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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 name physical and recovery activities that make me feel better (e.g., stretching, hydration, rest) and explain how safe participation (rules, equipment use, and spacing) supports my well-being when I am upset or stressed.
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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 pre-practice and recovery choices I make (e.g., a short warm-up and cool-down, drinking water) and share how I stay safe by following rules/procedures and using proper flexibility/strength techniques.
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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 joy- and identity-affirming activities and set an intention for my well-being (physical and emotional) by planning a safe 5-minute routine that includes appropriate stretching and fitness supports (flexibility, cardiovascular, muscular strength/endurance).
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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 use my safe routine during practice and make fitness-related adjustments for injury prevention by applying basic training guidelines (e.g., appropriate warm-up, pacing, recovery) and anticipating potentially risky outcomes.
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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 consistent affirming life practices by maintaining a personal fitness/well-being plan that integrates safe participation habits, strength/cardiovascular/flexibility training, and recovery strategies, and I can check in to see whether the routine helps me feel better and stay well.
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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 a comprehensive routine of well-being by integrating mindfulness/reflection with safety and training principles, adjusting my stretching/recovery plan based on my own data (soreness, fatigue, mobility) while acknowledging challenges and practicing gratitude without denying hardship.
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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 physical activity and explain why it feels good for me, using at least one example from my day
- I can identify a simple safety choice I make during activity (e.g., staying hydrated, using proper spacing, or using equipment correctly).
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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 unique parts of my identity (like being an athlete, dancer, or someone who enjoys certain sports) and give an example of how that shows up in how I move
- With guidance, I can connect my interests to safe participation habits (e.g., choosing an appropriate warm-up/cool-down and following rules).
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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 describe aspects of my identity and give specific examples of how I express them through physical activity (what I play, how I practice, and what motivates me)
- I can apply basic safe training behaviors—such as proper warm-ups, listening to my body, and using correct technique—to help me stay flexible and strong.
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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 most central parts of my identity that shape how I show up for physical activity, and I can explain how different parts of me connect to my relationships and goals
- With support, I can respond to identity-based stereotypes in a way that prioritizes timing and safety in sports settings (e.g., speaking up appropriately or choosing a safe role when I’m unsure).
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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 multiple identity parts (including my interests and role in teams) influence my experiences and relationships in physical activity
- I can examine how stereotypes might affect my confidence or participation, and I can use a repertoire of responses that includes support resources (like trusted adults, athletic trainers, or community guidelines) while still applying safe participation practices (rules, technique, and injury prevention).
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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 reflect on how my identities have evolved over time and show pride in how I choose and adapt physical activity for my well-being
- I can support others’ identity connection in sports or PE by encouraging identity-affirming practices, while also modeling safe participation and training habits (appropriate technique, safe recovery, and injury-prevention routines) that help everyone persist through challenges.
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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 my 5-minute pre-practice stretching and recovery routine to support teen athletes’ fitness and safety
- With guidance, I can list a few basic steps (e.g., research, choose activities, test the routine) that I will follow to work toward my goal.
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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 some steps to reach it, working alone or with others
- I can help make roles and steps clear (who gathers safety guidance, who records data, who demos the routine) so my team stays organized and can complete the routine safely.
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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 or co-create a specific, achievable goal for the routine and success criteria (what “safe and effective” looks like) for teen athletes
- I can create a staged plan (research → design → field-test → revise) with key dates, and I can discuss preferences, needs, and strengths so our roles match what each person can contribute.
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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 or co-create specific success criteria and a feasible plan that accounts for resources and constraints (time, space, equipment, supervision)
- I can set monitoring steps for my goal (what data I will collect on soreness, mobility, and participation) and use digital tools if available to share updates and incorporate feedback.
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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 or co-create goals and success criteria for injury-prevention outcomes and safe participation (e.g., proper warm-up progression, hydration reminders, spacing/equipment expectations)
- I can establish progress-monitoring tools (daily check-in chart, movement/flexibility tracking, revision log) and help set inclusive team norms so we each contribute consistently and safely.
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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 or co-create the purpose and success criteria for the routine as part of a broader training plan to reduce overuse/reinjury risk and improve fitness components
- I can develop strategies for anticipated issues (e.g., different injury histories, pain/overload signals, limited equipment, language or accessibility needs) and use culturally responsive inclusive norms and adapted digital tools so our team can implement, monitor, and revise the routine effectively.
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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 stop to check in with myself (and/or my partner) about how my pre-practice routine is going and whether I’m following safe procedures (spacing, correct technique, hydration reminders, and sun protection as needed)
- I can ask for help to fix safety or form issues and continue toward the goal of reducing overuse risk.
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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 stop to check in with myself (and/or my partner) about whether the routine is working for my goal (e.g., improved mobility/flexibility, lower soreness, safer warm-up)
- If I get stuck or distracted, I can come up with next steps (ask for help, repeat the safer modification, or use a different tracking tool) and adjust based on what I notice during the day.
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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 toward my goals by comparing my daily soreness/mobility notes to my baseline and identifying patterns (what feels tighter, what flares up)
- If an issue arises, I can identify likely causes (training load, technique, recovery gaps, or missed rest) and try an adjustment while encouraging my team/partner to do the same.
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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 about process and progress using multiple sources of evidence (my tracking data, team feedback on form/safety, and comfort during specific moves)
- If something doesn’t improve or feels risky, I can promptly analyze causes and pursue a suitable solution (modify stretches, adjust duration/intensity, and reinforce safety rules and equipment use).
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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 mis objetivos del entrenamiento (más movilidad, menos dolor, mejor recuperación)
- Puedo usar ciclos de retroalimentación (mis notas + observaciones del equipo/entrenador) para ajustar mi rutina y mejorar mis decisiones de seguridad, hidratación, y técnica; si surge un problema, lo reconozco rápido, analizo causas y busco una solución 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 support shared improvement through responsive encouragement tailored to individual needs or preferences (e.g., offering safe alternatives for limited range)
- I/we can use multiple feedback cycles informed by diverse data (my tracking, peer observations, and trainer/health guidance) to adjust safely and effectively; if team conflicts or participation issues affect safety, I can facilitate a strengths-based difficult conversation to resolve them.
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Sustain Well-Being
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Connect to the natural world
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- With guidance, I can use my senses and name what I see, hear, feel, or smell in the natural world (e.g., soft leaves, loud birds). I can notice and name things from the natural world that I like or find beautiful. With guidance, I can help care for the natural world (e.g., watering plants, picking up litter).
Project-specific:- With guidance, I can use my senses in nature (like temperature, sounds, wind, or light) and name what I notice during or after being physically active
- I can connect what I feel in nature to how my body feels (e.g., how outdoor air affects comfort and alertness).
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- I can use my senses and name what I see, hear, feel, or smell in the natural world. I can notice and name things from the natural world and share what makes them beautiful or special to me. I can help care for the natural world including plants, animals, and land. With guidance, I can share some ways that my nature-based actions (e.g., creating a garden, caring for animals) help both nature and myself.
Project-specific:- I can use my senses to notice patterns in the natural world (like weather changes, seasonal differences, or water/ground conditions) and share why they feel special to me
- I can help care for nature in small ways before or after activity (like picking up litter or protecting plants) and describe how those actions also support my well-being.
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- I can use sensory experiences to see patterns (e.g., symmetry, cycles, etc.) and grow my understanding of the natural world. I can regularly notice things from the natural world, share what makes them beautiful or special to me, and identify how they make me feel. I can help care for the natural world and join activities, groups, or events to expand that effort within my communities. I can share how my nature-based actions help and/or harm both nature and myself.
Project-specific:- I can regularly use sensory experiences from nature to identify how environmental conditions affect my energy, flexibility, and recovery (like heat, humidity, or uneven surfaces)
- I can share how my nature-based observations influence my choices for safe participation, hydration, and recovery habits.
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- I can seek out and reflect on sensory experiences to help me grow my knowledge and understanding of the natural world, experience and share nature’s stories, and notice how they affect my feelings and moods. I can seek out beauty and awe from the natural world and reflect on my emotional responses. I can take individual initiative to be a steward of the natural world, support and join collective environmental actions within my communities, and help educate others in taking care of the natural world. I can engage in behaviors and practices that show a reciprocal relationship with nature (e.g., restoring a habitat, helping plants grow) and identify ways that I’m balancing my needs with nature’s needs.
Project-specific:- I can seek out and reflect on sensory experiences in nature to understand how my mood and focus change during physical activity (like noticing awe in a trail setting or noticing when conditions make me tense)
- I can take individual initiative to be a steward while being active (like choosing low-impact routes and reducing harm to land) and explain how I balance my needs with nature’s needs.
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- I can integrate sensory experiences from nature into my self-care routines and use them for continual learning and sharing. I can seek out beauty and awe from the natural world, reflect on my emotional responses, and use those experiences to find greater connection and humility. I can participate in, advocate for, and lead individual and collective responsibilities for environmental stewardship within my communities. I can engage in and advocate for individual and community behaviors that reflect a reciprocal relationship with nature.
Project-specific:- I can integrate sensory experiences from nature into my fitness and self-care routines by using observations (temperature, sunlight, wind, terrain) to guide safe warm-up, hydration, and recovery decisions
- I can advocate for and lead environmental stewardship during activity settings (like organizing a “leave no trace” group routine) and describe how my actions support a reciprocal relationship with nature.
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- I can integrate sensory experiences from nature into my self-care routines, use them for continual learning and sharing, and support others in developing their sensory connection to nature. I can integrate experiences of beauty and awe in the natural world into my ongoing self-care and spiritual practice. I can take individual and collective action for stewardship of the more-than-human world and organize and lead long-term environmental stewardship efforts that promote systemic change. I can engage in and teach others how to develop a reciprocal relationship with nature and advocate for systemic change that honors this relationship.
Project-specific:- I can integrate sensory experiences from nature into ongoing self-care and help others use nature-connected observations to improve safe, sustainable participation
- I can organize and lead long-term community stewardship efforts tied to fitness (like habitat-respecting route planning or team cleanups) and explain how these actions create systemic change that honors the reciprocal relationship between people and the more-than-human world.
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Sustain Well-Being
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Build cultural intelligence
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- With guidance, I can share some practices, beliefs, and celebrations that are important to me and/or my community. With guidance, I can learn about practices, beliefs, and celebrations of communities and people who are different from me. With guidance, I can name and celebrate some of the differences between me and others.
Project-specific:- With guidance, I can identify at least one way physical activity traditions or community practices (for example, a team ritual or cultural event) help me participate safely and responsibly
- I can name simple similarities and differences between my community’s practices and those of others when we practice or demonstrate movements.
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- I can participate in an event or experience that is important to me, my community, and/or to people from other communities. I can name similarities and differences between my culture/lived experiences and others I learn about or experience. I can share some ways that the differences between me and others are interesting or special.
Project-specific:- I can participate in a culturally relevant physical activity experience and share similarities and differences in safety practices across communities (for example, hydration habits, warm-up routines, or rules)
- I can explain how honoring different approaches helps me follow safe participation guidelines and demonstrate basic warm-up/flexibility techniques appropriately.
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- I can participate in an event or experience that is culturally relevant and/or diverse and reflect on aspects that I appreciated. I can name similarities and differences between or among cultures/lived experiences I learn about or experience without making value judgments. With guidance, I can identify stereotypes and/or misinformation about people or groups and try out some ways to counteract them (e.g., check assumptions, verify facts, broaden sources or experiences, seek additional context).
Project-specific:- I can participate in a culturally relevant physical activity experience and reflect on what I appreciated about different approaches to training and recovery without judging
- I can identify one stereotype or misconception related to athletes’ bodies or fitness practices and suggest a way to correct it using accurate information (e.g., stretching/strength guidelines and injury-prevention best practices).
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- I can participate in and reflect on an event or experience that is culturally relevant and/or diverse and choose ways to adapt my style of engagement and/or express my appreciation. I can ask open-ended questions to learn about cultures and lived experiences other than my own (e.g., traditions, norms, languages, rituals, values, arts) without making value judgments and helping others use a similar inquiry stance. I can recognize stereotypes that relate to aspects of social or cultural identity (mine or others’) and I can counter them with verifiable facts or evidence. I can identify one or more of my own implicit biases and practice some ways to counteract them.
Project-specific:- I can participate in and reflect on culturally diverse physical activity experiences and adapt how I engage (communication, teamwork roles, and participation norms) to support safe, respectful participation
- I can ask open-ended questions to learn others’ traditions and then use verifiable facts (like safe technique, training load principles, and equipment rules) to counter bias or misinformation I notice.
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- I can participate in and reflect on both culturally relevant and diverse experiences and choose ways to adapt my style of engagement and/or express my appreciation. I can take initiative to learn about cultures and lived experiences other than my own without making value judgments and while helping others use a similar inquiry stance. I can disrupt stereotyping when I observe it happening by noting it and countering it with facts, evidence, or insights from history and/or my own lived experiences. I can reflect on my own implicit biases and how they are presenting in my interactions with others, and I can practice strategies to counteract them.
Project-specific:- I can take initiative to learn about cultural traditions and lived experiences related to sport, flexibility, strength, and recovery, and I can help others use a similar inquiry stance
- When I see stereotyping or bias during practice or training, I can name what’s harmful and counter it with facts/evidence (e.g., injury-prevention practices, safe stretching/strength routines, and training guidelines).
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- I can regularly seek out and engage in both culturally relevant and diverse experiences and choose responsive ways to adapt my style of engagement and/or express my appreciation. I can take initiative to learn about cultures and lived experiences other than my own without making value judgments or reductive comparisons and while helping others use a similar inquiry stance. I can disrupt stereotyping or explicit bias when I observe it happening by promptly noting it, naming the harm it causes, and countering it with facts, evidence, or insights from history and/or my own lived experiences. I can regularly reflect on my implicit biases, practice curiosity and courage in understanding their impact on others, and consistently use strategies to counteract them.
Project-specific:- I can regularly seek out and engage in culturally relevant and diverse physical activity experiences, adapting my style of engagement to support inclusive, safe performance for everyone
- I can promptly disrupt stereotyping or explicit bias when it occurs, describe the harm it causes, and use accurate evidence and community-informed perspectives to guide safer participation and recovery strategies.
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Design Solutions
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Build models, prototypes, or action plans
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- With guidance, I can share ideas for helping or solving the problem and pick one idea to try. With guidance, I can build a prototype, model, or plan by myself or with others to help create a solution.
Project-specific:- With guidance, I can identify one safe 5-minute pre-practice stretching/recovery routine idea that helps reduce overuse and reinjury risk
- I can build a simple prototype or draft action plan for the routine and explain basic safety considerations (e.g., warming up, proper technique cues, hydration, spacing, and when to stop due to pain/fatigue).
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- I can come up with a list of possible solutions or ways to help. I can select one idea from the list that I am most interested in testing out or trying. By myself or with others, I can build a prototype, model, or plan to test my idea that helps people, animals, and/or the natural world.
Project-specific:- I can generate a list of simple routine ideas and select one that I want to test with a teen team
- I can create a prototype/model action plan that includes the routine steps (warm-up → stretching/flexibility focus → recovery guidance), basic training guidelines, and at least one prevention best practice (e.g., sun protection/equipment use/rules and sportsmanship).
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- I can generate a list of possible solutions and/or actions from practical to seemingly impossible. I can select one idea that is testable: I can realistically prototype it because I have considered design criteria and constraints (e.g., time, resources, specialized knowledge, or skills) and some potential impacts of my idea on people, animals, and/or the natural world. I can build a prototype, model, or action plan that meets most or all of my design criteria.
Project-specific:- I can generate multiple realistic routine options and choose one testable plan by checking design criteria and constraints (time, available space/equipment, and who will use it)
- I can build a detailed prototype that targets common flexibility/strength/mobility needs, uses safe technique expectations, and includes a tracking method for soreness, mobility, and participation so I can adjust the plan over time.
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- I can use diverse strategies (e.g., mapping, visualizing, scenario-building) to come up with a wide range of possible solutions or actions. I can select one testable idea that also considers ethical factors (e.g., fairness, harm, benefit) and, if applicable, community strengths and assets. I can build a prototype, model, or action plan that meets my design criteria and constraints and draws on additional research or mentorship support as needed.
Project-specific:- I can use different strategies (e.g., mapping needs to movement areas or scenario-building with athlete cases) to develop a wide set of solution actions and select one that is testable and ethically safe
- I can build an action plan prototype that includes injury-prevention logic, anticipates potentially dangerous outcomes (e.g., worsening pain or improper warm-up), and aligns exercises to cardiovascular/strength/endurance and flexibility goals.
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- I can use diverse strategies to come up with a wide range of possible solutions or actions. I can select several ideas to test with input from multiple stakeholders while attending to my design criteria, constraints, ethical factors, and, if applicable, community strengths and assets. I can build prototypes, models, or action plans that meet my design criteria and constraints, integrate input from those most impacted, and enable me to test, study, and/or iterate my design.
Project-specific:- I can develop several routine prototypes by gathering input from multiple stakeholders (e.g., peers and an athletic trainer) and I can integrate their feedback on safety, practicality, and likely impact
- I can build a refined, team-ready action plan that includes clear step-by-step instruction, safe progression/training guidance, and a monitoring/iteration system tied to my collected baseline data and revision decisions.
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- I can use and lead others through idea generation processes and strategies to generate a wide range of possible solutions or actions. I can select several ideas to test with input from multiple stakeholders while attending to my design criteria and constraints as well as ethical, legal, and cultural considerations. I can build prototypes, models, or action plans that meet my design criteria and constraints and enable me to test or study different variables that impact the design and its potential efficacy/impact.
Project-specific:- I can lead others through an idea-generation process to test different routine variables (e.g., flexibility focus areas, intensity/duration, or recovery add-ons) while considering ethical, legal, and cultural considerations
- I can build and facilitate a rigorous prototype/action plan for a 5-minute pre-practice routine that coordinates safe participation practices, incorporates training principles (including overload/recovery), and supports iterative study of which approach improves resilience and reduces reinjury risk.
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Build Community
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Advocate for myself and others
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- I can recognize when I need help and ask for the specific help I need.
- With guidance, I can ask others what they need so they can fully engage in an experience with a sense of belonging.
- I can participate in and/or support a group and/or event focused on taking action to positively impact community.
Project-specific:- I can ask for help with my participation in physical activity when something feels unsafe, confusing, or uncomfortable
- With guidance, I can ask what others need (equipment, hydration, spacing, or rule reminders) so everyone can fully participate and feel included.
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- I can ask for help when I need it.
- With guidance, I can recognize when other people may need or want help, and I can learn and practice ways to offer help.
- With guidance, I can participate in an event focused on taking action to positively impact community.
Project-specific:- I can ask for help when I notice I’m missing a safe-practice step (warm-up, hydration, correct technique, or safe pacing)
- With guidance, I can recognize when others may need support and practice offering specific help (like sharing a routine cue or adjusting for safe spacing) during a group activity.
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- I can recognize when I need help or my needs or rights are not being met, find support, and advocate for myself by clearly expressing my needs and upholding my boundaries even in challenging or unfamiliar situations.
- I can advocate for others when I perceive that their needs, values, and/or rights are not being respected, ensuring that their voices are heard.
- I can participate in collective action for positive impact and co-create and/or lead initiatives with cross-sector partners (e.g., nonprofits, government, etc.) that address injustices and inequities.
Project-specific:- I can advocate for myself by clearly expressing my needs, boundaries, and safety concerns when my rights or well-being are at risk during physical activity
- I can also advocate for others by speaking up so their voices are heard, such as requesting rule/safety changes or appropriate modifications, and I can join collective efforts to improve safe participation for teen athletes.
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- With guidance, I can ask for help when I need it.
- With guidance, I can recognize when other people may need or want help.
- With guidance, I can participate in an event focused on taking action to positively impact community.
Project-specific:- With guidance, I can ask for help when I need it to follow best practices for safe participation (injury prevention, correct equipment use, and procedures)
- With guidance, I can recognize when others may need assistance and support them in maintaining safe technique and sportsmanship during activities or events.
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- I can recognize when I need help or my needs or rights are not being met, identify potential barriers, and choose an appropriate source of support, including one beyond my immediate circle.
- I can use observation, reflection, and listening to identify others’ needs and support their sense of belonging, either by leading advocacy measures or by supporting their lead.
- I can participate in collective action for positive impact on community and co-create or lead in one or more of these spaces.
Project-specific:- I can recognize when my needs or rights are not being met during physical activity (e.g., pain signals ignored, unsafe routines, lack of accommodations), identify potential barriers, and choose an appropriate support source such as a coach, athletic trainer, or health care professional
- I can use observation and reflection to support others’ belonging by helping them access safe modifications, clear rules, and appropriate guidance—either by leading or following others’ advocacy.
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- I can recognize when I need help or when my needs are not being met, identify multiple options for getting the support I need, and choose an option that best fits the situation.
- I can use observation, reflection, and listening to identify others’ needs and to take a step to support their sense of belonging.
- I can participate in, support, and contribute to a group and/or event focused on taking action to positively impact community.
Project-specific:- I can recognize when I need help or when my safety needs are not being met, then identify multiple options for getting support and select the best one for the situation (on-site staff, equipment/space changes, or health care guidance)
- I can listen and reflect to support others’ belonging by contributing to group decisions, co-planning safe strategies, and actively participating in community efforts that reduce overuse reinjury risk.
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