Physical Education Standards
Content Standard #2: Applications of Movement Concepts & Principles
A physically educated student applies movement concepts and principles to the learning and development of motor skills.
Primary (K-2) Performance Standards
- Identifies and explains the critical elements in selected locomotor and non-locomotor movements. (2.A)
- Identifies and explains the critical elements in selected manipulative skills. (2.B)
- Applies simple mechanical principles using the aspects of space, effort, and relationships to the practice of selected movement skills. (2.C)
- Identifies and analyzes movement and movement sequences or combinations. (2.D)
- Uses feedback to improve performance and correct movement errors. (2.E)
- Selects appropriate practice activities to improve skills. (2.F)
Grade Level Performance Standards
Kindergarten:
As a result of participating in a quality physical education program the student will be able to (examples)...
- identify eight locomotor skills on the feet (walk, run, gallop, skip, jump, hop, leap, slide). (2.A.1) (2.D.1)
- explain the difference between a curled and a stretched body shape. (2.A.2) (2.D.2)
- describe how the arms and legs are used to elicit a quick and safe stop from a run. (2.A.3) (2.C.1) (2.D.3)
- distinguish between curved, zig-zagged, and straight pathways (2.A.4)
- listen to teacher feedback and attempt modifications to improve performance. (2.E.1) (2.F.1)
- describe the immediate physiological effects of moderate exercise (e.g., increased heart rate, hard breathing, sweating) (2.A.5)
- identify and explain simple body part actions (e.g. flexion, extension, rotation, swinging). (2.A.6) (2.B.1)
- identify and explain the critical elements in selected manipulative skills. (2.B.2)
Grade 1:
As a result of participating in a quality physical education program the student will be able to (examples)...
- describe the four categories of locomotion. (2.A.1)
- identify and explain the critical elements in selected manipulative skills. (2.B.1)
- describe the elements of a three part movement sequence performed by a partner. (2.D.1)
- understand the principles involved in maintaining balance (eg: larger bases of support are more stable; center of gravity must be over base of support). (2.C.1)
- understand that the force of a movement is related to the speed and range of body part actions. (2.C.2)
- design a movement sequence using various movement aspects from teacher-designed cue cards. (2.C.3) (2.F.1)
- explain the similarities and difference between skipping and galloping. (2.A.2) (2.D.2)
- use feedback to improve performance and correct movement errors. (2.E.1)
- select appropriate practice activities to improve skills. (2.F.1)
Grade 2:
As a result of participating in a quality physical education program the student wil be able to (examples)...
- describe at least 3 critical elements of the overhand and underhand throws. (2.B.1)
- select developmentally appropriate equipment to practice and improve a particular manipulative performance task. (2.B.2) (2.C.1) (2.F.1)
- describe simple offensive and defensive game strategies. (2.A.1) (2.B.3) (2.D.1)
- use teacher or peer feedback to modify &/or improve performance. (2.E.1)
- observe a movement sequence & distinguish between the kinds of locomotion & non-locomotion used by the performer. (2.A.2) (2.D.2)
- design & diagram a movement sequence including some kind of movement notation & pathway. (2.A.3) (2.C.2) (2.F.2)
Intermediate (3-5) Performance Standards
- Identifies the critical elements and applies knowledge of them in selected movement tasks to improve performance. (2.A)
- Identifies and applies the movement concept of space, effort, and relationships during movement tasks and combinations. (2.B)
- Applies game concepts, including offensive and defensive strategies. (2.C)
- Designs complex movement sequences. (2.D)
- Analyzes and evaluates movement sequences or combinations. (2.E)
- Applies mechanical principles to improve performance. (2.F)
- Uses information from a variety of sources (internal and external) about performance process and results to improve performance. (2.G)
- Selects appropriate practice activities to improve skills. (2.H)
Grade Level Performance Standards
Grade 3:
As a result of participating in a quality physical education program the student will be able to (examples)...
- describe and then apply at least two simple offensive game strategies. (2.B.1) (2.C.1)
- describe the levels & pathways used in the performance of a movement sequence. (2.E.1)
- understand that short hand-held implements are easier to control than longer ones and then choose the one appropriate to improving his/her skill. (2.B.2) (2.H.1)
- apply an understanding of how to change the direction of a ball struck from a stationary position by changing the angle of the racket face. (2.B.3) (2.F.1)
- design complex movement sequences. (2.D.1)
- evaluate a peer's use of critical elements in an overarm throw task and provide feedback to improve performance. (2.A.1)
- use information from a variety of sources (internal and external) about performance process and results to improve performance. (2.G.1)
Grade 4:
As a result of participating in a quality physical education program the student will be able to (examples)...
- apply at least two simple offensive and defensive strategies in a game situation. (2.C.1)
- evaluate own use of critical elements within selected movement tasks. (2.A.1) (2.G.1)
- revise the space, effort, or relationship aspect of a simple movement sequence. (2.B.1)
- apply an understanding of how to change the direction of a ball struck from a stationary position by changing body position or swing speed. (2.B.2) (2.F.1)
- design complex movement sequences. (2.D.1)
- analyze and evaluate movement sequences or combinations. (2.E.1)
- select appropriate practice activities to improve skills. (2.H.1)
Grade 5:
As a result of participating in a quality physical education program the student will be able to (examples)...
- evaluate the inclusion of task criteria in own or peer's movement performance. (2.A.1) (2.B.1) (2.G.1)
- observe & evaluate own & peer's use of critical elements in a variety of movement tasks. (2.A.2) (2.G.2)
- revise the space, effort, and relationship aspects of a simple movement sequence. (2.B.2)
- understand that long levers (as in hand-held implements) have the potential of producing greater force or velocity than short levers and choose equipment appropriately to improve performance. (2.F.1) (2.H.1)
- apply game concepts, including offensive and defensive strategies. (2.C.1)
- understand that rotation speed can be increased/decreased by changing the length & shape of the body or its parts and demonstrate application of the principle. (2.F.2)
- design complex movement sequences. (2.D.1)
- analyze and evaluate movement sequences or combinations. (2.E.1)
- explain how the direction of a ball is changed when it is struck by a handheld implement. (2.B.3) (2.F.3) (2.G.3)
Middle School (6-8) Performance Standards
- Assesses personal motor fitness status. (2.A)
- Identifies motor fitness requirements of a variety of physical activities. (2.B)
- Analyzes physical activities of personal interest for component skills and movement patterns. (2.C)
- Selects appropriate practice procedures to learn and master skills and movement patterns of activities of personal interest. (2.D)
- Uses information about performance to adjust practice procedures to improve skill performance. (2.E)
Grade Level Performance Standards
Grade 6:
As a result of participating in a quality physical education program the student will be able to (examples)...
- with teacher assistance, use technology and conventional methods to detect and correct errors in personal motor skill performance. (2.A.1)
- demonstrate competency in locomotor & non-locomotor skills. (2.A.2) (2.B.1)
- leap, roll, balance, transfer weight, volley, dribble, and strike objects with implements using a more developmentally advanced motor pattern. (2.B.2)
- recognize that skill improvement and fitness benefits are often derived from a personal commitment to increased practice and effort. (2.D.1)
- apply movement concepts and principles to the learning and development of motor skills. (2.C.1)
- choose ways to practice that are appropriate to own skill level. (2.B.3)
- recognize the importance of goal-setting in skill acquisition. (2.E.1)
Grade 7:
As a result of participating in a quality physical education program the student will be able to (examples)...
- with teacher or peer assistance, detect, analyze, and correct errors in personal motor skill performance. (2.A.1)
- describe principles of training and conditioning for specific physical activities. (2.B.1)
- use technology and conventional methods to analyze and apply developmentally advanced patterns of locomotion and manipulative skills while participating in modified team and individual sports. (2.C.1)
- design and refine a routine by combining various movements. (2.D.1)
- set appropriate goals and identify activities that will help reach those selected goals. (2.E.1)
Grade 8:
As a result of participating in a quality physical education program the student will be able to (examples)...
- self assess performance of a motor skill and demonstrate ability to correct errors. (2.A.1)
- use technology and conventional tools to assess the various ways in which the body can generate force and the mechanical principles involved, e.g. range of motion and speed that the arm or leg travels. (2.C.1)
- use increasingly complex skills and movements to achieve the desired level of motor skill or performance. (2.E.1)
- analyze and catagorize activities and exercise according to potential fitness benefits. (2.C.2)
- identify how movement skills are sequenced, and how they are applied to produce a desired outcome. (2.B.1) (2.D.1)
High School (9-11) Performance Standards
- Analyzes physical activities for component parts and movement patterns. (2.A)
- Identifies and applies factors which affect skill performance appropriate to the intended purpose. (2.B)
- Selects appropriate practice procedures dependent on the skill type, complexity, and purpose of the activity. (2.C)
- Uses information about performance process and results to clarify judgements about the performance. (2.D)
- Records performance process and results to validate specific cues identified.
Grade Level Performance Standards
Grade 9:
As a result of participating in a quality physical education program the student will be able to (examples)...
- analyze a skill pattern using knowledge of its critical elements. (2.A.1)
- use biomechanical principles (i.e., leverage, force, speed, inertia, etc.) to analyze and improve individual performance. (2.B.1)
- use technology and conventional tools to assess bio-mechanical principles to improve individual performance.
- attempt to apply knowledge of results or feedback to improve performance. (2.D.1)
- select appropriate practice procedures dependent on the skill type, complexity, and purpose of the activity. (2.C.1)
Grade 10-11:
As a result of participating in a quality physical education program the student will be able to (examples)...
- apply knowledge of movement concepts and principles to improve performance in a variety of activities. (2.A.1) (2.B.1) (2.E.1)
- sequence skill practicing for appropriate personal skill development. (2.C.1)
- use information from a variety of sources about own performance to improve skill. (2.D.1)
Standards
