PHYSICAL EDUCATION

Grade Levels K - 2 (Adopted in 2000)

Standard Number: 1.0 Movement Forms

Standard:

The student will demonstrate competency in many movement forms and proficiency in a few movement forms.

Learning Expectations:

The student will

1.1 travel using correct body and spatial awareness, relationships,
and effort.

1.2 demonstrate a mature form of locomotor skills.

1.3 jump and land using a variety of take-off and landing patterns.

1.4 illustrate, through movement, a wide variety of rhythmic activities that involve locomotion and non-locomotion.

1.5 kick a ball into the air or along the ground.

1.6 throw a ball demonstrating an overhand or underhand technique.

1.7 catch a ball.

1.8 strike an object.

1.9 consistently strike a ball with a bat.

1.10 dribble a ball using the hands or feet.

1.11 demonstrate control in weight transfer and balance activities
on a variety of body parts.

Performance Indicators:

at Level I , the student is able to

• recognize and demonstrate basic locomotor skills
• receive or send an object with an implement or body part
• balance or transfer weight from one body part to another
• perform a simple movement pattern using rhythmic activities

at Level 2, the student is able to

• correctly perform all locomotor skills using a variety of movement concepts (directions, levels, pathways, speed, force)
• combine the skills of balancing and weight transfer to perform a movement sequence using a variety of body parts
• use the inside or instep of the foot to kick a slowly rolling ball into the air or along the ground
• throw a ball demonstrating an overhand technique, a side orientation, andopposition
• catch, using properly positioned hands, a gently thrown ball
• continuously dribble a ball using the hands or feet without losing control of the ball or body
• strike an object repeatedly with a paddle or body parts
• consistently strike a ball with a bat from a tee or cone using a proper grip and side orientation
• jump and land using a combination of one and two-foot takeoffs and landings
• demonstrate skills of chasing, fleeing, and dodging to avoid or catch others
• continuously jump a self-turned rope
• create a simple three part movement sequence
• demonstrate the role of body movement in the expression of feelings and ideas
• understand the role of rhythmic activities in social development
• roll smoothly in a forward direction without stopping or hesitating, with the head tucked, rolling up to the feet
• balance, demonstrating momentary stillness in symmetrical and non- symmetrical shapes, on a variety of body parts
• move feet into medium/high level by placing weight on the hands and landing with control
• participate in a wide variety of rhythmic activities that involve locomotion, non-locomotion, and the manipulation of various objects
• demonstrate the relationship between body movement and rhythmic accompaniment
• state and demonstrate guidelines and behaviors for basic safety principles in physical education (implements, small and large equipment, environment).

at Level 3, the student is able to

• create a sequence in gymnastics and in dance using a variety of movements and objects
• combine a simple series of movement skills in a games context

Sample Task:

Based on the learning expectations, set up 4-6 manipulative stations complete with instructions. Have students use locomotor movements to go to the next designated station. Emphasis should be upon "best movement" of students.

"Modification and extensions need to be made to meet the individual abilities of all students."

Standard Number: 2.0 Movement Concepts and Principles

Standard:

The student will apply movement concepts and principles to the learning and development of motor skills.

Learning Expectations:

The student will:

2.1 know and apply concepts of space awareness and movement patterns in different ways in large or small groups.

2.2 identify and demonstrate the major characteristics of locomotor skills.

2.3 understand a variety of ways and purposes of jumping and landing.

2.4 understand the relationship between body movement, rhythmicaccompaniment, and expression of feelings and ideas.

2.5 recognize some of the critical elements of kicking, throwing, catching, striking, and dribbling.

2.6 know the concepts of educational gymnastics and their relationships to gymnastics

Performance Indicators:

at Level 1, the student will be able to

• identify critical elements of locomotor movement patterns (run, gallop, skip, slide, leap, jump, and hop)
• identify key components when demonstrated in its correct form the followingmanipulative skills: kicking, throwing, catching, striking, and dribbling
• with minimal verbal prompts, use concepts of space awareness (personaland general space) and movement control in different ways in a large groupwithout bumping into others and falling down
• identify stillness as a concept of balance
• recognize the concept of time (fast and slow) in response to rhythmic accompaniment (hand claps, drum beats, counting,etc.)

at Level 2, the student will be able to

• identify and demonstrate critical elements of locomotor movement patterns (run, gallop, skip, slide, leap, jump, and hop)
• identify and demonstrate key components of the following manipulative skills: kicking, throwing, catching, striking, and dribbling
• use concepts of space awareness (personal and general) and movement control to purposely move in different ways in a large group without bumping into others and/orh falling down
• use the concepts of balance to maintain momentary stillness bearing weighton a variety of body parts
• use the concept of time (fast and slow) in response to rhythmic accompaniment
• understand and demonstrate the concept of expressing feeling (happy, sad, etc.) through rhythmic body movement and accompaniment (hand claps, drum beats, counting, etc.)

at Level 3, the student will be able to

• design and perform a simple movement pattern in a gymnastics sequence, in a games context, and in a rhythmic activity
• identify the concepts used in a movement pattern
• use concepts and knowledge of critical elements to provide corrective feedback to others (example: recognize incorrect overhead throw and give corrective feedback to another student)

Sample Task:

Using an appropriate sized ball, students practice throwing at a target with a partner. One partner throws three times while the other partner watches for stepping with opposition. If the throwing partner uses opposition the assessing partner will give a thumbs up signal. If not, they will touch the throwing partners correct opposite foot.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 3.0 Personal and Social Responsibility

Standard:

The student will demonstrate responsible personal and social behavior in physical activity settings.

Learning Expectations:

The student will:

3.1 follow, with few reminders, activity-specific rules, and procedures.

3.2 follow directions.

3.3 work cooperatively with another to complete an assigned task.

3.4 play and cooperate positively with others regardless of personal differences (gender, race, and ethnicity).

3.5 treat others with respect during physical activity.

3.6 resolve conflicts in socially acceptable ways.

3.7 work independently and on-task for short periods of time.

Performance Indicators:

at Level 1, the student will be able to

• know the rules for participating in the gymnasium and on the playground
• choose playmates without regard to personal differences (e.g. race, gender, students with disabilities, ethnicity)
• complete a task with a partner that requires sharing and cooperation
• respond quickly to the teacher’s signal
• respond to rules infraction when reminded once

at Level 2, the student will be able to

• apply, with teacher reinforcement, classroom rules, procedures, and safe practices
• work on assigned tasks with others or individually in a productive manner
• resolve conflicts in socially acceptable ways
• interact positively with students in class regardless of personal differences (e.g. race, gender, students with disabilities)

at Level 3, the student will be able to

• work cooperatively with others in structured and non-structured activities to complete an assigned task
• practice specific skills as assigned until the teacher signals the end of practice
• exhibit cooperative behaviors (e.g. taking turns, supportive comments, assisting others with moving equipment)
• identify alternative and socially acceptable methods for resolving conflicts
• demonstrate awareness of personal behavior and the role that it played in past activities with regard to cooperation and sharing

Sample Task:

After the rules and procedures have been taught, the students will use a variety of locomotor movements in general space. On the teachers signal students will start and stop their locomotor movements while maintaining control.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 4.0 Fitness

Standard:

The student will understand, achieve, and maintain a health-enhancing level of fitness leading to a physically active lifestyle.

Learning Expectations:

The student will:

4.1 engage in sustained physical activity that causes an increasedheart rate.

4.2 recognize the physiological indicators that accompany moderateto vigorous physical activity.

4.3 identify the components of health-related physical fitness.

4.4 identify at least one activity associated with each component of health related physical activity.

4.5 experience and express pleasure from participation in physical activity.

Performance Indicators:

at Level 1, the student will be able to

• sustain moderate to vigorous physical activity for short periods of time
• identify the physiological signs of moderate physical activity (e.g. increased heart rate, heavy breathing, perspiration)
• recognize that physical activity contributes to personal well-being
• identify activities associated with health-related fitness and the benefitsassociated with these activities
• associate locomotor movements (fast-hard, sustained-moderate, slow-easy) with increases and decreases in heart rate and breathing patterns
• look forward to participation in regular physical activity

at Level 2, the student will be able to

• sustain activity for longer periods of time while participating in chasing or fleeing and traveling activities
• identify changes in the body during sustained vigorous physical activity
• support body weight for climbing, hanging, and momentarily taking weight on hands
• move each joint through a full range of motion (flexibility)
• engage in sustained daily physical activity which causes an increased heart rate and heavy breathing
• describe the components of health-related fitness (cardiorespiratory endurance, muscular strength and endurance, and flexibility)
• establish, with teacher assistance, appropriate goals relative to muscular strength and endurance
• appreciate the joy of effort associated with sustained, daily physical activity

at Level 3, the student will be able to

• engage in regular daily physical activity outside the classroom
• correctly identify and engage in those activities associated with health-related fitness
• recognize and use the physiological indicators that accompany moderate to vigorous physical activity (e.g. sweating, increased heart rate, heavy breathing)
• establish appropriate self goals in muscular strength and endurance (e.g. support weight on a hanging rope, go halfway across the horizontal ladder, take weight on hands for a three-second count)
• maintain a journal of their physical activity
• express joy and excitement when participating in physical activity

Sample Task:

After the students have been introduced to the concept of cardiovascular fitness, students will find their heart rates by placing their hand on their chests, carotid artery, or radial artery before and immediately after exercise. The students will participate in a variety of activities that are low, moderate and vigorous. After each activity students will check their heart rate and discuss the changes which occur.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 5.0 Understanding Physical Activity

Standard:

The student will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.

Learning Expectations:

The student will:

5.1 associate positive feelings with participating in physical activity.

5.2 try new movement activities and skills.

5.3 gain competence to provide increased enjoyment in movement.

5.4 express feelings about and during physical activity.

5.5 enjoy interaction with friends through physical activity.

Performance Indicators:

at Level 1, the student will be able to

• participate in physical activity willingly

at Level 2, the student will be able to

• describe feelings following participation in physical activity
• willingly participate in all activities in physical education
• develop skills in basic locomotor, manipulative, and non-locomotor activities
• identify positive feelings with skill development
• interact with others in a positive manner
• interact with others without physical and/or verbal conflict
• identify positive and negative feelings that result from physical activity

at Level 3, the student will be able to

• model enjoyment of activity both in and out of school

Sample Task:

Using a creative movement or dance lesson, students will express a variety of feelings using shapes, postures, or movements. Students will discuss with the class situations in physical activity that bring about these feelings.

Modification and extensions need to be made to meet the individual abilities of all students.