Physical Education Standards
Content Standard #5: Respect for Differences
A physically educated student demonstrates understanding and respect for differences among people in physical activity settings.
Primary (K-2) Performance Standards
- Works with all students regardless of differences. (5.A)
- Respects the opinions of others. (5.B)
- Understands the necessity of working with partners and in groups for some tasks and activities. (5.C)
- Adjusts work with a partner to the needs of the partner. (5.D)
- Experiences activities that demonstrate multi-cultural diversity. (5.E)
Grade Level Performance Standards
Kindergarten:
As a result of participating in a quality physical education program the student will be able to (examples)...
- work with other students regardless of gender, ethnicity, and disability. (5.A.1)
- listen when other students are verbally sharing. (5.B.1)
- work together in a small group to solve a problem during a cooperative game. (5.C.1) (5.D.1)
- adjust work with a partner to the needs of the partner. (5.D.2)
- experience activities that demonstrate multi-cultural diversity. (5.E.1)
Grade 1:
As a result of participating in a quality physical education program the student will be able to (examples)...
- take a turn with all students in a small group each time the teacher directs the class to change partners. (5.A.1) (5.C.1)
- demonstrate appropriate audience behavior. (5.B.1)
- participate in several dances, each representing a different culture or ethnicity. (5.E.1)
- recognize that people are different. (5.A.2)
- understand that some skills are better improved when working with a partner. (5.C.2)
- accept that s/he may need to choose a different piece of equipment when working with different partners. (5.D.1)
Grade 2:
As a result of participating in a quality physical education program the student wil be able to (examples)...
- take a turn with all students in class each time the teacher directs the class to change partners. (5.A.1) (5.C.1)
- willingly try a partner's suggestion to change equipment. (5.D.1)
- participate in several additional dances, each representing a different culture or ethnicity. (5.E.1)
- treat others with respect during physical activity. (5.A.2) (5.B.1) (5.C.2)
- work cooperatively with all students in a group. (5.C.3) (5.D.2)
Intermediate (3-5) Performance Standards
- Willingly participates with peers regardless of individual differences. (5.A)
- Carries out a variety of roles in a small group setting while allowing others to assume theirs. (5.B)
- Accepts that equipment, procedures, and rules may be changed to accommodate individual differences within a small group task. (5.C)
- Emphasizes the personal growth of peers with different skill levels when working together, rather than competition of comparison. (5.D)
- Encourages and shows approval of the skills, abilities, and efforts of others. (5.E)
Grade Level Performance Standards
Grade 3:
As a result of participating in a quality physical education program the student will be able to (examples)...
- work cooperatively with a partner, regardless of skill level. (5.A.1) (5.C.1) (5.D.1)
- willingly change variables of speed, distance, and size of equipment to enhance the possibility of success for a partner. (5.C.2) (5.D.2)
- give a partner encouragement after an attempt at a skill. (5.E.1)
- accept and respect differences and similarities in physical abilities. (5.A.2)
- complete their own task without interfering with the tasks of others in their group. (5.A.3) (5.B.1) (5.D.3)
- when assigned, willingly work with someone with less skill proficiency to establish a goal that is attainable by both. (5.A.4) (5.C.3)
- understand that rules and/or equipment may need to be modified to meet the needs of all students. (5.C.4) (5.D.4)
Grade 4:
As a result of participating in a quality physical education program the student will be able to (examples)...
- work with all members of a small group. (5.A.1) (5.D.1)
- give positive feedback to all students in a small group. (5.E.1)
- willingly work with a partner who functions below her/his own skill level. (5.A.2)
- give a group member positive feedback/praise after successfully completing a task. (5.E.2)
- accept that all members of their team need to be included in an activity. (5.C.1) (5.D.2)
- participate in a modified game that is designed to challenge the skill level of all participants. (5.B.1) (5.D.3)
- when asked, voluntarily work with someone with less skill proficiency to establish a goal that is attainable by both. (5.A.3) (5.C.2)
Grade 5:
As a result of participating in a quality physical education program the student will be able to (examples)...
- appropriately hold hands with a peer during a dance or cooperative game. (5.A.1) (5.B.1)
- work in a cooperative group to complete a task. (5.B.2)
- recognize the attributes that individuals with differences can bring to group activities. (5.A.2) (5.D.1) (5.E.1)
- respect persons from different backgrounds and recognize the possible historical and cultural significance attributed to various games, dance, and physical activities. (5.E.2)
- facilitate participation of all members of their team in an activity.
- modify a game or the practice of a skill so that it better meets the needs of all the participants. (5.C.1)
- initiate the opportunity to work with someone with less skill proficiency to establish a goal that is attainable by both. (5.A.3) (5.C.2)
Middle School (6-8) Performance Standards
- Demonstrates those behaviors which are supportive and inclusive in sport/activity settings and those behaviors which are not. (5.A)
- Displays sensitivity to the feelings of others when interacting with them. (5.B)
- Identifies his/her personal strengths and weaknesses and how these contribute to the physical activity in which he/she is engaged. (5.C)
Grade Level Performance Standards
Grade 6:
As a result of participating in a quality physical education program the student will be able to (examples)...
- give a definition of "sportsmanship" and provide examples of appropriate and inappropriate behavior within that paradigm. (5.A.1)
- define behavior of a spectator which is positive. (5.A.2)
- exhibit positive attitude and appropriate behavior as a participant in physical activity. (5.A.3)
- participate with and show respect for persons of like and different skill levels. (5.B.1)
- understand the need for game modification to allow persons with special needs to participate. (5.B.2)
- recognize the role of games, sports, and dance in getting to know and understand various cultures. (5.B.3)
- identify different forms of physical activity and how these will allow for personal participation at their own level. (5.C.1)
Grade 7:
As a result of participating in a quality physical education program the student will be able to (examples)...
- identify ways in which sportsmanship (good and poor) is affected by the behavior of individuals as well as groups. (5.A.1)
- identify ways in which spectators can be influenced by the actions of the activity participants. (5.A.2)
- recognize the influence of peer pressure in physical activity settings. (5.A.3)
- respect physical and performance limitations of self and others. (5.B.1)
- understand the contributions that various cultures have made to contemporary physical education content. (5.B.2)
- recognize and identify how their own personal strengths and weaknesses affect the selection of the physical activities they become involved with. (5.C.1)
Grade 8:
As a result of participating in a quality physical education program the student will be able to (examples)...
- analyze potential consequences when confronted with a behavior choice. (5.A.1)
- describe appropriate personal and group conduct, including ethical and unethical behavior, for engaging in physical activity. (5.A.2)
- identify behaviors that are supportive and inclusive in physical activity settings. (5.A.3)
- identify ways in which physical characteristics of individuals and/or group members can affect the activities and the performance for the individual or the group. (5.B.1)
- explain how culture and nationality influence the development of the individual and/or groups in the area of physical activity. (5.B.2)
- identify personal likes and dislikes, strengths and weaknesses, and persevere when not successful on the first try. (5.C.1)
High School (9-11) Performance Standards
- Recognizes the value of a multicultural and diverse environment. (5.A)
- Accepts those of different cultures and the sports and activities they select for their leisure activity. (5.B)
- Learns about other cultures through sport and activity. (5.C)
- Demonstrates an understanding of the role that physical activity, sport, and dance play in the social and economic structure of different cultures. (5.D)
- Participates in activities with a diverse population. (5.E)
Grade Level Performance Standards
Grade 9:
As a result of participating in a quality physical education program the student will be able to (examples)...
- participate in a variety of game, sport, and dance activities representing different cultural backgrounds. (5.A.1) (5.B.1)
- know the historical roles of games, sports, and dance in the cultural life of a population. (5.C.1) (5.D.1)
- modify games and activities to allow for participation of students with special needs and/or diverse skill levels. (5.E.1)
- recognize that differences among classmates contribute to a more enriching activity environment. (5.E.2)
Grade 10-11:
As a result of participating in a quality physical education program the student will be able to (examples)...
- identify the effects of age, gender, race, ethnicity, socioeconomic standing, and culture upon physical activity preferences and participation. (5.A.1) (5.B.1) (5.C.1)
- identify and develop strategies to eliminate stereotyping in a physical activity setting. (5.B.2) (5.E.1)
- develop strategies for inclusion of others in activity. (5.E.2)
- know the value of sport and physical activity in understanding different cultures. (5.C.2) (5.D.1)
- accept differences between personal characteristics and the idealized body images and elite performance levels protrayed by the media. (5.E.3)
Standards
