Academic Standards of Physical Education

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. (Psychomotor Domain) 

The student should develop fundamental movement patterns to a level of mature form in simple conditions and gain control of the varied use of these patterns. 

Indicators 

• K-1.1: Travel with control forward and sideways using a variety of locomotor skills (including run, jump, hop, gallop, and slide) and change directions in response to a signal or obstacle.
• K-1.2: Move in general space in a controlled manner to avoid contact with people and objects and be able to stop in control on command.
• K-1.3: Demonstrate beat awareness by moving to even and uneven rhythms (for example, galloping or sliding to the uneven rhythm of a drum beat or music).
• K-1.4: Support body weight on a variety of body parts while maintaining stillness (for example, balancing on two hands and a foot).
• K-1.5: Demonstrate controlled traveling, rolling, and balancing actions with or without equipment.
• K-1.6Throw, catch, kick, and strike objects in simple conditions (for example, tossing and catching in personal space, kicking and striking a stationary ball).
  

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. (Psychomotor Domain) 

The student should learn to vary the ways in which he or she applies motor skills and begin to develop the ability to use motor skills in combination with one another. The student should gain the ability to adapt and adjust movement skills to changing environmental conditions and use mature forms of basic locomotor patterns. The student should begin to acquire abilities that demonstrate aesthetic performance in weight-bearing, balance, and dance activities. 

Indicators

• 2-1.1: Demonstrate mature form in locomotor skills (including walking, running, jumping, hopping, galloping, sliding, skipping, and leaping).
• 2-1.2: Use smooth transitions between combinations of locomotor skills and combinations of manipulative patterns (for example, from walking to running, galloping to skipping, catching to throwing).
• 2-1.3: Jump and land in various combinations (for example, one-foot takeoff to two-feet landing, two-feet takeoff to two-feet landing).
• 2-1.4: Perform simple dances and/or movement sequences to music.
• 2-1.5: Combine balance, weight transfer, and rolling movements into a sequence with a clear beginning and ending ( for example, stork-stand balance, to a forward roll, to a donkey kick, to a knee scale balance finish).
• 2-1.6: Adapt kicking and striking to simple, changing environments (for example, kicking a moving ball, striking a friendly toss).
• 2-1.7: Toss a ball underhand using mature form (including places feet together and shoulders square to target, swings throwing arm straight back, shifts weight forward by stepping forward onto the opposite foot, ball rolls off fingers, and finishes with throwing arm outstretched toward target).
• 2-1.8: Throw a hand-sized ball overhand with force to hit a wall 30 feet away.
• 2-1.9: Catch a self-tossed and partner-tossed object.
• 2-1.10:Use movement concepts to move in expressive ways (for example, traveling in a curved or zigzag pathway, moving body parts from one level to another, contrasting the speed or force of movement). 

Standard 2: The physically literate individual demonstrates knowledge of concepts, principles, strategies, tactics related to movement and performance. (Cognitive Domain) 

The student should develop the ability to identify and use critical elements/learning cues in applying fundamental movement skills. The student should gain the ability to identify and perform the movement concepts of space, effort, and relationships. 

Indicators 

• 2-2.1: Identify the critical elements/learning cues of fundamental locomotor and manipulative skills (for example, bend knees when landing, steps with opposition when throwing, reach and give when catching).
• 2-2.2: Identify movement concepts and principles of movement to a variety of fundamental movement skills (for example, catching at different levels, skipping in different pathways, "giving" to receive force).
• 2-2.3: Use feedback to improve performance (for example, changing the hand position after recognizing an error).
• 2-2.4: Identify dominate hand and lead foot for performing fundamental movement skills.
• 2-2.5: Attribute differences in improved physical performance to appropriate practice and experience (for example, student recognizes that he or she is improving in the skill of throwing and catching a ball as a result of practicing in physical education class and playing on at-ball team).
• 2-2.6: Identify physiological responses as a result of moderate-to-vigorous physical activity (for example, breathing rate, heart rate, amount of perspiration).

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. (Psychomotor Domain) 

The student should gain the ability to demonstrate refined fundamental patterns, to perform variations and combinations of motor skills, and to apply basic offensive and defensive strategies in increasingly dynamic and complex environments. The student should learn to apply specialized skills that are basic to particular movement forms.

Indicators 

• 5-1.1: Demonstrate mature form for all fundamental manipulative skills (for example, catching, striking, kicking).
• 5-1.2: Demonstrate mature form for combinations of fundamental locomotor skills (for example, running, walking, skipping, galloping).
• 5-1.3: Use basic motor skills during invasion games, net/wall activities,
  striking/fielding activities, and target activities in increasingly complex situations (for example, dodging and evading an opponent, traveling at different levels, speeds or directions).
• 5-1.4: Execute basic offensive and defensive strategies for an invasion game or net/wall activity (for example, travel and maintain control of an object in a two­on-one situation, receive and pass an object with a partner against a defender, place the ball away from an opponent in 4-square ).
• 5-1.5: Demonstrate extension and control by supporting body weight on the hands (for example, cartwheels, handstands).
• 5-1.6: Apply movement concepts to sequenced gymnastics actions with smooth transitions both alone and with others (for example, perform a routine that includes balance-roll-balance with a change in direction).
• 5-1.7: Perform age-appropriate dances with given steps and sequences in rhythm to music.
• 5-1.8: Jump rope continuously, without error, for 30 seconds.  

Standard 2: The physically literate individual demonstrates knowledge of concepts, principles, strategies and tactics related to movement and performance. (Cognitive Domain)

The student should learn to use critical elements/learning cues to refine his or her application of fundamental and selected specialized motor skills in increasingly complex environments as well as to provide feedback to others. The student should apply basic offensive and defensive strategies.

Indicators 

• 5-2.1: Identify critical elements/learning cues of a skill to improve personal performance and provide feedback to others in fundamental movement skills and specialized game skills (for example, making a triangle to set the volleyball).
• 5-2.2: Identify basic offensive and defensive strategies in modified game situations (for example, moving to open space while in a three-on-two situation).
• 5-2.3: Recognize movement concepts that have an effect on the quality of complex movement performance (for example, the absorption and production of force, the transfer of weight, the relationship between practice and improvement of performance, the importance of warm-up and cool-down).
• 5-2.4: Identify the five components of health-related physical fitness (muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition) and describe activities that correspond to each component.
• 5-2.5: Design goals based upon personal strengths and weaknesses as determined by fitness test results.
• 5-2.6: Describe how heart rate is used to monitor exercise intensity.
• 5-2.7: Recognize pacing is critical to sustain participation in cardiorespiratory endurance activities.

Standard 3: The physically literate individual achieves and maintains a health-enhancing level of physical activity fitness. (Psychomotor Domain)

The student should develop the ability to match different types of physical activities with their underlying physical fitness components and to participate in moderate- to-vigorous physical activity in a variety of settings. The student should begin to acquire the ability to interpret the information provided by formal measures of physical fitness and to use this information to increase his or her current level of fitness.

Indicators

• 5-3.1: Identify opportunities available in the school and community for regular participation in physical activity (for example, before and after school physical activity programs, Fun Runs/5Ks or school wide walks, youth sports, county recreation programs, church leagues, technology based exercise).
• 5-3.2: Select and participate in physical activities that develop and appropriately maintain each of the five components of health-related physical fitness (for example,jogging to increase aerobic capacity).
• 5-3.3: Monitor his or her own participation in physical activity (for example, using a GPS device and/or pedometer to count number of steps taken/distance traveled, using a heart rate monitor to check his or hers exercising heart rate, maintaining a physical activity log).
• 5-3.4: Achieve the age- and gender-specific health-related physical fitness standards defined by a state-approved fitness assessment (including Fitnessgram).
• 5-3.5: Implement strategies to achieve and maintain health-related physical fitness goals (for example, maintains heart rate within the target heart rate zone for a specified length of time during an aerobic activity).

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings. (Affective Domain)

The student should learn the purpose and apply activity-specific rules, safe practices, procedures, and etiquette. The student should acquire the ability to follow these principles with few teacher reminders. The student should continue to develop cooperation skills to achieve a common goal while working with a partner or a small group. The student should continue to develop a respect for the strengths as well as the limitations of others.

Indicators

• 5-4.1: Work cooperatively and productively in a small group to accomplish a set goal in both cooperative and competitive physical activities.
• 5-4.2: Identify and demonstrate the characteristics of good sportsmanship (for example, accept the teacher's decision regarding a personal rule infraction without displaying negative reactions toward others).
• 5-4.3: Recognize the positive attributes that individuals of varying gender, race, ethnicity, and/or skill levels bring to physical activity in a group setting.
• 5-4.4:  Participate in the establishment of rules, procedures, and standards of etiquette that are safe and effective for specific activity situations.
• 5-4.5: Take responsibility for his or her own actions without blaming others.
• 5-4.6: Participate willingly in physical activities with others who may be different in gender, race, ethnicity, and/or skill level.

Standard 5: The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain)

The student should develop the ability to choose an appropriate level of challenge for him- or herself in physical activities and to realize that improvement in skills is achieved by effort and practice. The student should learn to enjoy participating in physical activities with peers whose skill levels are both different from and similar to his or her own and thereby to recognize that physical activity is an important avenue to many personal rewards.

Indicators

• 5-5.1: Seek to engage in physical activities that are personally enjoyable.
• 5-5.2: Recognize that effort and practice contribute to improvement and success.
• 5-5.3: Seek to engage in physical activities that are personally challenging.
• 5-5.4: Celebrate personal physical-activity successes and achievements along with those of others.
• 5-5.5: Recognize that physical activity is an opportunity for positive social interaction.
• 5-5.6: Explain why individuals are attracted to certain physical activities.
• 5-5.7: Recognize that skill competency leads to enjoyment of movement and physical activity.

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. (Psychomotor Domain)

The student will apply tactics and strategies to modified game play; demonstrate basic manipulative, locomotor and non-locomotor skills and should gain an increased ability to use these skills in varying and complex situations. The student demonstrates basic skills in modified versions of invasion games, dance and rhythmic activities, target and net/wall games, striking/fielding games, outdoor pursuits, and aquatics.

Indicators

• 8-1.1: Demonstrate basic skills and tactics during a three-on-two modified invasion game (for example, passing to open space during a three-on-two soccer game).
• 8-1.2: Use good technique in performing two different dance and rhythmic activities
  ( for example, demonstrating correct steps with balance and control when performing a line dance and a folk dance).
• 8-1.3: Exhibits command of rhythm and patterns by creating a movement sequence to music as an individual or in a group.
• 8-1.4: Demonstrate in a modified situation the basic skills and tactics used for target games and net/wall games ( for example, the four-step delivery without the bowling ball, or the tennis forehand from a tossed ball).
• 8-1.5: Demonstrate the basic skills that one uses in an outdoor pursuit (for example, reading a compass for orienteering, adjusting the seat height for biking, launching a canoe).
• 8-1.6: Demonstrate basic skills and tactics during modified fielding/striking games (for example, striking a pitched ball with an implement).
• 8-1.7: Demonstrate basic skills in aquatics (if access to facilities permits) (for example, bobbing, treading water, front crawl stroke).

Standard 2: The physically literate individual demonstrates knowledge of concepts, principles, strategies and tactics related to movement and performance. (Cognitive Domain)

The student demonstrates and applies advanced movement and game strategies, to identify the critical elements/learning cues of advanced movement skills, and to identify characteristics representative of highly skilled performance. The student develops the ability to identify and use basic offensive and defensive strategies.

Indicators

• 8-2.1: Identify critical elements/learning cues of skills performed in invasion games, target and net/wall games, striking/fielding games.(for example, recognize "balance, eyes, elbows and follow through" as learning cues for performing a free throw).
• 8-2.2: Design a sequence of progressive rhythmic movement patterns (for example, create a repeatable aerobic sequence of four, eight count steps, with coordinated arm movements).
• 8-2.3: Identify the five components of health-related physical fitness (muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition) and, with limited teacher assistance, use them to design a personal health-related physical fitness plan based on FITT (frequency, intensity, type, and time) training principles.
• 8-2.4: Integrate prior knowledge of movement concepts into new learning experiences in the physical-activity setting (for example, state the similarities between the overhand throwing pattern and the overhand volleyball serve).
• 8-2.5: Identify physical-activity experiences for social, emotional, and health benefits (for example, jogging to reduce stress, walking with a friend for social interaction).
• 8-2.6: Describe tactics within invasion games, target and net/wall games,
  striking/fielding games and explain how to use them effectively in modified situations ( for example, explain why hitting the ball away from the opponent when playing tennis is an offensive strategy).

Standard 3: The physically literate individual achieves and maintains a health-enhancing level of physical activity and fitness. (Psychomotor Domain)

The student develops an interest in a variety of physical activities and increases his or her ability to find opportunities for participation in these activities. The student achieves and maintains a health-enhancing level of fitness by setting and pursuing physical activity goals and by applying training principles in creating a personal fitness plan to achieve personal fitness goals. The student develops the ability to interpret the results of physical fitness assessments and to use this information to pursue his or her individual fitness goals.

Indicators

• 8-3.1: Monitor his or her own participation in physical activity (for example, maintain an activity log for a seven-day period, documenting progress toward achievement of personal goals).
• 8-3.2: Identify community resources to support varied opportunities for participation in physical activity outside of physical education class (for example, YMCA programs, city recreation programs, biking paths, walking trails).
• 8.3.3: Achieve and maintain the age- and gender-specific health-related fitness standards as defined by a state-approved fitness assessment (for example, scoring within the healthy fitness zone on Fitnessgram).
• 8-3.4: Identify personal health-related fitness goals and implement a plan to achieve and/or maintain personal fitness (for example, when flexibility criteria is not achieved, select and perform appropriate exercises until the goal is achieved).
• 8-3.5: Participate in health-related fitness activities outside of the physical education class (for example, rollerblading after school, taking swim lessons, playing in a softball league).

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others in physical activity settings. (Affective Domain) 

The student uses effective self-monitoring skills and applies appropriate problem-solving techniques to resolve conflict in physical activity settings. The student works with others to accomplish group goals in both cooperative and competitive settings. The student respects the contributions made by others whose skill levels are dissimilar to their own. 

Indicators 

• 8-4.1: Work cooperatively within a group to establish and achieve group goals in competitive as well as cooperative physical activity settings (for example, consider ideas from all group members when creating an aerobic dance routine).
• 8-4.2: Recognize and resolve potential conflicts in physical activity settings (for example, shows self-control by accepting a controversial decision of an official).
• 8-4.3: Accept differences among people and make an effort to include a diversity of participants in physical activities (for example, seeks out, participates with, and shows respect for peers with different ability levels).
• 8-4.4: Uses equipment appropriately in physical activity settings and identifies safety concerns associated with specific activities.

Standard 5: The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression and/or social interaction. (Affective Domain)

The student learns that physical activities provide the opportunity for challenge, enjoyment, and positive social interaction. The student gains an awareness of the health benefits, opportunities for enjoyment, and social interaction provided through participation in a variety of physical activities.

Indicators

• 8-5.1: Seek and explore physical activity opportunities that provide personal meaning and enjoyment (for example, participate in organized sports for the joy of competition, ride a mountain bike to enjoy nature trails).
• 8-5.2: Seek and explore health-enhancing physical activities that provide challenge enjoyment, and social interaction (for example, participate in a local road race or youth recreational league).
• 8-5.3: Identify and participate in an enjoyable activity that prompts social interaction or self-expression.
• 8-5.4: Identify the health benefits of a physically active lifestyle.

Standard 5: The physically literate individual demonstrates awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression, and/or social interaction. (Affective Domain)

The student should acquire the ability to experience satisfaction and enjoyment while pursuing personal physical activity goals and to recognize that physical activity can provide a positive environment for social interaction.

Indicators

• HS-5.1: Analyze the health benefits of various physical activities.
• HS-5.2: Examine how personal meanings derived from various physical activities may change and influence an individual's choices across the lifespan (for example, reflects on possible reasons for choosing to participate in a lifetime sport after high school).
• HS-5.3: Analyze the health benefit of various physical activities.
• HS-5.4: Select and participates in physical activities or dance that meet the need for self­expression and enjoyment.
• HS-5.5: Identify the opportunity for social support in various physical activities.