Standards and Grade-Level Outcomes for K-12 Physical Education

This publication was supported by Grant/Cooperative Agreement Number U87DP001247 from the Centers for Disease Control and Preven- tion, Division of Population Health. Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the Centers for Disease Control and Prevention.

800 copies printed by the South Dakota Department of Education on recycled paper at a cost of $4.46/piece

South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education

The South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Educaation were developed with permission from SHAPE America (formerly the American Alliance for Health, Physical Education, Recreation and Dance ‐ AAHPERD) to modify and reprint material from the National Standards and Grade‐level Outcomes for K‐12 Physical Education (2013) Reston, VA: Lynn Couturier, Stevie Chepko, Shirley Holt/Hale.

The full document of the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education is available, free of charge, online at http://ddoe.sd.gov/ or at http://goodandhealthysd.org/schools/ or in printed copy through the School Health program in the South Dakota Department of Education.

South Dakota Departments of Education and Health www.goodandhealthysd.org

SHAPE America is the largest organization of professionals involved in physical education, physical activity, dance, school health and sport‐‐all specialties related to achieving an active, healthy lifestyle. Its mission is to advance professional practice and promote research related to health and physical education, physical activity, dance and sport by providing its memmbers with a comprehensive and coordinated array of resources, support and programs to help practitioners improve their skills to further the health and well‐being of the American public.

Table of Contents

Introduction …………………………………………………………………………………………………… pg. 1‐3

Background: National Standards for K‐12 Physical Education ……………….. pg. 1 Background: South Dakota Standards for K‐12 Physical Education ……….. pg. 2‐3

Acknowledgements………………………………………………………………………………………… pg. 4‐5

Goal of Physical Education………………………………………………………………………………. pg. 6

South Dakota Standards for K‐12 Physical Education At‐a‐Glance…………………… pg. 7‐8

Reading the Grade‐level Outcomes for K‐12 Physical Education …………………….. pg. 9‐10

Grade Spans……………………………………………………………………………………………. pg. 9 Color Codes…………………………………………………………………………………………….. pg. 9 Guide to Number and Symbol System…………………………………………………….. pg. 10

Elementary Grade‐level Outcomes………………………………………………………………….. pg. 11‐31

Standard 1………………………………………………………………………………………………. pg. 11‐21 Standard 2………………………………………………………………………………………………. pg. 22‐24 Standard 3………………………………………………………………………………………………. pg. 25‐26 Standard 4………………………………………………………………………………………………. pg. 27‐28 Standard 5 ……………………………………………………………………………………………… pg. 29‐30

Middle School Grade‐level Outcomes……………………………………………………………… pg. 31‐45

Standard 1………………………………………………………………………………………………. pg. 31‐35 Standard 2………………………………………………………………………………………………. pg. 36‐38 Standard 3………………………………………………………………………………………………. pg. 39‐41 Standard 4………………………………………………………………………………………………. pg. 42‐43 Standard 5 ……………………………………………………………………………………………… pg. 44 Operational Definition of Activity Categories…………………………………………. pg. 45

High School Grade‐level Outcomes…………………………………………………………………. pg. 47‐54

Standard 1……………………………………………………………………………………………… pg. 47‐48 Standard 2……………………………………………………………………………………………… pg. 49 Standard 3……………………………………………………………………………………………… pg. 50‐51 Standard 4……………………………………………………………………………………………… pg. 52 Standard 5 …………………………………………………………………………………………….. pg. 53 Operational Definition of Activity Categories…………………………………………. pg. 54

Resources………………………………………………………………………………………………………. pg. 55‐59

Acknowledgements Introduction and

Introduction

Background: National Standards for K‐12 Physical Education

In August 2011, the National Association for Sport and Physical Education (NASPE) established a national task force to begin work on a curriculum framework for physical education based on the national standards for K‐12 physical education. Because the national standards for K‐12 physical education were up for review on NASPE’s periodic review cycle, the task force was also charged with leading the national standards for K‐12 physical education review and revision.

The task force spent a great deal of time reviewing the literature and examining curriculum frameworks from other countries, states and content areas. The task force used this research to inform revisions to the national standards for K‐12 physical education and to develop grade‐ level outcomes for curriculum framework. Key findings from the literature include:

 Several factors influence levels of student engagement, including perceived competence, activity choice, and cognitive demand of the task.  Motor skill competency is the underlying mechanism that promotes engagement in physical activity and adequate health‐related fitness through adulthood.  Intrinsic motivation is increased if students can choose the activity (autonomy), master the activity (competency), and participate in a supportive environment (relatedness).  Competitive, full‐sided games appeal mainly to boys and highly skilled girls, other students are often passive participants.  After age 14, there is a significant decline in physical activity for all students, particularly for girls.

As a result of these findings, the task force developed grade‐level outcomes that will lead to competency, particularly in fundamental motor skills; address the needs of less skilled students through a mastery‐oriented environment, and that de‐emphasize full‐sided games and competitive activities. In addition, the national task force sought to ensure that:

 the standards reflect the content we teach and what we expect students to learn;  the standards and grade‐level outcomes are measureable;  the grade‐level outcomes are comprehensive and developmentally appropriate across the grade levels;  the standards parallel common core standards language/structure;  materials are produced in formats that serve practitioners effectively.

After being subjected to several member reviews (May 2012, November 2012, and February 2013) as well as targeted reviews by groups with specific expertise in physical education, the

Introduction and Acknowledgements (new) National Standards and Grade‐level Outcomes for K‐12 Physical Education were released in 2013.

Background: South Dakota Standards for K‐12 Physical Education

The last review of the South Dakota Standards for K‐12 Physical Education (SDSPE) was conducted in 2000 with the development of the South Dakota Physical Education Course Standards for High School Graduation to follow in 2006.

Following NASPE’s lead, in 2014 the SDSPE were reviewed and revised using the newly released National Standards and Grade‐level Outcomes for K‐12 Physical Education as a model.

The School Health program in the South Dakota Department of Education (SD DOE) lead the review and revision process, which included the selection of committee members to develop the SDSPE. The SDSPE committee consisted of teachers from the elementary through post‐ secondary levels as well as individuals from outside agencies with an interest in physical activity and fitness.

The SDSPE, which were approved by the South Dakota Board of Education in September 2014, include student outcomes (what students should know and be able to do) in each grade from kindergarten through grades 8, and for two grade levels at high school. The standards reflect the following ideas:

Elementary Level – the focus is on fundamental motor skills as the foundation for movement competency. Middle School Level ‐ the focus is on application of fundamental motor skills and improving the balance of activities to retain interest of all students. High School Level – the focus is on fitness/wellness, lifetime activities and personal choice.

While the standards identify what knowledge and skills students should know and be able to do, they leave precisely how this is to be accomplished to teachers and other local specialist who formulate, deliver, and evaluate curricula. The SDSPE are designed to provide a framework for curriculum, instruction, and assessment practices.

The revision of the SDSPE makes a number of important contributions to the potential for the delivery of improved physical education across the state. Implementation of the SDSPE with a commitment to providing qualified teachers, adequate instructional time, and increased

2 Acknowledgements Introduction and

linkages to other school curricular areas significantly increases the likelihood that schools will provide high‐quality physical education instruction to all young people.

The intention of this document is for it to become an essential resource for physical educators, both new and experienced, in creating and enhancing high‐quality programs that promote student learning.

Acknowledgements

The creation of the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education would not have been possible without the support and efforts of many individuals. A Introduction and Acknowledgements special thank you is extended to:

 Teri Bauer ‐ 6‐8 Physical Education and Health Teacher, Rapid City Area Schools  Tina Birgen ‐ High School Health and Physical Education Teacher, Aberdeen School District

 Laura Bonsness ‐ Physical Therapist, Rapid City Area Schools  Michele Davis ‐ Learning Specialist, Technology and Innovation in Education, Rapid City  Brock Enderson ‐ K‐5 Elementary Physical Education Teacher, Hamlin Education Center  Holly Evans ‐ K‐6 Elementary Physical Education Teacher, Chamberlain School District  Jonel Geske ‐ High School Physical Education Teacher, Rapid City Area Schools  Paula Gordon ‐ Jr. K‐5 Elementary Physical Education Teacher, Brandon School District  Karen Keyser ‐ Health and Physical Education Specialist, South Dakota Department of Education

 Kelly Knutson ‐ K‐5 Elementary Physical Education Teacher, Beresford School District  Bailey Kowalski ‐ Learning Specialist, Technology and Innovation in Education, Rapid City  Kim Kuefler ‐ K‐6 Elementary Physical Education Teacher, St. Francis Indian School  Tim Leibel ‐ K‐3 Elementary Physical Education Teacher, Todd County School District  Marty Morlock ‐ K‐12 Physical Education Teacher, Frederick Area School District  Dr. Tracy Nelson ‐ Physical Education Teacher Education Lecturer, South Dakota State University, Brookings

 Jacob Pettengill ‐ Middle School/High School Physical Education Teacher, Sioux Falls Christian Schools

 Tari Phares ‐ K‐5 Elementary Physical Education Teacher, Rapid City Area Schools  Nikki Prosch ‐ Health and Physical Activity Field Specialist, SDSU Extension/South Dakota Department of Health

 Leonard Schroeder, K‐12 Principal, Canistota School District  Dr. Betsy Silva ‐ Professor of Physical Education Teacher Education, Black Hills State University, Spearfish

4 Acknowledgements Introduction and

Acknowledgements, cont.

 Shannon Tjaden ‐ K‐4 Elementary Physical Education Teacher, Dell Rapids Public Schools  Stephen Vernon ‐ K‐5 Elementary Physical Education Teacher, Rapid City Area Schools  LeAnn Vette ‐ 6‐8 Physical Education and Health Teacher, Spearfish Middle School  Jennifer Vis ‐ Adapted Physical Education Teacher, Children’s Care, Sioux Falls  Tracy Lahr Wolf ‐ National Board Certified Physical Education Teacher, Nemo, SD  Shelly Wolfe ‐ High School Physical Education Teacher, Rapid City Area Schools

The Goal of Physical Education

Introduction and Acknowledgements The goal of physical education is to develop physically literate individuals who have the knowledge, health and skill related fitness, and confidence to enjoy a lifetime of healthful physical activity. A physically literate individual is someone who exhibits responsible personal and social behaviors that respects self, others, and environment.

To pursue a lifetime of healthful physical activity, a physically literate individual:

 has learned the skills necessary to participate in a variety of physical activities;  knows the implications of and the benefits from involvement in various types of physical activities;  participates regularly in physical activity;  is physically fit;  values physical activity and its contributions to a healthful lifestyle.

6 The South Dakota Standards for K‐12 Physical Education

Outcomes Grade-level Guide to Reading the The SDSPE broadly and collectively articulate what students should know and be able to do to become a physically literate individual. The SDSPE are:

Standard 1: The physically literate individual demonstrates proficiency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics to enhance movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health‐enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self, others, and environment.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self‐expression, employment opportunities, and social interaction.

Note: The standards are not prioritized in a particular order.

7 South Dakota Standards for K‐12 Physical Educattion

THE GOAL THE STANNDARDS

The goal of physical education is to Standard 1. The physically literate individual develop physically literate individuals demonstrates proficiency in a variety of who have the knowledge, skills and motor skills and movement patterns. confidence to enjoy a lifetime of Standard 2. The physically literate individual healthful physical activity. applies knowledge of concepts, principles, strategies and ttactics to enhance movement To pursue a lifetime of healthful physical activity, a physically literate individual: and performance.

Standard 3. The physically literate individual • Has learned the skills necessary to demonstrates the knowledge and skills to participate in a variety of physical achieve and maintain a health‐enhancing activities. level of physical activity and fitness. • Knows the implications and the benefits Standard 4. The physically literate individual of involve ment in various types of exhibits responsible personal and social physical activities. behavior that respects self, others and

• Participates regularly in physical activity. environment.

• Is physicall y fit. Standard 5. The physically literate individual recognizes the value of physical activity for • Values physical activity and its health, enjoyment, challenge, self‐ contributions to a healthful lifestyle. expression, employment opportunities and social interaction.

8 Reading the Grade‐level Outcomes for K‐12 Physical Education

The SDSPE and grade‐level outcomes are organized and displayed as follows: Outcomes Grade-level Guide to Reading the  by grade span;  with the each of the 5 physical education standards listed for that grade span;  with a chart listing the grade‐level outcomes for each of the 5 physical education standards in that grade span;  with each of the 5 physical education standards and the grade‐level outcomes for that standard assigned a specific color;  with a label to indicate a national grade‐level outcome was revised to be South Dakota specific (“SD Revised”).

The Grade Spans

The SDSPE include student outcomes (what students should know and be able to do) for the following grade spans:

 Kindergarten through grade 5;  Grades 6 through 8; and  Two levels at high school.

The Color Codes

Each of the 5 physical education standards and the grade‐level outcomes for that standard are assigned a specific color so as to simplify finding a specific standard and the grade‐level outcomes for that standard throughout the document.

Standard 1 =

Standard 2 =

Standard 3 =

Standard 4 =

Standard 5 =

9 Guide to the Number and Symbol System

The SDSPE are coded to cross‐reference the Grade Span, the Performance Outcome, and the Grade Level.

Example: S1.E12.4 Combines traveling with balance and weight transfers to create a gymnastics sequence with and without equipment/apparatus.

Guide to Reading the Guide to Reading Grade-level Outcomes S 1 E 12 4

Standard Grade Span Performance Outcome Grade Level

and Grade 5 Grade Demonstrates Demonstrates of patterns mature in skills locomotor dynamic small- practice sided gymnastics tasks, and dance. (S1.E1.5a) Combines and locomotor skills manipulative of variety a in small-sided practice tasks/games environments. (S1.E1.5b) traveling Combines manipulative with skills for execution (e.g., target a to in soccer, scoring hockey b asketb all). (S1.E1.5c) ; use basic move- basic ; use exhibit epts;

Grade 4 Grade Uses various Uses various locomotor skills of variety a in small-sided tasks, practice dance and educational gymnastics experiences. (S1.E1.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade

Leaps using a mature Leaps using pattern. (S1.E1.3) motor skills and movement patterns. movement and skills motor s of a physically active lifestyle. active physically s of a

Grade 2 Grade fundamental motor skills and selected combinations of skills combinations selected and motor skills fundamental ll-sided practice tasks; identify basic health-related fitness conc health-related basic tasks; identify practice ll-sided Skips using a a using Skips pattern. mature (S1.E1.2)

Elementary School Outcomes Elementary (K – Grade 5) Grade 1 Grade Hops, gallops, runs gallops, Hops, a using and slides pattern. mature (S1.E1.1)

Kindergarten Performs Performs locomotor skills (hopping, running, galloping, sliding, skipping) maintaining while balance. (S1.E1.K)

Revised

ment concepts in rhythmic activity/dance, gymnastics and sma gymnastics activity/dance, in rhythmic ment concepts benefit the identify and activities; physical in others and self of acceptance permit. facilities if taught be should activities safety water and skills **Swimming By the end of Grade 5, the learner will demonstrate proficiency in proficiency will demonstrate 5, the learner By the end of Grade 1 Standard of variety a in proficiency demonstrates individual literate physically The S1.E1 SD Locomotor Hopping Galloping Running Sliding Skipping Leaping

Grade 5 Grade Uses appropriate appropriate Uses variety a for pacing running of distances. (S1.E2.5) jumping Combines landing and with patterns and locomotors skills manipulative dance, in gymnasticsand small-sided practice tasks/games environments. (S1.E3.5) Combines in skills locomotor as well as cultural dances creative group) and (self rhythm correct with pattern. and (S1.E5.5)

Grade 4 Grade Runs for for Runs a using distance pattern. mature (S1.E2.4) spring- Uses take- and-step and offs landings to specific gymnastics. (S1.E3.4) Combines locomotor movement patternsand to dancesteps and create an perform rhythmic original activity/dance. (S1.E5.4)

Grade 3 Grade Travels showing showing Travels differentiation and sprinting between running. (S1.E2.3) Jumps and lands in lands and Jumps and horizontal the using planes vertical pattern. mature a (S1.E3.3) teacher- Performs selectedand developmentally rhythmic appropriate steps activity/dance movement and patterns. (S1.E5.3) Elementary Grade-level Outcomes

Grade 2 Grade

Runs with a with Runs pattern. mature (S1.E2.2a) showing Travels differentiation jogging between sprinting. and (S1.E2.2b) four Demonstrates critical five the of for elements and jumping a in landing plane horizontal of variety a using two-foot and one- and take-offs feet Two landings. in used be must or take-off either landing. (S1.E3.2) four Demonstrates critical five the of for elements and jumping vertical a in landing plane. (S1.E4.2) a Performs teacher/student- rhythmic designed with activity/dance to response correct rhythms. simple (S1.E5.2)

Grade 1 Grade Demonstrates two Demonstrates critical five the of for elements and jumping a in landing plane horizontal two-foot using and take-offs landings. (S1.E3.1) two Demonstrates critical five the of for elements and jumping vertical a in landing plane. (S1.E4.1) Combines and locomotor non-locomotor teacher- a in skills rhythmic designed activity/dance. (S1.E5.1)

Kindergarten

Performs Performs jumping/landing withactions balance. (S1.E3.K) Performs in skills locomotor to response teacher-led rhythmic creative activity/dance. (S1.E5.K)

Revised

Standard 1 Standard S1.E2 SD Locomotor Running: Sprint vs Jog S1.E3 Locomotor and Jumping Landing: Horizontal S1.E4 Locomotor and Jumping Landing: Vertical S1.E5 Locomotor Rhythmic Activity/Dance

Grade 5 Grade Applies skill. skill. Applies traveling Combines manipulative with dribbling, of skills catching throwing, in andstriking and/or teacher- student-designed small-sided at tasks practice speeds. various (S1.E6.5) balance Combines andtransferring a in weight gymnastics dance or sequence partner. a with (S1.E7.5) in weight Transfers gymnasticsand dance environments. (S1.E8.5)

Grade 4 Grade Combines Combines with traveling manipulative of skills dribbling, throwing, and catching in striking and/or teacher- student- small- designed practice sided tasks. (S1.E6.4) on Balances bases different on support of apparatus, demonstrating and levels shapes. (S1.E7.4) Transfers feet from weight hands to speed varying large using and extensions kick, mule (e.g., handstand, cartwheel). (S1.E8.4) Grade-level Outcomes Grade-level Elementary of free of

Grade 3 Grade

Performs a sequence sequence a Performs skills, locomotor of one from transitioning another to skill smoothly/without hesitation. (S1.E6.3) different on Balances support, of bases muscle demonstrating and tension extensions parts. body (S1.E7.3) from weight Transfers for hands to feet weight momentary support. (S1.E8.3)

Grade 2 Grade on Balances of bases different combining support, shapes. and levels (S1.E7.2a) an in Balances position inverted and stillness with base. supportive (S1.E7.2b) weight Transfers to feet from body different of parts/bases supportfor and/or balances travel. (S1.E8.2)

Grade 1 Grade stillness Maintains bases different on with support of body different shapes. (S1.E7.1) weight Transfers part body one from self- in another to dance spacein gymnastics and environments. (S1.E8.1)

Kindergarten Maintains momentary on stillness of bases different support. (S1.E7.Ka) wide, Forms and curled narrow, body twisted shapes. (S1.E7.Kb)

Standard 1 Standard S1.E6 Locomotor Combinations S1.E7 Non- locomotor* (Stability) Balance S1.E8 Non- locomotor* (Stability) Weight Transfer

Grade 5 Grade Applies skills. skills. Applies curling, Performs and twisting stretchingactions correct with in application gymnastics dance, andsmall-sided in tasks practice game environments. (S1.E10.5) Combines skills locomotor movement and (levels, concepts shapes, extensions, force, pathways, to flow) time, perform and create a with dance a group. (S1.E11.5)

Grade 4 Grade Applies skills. skills. Applies and into Moves balances of out onapparatus curling, with and twisting stretching actions. (S1.E10.4) Combines and locomotor movement concepts shapes, (levels, extensions, force, pathways, to flow) time, and create dance a perform partner. a with (S1.E11.4)

Grade 3 Grade Applies skills. skills. Applies of out and into Moves balances gymnastics twisting curling, with stretching and actions. (S1.E10.3) locomotor Combines movement and skills (levels, concepts extensions, shapes, time, force, pathways, and create to flow) dance. a perform (S1.E11.3) Elementary Grade-level Outcomes

Grade 2 Grade Rolls in different in Rolls with directions or narrow a either shape body curled andregains posture. vertical (S1.E9.2) Differentiates twisting, among bending curling, stretching and actions. (S1.E10.2) Combines and balances a into transfers three-part (e.g., sequence dance, gymnastics). (S1.E11.2)

Grade 1 Grade Rolls with either a either with Rolls orcurled narrow shape. body (S1.E9.1) Demonstrates curling, twisting, and bending actions. stretching (S1.E10.1)

Kindergarten Rolls sideways ina sideways Rolls bodynarrow shape. (S1.E9.K) the Contrasts curling of actions stretching. and (S1.E10.K)

Standard 1 Standard S1.E9 Non- locomotor* (Stability) Weight Transfer, Rolling S1.E10 Non- locomotor* (Stability) and Curling Stretching; and Twisting Bending S1.E11 Non- locomotor Combinations

Grade 5 Grade Combines actions, actions, Combines and balances to weight transfers a movement create a with sequence on partner or equipment apparatus. (S1.E12.5) Throws and (underhand a using overhand) in pattern mature non-dynamic with environments, differentand sizes objects. of types (S1.E13.5a) (both Throws and underhand to a overhand) with large target accuracy. (S1.E13.5b)

Grade 4 Grade Combines Combines traveling with and balance transfers weight a to create movement with sequence and without or equipment apparatus. (S1.E12.4) Applies skill. Throws a to underhand target or partner reasonable with force and accuracy. (S1.E13.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade

Combines balance balance Combines and weight transfers movement with create to concepts a and perform pattern. movement (S1.E12.3) to underhand Throws or target a partner reasonable with accuracy. (S1.E13.3)

Grade 2 Grade underhand Throws a mature using pattern. (S1.E13.2)

Grade 1 Grade Throws underhand, two demonstrating of the five critical of a elements pattern. mature (S1.E13.1)

Kindergarten underhand Throws foot with opposite forward. (S1.E13.K)

Revised

Standard 1 Standard S1.E12 SD Non- locomotor Balance and Weight Transfers S1.E13 Revised SD Manipulative Underhand Throw

Grade 5 Grade Applies skills. skills. Applies with Throws both accuracy, moving. partners (S1.E15.5a) with Throws reasonable in accuracy small- dynamic, practice sided tasks. (S1.E15.5b)

Grade 4 Grade Throws using overhand mature a non- in pattern dynamic environments. (S1.E14.4a) Throws a to overhand a at or partner with target a at accuracy reasonable distance. (S1.E14.4b) a to Throws partner moving reasonable with ina accuracy non-dynamic environment. (S1.E15.4)

Grade 3 Grade Throws overhand, overhand, Throws three demonstrating critical five the of mature a of elements non- in pattern, dynamic for environments, force. and/or distance (S1.E14.3) Elementary Grade-level Outcomes

Grade 2 Grade Throws overhand Throws two demonstrating critical five the of a of elements pattern. mature (S1.E14.2) Grade 1 Grade

Kindergarten

Revised

Standard 1 Standard S1.E14 SD Manipulative Overhand Throw S1.E15 Manipulative WithPassing Hands

Grade 5 Grade Catches a batted batted a Catches the above ball at head, level chest/waist the along and a using ground a in pattern mature non-dynamic environment. (S1.E16.5a) Catches with accuracy reasonable one-on-one in practice tasks. (S1.E16.5b) Catches with control consistent both partnerswith moving in dynamic, small-sided practice tasks. (S1.E16.5c) hand Combines other with dribbling during skills moving. (S1.E17.5)

Grade 4 Grade Catches a Catches ball thrown head, the above chest/waist at below and level using waist the mature a non- a in pattern dynamic environment. (S1.E16.4) self- in Dribbles both with space dominant the non- the and hand dominant mature a using pattern. (S1.E17.4a) in Dribbles space general of control with body and ball increasing while anddecreasing speed. (S1.E17.4b) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade

Catches a gently gently a Catches hand-sized tossed partner, a from ball of four demonstrating critical five the mature a of elements pattern. (S1.E16.3) travels and Dribbles at space general in moderate to slow with speed jogging and ball of control body. (S1.E17.3)

Grade 2 Grade Catches a self- a Catches well- or tossed ball large thrown not hands, with cradling or trapping body. the against (S1.E16.2) self- in Dribbles with space hand dominant a demonstrating pattern. mature (S1.E17.2a) the using Dribbles hand dominant in walking while space. general (S1.E17.2b)

Grade 1 Grade Catches* a soft soft a Catches* self- a from object it tossbefore bounces. (S1.E16.1a) various Catches self- balls of sizes a by tossed/tossed thrower. skilled (S1.E16.1b) catch 1 and *K includes cradling/trapping. Dribbles in continuously using self-space hand. dominant the (S1.E17.1)

Kindergarten Drops a ball and ball a Drops it before it catches* twice. bounces (S1.E16.Ka) large a Catches a by tossed ball thrower. skilled (S1.E16.Kb) catch 1 and *K includes cradling/trapping. with ball a Dribbles hand, one the attempting contact. second (S1.E17.K)

Revised Revised

Standard 1 Standard S1.E16 SD Manipulative Catching S1.E17 SD Manipulative Dribbling/Ball With Control Hands

Grade 5 Grade Combines foot Combines other with dribbling one-on- in skills tasks. practice one (S1.E18.5) the with Passes a using feet, as pattern, mature partners both travel. (S1.E19.5a) pass a Receives using feet, the with pattern, mature a asboth partners travel. (S1.E19.5b)

Grade 4 Grade Dribbles with Dribbles in feet the space general of control with body and ball increasing while anddecreasing speed. (S1.E18.4) and Receives balla passes insides the with to feet the a of partner moving non- a in dynamic environment. (S1.E19.4a) and Receives balla passes the with outsidesand the of insides a to feet stationary “giving” partner, onreception returning before pass. the (S1.E19.4b)

Grade 3 Grade Dribbles with the feet the with Dribbles at space general in moderate to slow with speed jogging and ball of control body. (S1.E18.3) passes and Receives inside the with ball a to foot the a of partner, stationary reception on “giving” the returning before pass. (S1.E19.3) Elementary Grade-level Outcomes

Grade 2 Grade Dribbles with the with Dribbles general in feet control with space body. and ball of (S1.E18.2)

Grade 1 Grade Taps/dribbles a Taps/dribbles the using ball foot the of inside in walking while space. general (S1.E18.1)

Kindergarten Taps a ball using using ball a Taps the of inside the it sending foot, forward. (S1.E18.K)

Standard 1 Standard S1.E18 Manipulative Dribbling/Ball With Control Feet S1.E19 Manipulative and Passing Receiving Feet With

Grade 5 Grade Dribbles with Dribbles with feet or hands in patterns mature small- of variety a game forms. sided (S1.E20.5) Demonstrates in patterns mature punting and kicking insmall-sided task practice environments. (S1.E21.5) a Strikes/volleys two- a using ball overhead hand it sending pattern, target. a to upward (S1.E23.5)

Grade 4 Grade Dribbles with Dribbles in feet or hands combination skills withother passing, (e.g., receiving, shooting). (S1.E20.4) the along Kicks in and ground and air, the puntsusing patterns. mature (S1.E21.4) Strikes/volleys two-hand a with overhead sending pattern, upward ball a while demonstrating five the of four elements critical mature a of pattern. (S1.E23.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade

continuous Usesa and approach running performs intentionally the along kick a in kick a and ground demonstrating air, the critical five the of four mature a of elements each. for pattern (S1.E21.3a) continuous Usesa and approach running ball stationary a kicks foraccuracy. (S1.E21.3b) with object an Volleys or anunderhand striking sidearm it sending pattern, to net, a over forward line a over or wall the while partner, a to three demonstrating critical five the of mature a of elements pattern. (S1.E22.3)

Grade 2 Grade continuous Usesa approach running moving a andkicks demonstrating ball, five the of three of elements critical pattern. mature a (S1.E21.2) object an Volleys with upward hits. consecutive (S1.E22.2)

Grade 1 Grade a Approaches and ball stationary forward, it kicks two demonstrating critical five the of a of elements pattern. mature (S1.E21.1) object an Volleys palm, open an with upward. it sending (S1.E22.1)

Kindergarten stationary a Kicks a from ball position, stationary two demonstrating five the of a of elements kicking mature pattern. (S1.E21.K) a Volleys object lightweight sending (balloon), upward. it (S1.E22.K)

Revised

Standard 1 Standard S1.E20 Manipulative In Dribbling Combination S1.E21 Manipulative Kicking S1.E22 SD Manipulative Volley, Underhand/ Overhead

Grade 5 Grade Strikes an object with consecutively, a using a partner, short-handled a over implement, a net or against a wall, in either or competitive game cooperative environment. (S1.E24.5) a pitched Strikes ball with a bat a mature using pattern. (S1E25.5a) striking Combines with a long (e.g., implement stick) hockey bat, and with receiving in a traveling skills game. small-sided (S1.E25.5b)

Grade 4 Grade Strikes an a with object short-handled while implement a demonstrating pattern. mature (S1.E24.4a) Strikes an a with object handled short- implement, hits alternating with a partner over a low net a or against wall. (S1.E24.4b) Strikes an a with object long-handled (e.g., implement hockey stick, golf club, bat, tennis racket), demon- while of strating three critical five the of a elements pattern mature for the implement. (S1.E25.4)

Grade 3 Grade withStrikes an object a short-handled it sending implement, a low net over forward or to a wall. (S1.E24.3a) withStrikes an object a short-handled while implement three demonstrating of the five critical of a mature elements pattern. (S1.E24.3b) withStrikes an object a long-handled it sending implement, using while forward, the for grip proper (e.g., implement bat, golf hockey stick, club). (S1.E25.3) Elementary Grade-level Outcomes

Grade 2 Grade in Strikes an object of variety a a with directions short-handled using implement, hits. consecutive (S1.E24.2) Strikes an object off a tee or cone with an implement, grip using correct and side- orientation/proper body orientation. (S1.E25.2)

Grade 1 Grade with a ballStrikes a short-handled implement, a in it sending variety of directions. (S1.E24.1)

Kindergarten SD: Deleted Deleted SD: Integrated into S1.E22 Strikes a object lightweight or with a paddle short-handled implement (S1.E24.K)

Revised Revised

Standard 1 Standard S1.E23 Manipulative Volley, Overhead S1.E24 SD Manipulative Short Striking, Implement S1.E25 SD Manipulative Striking, Long Implement

Grade 5 Grade Creates a jump- with a routine rope using partner, or either a short long rope. (S1.E27.5) ng transfers of of transfers ng

Grade 4 Grade Creates a jump- rope routine with either a orshortlong rope. (S1.E27.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade

task for individual learners when presenti when task for individual learners intermediate Performs skills(e.g., jump-rope tricks, of variety a of long in/out running long rope) for both and short ropes. (S1.E27.3)

Grade 2 Grade single Executes a selfwith jump with a rope turned pattern. mature (S1.E27.2a) rope Jumps a long times five with consecutively turners. student (S1.E27.2b)

Grade 1 Grade and developmentally appropriate practice appropriate developmentally and or forward Jumps backward consecutively using a self-turned rope. (S1.E27.1a) rope Jumps a long times five to up with consecutively teacher-assisted turning. (S1.E27.1b)

Kindergarten SD: Deleted SD: Deleted Due to redundancy S1.E16 to single Executes a selfwith jump turned rope. (S1.E27.Ka) rope Jumps a long teacher- with turning. assisted (S1.E27.Kb)

Revised

weight from feet to other body parts. parts. body other to feet from weight Standard 1 Standard S1.E26 Manipulative In Combination Locomotor With S1.E27 SD Manipulative Rope Jumping (stability) *Nonlocomotor instructions use differential must Teachers

Grade 5 Grade Combines spatial Combines with concepts and locomotor nonlocomotor movements for (e.g., small groups dance gymnastics, and game environments). (S2.E1.5) Combines movement skills with concepts of variety a in activities. physical (S2.E2.5)

Grade 4 Grade Applies skill in spaces concepts combination to involving skills (e.g., traveling, dribbling and traveling). (S2.E1.4a) Applies the of closing concept spaces in small- practice sided tasks. (S2.E1.4b) in general Dribbles space with in changes direction and speed. (S2.E1.4c) Combines movement skills with concepts in small-sided physical practice activities. (S2.E2.4)

Grade 3 Grade Recognizes the the Recognizes of open concept a spaces in context. movement (S2.E1.3) and levels Utilizes pathways during locomotor skills wide to a specific physical of variety activities. (S2.E2.3) Elementary Grade-level Outcomes

, principles, strategies and tactics to enhance movement and and movement enhance to tactics and strategies principles, , Grade 2 Grade Combines Combines in skills locomotor to a space general rhythm/beat. (S2.E1.2) levels Combines into and pathways travel, simple dance and gymnastics sequences. (S2.E2.2)

Grade 1 Grade

Moves in self- in Moves general space and in response space to designated rhythms/beats. (S2.E1.1) in different Travels pathways. or levels (S2.E2.1a) Travels a demonstrating of variety with relationships over, objects(e.g., around, under, through). (S2.E2.1b)

Kindergarten Differentiates Differentiates between in movement space/location, and direction, extensions. (S2.E1.Ka) Moves in space personal a to rhythm/beat. (S2.E1.Kb) in three Travels different pathways. (S2.E2.K)

Revised Revised

Standard 2 Standard concepts of knowledge applies individual literate physically The performance. S2.E1 SD Movement Concepts/Motor Planning Space/Location Direction Extensions S2.E2 Movement Concepts/Motor Planning Pathways Levels

Grade 5 Grade Applies movement movement Applies concepts effort and game in strategy to situations. (S2.E3.5a) effort Applies strike conceptsto a with object an long-handled implement. (S2.E3.5b) Analyzes movement and situations effort applies small- in concepts practice sided task/game environments, rhythmic and activity/dance gymnastics. (S2.E3.5c)

Grade 4 Grade Applies the Applies movement with concepts and concepts effort or locomotor manipulative concepts. (S2.E3.4a) effort Applies when concepts anobject striking short- a with handled implement, a toward it sending target. designated (S2.E3.4b) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade Combines Combines movement with concepts concepts. effort (S2.E3.3)

Grade 2 Grade Varies time and time Varies gradual with force and increases decreases. (S2.E3.2)

Grade 1 Grade Differentiates and fast between speeds. slow (S2.E3.1a) Differentiates strong between force. light and (S2.E3.1b)

Kindergarten Travels in space inspace Travels force, time, with flow. and (S2.E3.K) SD: S2.E4 Deleted and Alignment Muscular Tension it: Renamed Relationship Concept

Revised

Standard 2 Standard S2.E3 SD Concepts Effort Time Force Flow S2.E4 and Alignment Muscular Tension

Grade 5 Grade Applies relationship to concepts in strategies/tactics physical complex activities. (S2.E4.5) Applies technology resources or other used which can be the to determine FITT principle. (S2.E6.5)

Grade 4 Grade Applies simply Applies simply to strategies/tactics relationship small- in concepts sided physical activities. (S2.E4.4) or Uses technology other resources to different recognize fitness. of levels (S2.E6.4)

Grade 3 Grade Utilizes relationship large in concepts groups. (S2.E4.3) Acknowledges or other technology be resources can utilized to gather about information fitness. (S2.E6.3) Elementary Grade-level Outcomes

Grade 2 Grade Utilizes relationship small in concepts groups. (S2.E4.2) technology Utilizes resources or other to enhance in experiences fitness (S2.E6.2)

Grade 1 Grade Demonstrates Demonstrates relationship in concepts movement patterns. (S2.E4.1) Identifies or other technology resource that components or increase fitness. decrease (S2.E6.1)

Kindergarten Demonstrates Demonstrates traveling in self, to proximity other people, and other safely. objects (S2.E4.K) SD: Added and imbedded into S2.E5 S2.E3 Recognizes or technology other resources affect that fitness. (S2.E6.K)

Revised Revised

Standard 2 Standard S2.E4 SD Relationship Concepts Self People Objects S2.E5 Movements Concepts and Strategies Tactics S2.E6 SD Fitness Principles = (FITT Formula Frequency, Time, Intensity, Type)

ysical

Grade 5 Grade Charts and and Charts analyzes physical outside activity education physical fitness class for benefits of activities. (S3.E1.5) Actively engages in all the activities physical of education. (S3.E2.5) Differentiates between skill- health- related and fitness. related (S3.E3.5)

Grade 4 Grade Analyzes Analyzes for opportunities in participating activity physical physical outside class. education (S3.E1.4) Actively engages of in the activities education physical both class, teacher-directed and independent. (S3.E2.4) Identifies the of components health-related fitness. (S3.E3.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade Identifies physical Identifies physical activity benefits as a way to become healthier. (S3.E1.3) in the Engages of activities education physical teacher class with guidance. (S3.E2.3) Describes the fitness of concept and provides of examples to activity physical fitness. enhance (S3.E3.3)

Grade 2 Grade Describes large- Describes motor and/or manipulative activities physical for participation physical outside class education and (e.g., before at after school, park, the at home, with friends, with family). the (S3.E1.2) Actively engages in physical in class education to response and instruction practice. (S3.E2.2) as body Uses own resistance (e.g., plank body in holds animal position, for walks) developing strength. (S3.E3.2a) Identifies physical that activities to contribute fitness. (S3.E3.2b)

es the knowledge and skills to achieve and maintain a health-enhancing level of ph of level health-enhancing a maintain and achieve to skills and knowledge the es Grade 1 Grade Discusses the Discusses benefits of being active and and/or exercising playing. (S3.E1.1) Actively in participates education physical class in response and to instruction practice. (S3.E2.1) heart Identifies the that as a muscle grows stronger exercise/play with and physical activity. (Se.E3.1)

Kindergarten Identifies active Identifies active play opportunities physical outside class. education (S3.E1.K) Participates in education physical class in response and to instruction practice. (S3.E2.K) that Recognizes you move when heart your fast, and beats faster faster. you breathe (S3.E3.K)

Revised Revised

3 Standard demonstrat individual literate physically The fitness. and activity S3.E1 SD Physical Activity Knowledge S3.E2 SD In Engages Physical Activity S3.E3 Fitness Knowledge

Grade 5 Grade Identifies the need the Identifies and forwarm-up relative cool-down physical various to activities. (S3.E4.5) of results Analyzes fitnessassessment post-), and (pre- results comparing fitness to for components health. good (S3.E5.5a) fitnessa Designs teacher with plan, to assistance, to ways address usephysical enhance to activity fitness. (S3.E5.5b) the Analyzes food of impact to relative choices activity, physical and sports youth health. personal (S3.E6.5) impact the Analyze on has stress that the and brain the body. (S3.E7.5)

Grade 4 Grade Demonstrates Demonstrates cool- andwarm-up to relative down cardio- the fitness respiratory assessment. (S3.E4.4) fitness Completes (pre- assessments post-). and (S3.E5.4a) of areas Identifies needed from remediation and, test personal teacher with assistance, strategies identifies in forprogress areas. those (S3.E5.4b) the Discusses of importance and hydration hydrationchoices physical to relative activities. (S3.E6.4) types what Discuss cause situations of stress. (S3.E7.4)

Grade 3 Grade Recognizes the the Recognizes of importance cool- andwarm-up to relative down physical vigorous activity. (S3.E4.3) with Demonstrates, direction, teacher health-related the fitness components. (S3.E5.3) foods Identifies beneficial are that post- and pre- for activity. physical (S3.E6.3) stress what Identify is. (S3.E7.3) Elementary Grade-level Outcomes

Grade 2 Grade the Recognizes health “good ofgood balance” with nutrition activity. physical (S3.E6.2)

Grade 1 Grade Differentiates healthy between unhealthy and foods. (S3.E6.1)

Kindergarten that Recognizes provides food physical for energy activity. (S3.E6.K)

Revised

3 Standard S3.E4 Fitness Knowledge S3.E5 Assessment Program and Planning S3.E6 Nutrition S3.E7 SD Stress Management

. Grade 5 Grade Engages inEngages activity physical responsible with interpersonal (e.g., behavior peer, to peer teacher, to student referee). to student (S4.E1.5) with Participates responsible behavior personal of variety a in activity physical contexts, and environments facilities. (S4.E2.5a) for respect Exhibits selfwith developmentally appropriate while behavior in engaging activity. physical (S4.E2.5b) corrective Gives feedback to respectfully peers. (S4.E3.5)

Grade 4 Grade Exhibits responsible in behavior group independent situations. (S4.E1.4) conflicts Resolves socially a in acceptable manner. (S4.E2.4a) for respect Exhibits selfwith developmentally appropriate while behavior in engaging activity. physical (S4.E2.4b) respectfully Listens corrective to from feedback peers, (e.g., others adults). (S4.E3.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade Exhibits personal personal Exhibits in responsibility teacher-directed activities. (S4.E1.3) on Reflects social personal in behavior physicalactivity. (S4.E2.3a) for respect Exhibits selfwith developmentally appropriate while behavior in engaging activity. physical (S4.E2.3b) and Accepts implements corrective specific feedback. teacher (S4.E3.3)

Grade 2 Grade Practices skills skills Practices minimal with prompting. teacher (S4.E1.2) Participates for independently extendedperiods time. of (S4.E2.2a) respect Exhibits selffor with developmentally appropriate while behavior in engaging activity. physical (S4.E2.2b) specific Accepts corrective the from feedback teacher. (S4.E3.2)

Grade 1 Grade Accepts personal personal Accepts by responsibility equipment using space and appropriately. (S4.E1.1) Accepts for responsibility with classprotocols and behavior performance actions. (S4.E2.1a) for respect Exhibits selfwith developmentally appropriate while behavior in engaging activity. physical (S4.E2.1b) Responds to appropriately feedback general teacher. the from (S4.E3.1)

Kindergarten Follows directions directions Follows settings group in safe (e.g., behaviors, rules, following turns). taking (S4.E1.K) Acknowledges for responsibility behaviorwhen prompted. (S4.E2.Ka) respect Exhibits selffor with developmentally appropriate while behavior in engaging activity. physical (S4.E2.Kb) Listens to respectfully feedback general teacher. the from (S4.E3.K)

Revised Revised

Standard 4 Standard environment and others self, respects that behavior social and personal resp onsible exhibits individual literate physically The S4.E1 Personal Responsibility S4.E2 SD Personal Responsibility S4.E3 SD Accepting Feedback

Grade 5 Grade Accepts, Accepts, and recognizes involves actively both with others and lower higher into abilities skill activities physical projects. group and (S4.E4.5a) and Recognizes understands individual and uniqueness diversity. (S4.E4.5b) the Critiques involved etiquette various of rules in activities. game (S4.E5.5a) the Exhibits of fundamentals good sportsmanship. (S4.E5.5b) safety Applies age- with principles appropriate activities. physical (S4.E6.5)

Grade 4 Grade Praises the Praises movement of performance othersboth more- less-skilled. and (S4.E4.4a) “players” Accepts levels skill all of physical the into activity. (S4.E4.4b) and Recognizes understands individual and uniqueness diversity. (S4.E4.4c) etiquette Exhibits to adherence and of variety a in rules activities. physical (S4.E5.4a) the Exhibits of fundamentals good sportsmanship. (S4.E5.4b) with safely Works peers and in equipment activity physical settings. (S4.E6.4)

Grade 3 Grade Works Works with cooperatively others. (S4.E4.3a) for others Praises in their success movement performance. (S4.E4.3b) and Recognizes understands individual and uniqueness diversity. (S4.E4.3c) the Recognizes and rules of role in etiquette activity physical peers. with (S4.E5.3a) the Exhibits of fundamentals good sportsmanship. (S4.E5.3b) Works and independently with safely with equipment teacher minimal reminders. (S4.E6.3) Elementary Grade-level Outcomes

Grade 2 Grade Works Works with independently variety a in others class of environments and small (e.g., groups). large (S4.E4.2a) and Recognizes understands individual and uniqueness diversity. (S4.E4.2b) the Recognizes and rules of role in etiquette teacher-designed activities. physical (S4.E5.2a) the Exhibits of fundamentals good sportsmanship. (S4.E5.2b) Works and independently with safely with equipment reminders. teacher (S4.E6.2)

Grade 1 Grade Works Works with independently partner in others environments. (S4.E4.1a) and Recognizes understands individual and uniqueness diversity. (S4.E4.1b) the Exhibits established class for protocols activities. (S4.E5.1a) the Exhibits of fundamentals good sportsmanship. (S4.E5.1b) teacher Follows safe for directions and participation of use proper with equipment reminders. teacher (S4.E6.1)

Kindergarten Shares Shares and equipment with space others. (S4.E4.Ka) and Recognizes understands individual and uniqueness diversity. (S4.E4.Kb) the Recognizes established class protocolfor activities. (S4.E5.Ka) the Recognizes of fundamentals good sportsmanship. (S4.E5.Kb) teacher Follows safe for directions and participation of use proper with equipment teacher reminders. (S4.E6.K)

Revised Revised Revised

4 Standard S4.E4 SD With Working Others S4.E5 SD and Rules Etiquette S4.E6 SD Safety

Grade 5 Grade employment employment Compares the the Compares of health benefits in participating physical various activities. (S5.E1.5) (e.g., Expresses essay, written visual art, dance) the enjoyment of and/or challenge a in participating physical favorite activity. (S5.E2.5) different Analyzes activities physical and for enjoyment challenge, identifying reasons or for a positive negative response. (S5.E3.5)

Grade 4 Grade Examines the the Examines of health benefits in participating activity. physical (S5.E1.4) the Recognizes of enjoyment in participating and challenging physical mastered activities. (S5.E2.4) the Recognizes of enjoyment in participating different physical activities. (S5.E3.4) Grade-level Outcomes Grade-level Elementary

Grade 3 Grade Discusses the Discusses relationship physical between healthy activity, lifestyle, and brain health. (S5.E1.3) the Discusses that challenge from comes learning a new activity. physical (S5.E2.3) the on Reflects for reasons enjoying various activities. physical (S5.E3.3)

Grade 2 Grade Recognizes and and Recognizes values the balance physical between and activity nutrition for a lifestyle healthy and for brain health. (S5.E1.2) physical Compares activities that bring and confidence challenge. (S5.E2.2.) Identifies physical that activities provide self- (e.g., expression gymnastics dance, practice routines, tasks in games environment). (S5.E3.2)

Grade 1 Grade

Identifies physical Identifies physical a as activity of a component lifestyle healthy and for brain health. (S5.E1.1) that Recognizes and/or challenges difficulties in activities physical to can lead success. (S5.E2.1) Describes positive that result feelings in from participating activities. physical (S5.E3.1a) personal Discusses for reasons enjoying physical activities. (S5.E3.1b)

Kindergarten Recognizes that that Recognizes is activity physical for a important lifestyle healthy and for brain health. (S5.E1.K) that Acknowledges physical some activities are challenging/difficult. (S5.E2.K) Identifies physical activities that are enjoyable. (S5.E3.Ka) the Demonstrates of enjoyment playing with friends. (S5.E3.Kb)

Revised Revised Revised

5 Standard self-expression, challenge, enjoyment, health, for activity physical of value the recognizes individual literate physically The interaction. social and opportunities S5.E1 SD Health S5.E2 Challenge S5.E3 SD Self- Expression/ Enjoyment SD

Grade 5 Grade Describes the the Describes benefits social from gained in participating activity physical youth recess, (e.g., sport). (S5.E4.5)

Grade 4 Grade Describes and and Describes the compares social positive when interactions partner, in engaged and small-group large-group activities. physical (S5.E4.4)

Grade 3 Grade Describes the the Describes social positive that interactions when come with engaged physical in others activity. (S5.E4.3) Elementary Grade-level Outcomes

Grade 2 Grade Identifies the Identifies social positive that interactions when come with engaged physical in others activity. (S5.E4.2)

Grade 1 Grade Recognizes the the Recognizes social positive that interactions when come with engaged physical in others activity. (S5.E4.1)

Kindergarten Reflects on the the on Reflects social positive that interactions when come with engaged physical in others activity (S5.E4.K)

Revised

Standard 5 Standard S5.E4 Social Interaction SD

ty for enjoyment enjoyment for ty mental movement mental activity; cooperate cooperate activity; Grade 8 Grade

Exhibits consistent effective use of use effective consistent Exhibits a creating by timing and rhythm an as music to sequence movement group. a in or individual (S1.M1.8) pattern mature a with Throws the to appropriate strategically activity. (S1.M2.8) a in implement an using Catches modified or environment dynamic play. game (S1.M3.8) an with receives and Passes with combination in implement and running of patterns locomotor and/or speed direction, of change sided small in competency with level games. invasion (S1.M4.8)

play; demonstrate a mature level of funda of level mature a demonstrate play; Grade 7 Grade motor skills and movement patterns. movement and skills motor

Grade-level Outcomes Grade-level Middle School Demonstrates correct rhythm and rhythm correct Demonstrates from form dance different a for pattern and line creative, social, folk, among dance. world (S1.M1.7) for pattern mature a with Throws the to appropriate power or distance play. game small-sided during activity (S1.M2.7) a from pattern mature a with Catches different using trajectories of variety play. game small-sided in objects (S1.M3.7) in feet with receives and Passes patterns locomotor with combination direction of change and running of small in competency with speed and games. invasion sided (S1.M4.7) ancing fitness program; participate in self-selected physical self-selected in participate program; fitness ancing

Middle School Outcomes (Grades 6 – (Grades 8) Outcomes Middle School tactics and strategies to modified game game modified to strategies and tactics trates proficiency in a variety of variety a in proficiency trates Grade 6 Grade

Demonstrates correct rhythm and rhythm correct Demonstrates dance following the of one for pattern or line creative, social, folk, forms: dance. world (S1.M1.6) for pattern mature a with Throws the to appropriate power or distance environment. dynamic a in activity (S1.M2.6) a from pattern mature a with Catches different using trajectories of variety tasks. practice varying in objects (S1.M3.6) in hands with receives and Passes patterns locomotor with combination direction of change and running of in competency with speed and tasks. practice varying (S1.M4.6)

Revised Revised Revised

skills in a variety of contexts; design and implement a health-enh a implement and design contexts; of variety a in skills activi physical in engage and behaviors; inclusive demonstrate and differences individual accept classmates; encourage and with self-expression. and By the end of Grade 8, the learner will apply will learner the 8, Grade of end the By 1 Standard demons individual literate physically The S1.M1 SD Rhythmic Activities/Dance S1.M2 SD Sports and Games Games Invasion Throwing S1.M3 Sports and Games Games Invasion Catching S1.M4 SD Sports and Games Games Invasion Receiving and Passing

Grade 8 Grade

Executes at least two of the following following the of two least at Executes modified during space open create to steps, jab fakes, pivots, play: game screens. (S1.M6.8) skills offensive following the Executes pivot, play: game small-sided during fakes. and go, and give (S1.M7.8) non- and dominant with Dribbles of change a using hand dominant directionsmall-sided and inspeed play. game (S1.M8.8) an with dribbles or Foot-dribbles changing control, with implement small- during direction and speed play. game sided (S1.M9.8) long-handled a with goal on Shoots technique controlled with implement invasion modified in accuracy and field, (floor, hockey as such games lacrosse. or ice) (S1.M10.8)

Grade 7 Grade

Executes at least one of the following following the of one least at Executes during space open create to designed fakes, pivots, play: game small-sided steps. jab (S1.M6.7) skills offensive following the Performs give pivot, pressure: defensive with fakes. and go, and (S1.M7.7) non- and dominant with Dribbles of change a using hand dominant of variety a in direction and speed tasks. practice (S1.M8.7) an with dribbles or Foot-dribbles a in passing with combined implement tasks. practice of variety (S1.M9.7) technique correct with goal on Shoots game small-sided in accuracy and play. (S1.M10.7)

Middle School Grade-level Outcomes Grade 6 Grade

SD: Deleted Deleted SD: S1.M3 and S1.M2 into Integrated steps jab and fakes pivots, Performs during space open create to designed tasks. practice (S1.M6.6) skills offensive following the Performs pivot, pressure: defensive without fakes. and go, and give (S1.M7.6) a using hand dominant with Dribbles a in direction and speed of change tasks. practice of variety (S1.M8.6) an with dribbles or Foot-dribbles changing control, with implement of variety a in direction and speed tasks. practice (S1.M9.6) technique correct with goal on Shoots as environment dynamic a in activity. the to appropriate (S1.M10.6)

Revised Revised

Standard 1 Standard S1.M5 SD S1.M6 Sports and Games Games Invasion Skills Offensive S1.M7 Sports and Games Games Invasion Skills Offensive S1.M8 Sports and Games Games Invasion Control Dribbling/Ball S1.M9 Sports and Games Games Invasion Control Dribbling/Ball S1.M10 SD Sports and Games Games Invasion Goal On Shooting

Grade 8 Grade

Drop-steps in the direction of the pass the direction in Drop-steps defense. player-to-player during (S1.M11.8) a legal serve consistently Executes for net/wall accuracy and for distance volleyball, badminton, (e.g., games pickleball). (S1.M12.8) with a mature overhand Strikes, for modified game pattern, in a volleyball, (e.g., net/wall games tennis). badminton, handball, (S1.M13.8) the mature form of Demonstrates with backhand strokes a forehand and with implement long-handled or short- games accuracy in net power and badminton, tennis, pickleball, (e.g., ball). paddle (S1.M14.8) timing correct with weight Transfers with pattern striking low to high using on the implement a long-handled side. backhand (S1.M15.8)

Grade 7 Grade

Grade-level Outcomes Grade-level Middle School Slides in any directions while on while directions Slides in any feet. crossing without defense (S1.M11.7) a legal serve to consistently Executes for net/wall target a predetermined volleyball, badminton, (e.g., games pickleball). (S1.M12.7) with a mature overhand Strikes, for environment pattern, in a dynamic (e.g., volleyball, net/wall games tennis). badminton, handball, (S1.M13.7) the mature form of Demonstrates with backhand strokes a forehand and in net games implement long-handled tennis). badminton, (e.g., (S1.M14.7) timing correct with weight Transfers pattern high striking a low to using on implement with a short-handled side. the forehand (S1.M15.7)

Grade 6 Grade

Maintains defensive ready position, position, ready defensive Maintains arms balls of feet, on with weight of eyes on midsection extended and player. the offensive (S1.M11.6) serve underhand a legal Performs (e.g., games net/wall for control with pickleball). volleyball, badminton, (S1.M12.6) with a mature overhand Strikes, pattern, in a non-dynamic (e.g., for net/wall games environment badminton, handball, volleyball, tennis). (S1.M13.6) the mature form of Demonstrates with backhand strokes a forehand and net implement in short-handled pickleball, (e.g., paddleball, games racket tennis). short-handled (S1.M14.6) timing correct with weight Transfers for the striking pattern. (S1.M15.6)

Revised Revised Revised

Standard 1 Standard S1.M11 SD Sports and Games Games Invasion Defensive Skills S1.M12 SD Sports and Games Games Net/Wall Serving S1.M13 SD Sports and Games Games Net/Wall Striking S1.M14 Sports and Games Games Net/Wall Forehand/Backhand S1.M15 Sports and Games Games Net/Wall Transfer Weight

Grade 8 Grade

Forehand and backhand volleys with volleys backhand and Forehand using a and control a mature form implement during short-handled play. game modified (S1.M16.8) in a with control Two-hand-volleys game. small-sided (S1.M17.8) a mature consistently Applies and with accuracy pattern underhand game control in more than one target bocci, horseshoes). (e.g., bowling, (S1.M18.8) a with an implement, Strikes, and for accuracy object stationary croquet, (e.g., activities in power golf). shuffleboard, (S1.M19.8) with an a pitched ball Strikes in space to open for power implement games. a variety of small-sided (S1.M20.8)

Grade 7 Grade

Forehand and backhand volleys with volleys backhand and Forehand using a and control a mature form implement. short-handled (S1.M16.7) in a with control Two-hand-volleys dynamic environment. (S1.M17.7) a mature consistently Performs and with accuracy pattern underhand (e.g., target game control for one horseshoes). bocci, bowling, (S1.M18.7) a with an implement, Strikes, and for accuracy object stationary croquet, (e.g., activities distancein golf). shuffleboard, (S1.M19.7) with an a pitched ball Strikes a variety in space to open implement tasks. practice of (S1.M20.7)

Middle School Grade-level Outcomes Grade 6 Grade

Forehand volleys with a mature form form mature a with volleys Forehand short-handled a and control using implement. (S1.M16.6) in a with control volleys Two-hand tasks. practice of variety (S1.M17.6) a mature consistently Executes games for target pattern underhand bocci, horseshoes). (e.g., bowling, (S1.M18.6) a with an implement, Strikes, in for accuracy object stationary shuffleboard, croquet, activities (e.g., golf). (S1.M19.6) with an a pitched ball Strikes of with force in a variety implement tasks. practice (S1.M20.6)

Revised

Standard 1 Standard S1.M16 Sports and Games Games Net/Wall Volley S1.M17 Sports and Games Games Net/Wall Volley Two-Hand S1.M18 Sports and Games Games Target Throw Underhand S1.M19 Sports and Games Games Target Striking S1.M20 Sports and Games Fielding/Striking Games Striking SD

Grade 8 Grade

might dictate when swimming and swimming when dictate might Catches, using an implement, from implement, an using Catches, a in speeds and trajectories different modified or environment dynamic play. game (S1.M21.8) for technique correct Demonstrates self- two least at in skills basic activities. outdoor selected (S1.M22.8) for technique correct Demonstrates self- two least at in skills basic individual-performance selected (S1.M24.8a) activities. age-appropriate Demonstrate target and forone threshold zones four remaining the for zone components. fitness health-related (S1.M24.8b)

r, availability of facilities facilities of availability r, Grade 7 Grade

Grade-level Outcomes Grade-level Middle School Catches, with a mature pattern, from from pattern, mature a with Catches, of variety a using trajectories different play. game small-sided in objects (S1.M21.7) a for technique correct Demonstrates self-selected one in skills of variety activity. outdoor (S1.M22.7) a for technique correct Demonstrates self-selected one in skills of variety activity. individual-performance (S1.M24.7a) target age-appropriate Demonstrate health-related the of each for zones components. fitness (S1.M24.7b)

Grade 6 Grade

Catches, with a mature pattern, from from pattern, mature a with Catches, of variety a using trajectories different tasks. practice varying in objects (S1.M21.6) for technique correct Demonstrates self-selected one in skills basic activity. outdoor (S1.M22.6) Howeve levels. secondary or elementary at taught Preferably curriculum. the in offered are safety water for technique correct Demonstrates self-selected one in skills basic activity. individual-performance (S1.M24.6a) target age-appropriate Demonstrates health- five the of three zones for relatedcomponents. fitness (S1.M24.6b)

Revised

Standard 1 Standard S1.M21 Sports and Games Fielding/Striking Games Catching S1.M22 Sports and Games Education Outdoor for section of end (See examples.) S1.M23 Aquatics S1.M24 Individual- Performance Activities for section of end (See examples) SD

Grade 8 Grade

Opens and closes space during space closes and Opens combining by play game small-sided movement with movements locomotor concepts. (S2.M1.8) following the of several Executes open create to tactics offensive space open create to moves space: of variety a uses ball; the off and on give pathways; and fakes passes, go. and (S2.M2.8) dynamic tactics in offense Creates passing and cutting (e.g., activities ball). the off fakes using and quickly, (S2.M3.8) by defense spaceon open Reduces the of side goal the on staying the reducing and player offensive (third-party him/her to distance perspective). (S2.M4.8)

Grade 7 Grade

principles, strategies and tactics to enhance movement and and movement enhance to tactics and strategies principles, Reduces open space by using using space by open Reduces walking, (e.g., movements locomotor landing, and jumping running, thebody) of and shape size changing movement with combination in in angle the reducing (e.g., concepts between distance thespace,reducing goal). and player (S2.M1.7) to tactics offensive various Executes a uses (e.g., space open create fakes; and pivots passes, of variety go). and give (S2.M2.7) to tactics offensive various Executes a uses (e.g., space open create fakes; and pivots passes, of variety go). and give (S2.M3.7) by defense spaceon open Reduces as opponent the to close staying goal. the nears he/she (S2.M4.7)

Middle School Grade-level Outcomes Grade 6 Grade

Creates open space by using byusing space open Creates walking, (e.g., movements locomotor in landing) and jumping running, (e.g., movement with combination speed, of change pathways; varying pace). or direction (S2.M1.6) following the of one least at Executes open create to tactics offensive without space open to moves space: passes, of variety a uses ball; the go. and give fakes; and pivots (S2.M2.6) the byusing space open Creates on field/court the of length and width offense. (S2.M3.6) by defense spaceon open Reduces reducing and larger body the making angles. passing (S2.M4.6)

Revised Revised Revised Revised

2 Standard concepts, of knowledge applies individual literate physically The performance. S2.M1 SD Sports and Games (Tactical) Invasion Games With Space Creating Movement S2.M2 SD Sports and Games (Tactical) Invasion Games With Space Creating Tactics Offensive S2.M3 SD Sports and Games (Tactical) Invasion Games Using Space Creating Length and Width S2.M4 SD Sports and Games (Tactical) Invasion Games By Space Reducing and Size Changing Shape

Grade 8 Grade

Reduces open space by not allowing allowing not by space open Reduces the anticipating and the catch (denial) for the or person of the object speed deflection. of interception or purpose (S2.M5.8) defense or from offense to Transitions by recovering to offense defense with quickly, communicating on an capitalizing and teammates advantage. (S2.M6.8) in net/wall space open Creates short- or a long- with either games by varying force implement handled side or moving opponent or direction, back. and forward to side and/or (S2.M7.8) timing of force and placement, Varies by anticipation return to prevent opponent. (S2.M8.8) trajectory force and the speed, Varies location of the on of the shot based target. the to relation in object (S2.M9.8)

Grade 7 Grade

Grade-level Outcomes Grade-level Middle School Reduces open space by not allowing allowing not by space open Reduces the anticipating or the catch (denial) for the or person of the object speed deflection. of interception or purpose (S2.M5.7) defense or from offense to Transitions to offense by recovering defense with communicating quickly and teammates. (S2.M6.7) in net/wall space open Creates implement long-handled with a games and moving by varying force, direction side to side. from opponent (S2.M7.7) based on shot Selects offensive (hit where location opponent’s is not). opponent (S2.M8.7) of trajectory and/or the speed Varies of the on location the shot based target. the to relation in object (S2.M9.7)

Grade 6 Grade

Reduces open space by not allowing allowing not space by open Reduces the by allowing or the catch (denial) catch but not the return pass. (S2.M5.6) defense or from offense to Transitions to offense by recovering defense quickly. (S2.M6.6) in net/wall space open Creates short-handled with a games and by varying force implement direction. (S2.M7.6) for options offensive Reduces to mid-court by returning opponents position. (S2.M8.6) club shot and/or Selects appropriate of the object in based on location target. the to relation (S2.M9.6)

Revised Revised

2 Standard S2.M5 SD Sports and Games (Tactical) Invasion Games Using Space Reducing Denial S2.M6 SD Sports and Games (Tactical) Invasion Games Transitions S2.M7 Sports and Games Games Net/Wall Space Creating Variation Through S2.M8 Sports and Games Games Net/Wall and Tactics Using Shots S2.M9 Sports and Games Games Target Shot Selection

Grade 8 Grade

Identifies sacrifice situations and situations sacrifice Identifies teammate. a advance to attempt (S2.M10.8) by field the in spaces open Reduces maximize to teammates with working coverage. (S2.M11.8) laws Newton’s incorporate and Apply activities. various to motion of (S2.M12.8) variety a in protocols safe Implements activities. of (S2.M13.8) FITT personal establish and Analyze goals. Principles (S2.M14.8)

Grade 7 Grade

Uses a variety of shots (e.g., slap and slap (e.g., shots of variety a Uses to hit to arc) high drive, line bunt, run, space. open (S2.M10.7) play defensive correct the Selects number (e.g., situation the on based outs). of (S2.M11.7) to motion of laws Newton’s Identifies activities. various (S2.M12.7) and skills appropriate Demonstrate of variety a for equipment of use activities. (S2.M13.7) components FITT Determine activities. of variety a during achieved (S2.M14.7)

Middle School Grade-level Outcomes Grade 6 Grade

Identifies open spaces and attempts and spaces open Identifies space. that into object strike to (S2.M10.6) play defensive correct the Identifies number (e.g., situation the on based outs). of (S2.M11.6) during force of application Varies activities. various (S2.M12.6) appropriate use and Identify variety a for technology or equipment activities. of (S2.M13.6) FITT the of basics the Utilize activities. of variety a in Principles (S2.M14.6)

Revised Revised Revised

2 Standard S2.M10 Sports and Games Fielding/Striking Games Strategies Offensive S2.M11 Sports and Games Fielding/Striking Games Space Reducing S2.M12 SD Individual Performance Rhythmic Activities, Activity/Dance Concepts Movement S2.M13 SD Recreation/Outdoor Education S2.M14 SD Principles Fitness = Formula (FITT Intensity, Frequency, Type) Time,

38 ysical

Grade 8 Grade

Identifies the five components of components five the Identifies (muscular fitness health-related endurance, muscular strength, endurance, cardiovascular flexibility, the explains and composition) body and fitness between connections health. mental and physical overall (S3.M1.8) self- of variety a in Participates muscular cardiovascular, selected and endurance muscular strength, activities. flexibility (S3.M3.8) a analyzes and in participates Actively and aerobic chosen self of variety technology. using activities strength (S3.M4.8) self- of variety a in Participates recreational lifetime selected activities. team and dual, individual, (S3.M5.8)

Grade 7 Grade

Grade-level Outcomes Grade-level Middle School Identifies barriers related to related barriers Identifies active physically a maintaining for solutions seeks and lifestyle barriers. those eliminating (S3.M1.7) of variety a in participate to Chooses strength, muscular cardiovascular, flexibility and endurance muscular guidance. teacher with activities (S3.M3.7) of variety a in engages Actively using activities strength and aerobic technology. (S3.M4.7) variety a analyzes and in Participates individual, recreational lifetime of activities. team and dual, (S3.M5.7)

es the knowledge and skills to achieve and maintain a health-enhancing level of ph of level health-enhancing a maintain and achieve to skills and knowledge the es Grade 6 Grade

SD: Deleted Deleted SD: S3.M2 Describes how being physically active physically being how Describes body. healthy a to leads (S3.M1.6) of variety a in Participates strength, muscular cardiovascular, flexibility and endurance muscular direction. teacher with activities (S3.M3.6) aerobic of variety a in Participates using activities strength and technology. (S3.M4.6) lifetime of variety a in Participates team and dual, individual, recreational activities. (S3.M5.6) Deleted SD: S3.M6 S3.M11 into Integrated

Revised Revised Revised Revised Revised

3 Standard demonstrat individual literate physically The fitness. and activity S3.M1 Activity Physical Knowledge S3.M2 Physical In Engages Activity S3.M3 SD Physical In Engages Activity S3.M4 SD Physical In Engages Activity S3.M5 SD Physical In Engages Activity S3.M6 SD SD

Grade 8 Grade

Compares and contrasts health- contrasts and Compares related components. fitness (S3.M7.8) to self- technology Uses available needed of exercise monitor quantity and/or health standard for a minimal on current based optimal functioning fitness level. (S3.M8.8) of appropriate Employs a variety stretching dynamic static and all majorfor techniques muscle groups. (S3.M9.8) of proper the importance Describe for patterns movement movement and of injury. the prevention (S3.M10.8) (FITT principle Uses the overload a personal in preparing formula) workout. (S3.M11.8) warm-up/ implements a and Designs self-selected regimen for a cool-down activity. physical (S3.M12.8) can perceived exertion how Defines intensity workout be used to adjust activity. physical during (S3.M13.8)

Grade 7 Grade

Distinguishes between health-related health-related between Distinguishes fitness. and skill-related (S3.M7.7) based on activity Adjusts physical for a needed quantity of exercise and/or standard minimal health on current based optimal functioning fitness level. (S3.M8.7) demonstrates theand Describes and dynamic between difference static stretches. (S3.M9.7) and role of exercise the Describes management. nutrition in weight (S3.M10.7) overload the Describes principle of types different for formula) (FITT training activity, the physical the formula is which on principles and the formula how based and fitness. affect principles (S3.M11.7) a warm-up/cool-down Designs physical self-selected for a regimen activity. (S3.M12.7) can perceived exertion how Defines effort or work be used to determine intensity of exercise. (S3.M13.7)

Middle School Grade-level Outcomes Grade 6 Grade

Identifies the components of skill- of the components Identifies fitness. related (S3.M7.6) self-selected a Sets and monitors goal for aerobic activity physical and bone- and/or muscle- on activity based strengthening level. fitness current (S3.M8.6) and Employs correct techniques methods of stretching. (S3.M9.6) aerobic and between Differentiates and muscular capacity, anaerobic and endurance. strength (S3.M10.6) of of the components Identifies each formula) (FITT principle the overload activity physical for different types of fitness and muscular (aerobic, flexibility). (S3.M11.6) and role of warm-ups the Describes after physical and before cool-downs activity. (S3.M12.6) heart rate (RHR) and resting Defines to aerobic its relationship describes exertion. perceived fitness and (S3.M13.6)

Revised Revised Revised

Standard 3 Standard S3.M7 Knowledge Fitness S3.M8 Knowledge Fitness S3.M9 SD Knowledge Fitness S3.M10 SD Knowledge Fitness S3.M11 Knowledge Fitness S3.M12 Knowledge Fitness S3.M13 SD Knowledge Fitness

Grade 8 Grade

Explains how body systems interact interact systems body how Explains blood (e.g., another one with digestive the from nutrients transports respiratory the from oxygen system, physicalactivity. during system) (S3.M14.8) of program implements a and Designs of areas three remediationfor of results the on based weakness assessment. fitness health-related (S3.M15.8) to program implements a and Designs health-related of levels improve nutrition. and fitness (S3.M16.8) between relationship the Describes factors. risk health and nutrition poor (S3.M17.8) used movements basic Demonstrates activities stress-reducing other in Chi. Tai and yoga as such (S3.M18.8)

Grade 7 Grade

Grade-level Outcomes Grade-level Middle School Describes how muscles pull on bones onbones pull muscles how Describes by pairs in movement create to contracting. and relaxing (S3.M14.7) of program implements a and Designs of twoareas remediationfor of results the on based weakness assessment. fitness health-related (S3.M15.7) and activity physical a Maintains weeks two least at for log nutrition and levels activity on reflects and log. the in documented as nutrition (S3.M16.7) balance to strategies Develops water and snacks food, healthy physical daily with along intake, activity. (S3.M17.7) with dealing for strategies Practices breathing, deep as such stress, visualizationaerobic guided and exercise. (S3.M18.7)

Grade 6 Grade

Identifies major muscles used in used Identifiesmuscles major activities. physical selected (S3.M14.6) of program implements a and Designs of areas any for remediation of results the on based weakness assessment fitness health-related assistance. teacher with (S3.M15.6) at for log activity physical a Maintains on reflects and weeks leasttwo the in documented as levels activity log. (S3.M16.6) the of each within foods Identifies selects and food groups basic for portions and servings appropriate activity physical and age his/her levels. (S3.M17.6) results negative and positive Identifies of ways appropriate and stress of each. with dealing (S3.M18.6)

Revised

3 Standard S3.M14 Knowledge Fitness S3.M15 SD and Assessment Planning Program S3.M16 and Assessment Planning Program S3.M17 Nutrition S3.M18 Management Stress

y for improving improving for y Grade 8 Grade

Accepts responsibilit Accepts activity physical of levels own one’s the supporting while fitness and others. of efforts (S4.M1.8) to skills self-monitoring effective Uses physical for opportunities incorporate school. of outside and in activity (S4.M2.8) and encouragement Provides without peers to feedback appropriate teacher. the from prompting (S4.M3.8) to appropriately Responds unethical and ethical participants’ by activity physical during behavior for guidelines and rules using conflicts. resolving (S4.M4.8) leadership distributes and Cooperates multiple with responsibilities problem-solving on classmates adventure including initiatives and initiatives large-group activities, play. game (S4.M5.8)

Grade 7 Grade

Exhibits responsible social behaviors social responsible Exhibits classmates, with cooperating by behaviors inclusive demonstrating classmates. andsupporting (S4.M1.7) and intrinsic both Demonstrates selecting by motivation extrinsic physical in participate to opportunities class. of outside activity (S4.M2.7) a to feedback corrective Provides teacher-generated using peer, incorporating and guidelines, other and tone appropriate skills. communication (S4.M3.7) by skills cooperation Demonstrates for guidelines and rules establishing conflicts. resolving (S4.M4.7) of group small a with Problem-solves adventure during classmates or initiatives small-group activities, play. game (S4.M5.7)

Middle School Grade-level Outcomes -responsibility by by -responsibility Grade 6 Grade

Exhibits responsibility by using using by responsibility Exhibits demonstrating etiquette, appropriate exhibiting and facilities for respect behaviors. safe (S4.M1.6) appropriate uses and Identifies positive self-reinforce to strategies positive as such behaviors, fitness self-talk. (S4.M2.6) self Demonstrates corrective specific implementing performance. improve to feedback (S4.M3.6) among differences Accepts development, physical in classmates by levels skill varying and maturation positive and encouragement providing feedback. (S4.M4.6) of group small a with Cooperates adventure during classmates team-building or play game activities, activities. (S4.M5.6)

Revised Revised

Standard 4 Standard environment and others self, respects that behavior social and personal resp onsible exhibits individual literate physically The S4.M1 SD Personal Responsibility S4.M2 Personal Responsibility S4.M3 Feedback Accepting S4.M4 Others With Working S4.M5 SD Others With Working

Grade 8 Grade Applies rules and etiquette by acting by etiquette and rules Applies physical modified for official an as creating and/or activities/games of set given a within routines dance parameters. (S4.M6.8a) good of fundamentals the Exhibits sportsmanship. (S4.M6.8b) activity physical uses Independently appropriately, equipment fitness and concerns safety specific identifies and activity. the with associated (S1.M7.8)

Grade 7 Grade

Grade-level Outcomes Grade-level Middle School Demonstrates knowledge ofrules and knowledge Demonstrates modified self-officiating by etiquette following or activities/games physical a modify or create to parameters dance. (S4.M6.7a) good of fundamentals the Exhibits sportsmanship. (S4.M6.7b) activity physical uses Independently appropriately equipment exercise and safely. and (S1.M7.7) .

Grade 6 Grade

Identifies the rules and etiquette for etiquette and rules the Identifies activities/games. physical (S4.M6.6a) good of fundamentals the Exhibits sportsmanship. (S4.M6.6b) fitness and activity physical Uses safely, and appropriately equipment guidanc teacher’s minimal with (S1.M7.6)

Revised

4 Standard S4.M6 SD Etiquette and Rules S4.M7 Safety

43 employment employment

Grade 8 Grade

Identifies the five components of components five the Identifies (muscular fitness health-related endurance, muscular strength, endurance cardiovascular flexibility, explains and composition) body and and fitness between connections the health. mental and physical overall (S5.M1.8) of benefits empowering the Analyzes active. physically being (S5.M2.8) makes and action of plan a Develops onthat based appropriatedecisions individual an with faced when plan challenge. (S5.M3.8) be enjoymentcould how Discusses physical self-selected in increased activities. (S5.M4.8) an in participates and Identifies prompts that activity enjoyable self-expression. individual (S5.M5.8) by self for respect Demonstrates in others helping and help for asking activities. physical various (S5.M6.8)

Grade 7 Grade

Identifies different types of physical of types different Identifies each how describes and activities overall on impact positive a exerts health. mental and physical (S5.M1.7) and mental positive Identifies a in participating of aspects emotional activities. physical of variety (S5.M2.7) (e.g., strategies positive Generates assistance, or suggestions offering and others) following or leading when solutions possible providing challenge. group a with faced (S5.M3.7) between relationship the Explains lifelong and self-expression activity. physical through enjoyment (S5.M5.7) of importance the Demonstrates and helping by interaction social trash avoiding others, encouraging to support providing and talk classmates. (S5.M6.7) Identifies why self-selected physical self-selected why Identifies enjoyment. create activities (S5.M4.7) cal activity for health, enjoyment, challenge, self-expression, challenge, enjoyment, health, for activity cal

Middle School Grade-level Outcomes Grade 6 Grade

Describes how being physically active physically being how Describes body. and brain healthy a to leads (S5.M1.6) physical of components Identifies for providethat activity opportunities social for and stress reducing interaction. (S5.M2.6) and challenges individual Recognizes (e.g., way. positive a in copes or help for asking effort, extending tasks.) the modifying and/or feedback (S5.M3.6) in proficiently moving how Describes creates setting activity physical a enjoyment. (S5.M4.6) and self-expression how Identifies related. are activity physical (S5.M5.6) and self for respect Demonstrates by games and activities in others encouraging rules, the following the of spirit the in playing and others activity. or game (S5.M6.6)

Revised Revised Revised Revised

Standard 5 Standard physi of value the recognizes individual literate physically The interaction. social and opportunities S5.M1 SD Health S5.M2 SD Health S5.M3 SD Challenge S5.M4 and Self-Expression Enjoyment S5.M5 and Self-Expression Enjoyment S5.M6 Interaction Social SD

44 ng, adventure adventure ng, . square. ring/geocaching, ice ring/geocaching, ersing/climbing, mountain biki mountain ersing/climbing, within the geographical region geographical the within engagement in the activity. Activities might include, include, might Activities activity. the in engagement skating, track and field, multi-sport events, in-line events, multi-sport field, and track skating, de: ribbons, jumping, dribbling and leaping; and are not are and leaping; and dribbling jumping, ribbons, de: might include, but are not limited to yoga, pilates, resistance pilates, yoga, to limited not are but include, might dual performance activities, aquatics and net/wall and target target and net/wall and aquatics activities, performance dual Grade-level Outcomes Grade-level Middle School owshoeing, surfing, bouldering/trav surfing, owshoeing, t, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and social ballroom, line, Latin, hop, hip ethnic/folk, modern, t, oeing, sailing, rowing), hiking, backpacking, fishing, orientee fishing, backpacking, hiking, rowing), sailing, oeing, s on the environmental opportunities environmental the on s

Operational Definition of Activity Categories Might include, but are not limited to gymnastics, figure gymnastics, to limited not are but include, Might The outdoor environment is an important factor in student in factor important an is environment outdoor The Activities that focus on dance or rhythms and might inclu might and rhythms or dance on focus that Activities -defense and skateboarding. and -defense Includes the games categories of invasion, net/wall, target and fielding/striking. and target net/wall, invasion, of categories games the Includes Includes the categories of outdoor pursuits, selected indivi selected pursuits, outdoor of categories the Includes Activities with a focus on improving or maintaining fitness and and fitness maintaining or improving on focus a with Activities Sports: Might include, but are not limited to swimming, diving, synchronized swimming and water polo. water and swimming synchronized diving, swimming, to limited not are but include, Might Fitness Activities: Activities: Fitness games. but are not limited to recreational boating (e.g., kayaking, can kayaking, (e.g., boating recreational to limited not are but exergaming. and zumba cardio-kick, kickboxing, sw imming, fitness walking, fitness running, spinning, training, Activity/Dance: Rhythmic Recreation/Outdoor Education: Education: Recreation/Outdoor skating, skateboarding, snow or water skiing, snowboarding, sn snowboarding, skiing, water or snow skateboarding, skating, depend activities of Selection courses. ropes and activities Lifetime Activities: Activities: Lifetime limited to dance forms such as creative movement/dance, balle movement/dance, creative as such forms dance to limited Games and Games Aquatics: Aquatics: Activities: Performance Individual self wrestling, skating,

45 46 ccessful ccessful ferent types of of types ferent ities that meet the

Level 2 Level

Refines activity-specific movement skills in one or more in one or more skills movement activity-specific Refines individual- education, lifetime activities (outdoor target games or net/wall activities, aquatics, performance games). (S1.H1.L2) patterns creativity in rhythmic movement Demonstrates a rhythmic or performing a dance by choreographing routine. (S1.H2.L2) in health-related skills specialized proficient Demonstrates activities. fitness (S1.H3.L2a) fitness of health-related zones threshold Demonstrates and/or in individual participation through components activities. team performance (S1.H3.L2b) augmenting knowledge and skills considered desirable desirable and skills considered knowledge augmenting motor skills and movement patterns. movement and skills motor indicates the minimum knowledge and skills that students must attain to and knowledge indicates the minimum Level 1 1 Level re lifetime activities; describe key concepts associated with su with associated key concepts activities; describe re lifetime eady as demonstrated by the ability to plan and implement dif to plan and implement by the ability as demonstrated eady

while engaged in physical activity; and engage in physical activ in physical activity; and engage in physical engaged while ropes, Parkour, Zumba, Zumba, Parkour, ropes, Level 1 Level opportunities, social interaction and enjoyment. and enjoyment. interaction social opportunities, High School (Grades 9 Outcomes – 12) Grade-level Outcomes Grade-level High School

allows students to build on Level 1 competencies by 1 competencies students allowsto build on Level

Demonstrates proficiency and/or refines activity-specific activity-specific refines and/or proficiency Demonstrates activities (outdoor more lifetime movement skills in two or aquatics, activities, individual-performance education, games). or target net/wall games (S1.H1.L1) in rhythmic movement proficiency Demonstrates Jump (e.g., patterns/dance. Aerobics) Yoga, Dance, (S1.H2.L1) in health- skills in specialized proficiency Demonstrates activities. fitness related (S1.H3.L1a) fitness of health-related zones target Demonstrates and/or in individual participation through components activities. team performance (S1.H3.L1b) Level 2 Level

High school outcomes have been organized into two levels. organized have been outcomes school High Revised Revised Revised

Standard 1 Standard of variety a in proficiency demonstrates individual literate physically The S1.H1 SD Activities Lifetime S1.H2 SD Activities Lifetime Rhythmic Activities/Dance S1.H3 SD Activities Fitness for college or career readiness. readiness. career or college for personal fitness programs; demonstrate proficiency in two or mo proficiency demonstrate fitness programs; personal By the end of high school, the learner will be college or career-r or be college will the learner By the end of high school, Note: participation in physical activity; model responsible behavior behavior model responsible activity; physical in participation employment challenge, self-expression, need for be college or career-ready. or be college

Level 2 Level

Create and execute effective offensive and defensive defensive and offensive effective execute and Create and/or individual self-selected three least at in strategies activities. performance team (S1.H4.L2)

Level 1 Level

Executes effective strategies for various individual and/or and/or individual various for strategies effective Executes activities. performance team (S1.H4.L1)

High School Grade-level Outcomes

Revised

Standard 1 Standard S1.H4 SD Activities Fitness Individual/Team Activities Performance

Level 2 Level learning a motor skill. skill. motor a learning

Creates, performs, and discusses an activity relevant to relevant activity an discusses and performs, Creates, perspectives. cultural and historical (S2.H1.L2) speed/accuracy the to concepts and principles Apply activities. of variety a in striking and throwing in trade-off (S2.H2.L2) of stages the Identifies (S2.H3.L2) and goals setting by skills planning program Demonstrates fitness. lifetime for strategies devising (S2.H4.L2) , principles, strategies and tactics to enhance movement and and movement enhance to tactics and strategies principles, , nd specificity will will specificity nd

ciated with exercise and and exercise with ciated formance, team activities, activities, team formance, Level 1 Level ad, progression, a progression, ad, Grade-level Outcomes Grade-level High School

Applies the terminology asso terminology the Applies individual- (e.g., activities. of variety a in participation games, net/wall activities, team activities, performance pursuits) outdoor and/or aquatics games, target appropriately. (S2.H1.L1) and strategies, principles, concepts, movement Practice and analyze to rotation) motion, force, (e.g., tactics selected a in others and/or self of performance improve individual-per (e.g., activity outdoor and/or aquatics games, target games, net/wall pursuits). (S2.H2.L1) self- a for performance improve to plan practice a Creates skill. selected (S2.H3.L1) overlo how Discusses program. fitness personal a enhance (S2.H4.L1)

Revised Revised Revised Revised

Standard 2 Standard concepts of knowledge applies individual literate physically The performance. S2.H1 SD Concepts Movement S2.H2 SD Principles S2.H3 SD Strategy Knowledge, Tactics and S2.H4 SD Principles Fitness = Formula (FITT Intensity, Frequency, Type) and Time

49 ysical activity and activity ysical lly active lifestyle as it it as lifestyle active lly

Level 2 Level

Discusses thephysica benefitsa of Discusses productivity. college/career to relates (S3.H1.L2) heat, in exercising with associated issues Identifies cold. and humidity (S3.H3.L2) a be should it 1, Level in achieved not was outcome the If 2. in Level focus motivation economics, choices, life of impact the Analyzes participation and adherence exercise on accessibility and settings. career or college in activity physical in (S3.H5.L2) conditioning and strength a implements and Designs groups muscle opposing in balance develops that program active healthy, a supports and (agonist/antagonist) lifestyle. (S3.H7.L2)

hoices, economics, motivation economics, hoices, Level 1 Level

Investigates the relationships among physical activity, activity, physical among relationships the Investigates composition. body and nutrition (S3.H1.L1) Deleted SD: S3.H2 information valid access to ability the demonstrate will 3: Students Standard Education Health Dakota South to Refer health. enhance to services and products and pacing. and exertion perceived of rates Applies (S3.H3.L1) support social benefits, their to according – Evaluates that activities – requirements participation and network environment. local the in pursued be can (S3.H4.L1) c life of impact the Identifies participation and adherence exercise on accessibility and settings. career or college in activity physical in (S3.H5.L1) Deleted SD: S3.H6 inresistance-training maturetechnique Demonstrate free weights. and machines (S3.H7.L1) High School Grade-level Outcomes

Revised Revised Revised Revised Revised Revised

3 Standard ph of level health-enhancing a maintain and achieve to skills and knowledge the demonstrates individual literate physically The fitness. S3.H1 SD Activity Physical Knowledge S3.H2 SD Activity Physical Knowledge S3.H3 SD Activity Physical Knowledge S3.H4 Activity Physical Knowledge S3.H5 SD Activity Physical Knowledge S3.H6 SD Physical In Engages Activity S3.H7 SD Knowledge Fitness

50 skills skills health- goal-setting goal-setting

Level 2 Level

Identifies the different energy systems used in a selected selected a in used systems energy different the Identifies and triphosphate adenosine (e.g., activity physical aerobic). glycolysis, anaerobic phosphocreatine, (S3.H8.L2) and strength for plan activity an utilizes and Creates development. fitness personal for stretching (S3.H9.L2) using zone, target the in rate heart keep to pacing Adjusts monitor), rate heart pedometer, (e.g., technology available intensity. aerobic self-monitor to (S3.H10.L2)

ill-related fitness in relation in fitness ill-related ive neuromuscular facilitation facilitation neuromuscular ive various types of strength strength of types various Level 1 Level and avoid or reduce health risk. health reduce or avoid and Grade-level Outcomes Grade-level High School .

Relates physiological responses to individual levels of of levels individual to responses physiological Relates fitness. (S3.H8.L1) in participates and Identifies stretching and eccentric) concentric, (isometric, exercises propriocept (static, exercises (e.g., development fitness personal for dynamic) (PNF), motion). of range endurance, strength, (S3.H9.L1) rate heart applies and rate heart target Calculates plan. fitness personal a to information (S3.H10.L1) Deleted SD: accountability.) student with difficulty to (Due sk of components the Analyzes fitness appropriate an designs and goals, career and life to goals. those for program (S3.H12.L1) Deleted SD: use to ability the demonstrate will 6: Students Standard Education Health Dakota South to Refer health enhance to Deleted SD: practice to ability the demonstrate will Students 7: Standard Education Health Dakota South to Refer behaviors enhancing

Revised Revised Revised Revised Revised

Standard 3 Standard S3.H8 SD Knowledge Fitness S3.H9 SD Knowledge Fitness S3.H10 Knowledge Fitness S3.H11 SD and Assessment Planning Program S3.H12 SD and Assessment Planning Program S3.H13 Revised SD Nutrition S3.H14 SD Management Stress

. personal characteristics, characteristics, personal al diversity and body types by by types body and diversity al Level 2 Level

Accepts differences between between differences Accepts levels performance elite and images, body idealized media. various in portrayed (S4.H1.L2) specific in conduct ethical and moral Examines performance- fouls, intentional (e.g., situations competitive sport). in events current gambling, substances, enhancing (S4.H2.L2) leader, group or task (e.g., role leadership a Assumes setting. activity physical a in coach) referee, (S4.H3.L2) cultur ideas, others’ Accepts movement collaborative and cooperative in engaging projects. (S4.H4.L2) a be should it 1, Level in achieved not was outcome the If 2. in Level focus strategies that promote promote that strategies tivity patterns appropriately appropriately patterns tivity Level 1 Level

Applies effective self-management skills to analyze to skills self-management effective Applies ac physical modify and barriers needed. as (S4.H1.L1) teamwork and others for respect etiquette, proper Exhibits activity. physical in engaging while (S4.H2.L1a) sportsmanship. good of fundamentals the Exhibits (S4.H2.L1b) and skills communication Uses dynamics. group or team (S4.H3.L1) activity physical in critically thinks and problems Solves groups. in and individual an as both settings, (S4.H4.L1) physical in safely participating for practices best Applies alignment, proper prevention, injury (e.g., activity. sun rules, of implementation equipment, of use hydration, protection). (S4.H5.L1)

High School Grade-level Outcomes

Revised Revised Revised Revised

Standard 4 Standard environment and others self, respects that behavior social and personal resp onsible exhibits individual literate physically The S4.H1 SD Personal Responsibility S4.H2 SD Etiquette and Rules S4.H3 Others With Working S4.H4 SD Others With Working S4.H5 SD Safety

52 employment employment

Level 2 Level

Analyzes the health benefits of physical activity, mental activity, physical of benefits health the Analyzes interaction. social and health, (S5.H1.L2) experience to challenge of level appropriate an Chooses self-selected a in participate to desire and success physicalactivity. (S5.H2.L2) a as activities physical various of uniqueness the Identifies self-expression. of means (S5.H3.L2) social and interaction social for opportunity the Evaluates activity. physical self-selected a in support (S5.H4.L2) with associated opportunities employment how Analyzes and support fields fitness and education physical the health (e.g., fields. employment other with interrelate care). (S5.H5.L2) cal activity for health, enjoyment, challenge, self-expression, challenge, enjoyment, health, for activity cal

cial interaction in a self- a in interaction cial education and fitness fields. fields. fitness and education Level 1 Level Grade-level Outcomes Grade-level High School

Examines the health benefits of physical, mental, and mental, physical, of benefits health the Examines health. social (S5.H1.L1) activity. physical challenging a in engages Fully (S5.H2.L1) the meet that activities physical in participates and Selects enjoyment. and self-expression for need (S5.H3.L1) so for opportunity the Identifies activity. physical selected (S5.H4.L1) opportunities career and employment various Identifies physical the with associated (S5.H5.L1)

Revised Revised Revised Revised Revised

SD SD

5 Standard physi of value the recognizes individual literate physically The interaction. social and opportunities S5.H1 SD Health S5.H2 Challenge S5.H3 SD and Self-Expression Enjoyment S5.H4 Interaction Social S5.H5 SD Employment

53 articipation articipation ng, adventure adventure ng, . square. ring/geocaching, ice ring/geocaching, ersing/climbing, mountain biki mountain ersing/climbing, within the geographical region geographical the within engagement in the activity. Activities might include, include, might Activities activity. the in engagement skating, track and field, multi-sport events, in-line events, multi-sport field, and track skating, de: ribbons, jumping, dribbling and leaping; and are not are and leaping; and dribbling jumping, ribbons, de: might include, but are not limited to yoga, pilates, resistance pilates, yoga, to limited not are but include, might dual performance activities, aquatics and net/wall and target target and net/wall and aquatics activities, performance dual owshoeing, surfing, bouldering/trav surfing, owshoeing, t, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and social ballroom, line, Latin, hop, hip ethnic/folk, modern, t, oeing, sailing, rowing), hiking, backpacking, fishing, orientee fishing, backpacking, hiking, rowing), sailing, oeing, s on the environmental opportunities environmental the on s Operational Definition of Activity Categories Might include, but are not limited to gymnastics, figure gymnastics, to limited not are but include, Might

The outdoor environment is an important factor in student in factor important an is environment outdoor The Activities that focus on dance or rhythms and might inclu might and rhythms or dance on focus that Activities -defense and skateboarding. and -defense High School Grade-level Outcomes Includes the games categories of invasion, net/wall, target and fielding/striking. and target net/wall, invasion, of categories games the Includes Includes the categories of outdoor pursuits, selected indivi selected pursuits, outdoor of categories the Includes Activities with a focus on improving or maintaining fitness and and fitness maintaining or improving on focus a with Activities Sports: Might include, but are not limited to swimming, diving, synchronized swimming and water polo. water and swimming synchronized diving, swimming, to limited not are but include, Might high school outcomes because these activities require team p team require activities these because outcomes school the high from excluded been have games fielding/striking and Invasion Fitness Activities: Activities: Fitness but are not limited to recreational boating (e.g., kayaking, can kayaking, (e.g., boating recreational to limited not are but Education: Recreation/Outdoor skating, skateboarding, snow or water skiing, snowboarding, sn snowboarding, skiing, water or snow skateboarding, skating, depend activities of Selection courses. ropes and activities games. games. Note: imming, kickboxing, cardio-kick, zumba and exergaming. and zumba cardio-kick, kickboxing, sw imming, fitness walking, fitness running, spinning, training, Activity/Dance: Rhythmic participation. lifelong to suited less and Lifetime Activities: Activities: Lifetime limited to dance forms such as creative movement/dance, balle movement/dance, creative as such forms dance to limited Games and Games Aquatics: Aquatics: Activities: Performance Individual self wrestling, skating,

SHAPE America Resources for Teaching to the Standards and Grade‐level Outcomes for K‐12 Physical Education

The Society of Health and Physical Education (SHAPE America) offers numerous resources to assist practitioners with appropriate instructional practices as well as with developing standards‐based curricula and assessments that will help implement the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education.

Visit www.shapeamerica.org to find information about SHAPE America books, as well as to download free copies of position statements and guidance documents on various topics of interest to physical educators, including Appropriate Instructional Practices Guidelines and Opportunity to Learn Guidelines for elementary, middle and high school.

The following is a sample listing of these resources, which will support teachers in implementing the standards and outcomes.

National Standards and Grade‐Level Outcomes for K‐12 Physical Education

Smart PE Moves for Middle School Students: Ready to Use Lesson Plans and Assessment Tools for Standards‐Based Physical Education (2012)

PE Metrics: Assessing National Standards 1‐6 in Secondary School (2011)

PE Metrics: Assessing National Standards 1‐6 in Elementary School (2010)

Flash Fitness and the Incredible Physical Activities: A Super‐Hero Approach to Meeting the National PE Standards in Grades K‐5 (2010)

Concepts and Principles of Physical Education: What Every Student Needs to Know (2010)

Movement‐Based Learning for Children: Academic Concepts and Physical Activity for Ages 3‐8 (2006)

Physical Activity for Children: A Statement of Guidelines for Children Ages 5‐12 (2004)

Resources

55 Appropriate Instructional Practices

Appropriate Instructional Practice Guidelines for Elementary School Physical Education (2009)

Appropriate Instructional Practice Guidelines for Middle School Physical Education (2009)

Appropriate Instructional Practice Guidelines for High School Physical Education (2009)

Opportunity to Learn

Opportunity to Learn Guidelines for Elementary School Physical Education (2009)

Opportunity to Learn Guidelines for Middle School Physical Education (2009)

Opportunity to Learn Guidelines for High School Physical Education (2009)

SHAPE America Assessment Series

Assessment for Everyone: Modifying NASPE Assessments to Include All Elementary School Children (2011)

Assessing and Improving Fitness in Elementary Physical Education (2008)

Standards‐Based Assessment of Student Learning: A Comprehensive Approach (2007)

Assessing Dance in Elementary Physical Education (2005)

Assessment of Swimming in Physical Education (2005)

Assessing Concepts: Secondary Biomechanics (2004)

Assessment in Outdoor Adventure Physical Education (2003)

Assessing Student Outcomes in Sport Education (2003)

Authentic Assessment of Physical Activity for High School Students (2002)

Creating Rubrics for Physical Education (2000)

Assessing Motor Skills in Elementary Physical Education (1999)

Assessment in Games Teaching (1999) Resources

56 Position Statements

Physical Education is Critical to Educating the Whole Child (2011)

Appropriate Uses of Fitness Measurement (2010)

Appropriate Use of Instructional Technology in Physical Education (2009)

Appropriate Maximum Class Length for Elementary Physical Education (2008)

Physical Activity Used as Punishment and/or Behavior Management (2009)

Resource Briefs

School Physical Education Program Checklist: How Does Your Program Rate? (2009)

Physical Education Teacher Evaluation Tool (2007)

Teaching Large Class Sizes in Physical Education: Guidelines and Strategies (2006)

Top Ten Reasons for Quality Physical Education (2006)

The Difference Between Physical Education and Physical Activity (2005)

Code of Conduct for P‐12 Physical Education Teachers (2011)

What Constitutes a Highly Qualified Physical Education Teacher (2007)

Opposing Substitution and Waiver/Exemptions For Required Physical Education (2006)

Resources

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