Physical Education Standards
Content Standard #4: Responsible Behavior
A physically educated student demonstrates responsible personal and social behavior in physical activity settings.
Primary (K-2) Performance Standards
- Assumes responsibility and accepts consequences for his/her own behavior. (4.A)
- Remains on task for a specified period of time. (4.B)
- Uses equipment properly and safely. (4.C)
- Chooses equipment and partners appropriate to his/her own developmental level. (4.D)
- Uses appropriate personal strategies to resolve conflicts. (4.E)
- Works cooperatively with a partner and in small groups. (4.F)
- Accurately utilizes self-assessment procedures. (4.G)
Grade Level Performance Standards
Kindergarten:
As a result of participating in a quality physical education program the student will be able to (examples)...
- respond appropriately to teacher initiated self assessment (eg: thumbs-up or thumbs-down sign). (4.G.1)
- keep hands, feet, and body to self. (4.A.1)
- work independently. (4.B.1)
- repeat or explain classroom (gymnasium) rules and describe the consequences for non-compliance. (4.A.2)
- travel throughout general space without bumping into objects or classmates. (4.A.3) (4.C.1)
- listen to and follow directions of the adult in charge. (4.A.4)
- stop and start at a given teacher signal. (4.A.5)
- take turns and share equipment with peers. (4.C.2) (4.F.1)
- understand and accept simple game rules. (4.A.6) (4.F.2)
- appropriately ask someone to be a partner. (4.A.7) (4.F.3)
- form groups using a simple teacher-taught strategy (eg: even, mixed-up). (4.F.4)
- tell a peer when s/he does not like the way that student is behaving toward him/her. (4.E.1)
- choose equipment and partners appropriate to his/her own. (4.D.1)
Grade 1:
As a result of participating in a quality physical education program the student will be able to (examples)...
- sit appropriately in a time-out space. (4.A.1)
- stay on task until directed to stop by teacher. (4.B.1)
- get and return equipment safely. (4.C.1)
- cooperatively select a piece of equipment with a partner. (4.D.1)
- use a teacher-directed conflict resolution game to resolve a disagreement with a partner (eg: rock-paper-scissors). (4.E.1)
- choose a partner with whom s/he can work cooperatively and stay on task. (4.B.2) (4.F.1)
- independently choose developmentally appropriate equipment from a variety of choices. (4.D.2)
- report a personal best or group score accurately. (4.G.1)
Grade 2:
As a result of participating in a quality physical education program the student wil be able to (examples)...
- move away from others who are distracting him/her without teacher direction. (4.A.1)
- not blame others during conflict resolutions; use "I" message instead. (4.A.2) (4.E.1)
- practice a specified skill until teacher signals the end of practice. (4.B.1)
- choose an adequate personal space when using equipment. (4.C.1)
- independently change equipment for a more appropriate choice to enhance skill development. (4.D.1)
- refrain from choosing his/her friend as a partner when they have a history of off-task behavior. (4.A.3) (4.F.1)
- report a score accurately. (4.G.1)
Intermediate (3-5) Performance Standards
- Works cooperatively and productively in a group to accomplish a set goal. (4.A)
- Participates in establishing appropriate rules and procedures for given situations. (4.B)
- Problem solves the appropriateness of a choice and modifies it when deemed necessary. (4.C)
- Uses time wisely when given opportunities to practice. (4.D)
- Follows the rules for safe participation in an activity. (4.E)
- Consistently uses appropriate strategies to resolve conflict with peers independent of teacher intervention. (4.F)
- Accurately utilizes simple peer and self-assessment procedures. (4.G)
Grade Level Performance Standards
Grade 3:
As a result of participating in a quality physical education program the student will be able to (examples)...
- allow peers in a group to share at least one idea during the creation of a dance or movement task. (4.A.1)
- understand and acknowledge that rules are necessary. (4.B.1)
- choose appropriate equipment or partners to facilitate skill improvement. (4.C.1)
- refrain from avoidance behaviors during practice times (ie: going to bathroom, tying shoes, getting drinks, talking to teacher, etc.). (4.D.1)
- avoid striking or throwing an object when something is in the way. (4.E.1)
- identify and use several conflict resolution skills. (4.F.1)
- complete a skill checklist correctly (eg: striking accuracy checklist). (4.G.1)
Grade 4:
As a result of participating in a quality physical education program the student will be able to (examples)...
- allow all peers in a group to share at least one idea during the creation of a dance or movement task. (4.A.1)
- share an appropriate rule during a game creation activity. (4.B.1)
- choose appropriate equipment or partners to facilitate skill improvement. (4.C.1)
- completes task in a specified time. (4.D.1)
- move safely and considerately among classmates to retrieve a lost object which has gone out of his/her control. (4.E.1)
- initiate several appropriate conflict resolution skills. (4.F.1)
- watch a peer and accurately complete a skill log or movement checklist. (4.G.1)
Grade 5:
As a result of participating in a quality physical education program the student will be able to (examples)...
- complete a specified task with a small group in the time allocated with minimal teacher assistance. (4.A.1) (4.D.1)
- given examples, will set ground rules for sharing in a group processing activity (eg: go around the circle, oldest first). (4.B.1) (4.F.1)
- stop and discuss changes to assure success when a group activity isn't working. (4.A.2) (4.C.1) (4.F.2) (4.G.1)
- complete a series of tasks within a given time frame. (4.D.2)
- walk away when an impasse has been reached during a conflict after other resolution skills have been tried unsuccessfully. (4.F.3)
- accurately complete a skill log, set a goal, and practice to meet the goal. (4.G.2)
- follow the rules for safe participation in an activity. (4.E.1)
Middle School (6-8) Performance Standards
- Handles conflicts that arise with others without physical confrontation. (4.A)
- Responds to others with a sensitivity to their rights and feelings. (4.B)
- Finds positive ways to exert independence. (4.C)
- Works cooperatively with a group to achieve group goals in competitive as well as cooperative settings. (4.D)
- Practices skills repetitively to improve performance, or engages in activity to improve health status without having to be reminded to stay on task. (4.E)
- Tempers the desire to "belong" to a peer group with a growing awareness of independent thought. (4.F)
- Makes the choice when confronted to avoid behavior that is potentially harmful to self or others. (4.G)
- Plays within the rules of a game or activity. (4.H)
Grade Level Performance Standards
Grade 6:
As a result of participating in a quality physical education program the student will be able to (examples)...
- resolve personal disputes by applying conflict resolution skills (eg: remain calm, identify problem, listen to others' positions, etc.). (4.A.1)
- accept and respect the decisions made by game officials (eg: students, teachers, or officials). (4.B.1)
- demonstrate knowledge of rules and vocabulary by identifying mistakes and improper techniques. (4.H.1)
- demonstrate responsible social behavior and respect for differences among people. (4.B.2) (4.C.1) (4.F.1)
- work cooperatively with peers regardless of their skill level. (4.D.1)
- understand the effects of substance abuse on personal health and performance in physical activity. (4.G.1) (4.C.2)
- demonstrate appropriate responses to emergency injury situations associated with physical activity (eg: keep calm, keep injured person still, and seek help). (4.B.3)
- practice skills repetitively to improve performance, or engage in activities to improve health status without having to be reminded to stay on task. (4.E.1)
Grade 7:
As a result of participating in a quality physical education program the student will be able to (examples)...
- resolve personal conflict by choosing the most appropriate conflict resolution technique. (4.A.1)
- accept successes and performance limitations of self and others. (4.B.1)
- articulate the rules and vocabulary of a game through both verbal and written form (eg: written and verbal tests). (4.H.1)
- identify behaviors that are supportive, inclusive, and fair in physical activity settings. (4.D.1) (4.C.1)
- demonstrate appropriate responses to emergency situations associated with physical activity. (4.B.2)
- practice skills repetitively to improve performance, or engage in activities to improve health status without having to be reminded to stay on task. (4.E.1)
- temper the desire to "belong" to a peer group with a growing awareness of independent thought. (4.F.1)
- make the choice when confronted to avoid behavior that is potentially harmful to self or others. (4.G.1)
Grade 8:
As a result of participating in a quality physical education program the student will be able to (examples)...
- resolve personal conflict using the most effective and appropriate conflict resolution techniques. (4.A.1)
- accept successes and performance limitations of self and others. (4.B.1)
- demonstrate an understanding of the rules and regulations by officiating a game. (4.H.1)
- describe appropriate personal and group conduct, including ethical and unethical behavior, for engaging in physical acitivity. (4.D.1) (4.C.1)
- demonstrate appropriate responses to emergency situations associated with physical activity. (4.B.2)
- practice skills repetitively to improve performance, or engage in activities to improve health status without having to be reminded to stay on task. (4.E.1)
- temper the desire to "belong" to a peer group with a growing awareness of independent thought. (4.F.1)
- make the choice when confronted to avoid behavior that is potentially harmful to self or others. (4.G.1)
High School (9-11) Performance Standards
- Accepts personal responsibility for a healthy lifestyle. (4.A)
- Anticipates the potential health and safety consequences and outcomes of participation in physical activity. (4.B)
- Acts independently of peer pressure. (4.C)
- Sets personal goals of activity and works toward their achievement. (4.D)
- Accepts the role of leader or follower appropriate for the accomplishment of team goals. (4.E)
- Keeps the importance of winning and losing in perspective. (4.F)
- Demonstrates appropriate social behaviors in activities, including conflict resolution strategies. (4.G)
Grade Level Performance Standards
Grade 9:
As a result of participating in a quality physical education program the student will be able to (examples)...
- choose a fitness activity outside of the school setting for enjoyment rather than peer pressure. (4.A.1) (4.C.1) (4.D.1)
- recognize elements of safety, fair play, honesty, and ethical behavior in their own performance. (4.B.1) (4.E.1) (4.F.1) (4.G.1)
- demonstrate an understanding of the importance of rules and the necessity for following them. (4.E.2)
- use effective methods for resolving verbal confrontation. (4.G.2)
- acknowledge the good play of an opponent. (4.F.2) (4.G.3)
- identify rules and procedures that are designed for safe participation. (4.B.2)
- demonstrate appropriate behavior which exemplifies such qualities as compassion, confidence, cooperation, fairness, honesty, perseverance, respect, etc. (4.G.4)
Grade 10-11:
As a result of participating in a quality physical education program the student will be able to (examples)...
- encourage others to apply the rules of etiquette specific to a given sport/game. (4.E.1)
- work productively and at a high level of engagement. (4.A.1) (4.C.1) (4.D.1)
- create a safe environment for activity and recognize and change unsafe practices. (4.B.1)
- contribute to the group process by maintaining a balance between leader and follower roles. (4.E.2)
- use mediation as a way of resolving disputes. (4.E.3) (4.F.1)
- self-assess progress toward exemplifying such qualities as compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, work, and devise a plan for improvement. (4.G.1)
- formulate a definition of "sportsmanship" and analyze self according to this definition. (4.F.2) (4.G.2)
Standards
