aid students in achieving their fullest potential through the acquisition of knowledge and skills necessary to attain healthy levels of well being and to maintain active lifestyles throughout the lifespan. The foundation of all health and physical education programs is the interrelationship of physical, mental, emotional, and social health and well being. Learners will establish a solid foundation for maintaining healthy, active, and productive lives. Learners must develop movement skills leading toward competency in self-selected activity, healthy levels of fitness, and cooperative interaction skills needed for successful participation in an active lifestyle. Teamwork and cooperative skills are used to work effectively with others, set individual and group goals, solve problems, and enhance the quality of interpersonal relationships. Learners will communicate and work in ways that promote and maintain dignity and respect for themselves and others. Through mastery of knowledge, skills, and behaviors essential to healthy living, learners will accept responsibility and consequences for personal decisions and behaviors. The result of persons leading healthy and physically active lifestyles is seen in an increased capacity for effective work, positive behavioral choices, and increased academic success.
Physical Development and Health: Goal Statements
Goal 19 – Acquire movement skills and understand concepts needed to engage in health enhancing physical activity.
A physically educated person demonstrates sufficient skill in movement, uses effective game and performance strategies, follows rules for activities, and is able to develop a means for enhancing personal movement efficiency, culminating in the ability to perform proficiently in at least one selected activity. Students must learn basic skills, rules, and strategies for a variety of team sports, individual sports, lifetime activities, and creative movements in order to select personally fulfilling activities for a lifetime. Students must also understand mechanical analysis of skill execution to understand how skills are developed so they can learn new skills later in life or can modify skills to meet changes resulting from aging or injury.
Goal 20 – Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
A physically educated person develops and maintains a healthy zone of fitness. The fitness level is periodically assessed and is maintained at sufficient levels to allow the learner to participate completely in chosen activities and reflects a low risk for diseases associated with unhealthy and inactive lifestyle choices. Students must understand how to assess fitness in each health-related component, must be able to select activities that contribute to improvement or maintenance in each fitness component, and must have the ability to plan a fit and healthy lifestyle across the age span.
Goal 21 – Develop team-building skills by working with others through physical activity.
A physically educated person can apply principles of teamwork within physical activity to group activities within the family, community, or workplace. Students must display acceptable levels of individual responsibility, cooperation, and respect for self and others in everyday life experiences. Students must learn to problem solve, make decisions, accept responsibilities for consequences, work with decisions made by others, develop and follow procedures, and determine when to compete or cooperate.
Goal 22 – Understand principles of health promotion and the prevention and treatment of illness and injury.
A health-literate person understands interrelationships among physical, mental, emotional, and social well-being and the prevention of illness and disease. From an early age, a health-literate person recognizes that achieving and maintaining personal health is dependent on their ability to positively impact their physical, mental, emotional, and social well-being. By adopting behaviors and making choices that minimize illness and promote health, a health-literate person will increase the chances of not only living a long life, but also, a productive life.
Goal 23 – Understand human body systems and factors that influence growth and development.
A health-literate person will understand human anatomy, physiology, and the stages of growth and development throughout the life cycle. They will understand how growth and development are impacted by factors such as: age, heredity, nutrition, physical activity, illness, stress, substances, and the environment. A health-literate person will understand how systems of the human body work together and impact each other. They will know how behaviors and/or choices affect the functioning of the systems.
Goal 24 – Promote and enhance health and well-being through the use of effective communication and decision-making skills.
A health-literate person makes knowledgeable and informed decisions as well as accepts responsibility for the consequences of these decisions. A health-literate person is an effective communicator who is able to communicate beliefs, information, opinions, and emotions necessary to strengthen relationships as well as avoid conflict. When communicating, a health-literate person will show respect, sensitivity and tolerance for the beliefs, opinions, and feelings of others. These communication skills will allow students to grow and mature into responsible, reasonable, and caring adults.