Physical Education Standards
Content Standard #1: Movement Competency/Proficiency
A physically educated student demonstrates competency in many, and proficiency in a few, movement activities.
Primary (K-2) Performance Standards
- Performs all categories of locomotor and non-locomotor movements on a variety of different body parts. (1.A)
- Performs all manipulative skills using a variety of body parts and equipment. (1.B)
- Varies the aspects of effort and relationships to show versatility in the performance of basic movement skills. (1.C)
- Demonstrates progress (change) toward more developmentally advanced levels in selected movement skills. (1.D)
- Plans and repeats a sequence or combination of different movements. (1.E)
- Demonstrates all body shapes (positions) and body actions. (1.F)
- Varies the spatial aspect (directions, levels, pathway, planes, extensions, areas) of movement to show versatility in the performance of basic skills. (1.G)
Grade Level Performance Standards
Kindergarten:
As a result of participating in a quality physical education program the student will be able to (examples)...
- start and stop on signal. (1.A.1) (1.C.1) (1.G.1)
- show clear contrasts between slow and fast movements. (1.C.2)
- show various body positions and actions at low, medium, and high spatial levels. (1.G.2)
- show a "giving action" of the knees when stopping a run or jumping from a height. (1.F.1)
- walk, skip, or gallop and jump to a rhythmic pattern or music. (1.A.2) (1.C.3)
- show some "critical elements" of selected movement skills (e.g., overarm throw, underarm throw, rolling, place kick, striking, long jumping, hopping, and catching. (1.B.1) (1.D.1)
- create, perform, and repeat a floor sequence using all four categories of locomotion (e.g., step-like actions, sliding, rolling, and flight). (1.A.3) (1.E.1) (1.G.3)
- maintain a curled shape while performing a sideways roll. (1.A.4) (1.F.2)
Grade 1:
As a result of participating in a quality physical education program the student will be able to (examples)...
- clearly show specific body positions/shapes (straight, wide, round, twisted, angular, symmetrical, and asymmetrical). (1.F.1)
- adjust/adapt time, force, and speed of movement in changing conditions. (1.C.1)
- travel in straight, zigzag, and curved pathways. (1.G.1)
- accelerate speed in open areas and decelerate in crowded areas. (1.C.2) (1.G.2)
- perform a two-footed takeoff preceded by a short run. (1.D.1) (1.E.1)
- show more developmentally advanced "critical elements" of selected movement skills (e.g., overarm throw, underarm throw, rolling, place kick, striking, long jumping, hopping and catching). (1.B.1)
- begin to extend legs upward while taking weight on hands/arms for a few moments. (1.A.1) (1.F.2)
- maintain a frozen position (balance) using a variety of different body parts in the base of support. (1.A.2)
Grade 2:
As a result of participating in a quality physical education program the student wil be able to (examples)...
- travel in varying directions and with changes in speed without loss of balance or collision with objects or people. (1.A.1) (1.C.1) (1.G.1)
- create, perform and repeat a sequence using all four categories of locomotion on at least one piece of apparatus (roll, step, fly, slide) (1.A.2) (1.C.2) (1.E.1) (1.F.1) (1.G.2)
- perform all 5 takeoff and landing foot patterns (2 ft:1 ft; 1 ft; 2 ft; 2 ft:2 ft; 1 ft: same ft; 1 ft:other foot) (1.A.3) (1.C.3) (1.D.1)
- use a roll to absorb the force of falling and to recover balance. (1.A.4) (1.D.2) (1.E.2)
- pass a ball to a teammate or partner who is on the move. (1.B.1) (1.C.4) (1.G.3)
- use quick stops, changes in direction and feinting to avoid or "catch" others. (1.C.5) (1.D.3) (1.F.2) (1.G.4)
Intermediate (3-5) Performance Standards
- Combines locomotor and non-locomotor and manipulative skills in sequences within specific movement forms. (1.A)
- Demonstrates simple game concepts, including offensive and defensive strategies. (1.B)
- Combines skills and concepts for purposes of communication and expression. (1.C)
- Demonstrates efficient and effective movement using appropriate biomechanical principles for intended results. (1.D)
- Demonstrates progress toward more developmentally advanced levels in selected movement skills. (1.E)
- Performs complex movement tasks and combinations. (1.F)
Grade Level Performance Standards
Grade 3:
As a result of participating in a quality physical education program the student will be able to (examples)...
- execute a curled roll from different starting and ending body shapes. (1.A.1)
- create, perform, and repeat a sequence using all four categories of locomotion and at least one frozen balanced shape. (1.A.2) (1.D.1) (1.E.1) (1.F.1)
- create, perform, and repeat a sequence using all four categories of locomotion on at least one piece of apparatus. (1.A.3) (1.D.2) (1.E.2) (1.F.2)
- Combines skills and concepts for purposes of communication and expression. (1.C.1)
- demonstrate a variety of mounts onto, and dismounts from, apparatus/equipment. (1.A.4) (1.D.3) (1.E.3) (1.F.3)
- move smoothly from one balanced position to another. (1.A.5) (1.D.4) (1.E.4) (1.F.4)
- continuously transfer weight from one body part to another until a teacher signals to stop. (1.A.6) (1.D.5) (1.E.5) (1.F.5)
- dribble a ball alternating hands while stationary. (1.A.7) (1.B.1)
- dribble an object with hands/feet or a handheld implement and change movement direction on signal. (1.A.8) (1.B.2) (1.D.6) (1.E.6) (1.F.6)
- use different body parts to strike a softly tossed ball back to a partner. (1.A.9) (1.D.7) (1.E.7) (1.F.7)
Grade 4:
As a result of participating in a quality physical education program the student will be able to (examples)...
- maintain a defensive position between an opponent and the goal in a game situation. (1.B.1)
- jump and catch a ball while in the air. (1.A.1) (1.B.2) (1.D.1) (1.E.1) (1.F.1)
- strike a lightweight ball several times in succession within reach using at least two different body parts. (1.A.2) (1.D.2) (1.E.2) (1.F.2)
- leap over objects of varying heights using a takeoff from either foot. (1.A.3) (1.D.3) (1.E.3)
- create a dance sequence that contrasts firm and fine/light movements and/or stoppable and free flow. (1.A.4) (1.C.1) (1.D.4) (1.F.3)
- strike or throw a variety of objects from different distances at a specified target. (1.A.5) (1.B.3) (1.D.5) (1.E.4)
- perform at least one dance in a line, reel, circle and square formation. (1.A.6) (1.C.2) (1.F.4)
- create, perform, and repeat a sequence using at least two categories of locomotion at different levels, two body shapes, and one or more static balances on a piece of apparatus. (1.A.7) (1.D.6) (1.E.5) (1.F.5)
- enter and leave a single rope turned by others at a specified or appropriate time (as in a traditional rope jumping game or rhyme). (1.A.8) (1.D.7) (1.E.6) (1.F.6)
Grade 5:
As a result of participating in a quality physical education program the student will be able to (examples)...
- create, demonstrate, and repeat a self-turning rope jumping sequence using at least two different foot patterns, rope directions and speed. (1.A.1) (1.D.1) (1.E.1) (1.F.1)
- design and demonstrate a small group cooperative game. (1.A.2) (1.B.1) (1.F.2)
- adapt basic skills to the dynamic, changing environment of a game. (1.A.3) (1.B.2) (1.D.2) (1.E.2) (1.F.3)
- endeavor to maintain a defensive position between an offensive player and his/her teammates or goal. (1.A.4) (1.B.3) (1.E.3)
- use various body, effort, and spatial aspects of movement to design and perform a dance sequence which tells a story. (1.A.5) (1.C.1) (1.D.3) (1.F.4)
- elude a defensive player and move into an open space in order to receive a pass. (1.A.6) (1.B.4) (1.E.4) (1.F.5)
- elude a defensive player in order to throw or strike an object toward a target. (1.A.7) (1.B.5) (1.D.4) (1.E.5) (1.F.6)
Middle School (6-8) Performance Standards
- Executes developmentally advanced movement patterns in modified versions of team and individual sports. (1.A)
- Recognizes and combines movement skills and concepts effectively in specific sport/dance activities. (1.B)
- Adjusts movements in relation to space, other people, and a purpose while performing sports/dance activities. (1.C)
- Selects and executes appropriate offensive/defensive strategies during a performance of selected physical activities. (1.D)
Grade Level Performance Standards
Grade 6:
As a result of participating in a quality physical education program the student will be able to (examples)...
- participate in a modified game situation and dribble a ball or puck with control for a specified distance using hands, feet, or an implement. (1.A.1)
- execute a forward or backward pass, long or short distance with control and accuracy to a stationary target; approximately 10 yard distance. (1.B.1)
- demonstrate the proper technique of throwing a ball into play in a variety of games. (1.A.2)
- move to open spaces within the context of specific game situations. (1.C.1)
- design and perform simple or basic gymnastics and dance sequences that combine the skills of traveling, rolling, balancing and weight transfer into a smooth flowing sequence with intentional change in direction, speed, and flow. (1.C.2)
- play a modified game that involves other students cooperating to keep an object away from an opponent (basic offensive and defensive strategy). (1.D.1)
Grade 7:
As a result of participating in a quality physical education program the student will be able to (examples)...
- dribble a ball or puck through an obstacle course with speed and control using hands, feet, or implement. (1.A.1)
- execute a variety of passes to a moving target while stationary or moving to a distance of 10 to 15 yards. (1.B.1)
- demonstrate consistency in putting an object into play in a variety of games. (1.A.2)
- elude an opponent and move to an open space using a variety of movement patterns (ie: feints & fakes; game or practice). (1.C.1)
- design and perform more complex gymnastic and dance sequences. (1.C.2)
- adapt basic offensive and defensive strategies to a game situation. (1.D.1)
Grade 8:
As a result of participating in a quality physical education program the student will be able to (examples)...
- dribble a ball or puck to a pre-determined spot while being guarded by an opponent. (1.A.1)
- demonstrate a pass to a teammate appropriate to the context of a given game situation. (1.A.2) (1.B.1)
- analyze offensive and defensive strategies in games and sports and devise non-traditional techniques for offense and defense. (1.D.1)
- apply more advanced movement, throwing, and striking patterns into game situations. (1.A.3)
- demonstrate a variety of aerobic, folk, country, ballroom/social, and creative dances. (1.C.1)
- create a gymnastics routine commensurate with the student's ability. (1.A.4)
High School (9-11) Performance Standards
- Demonstrates advanced movement patterns in team and individual sports. (1.A)
- Demonstrates safe practices in aquatic and recreational pursuits. (1.B)
- Demonstrates a variety of proficient swimming strokes. (1.C)
- Effectively performs with students having diverse skill levels. (1.D)
Grade Level Performance Standards
Grade 9:
As a result of participating in a quality physical education program the student will be able to (examples)...
- demonstrate an accomplished level in many physical activities from the following categories: aquatics, self-defense, dance, individual sports, dual sports, team sports, and outdoor sports. (1.A.1) (1.B.1) (1.C.1)
- demonstrate basic skills/patterns necessary to perform selected lifetime activities. (1.B.2)
- demonstrate basic aquatic survival skills. (1.B.3)
- demonstrate the following strokes at the Red Cross Level III proficiency: elementary backstroke, sidestroke, front crawl, backstroke. (1.C.2)
- modifies task and/or personal performance to enhance the performance and participation of others. (1.D.1)
Grade 10-11:
As a result of participating in a quality physical education program the student will be able to (examples)...
- demonstrate intermediate or advanced competence in two of the six following categories: aquatics, self-defense, dance, individual sports, dual sports, team sports and outdoor sports. (1.A.1) (1.B.1) (1.C.1)
- demonstrate an ability to effectively participate in activities with diverse skill levels. (1.D.1)
- perform three of the following at the Red Cross Level 6: front crawl, backstroke, breaststroke, and butterfly. (1.C.2)
- assist others toward higher proficiency in movement activities. (1.D.2)
Standards
