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Learn with Purpose
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Develop a plan to pursue a goal
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- With guidance, I can set a goal for a project. With guidance, I can plan some steps to help me reach the goal.
Project-specific:- With guidance, I can set a specific goal for my physical performance project and name 1–2 simple steps I will try to reach it.
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- I can set a goal for a project and plan some steps to reach it, working alone or with others. I can help make sure that roles and/or steps are clear.
Project-specific:- I can create a goal and plan steps to reach it, working alone or with others, and I can help make sure roles and/or steps are clear for practice.
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- I can create or co-create a specific, achievable goal for a project or task. I can create or co-create a plan for a project or task that breaks down the work into stages or steps and includes key dates or events. When working with others, I can discuss various preferences, needs, and/or strengths to help us develop our roles and work well together.
Project-specific:- I can co-create a specific, achievable goal and a plan that breaks the work into clear stages or steps, including key dates or events, and I can discuss preferences, needs, and strengths to support our roles.
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- I can create or co-create a specific, achievable goal and success criteria for a project or task. I can create or co-create a feasible plan (e.g., stages, tasks, assignees, time estimates, due dates) that accounts for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, and/or strengths to help us each contribute and work well together. When available, I can try using digital tools (e.g., scheduling communications and feedback, sharing work) to follow a plan and help reach a goal.
Project-specific:- I can co-create goal and success criteria, then create a feasible plan with stages, time estimates, and due dates that account for constraints and resources; with others, I can contribute using inclusive teamwork norms.
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- I can create or co-create specific, achievable goals and success criteria for a project or task. I can create or co-create a feasible plan and set of progress-monitoring tools that account for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that enable us to each contribute and work well together. When available, I can choose digital tools to meet a specific need for our project or team.
Project-specific:- I can independently (or co-create) goal and success criteria and build a feasible plan with specific progress-monitoring tools (e.g., check-ins, logs, or quick assessments) that fit our constraints, and I can help establish inclusive routines that keep everyone contributing.
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- I can create or co-create the purpose, goals, and success criteria for a project or initiative and develop strategies for anticipated issues. I can create or co-create a feasible plan and set of progress-monitoring tools that account for project constraints, resources needed, and other contextual factors. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that attend to cultural and/or power differences (e.g., gender, language, race, ability), and that enable us to each contribute and work well together. When available, I can choose and adapt digital tools to meet specific needs for our project or team.
Project-specific:- I can independently (or co-create) define the purpose, goals, and success criteria for the project and develop strategies for anticipated issues, then refine a feasible plan with progress-monitoring tools that consider contextual factors, and with others I can adapt inclusive norms and routines to attend to cultural and/or power differences.
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Learn with Purpose
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Monitor progress and adjust
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- With guidance, I can stop to check in with myself or my partners to see how it’s going. I/we can ask for help if needed.
Project-specific:- I can pause to check in with myself and/or my partners to see how my practice is going toward my mental performance goal, and I can ask for help when I need it
- I can identify whether I’m stuck, distracted, or off-track and share what I notice.
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- I can stop to check in with myself or my partners about how it’s going (e.g., Am I stuck? Do I need anything? Am I closer to my goal?). If I/we get stuck or distracted, I can come up with some ideas about how to move forward (e.g., ask for help, start over, use a new tool).
Project-specific:- I can pause to check in with myself and/or my partners about process and progress toward my goal
- If I get stuck or distracted, I can suggest and try a basic next step (e.g., ask a specific question, restart a routine, or use a simple focus tool) to keep improving.
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- I can pause to check in on progress and practice positive self-talk and/or encouragement of my team or partner. If I/we get stuck or distracted, I/we can identify the cause of the issue and try out an idea about how to move forward (e.g., change the approach, adjust the environment, ask for the specific help needed to keep progressing).
Project-specific:- I can pause to check in on progress during practice and use positive self-talk and/or team encouragement to stay focused
- When an issue happens, I can identify a likely cause (e.g., attention, confidence, stress) and try one adjusted strategy to move forward.
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- I can regularly pause to check in with myself and/or others about process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution.
Project-specific:- I can regularly pause to review my process and progress toward my goals and make appropriate adjustments during practice
- I can use positive self-talk and encourage my team/partner, and when problems arise I can analyze causes and implement a suitable solution I can explain.
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- Puedo hacer pausas periódicas para comprobar conmigo mismo y/o con los demás el proceso y el progreso hacia el/los objetivo(s). Puedo hablarme a mí mismo y/o animar a mi equipo o compañero de forma positiva y adaptada a las necesidades o preferencias individuales. Puedo utilizar ciclos de retroalimentación para ayudar a mejorar el trabajo. Si surge un problema, sé/sabemos reconocerlo rápidamente, analizar las causas y buscar una solución adecuada basada en múltiples datos o perspectivas. Puedo entablar conversaciones difíciles para resolver conflictos o problemas del equipo, según sea necesario.
Project-specific:- Puedo hacer pausas periódicas para comprobar conmigo mismo y/o con los demás el proceso y el progreso hacia el/los objetivo(s)
- Puedo hablarme a mí mismo y/o animar a mi equipo o compañero de forma positiva y adaptada a las necesidades o preferencias individuales, usando ciclos de retroalimentación
- Si surge un problema, sé/sabemos reconocerlo rápidamente, analizar las causas y buscar una solución adecuada basada en múltiples datos o perspectivas.
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- I can regularly pause to check in on process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner that is responsive to individual needs or preferences. I/we can use multiple feedback cycles to improve the work and foster shared learning. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution informed by multiple data points or perspectives. I can engage in and/or facilitate difficult conversations to resolve team conflicts or issues, as needed, using a strengths-based approach.
Project-specific:- I can regularly pause to check in on process and progress toward my goals and adjust my mental routines as needed
- I can tailor positive self-talk and encouragement to individual needs, use multiple feedback cycles to improve performance, and facilitate or engage in difficult conversations to resolve team issues in a strengths-based way.
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Learn with Purpose
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Give and receive feedback
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- I can ask questions or express what I like about something someone else made or did. With guidance, I can listen to what others say about something I made or did and record or repeat some ideas I heard.
Project-specific:- I can ask questions and share one or more things I like about someone else’s work (e.g., what they did or how it felt)
- With guidance, I can listen and record or repeat at least one idea someone else shared.
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- I can ask questions to learn more about someone’s work. I can share some things I really like about it and why. I can listen to what others say about something I made or did and record or repeat some ideas I heard.
Project-specific:- I can ask questions to learn more about someone else’s work and share specific things I really like and why
- I can listen to others’ feedback, record or repeat key ideas, and use them to make sense of what to try next.
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- I can ask questions to learn more about what someone made and how they made it. I can identify several strengths, using evidence or examples. I can ask for targeted feedback and record or repeat some ideas I heard, using a provided tool or process.
Project-specific:- I can ask targeted questions about what someone made, how they made it, and (when relevant) what strategies they used
- I can identify several strengths with examples/evidence, ask for specific feedback, and record the feedback using a provided tool or process.
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- I can ask questions to learn more about what someone made and how and why they made it. I can identify strengths and possible improvements, using evidence or examples. I can reflect on my work to identify specific aspects I’d like to improve. I can ask for targeted feedback and determine the most important or interesting ideas I heard.
Project-specific:- I can ask questions that help me understand both how and why someone made specific choices in their work
- I can identify strengths and possible improvements using examples/evidence, and I can reflect on one or two specific aspects I want to improve by asking for the most relevant feedback I heard.
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- I can ask questions to learn more about someone’s purpose, audience, and approach (e.g., style, craft, medium). I can use evidence or examples to identify strengths and prioritize suggestions. I can reflect on my work and use quality criteria to identify specific aspects to improve. I can ask for targeted feedback from others and decide which suggestions are most relevant and important.
Project-specific:- I can ask questions to learn about someone’s purpose, audience, and approach (e.g., the mindset routine, stress strategy, or performance tactic they used)
- I can use evidence/examples to prioritize strengths and suggestions, reflect on my own work with quality criteria, and decide which feedback is most relevant and important for my next attempt.
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- I can ask questions to learn more about someone’s purpose, audience, approach, and feedback needs to focus my feedback. I can use evidence or examples to identify strengths and prioritize suggestions based on the maker’s purpose, audience, and/or approach. I can reflect on my work and use quality criteria to identify and prioritize specific aspects to improve. I can gather and integrate targeted feedback representing diverse perspectives and relevant expertise or insight.
Project-specific:- I can ask questions that clarify the maker’s purpose, audience, approach, and specific feedback needs so my feedback targets the most important gaps
- I can use evidence/examples to prioritize strengths and improvement ideas, and I can gather and integrate targeted feedback from others (including different viewpoints or expertise) to revise my plan and practices.
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Learn with Purpose
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Engage in discussion
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- When it’s my turn, I can share an idea or respond to the question or prompt.
Project-specific:- When it’s my turn, I can share an idea or respond to the discussion prompt about using mental training to improve athletic performance (e.g., focus, confidence, self-talk, or stress regulation)
- I can say something that relates directly to the question.
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- When it’s my turn, I can share my ideas or respond to the question or prompt. I can ask a question about the topic.
Project-specific:- When it’s my turn, I can share my ideas or respond to the prompt about mental training for performance, and I can ask a simple question to help me learn more
- I can listen to others and stay on topic while we discuss.
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- I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic. I can pose a specific question related to the topic and demonstrate active listening (e.g., verbal and nonverbal affirmations, paraphrasing to show understanding, asking for clarification).
Project-specific:- I can respond to the prompt in a way that shows I understand the topic and my curiosity about how mental strategies work in sports
- I can ask a specific question and demonstrate active listening by paraphrasing or affirming a classmate’s point before adding my own.
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- I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic. I can pose questions about the topic to learn more about other people’s ideas while demonstrating active listening. I can practice building on the ideas of others (e.g., elaborating on the idea, connecting to related ideas or evidence).
Project-specific:- I can respond using my knowledge of mental training and how it affects performance, and I can ask questions to learn more about other people’s ideas
- I can build on a classmate’s idea by adding a related example from a sport, practice routine, or performance moment.
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- I can respond to a question, prompt, or comment in a way that shows my knowledge of and/or curiosity about the topic and that offers a new insight, perspective, or evidence-based connection. I can pose open-ended questions and use active listening to learn more about views/perspectives that differ from mine. I can build on the ideas of others and/or challenge them to enhance the discussion (e.g., asking probing questions, elevating minoritized perspectives, citing relevant evidence, addressing errors in data or logic). I can adjust my stance or opinion when presented with new information and/or perspectives and explain shifts in my thinking.
Project-specific:- I can respond with a new insight or evidence-based connection (e.g., how a strategy could reduce stress or improve consistency during practice/competition) and pose open-ended questions to different viewpoints
- I can build on others’ ideas, challenge reasoning respectfully, and adjust my stance when I’m presented with new information, explaining the shift.
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- I can respond to questions, prompts, or comments in a way that exhibits deep knowledge and/or curiosity about the topic and that offers new insight, perspective, or evidence-based connections. I can monitor and adjust my engagement style to contribute to a balanced and inclusive discussion. I can pose questions to build my understanding or broaden my perspective (e.g., prompt elaboration, surface underlying issues or interests) while maintaining an affirming and inclusive tone. I can build on the ideas of others and/or challenge them to deepen the discussion or help move it forward. I can adjust my stance or opinion when presented with new information and/or perspectives, demonstrate humility with new understandings, and acknowledge and explain shifts in my thinking.
Project-specific:- I can lead a deeper, more inclusive discussion by demonstrating advanced understanding of mental training and connecting it to performance goals and realistic practice plans
- I can monitor and adjust my engagement style (tone, turn-taking, follow-up questions) to keep the discussion balanced, pose probing questions about underlying issues, and explain how my thinking evolves based on others’ perspectives.
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Learn with Purpose
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Reflect
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- With guidance, I can share what I liked about something I did or created. With guidance, I can notice when something didn’t turn out how I wanted and describe what happened. I can notice and name when something is easy or hard for me (e.g., socially, academically, emotionally).
Project-specific:- I can describe what I liked about something I did or created and notice when it didn’t turn out as I wanted, explaining what happened
- I can name whether this kind of task feels easy or hard for me and share a worry or wonder about improving my performance next time.
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- I can name and celebrate something I learned or did well. I can identify when something didn’t turn out how I wanted and describe what happened. With guidance, I can name something I want to try doing differently in the future based on what I learned or experienced. I can identify learning tasks that are easy or hard for me and share worries or wonders I have about learning/trying something.
Project-specific:- I can celebrate something I learned or did well and explain what went well
- I can identify what didn’t work as planned and describe what happened, and I can name one specific thing I want to try differently in the future based on what I learned.
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- I can name and celebrate something I learned or did well and explain the steps I took to achieve it. I can ask myself questions about my learning process (e.g., Did I follow my plan? Did I understand what was needed?) and name something I might do differently in the future based on what I learned or experienced. I can identify some of my learning strengths and challenges when presented with a task (e.g., steps I take, what is difficult or easy for me).
Project-specific:- I can explain the steps I took to succeed and ask myself questions about my learning process (for example, Did I follow my plan and understand what was needed?)
- I can identify a few strengths and challenges I noticed for this type of skill and use them to choose one change I will make next time.
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- I can explain and critique something I learned or did, celebrating my strengths, contributions, and/or learning. I can ask myself questions about my learning process, connect the results of my actions to what I know about myself (e.g., I know I get distracted easily, so next time I’ll choose a quieter space to work), and generate ideas about what I might do differently in the future based on what I learned or experienced. I can identify some of my learning strengths and challenges and reflect on previous learning experiences to predict the resources of time, effort, and energy a new task will require.
Project-specific:- I can critique my learning by celebrating my strengths and contributions while describing how my choices affected my results
- I can connect what happened to my learning process (such as distraction or confidence) and generate ideas for a realistic improvement I will test in a new practice or performance situation.
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- I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning. I can draw on my understanding of my learning process as well as my experience and/or interactions with others to generate ideas about what I might do differently in the future. I can identify my learning strengths and challenges; make informed predictions about the resources of time, effort, and energy a new task will require of me; and develop and practice strategies and systems to help manage my resources and any anticipated challenges.
Project-specific:- I can explain and critique my learning experiences using evidence from my actions and outcomes, including how I responded to setbacks
- I can identify my strengths and challenges, make informed predictions about the time, effort, and energy a new task will require, and propose a strategy or system to manage anticipated difficulties.
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- I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning, including my creative risk-taking. I can draw on my understanding of my learning process, experience, and/or interactions with others to generate ideas about what I want to learn, pursue, and/or do differently in the future. I can share and advocate for my learning strengths and needs, anticipate the resources of time and energy tasks will require, and routinely use learning strategies and systems with flexibility. I can reflect on multiple aspects of my learning process, identify how they influenced my results, and make a plan to strengthen or make changes to my process in the future.
Project-specific:- I can explain and critique my learning experiences in detail, including how creative risk-taking and feedback from others influenced my results
- I can advocate for my learning strengths and needs, anticipate the resources I’ll need for a new goal, and routinely use flexible strategies and systems while planning specific changes to improve future mental performance and practice.
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Sustain Well-Being
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Nurture my identity
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- I can share what I like to do in my free time and why. I can share what I like about myself. I can ask questions about my family, community, or culture to learn more about myself.
Project-specific:- I can share what I like to do in my free time and explain why it matters to me
- I can share what I like about myself and ask questions about my family, community, or culture to learn more about who I am.
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- I can share some things that are unique or special about me (e.g., interests, likes, dislikes, experiences). With guidance, I can explore an aspect of my identity. I can talk to someone who cares about me if I have negative feelings about myself (e.g., guilt, anger, shame, sadness, etc.) or feel like I don’t belong. With guidance, I can identify someone I admire (e.g., someone I know or learn about) that I feel connected and/or similar to and express why I admire them.
Project-specific:- I can share some things that are unique or special about me (interests, likes, dislikes, and experiences)
- With guidance, I can explore an aspect of my identity, talk to someone I trust when I feel negative about myself or don’t belong, and identify someone I admire who shares a part of my identity and explain why I feel connected.
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- I can share aspects of my identity and give examples of how they are expressed in my life (e.g., I’m an athlete, I love to spend time playing sports). I can explore and express (e.g., share, celebrate, etc.) some aspects of my identity that I feel proud of and explain why these parts of me are important (e.g., I’m proud that I speak two languages because it helps me communicate with people in the different communities I belong to). I can talk to someone who cares about me if I’m feeling negatively about myself or that I don’t belong due to an aspect of my identity. I can identify a role model who shares a part of my identity and express why I am proud to feel connected to them.
Project-specific:- I can share aspects of my identity and give examples of how they show up in my daily life
- I can explore and express parts of my identity that I feel proud of, explain why they are important to me, and talk with a caring adult when I feel negatively about myself or my sense of belonging.
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- I can explore and express the most central aspects of my identity that give me pride and reflect on how different aspects of my identity connect to one another and within my relationships (e.g., to others, the natural world, the past). I can recognize when I feel confused or negative about myself and discern when it is because of a stereotype or misinformation about my identity. With support, I can practice a response to an identity-based stereotype that considers timing, priority, and safety. I can find a role model who shares a part of my identity, express why I am proud to feel connected to them, and join identity-affirming spaces (e.g., affinity groups, religious spaces, etc.).
Project-specific:- I can explore and express the central parts of my identity that give me pride, and explain how different parts of my identity connect to my relationships and to my life
- I can recognize when negative feelings may be connected to stereotypes or misinformation, and with support I can practice a safe, appropriate response and identify a role model who shares my identity.
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- I can articulate and reflect upon the complexity of my intersectionality, how it is expressed in my life and relationships, and support others to do the same. I can examine a stereotype that relates to aspects of my identity and practice a repertoire of responses that consider timing, priority, safety, and support resources (e.g., institutional, legal, community). I can connect with a role model around shared identity and engage in identity-affirming spaces.
Project-specific:- I can articulate and reflect on how my identities intersect and how that shows up in my relationships and experiences
- I can examine an identity-related stereotype and practice a set of responses that consider timing, priority, safety, and available support, and I can support others to connect to their own identity in affirming spaces.
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- I can articulate and reflect upon the complexity of my intersectionality, how it is expressed in my life and relationships, and how different aspects of my identity have evolved over time. I can regularly honor, reflect on, and show pride in aspects of my identity, adapting practices as my needs, identities, and interests evolve over time. I can support others in their connection and pride to their identities and challenge systemic barriers that prevent people from expressing their identity fully. I can examine stereotypes that relate to aspects of my identity and counter them with truths about my life and experiences in a manner and medium that nurtures my identity. I can connect with a role model around shared identity and lead or co-lead identity-affirming spaces.
Project-specific:- I can explain how my intersecting identities have evolved over time and how I honor pride in them through choices I make in my life and relationships
- I can regularly adapt identity-affirming practices as my needs change, counter stereotypes with truths from my experiences in ways that nurture my identity, and help lead or co-lead identity-affirming spaces while supporting others to navigate barriers.
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Sustain Well-Being
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Build affirming life practices
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- I can identify people or activities that make me happy and/or that make me feel better when I am upset. I can talk about the things I want for my future. I can name people, things, and experiences I am thankful for.
Project-specific:- I can identify people, activities, and experiences that make me feel better when I’m upset and I can share at least one reason why they help
- I can name things I am thankful for, including at least one small moment from my day.
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- I can share about activities, interests, and/or people in my life who bring me joy. I can share specific hopes and/or goals that I have for my future. I can notice and name people, things, experiences, and small moments/events I am thankful for.
Project-specific:- I can describe specific activities and interests, or people in my life, that bring me joy and help me feel connected to myself
- I can set a simple intention for my well-being and share the people or experiences that support my gratitude.
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- I can choose activities, interests, and/or relationships that bring me joy and help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions for my well-being (e.g., physical, emotional, and/or social health) and take steps toward them. I can find reasons to feel thankful and can share that gratitude with others.
Project-specific:- I can choose activities and relationships that bring me joy and help me feel connected to my community, culture, or the natural world
- I can set a well-being intention (physical, emotional, or social) and take at least one step to support it, using gratitude as a way to notice what is going well for me.
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- I can regularly participate in activities, interests, and/or relationships that bring me joy, affirm my identity, and/or help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions related to my well-being or an area of my life (e.g., spiritual, financial, academic, physical, creative) and take steps toward them, drawing on different sources of support (e.g., personal knowledge, mentors, cultural traditions/wisdom, social networks). I can practice gratitude and reflect on how it impacts my well-being and relationship.
Project-specific:- I can regularly participate in activities and routines that affirm my identity and support my connection to my community, culture, or the natural world
- I can set an intention for a chosen life area, take multiple steps toward it using different supports (like mentors or cultural traditions), and reflect on how my gratitude affects my well-being and relationships.
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- I can build routines and practices to consistently prioritize activities, interests, and relationships that bring me joy, affirm my identity, and/or help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions and a plan for an area of my life I want to grow or nurture, and I can take steps toward them while drawing on existing sources of support or seeking new ones. I can pause to check in with myself about how well my priorities, commitments, and actions support my well-being. I can practice and reflect upon gratitude while also naming truths of personal hardship or struggle.
Project-specific:- I can build and follow a consistent set of life practices that help me prioritize what brings me joy and affirm my identity
- I can create a plan for my intention, monitor how well my routines and commitments support my well-being, adjust when needed, and practice gratitude while also naming truths of personal struggle or hardship.
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- I can build and sustain routines and practices that help me consistently prioritize what brings me joy, affirms my identity, and/or helps me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions and a plan for an area of my life I want to grow or nurture, and I can take steps toward them while drawing on existing sources of support or seeking new ones. I can develop a practice of mindfulness and reflection to determine how well my priorities and actions support my well-being, and I can make adjustments based on new insight. I can integrate a gratitude practice into my life without diminishing truths of personal hardship or struggle.
Project-specific:- I can sustain routines and practices that consistently support my well-being and affirm my identity, including connection to my community, culture, and/or the natural world
- I can set an intention with a plan, use mindfulness/reflection to evaluate what is working, make adjustments based on evidence, and integrate gratitude into my life while honoring both growth and real hardships.
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