| (a) |
Demonstrate exercises that will affect the muscular endurance, muscular strength, or flexibility of indicated muscles. |
| (b) |
Create and implement exercise plans that focus on influencing the development of specific muscle groups, depend on the use of own body weight, and do not involve the use of equipment. |
| (c) |
Identify or create and participate in a variety of individual, partner, and team challenges that require sustained use of indicated muscle groups. |
| (d) |
Explain the impact of exercise and inactivity on the muscular system, including an understanding of the overload principle, the principle of specificity, and the principle of use/disuse. |
| (e) |
Explain what happens to the muscles when they are not challenged for a period of time (e.g., arm in a cast, walking on crunches, not exercising over an extended break from school). |
| (f) |
Describe how muscles work as a functional pair (e.g., quadriceps contract to move leg forward, and hamstring contracts to bring the leg back down) and how this impacts on plans for muscular fitness. |
| (g) |
Recognize and implement an exercise sequence that would support the development of a functional pair of muscles (e.g., quadriceps and hamstring, biceps and triceps). |
| (h) |
Communicate, with clarity and correctness, the benefits of having strong and flexible muscles (e.g., injury prevention, improved movement performance, enhanced physical appearance, increased stamina, daily life demands). |
| (i) |
Show an understanding of the terms to describe the actions of the joints and muscles (e.g., flexion, extension, rotation). |
