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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 recognize how movement and warm-up activities (e.g., gentle stretching or balance) make me feel better when I am upset, and I can name people or routines that support my comfort and confidence
- I can describe what I am thankful for before and after a short physical activity.
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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 share how specific fitness activities and techniques (e.g., flexibility work and stability/balance drills) help me feel calmer, more focused, or more capable
- I can set a simple well-being intention for my next practice (e.g., “I will do my mobility warm-up”) and explain what I will be thankful for.
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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 and participate in a personal pre-practice routine that includes flexibility, strength, and stability skills to support my body’s control and everyday comfort
- I can connect my routine to movement concepts (balance, range, and force absorption) and practice gratitude by sharing one reason I feel thankful with others.
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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 consistently use an affirming routine before physical activity by applying appropriate flexibility and strength techniques and monitoring how my body responds (e.g., improved balance control or shoulder reach)
- I can set a recurring well-being intention (physical/emotional) and reflect on how gratitude and support from mentors/teammates improves my participation 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 a sustainable well-being practice by creating and following a 2-week plan that uses growth-mindset strategies, checks progress, and adjusts my warm-up routine when I notice limits (e.g., tighter range or less stability)
- I can pause to evaluate how my priorities and actions support my well-being, using gratitude reflections that also include truths about personal struggle and what helped me persist.
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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 maintain and refine a long-term warm-up and mobility/stability routine with independence by using movement concepts (direction, pathway, level, range, balance, and controlled weight transfer) to guide my technique and support skill performance
- I can use mindfulness and reflective check-ins to decide what to change, integrate a consistent gratitude practice, and articulate how it supports my well-being while acknowledging personal hardship.
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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:- With guidance, I can pause to check in with myself or my partner during practice to see how my flexibility, balance, and handstand control are going
- I can ask for help when I’m stuck or distracted and identify one next step I can try right away.
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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 or my partner about how practice is going toward my goal (e.g., “Am I tighter, steadier, or getting closer?”)
- If I get stuck or distracted, I can suggest or choose a simple move-forward idea such as asking a question, using a new warm-up variation, or resetting form.
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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 and use positive self-talk or encouragement to keep practicing with focus
- If an issue shows up, I can identify a likely cause (like poor shoulder mobility or uneven weight transfer) and try one specific adjustment to improve performance.
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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 check in with myself and/or others about process and progress toward my measurable goal
- I can explain what I notice using movement concepts (direction, balance, range, force absorption/weight transfer), and when problems arise I can analyze causes and choose an appropriate solution to keep improving.
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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), usando varios datos (como mis mediciones antes y después y lo que observo en mi control)
- Puedo hablarme a mí mismo y/o animar a mi equipo o compañero de forma positiva y adaptada a las necesidades individuales, y puedo ajustar mi rutina usando ciclos de retroalimentación cuando aparecen problemas.
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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 goal, using multiple feedback cycles (my own results, partner/coach feedback, and movement-concept evidence)
- I can adapt my practice in response to individual needs by running targeted trials, interpreting the data, and facilitating strengths-based conversations to resolve any team conflicts or barriers to progress.
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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 clear goal for improving my selected flexibility/stability/handstand control and create a simple plan with a few steps to start my practice routine.
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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 set a goal for my project and plan steps to reach it, working alone or with others
- I can help keep the roles or steps clear (who does what and when) so we can practice safely and consistently.
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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 create a specific, achievable goal and a plan that breaks the work into stages or steps
- When working with others, I can discuss our preferences, needs, and strengths to help us organize practice and track progress over time.
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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 create a goal with success criteria (what will count as “improved,” such as better range/mobility or more controlled positions) and a feasible practice plan with due dates and required resources
- I can use digital tools (like scheduling or sharing check-ins) to stay on track and coordinate with my group.
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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 create goals and measurable success criteria and develop a feasible plan with specific progress-monitoring tools (e.g., baseline vs
- follow-up checks and a log of routine completion)
- When working with others, I can set inclusive routines and norms (how we give feedback, practice safely, and support different abilities) so everyone can contribute.
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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 create the purpose, goals, and success criteria for the initiative and develop strategies for anticipated issues (like inconsistent warm-ups, soreness, or uneven progress) before they happen
- I can build a detailed plan and progress-monitoring system that adapts to constraints and attends to cultural and/or power differences, using digital tools when helpful so the whole group can improve flexibility, stability, and performance.
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Design Solutions
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Identify an issue or design challenge
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- I can identify and frame a need, opportunity, or issue that is interesting or important to me, my community, and/or the natural world.
- I can gather and record information to better understand the need, opportunity, or issue (e.g., Who or what is affected? What has already been tried? How long has this been a challenge?) and explain it to others.
- I can create design criteria for a successful tool, model, or action that names and considers those affected by the challenge (e.g., specific users, communities, or parts of the natural world).
Project-specific:- I can identify and frame a mobility-and-warm-up issue that affects athletes’ flexibility, balance, and everyday comfort, and I can explain who is impacted and why it matters to them
- I can gather and record baseline evidence (e.g., handstand control, shoulder reach, lower-body mobility, and warm-up habits) and use it to describe the problem clearly to others
- I can create design criteria for a successful before-practice routine that considers specific users (e.g., student athletes/coaches) and measurable outcomes (safety, control, and range of motion).
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- With guidance, I can identify a need or opportunity that is interesting or important to me, my community, and/or the natural world.
- I can ask questions and/or explore information to better understand the need or opportunity.
- I can share ideas for how a tool, model, or action could help people, animals, and/or the natural world.
Project-specific:- I can identify a mobility-and-warm-up need that interests me and affects my community’s athletes, and I can share initial ideas for how a before-practice routine might help
- With guidance, I can ask questions and explore information to understand what has already been tried and what specifically limits flexibility, stability, and handstand control
- I can propose how my routine’s exercises (flexibility, strength/stability, and movement control) could meet the needs of those using it and be practical to implement.
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- With guidance, I can notice and describe something that isn’t working well or that I think could work better.
- With guidance, I can ask questions to better understand the need or opportunity.
Project-specific:- With guidance, I can notice and describe what isn’t working well in athletes’ movement (e.g., unstable balance, limited shoulder reach, or compensation during mobility tasks)
- I can ask targeted questions to better understand likely causes (like inconsistent warm-ups or insufficient strength-for-flexibility work) and connect these causes to what I observe
- I can communicate a clear problem statement about how the current routine affects performance or comfort.
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- I can identify and Identify an issue or design challenge and explain its significance for those most impacted (e.g., specific users, communities, or parts of the natural world).
- I can gather, record, and summarize information to better understand the need, opportunity, or issue; its context from multiple perspectives; and key design constraints (e.g., costs, timelines, materials available, ethical considerations, etc.).
- I can create design criteria for a successful tool, model, or action that includes the perspectives (e.g., needs, desires, preferences, culture, values) of those affected by the challenge.
Project-specific:- I can identify a specific issue or design challenge about declining mobility/inconsistent warm-ups and explain why it is significant for the athletes most impacted
- I can gather, record, and summarize evidence from multiple perspectives (e.g., observations, coach input, and athlete feedback) and note key design constraints (time, equipment, safety, and skill level)
- I can create design criteria for a successful routine that includes what athletes and coaches need (ease, effectiveness, and injury-risk reduction) and measurable movement goals (range, balance, and control).
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- I can identify, define, and/or reframe a complex and/or enduring issue or design challenge and explain its significance for those most impacted.
- I can gather, record, and analyze information—including original user experience data—drawing on multiple perspectives and sources of wisdom.
- I can use my research to help me understand the context, causes, and contributing factors from multiple perspectives and to define key design constraints.
- I can create design criteria for a successful tool, model, or action that prioritizes the perspectives of those most affected by the challenge and seek stakeholder feedback on my criteria.
Project-specific:- I can identify, define, and reframe a complex and/or enduring design challenge about mobility and warm-up inconsistency, explaining its significance for athletes most impacted
- I can gather, record, and analyze information—including original user experience data from athletes (baseline and follow-up measures like handstand control, shoulder reach, and lower-body mobility) and perspectives from multiple sources—to explain causes and contributing factors
- I can create prioritized design criteria for a routine that seeks stakeholder feedback and iterates based on what users value and what improves performance and body control.
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- I can identify, frame, and/or reIdentify an issue or design challenge and explain its significance for those most impacted.
- I can gather, record, and analyze information—including original user experience data—drawing on multiple perspectives and sources of wisdom (e.g., others’ research, interviews, oral histories, cultural traditions, nature, etc.).
- I can use my research to help me understand the need, opportunity, or issue; to define its context from multiple perspectives; and to define key design constraints.
- I can create design criteria for a successful tool, model, or action that prioritizes the perspectives of those most affected by the challenge.
Project-specific:- I can frame and refine the issue or design challenge by explaining why mobility and warm-up practices affect athletes’ flexibility, stability, and skill performance in a detailed, user-centered way
- I can gather and analyze richer original evidence (including targeted interviews, user logs, and movement observations) alongside other sources of wisdom to determine context-specific causes and constraints
- I can develop design criteria for a routine that explicitly prioritizes stakeholder perspectives and safety (e.g., force absorption, balance control, and appropriate strength/flexibility work) and I can incorporate feedback to strengthen the proposed solution.
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Reason Quantitatively
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Pose and solve problems
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- I can rephrase a problem in my own words and choose one way to solve it.
Project-specific:- I can rephrase the mobility/warm-up problem in my own words and identify one simple way to address it (e.g., add a short mobility and stability routine before practice)
- I can describe my first approach in words and/or pictures.
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- I can rephrase a simple problem in my own words and break it down into phases, steps, or parts. With guidance, I can try out a problem-solving strategy (e.g., tinker, look for patterns, visualize and draw it) to come up with an approach. I can explain or show my approach in words and/or pictures.
Project-specific:- I can break the problem into parts (what’s missing, when it happens, and what effect it has on flexibility/balance) and choose a problem-solving strategy with guidance to start my approach
- I can try out a draft routine and explain the steps I’m trying to use.
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- I can organize important information about a problem (e.g., using a chart, table, or graph) to help me identify a starting point for solving it. I can try out at least one problem-solving strategy to begin testing an approach. With guidance, I can test whether my approach and/or solution is reasonable. I can explain or show my approach in words and/or pictures.
Project-specific:- I can organize key information about the problem (my baseline flexibility/balance data and current warm-up habits) in a chart or table to decide where to begin
- I can test whether my draft routine is reasonable by comparing before/after results and describe my approach in words and/or pictures.
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- I can organize important information about a problem, ask questions to better understand its context and parts, and identify a starting point for solving it. I can identify the facts, precedents, or assumptions that I am bringing to the problem or my approach. I can choose problem-solving strategies to build an approach, making changes to my approach if I get stuck (e.g., solve a simpler problem, work backward, guess and test, try numerical cases). I can test whether my approach and/or solution is reasonable and accurate. I can illustrate and/or explain my approach and how it led to my solution.
Project-specific:- I can ask clarifying questions about what athletes need and what warm-up currently looks like, then identify the facts and assumptions I’m using
- I can choose strategies to build a stronger routine, make changes when I get stuck, and show how my solution relates to improved control and safe technique using my data.
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- I can organize important information about a problem, ask questions to better understand its context and parts, and identify a starting point for solving it. I can evaluate the relevance and validity of facts, precedents, or assumptions that I am bringing to the problem and/or my approach. I can choose strategies, tools, or methods to develop an approach, experimenting with ideas and/or lines of reasoning. I can test my or others’ solutions and make corrections to ensure they are reasonable and accurate (e.g., attendant to the meaning of quantities; free from computational errors). I can illustrate and/or explain my solution and rationale.
Project-specific:- I can evaluate whether my facts, assumptions, and chosen exercises (e.g., mobility range, force absorption, balance/weight transfer) are relevant and valid to the problem my routine targets
- I can test my solution’s reasonableness and accuracy (including consistency and correct technique) and explain my rationale clearly with evidence.
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- I can use a range of tools, strategies, or methods to frame, create, and/or evaluate a problem and its context and determine essential resources for exploring or solving it. I can choose and apply relevant and credible facts, precedents, or assumptions to bring to the problem and/or my approach. I can choose strategies, tools, or methods to generate a novel approach, experimenting with ideas, theories, or lines of reasoning. I can test my or others’ solutions in multiple ways to confirm the validity and accuracy of an approach and a solution. I can illustrate and/or explain my solution and rationale.
Project-specific:- I can use multiple tools and methods (movement concepts, credible examples, athlete/coach feedback, and data patterns) to frame the problem and determine essential resources for solving it
- I can create and evaluate a refined, potentially novel pre-practice strategy, testing it in more than one way and explaining the reasoning behind my final plan and adjustments.
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