SHAPE America Grade-Level Outcomes (Glos) for K-12 Physical

Grade-Level Outcomes for K-12 Physical Education

Created by: Curriculum Framework Task Force Lynn Couturier, Task Force Chair, State University of New York College at Cortland Stevie Chepko, Rock Hill, SC Shirley Holt/Hale, Oak Ridge, TN Dan Persse, Blaine, WA Brad Rettig, Lincoln, NE Georgi Roberts, Fort Worth, TX

Principal Writers:

Lynn Couturier Stevie Chepko Shirley Holt/Hale Acknowledgments The task force is indebted to the many professionals who reviewed drafts of the standards and outcomes and made valuable contributions that strengthened this document. Among these professionals, several deserve special recognition for the thoroughness of their work, including Nan- cy Schmitz, John Kruse, Tina Hall, Chuck Corbin, and Missy Parker and her graduate students at Northern Colorado University. The task force also appreciates and acknowledges the exceptional foundation for this document built by previous task forces and committees, with the support of the Board of Directors of the National Association for Sport and Physical Education. These groups include the 1995 Standards and Assessment Task Force, the Second Edition Writing Committee and the 2010 Exploratory Curriculum Framework Task Force: Derrick Mears, Chair, Western Washington University Meggin DeMoss, Rose Hill, KS Shaunna McGhie, Utah Valley University Peter Rattigan, Rowan University

National Standards & Grade-Level Outcomes for K-12 Physical Education Find even more guidance on using the new National Standards in National Standards & Grade-Level Outcomes for K-12 Physical Education (SHAPE America, 2014). Designed as a tool for physical educators at all levels, this book offers guidance on planning curricula, designing units and lessons, tracking student progress across grades and more. Purchase your copy at www.humankinetics.com/shapeamerica-online-store.

Suggested citation for this document: SHAPE America. (2013). Grade-level outcomes for K-12 physical education. Reston, VA: Author.

For individual use only. Reproducing this work in any form by any electronic, mechanical or other means — including photocopying or storing in any information-retrieval system — is expressly forbidden without written permission from SHAPE America. To request permission to reprint or copy all or portions of this work, visit www.shapeamerica.org/permissions or e-mail [email protected].

National Standards for K-12 Physical Education

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. 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 and the benefits of 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.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to 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 and others. Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

* Adapted from NASPE. (2004). Moving into the future: National standards for physical education (2nd ed.). Reston, VA: Author, and Mandigo, J., Francis, N., Lodewyk, K., & Lopez, R. (2012). Physical literacy for physical educators. Physical Education and Health Journal, 75 (3), 27 - 30.

© 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail 1 [email protected]. Outcomes for Elementary School Students (K – Grade 5)

By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical activities; and identify the benefits of physically active lifestyle.

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E1 Performs locomotor Hops, gallops, Skips using a mature Leaps using a mature Uses various loco- Demonstrates Locomotor skills (hopping, gal- jogs and slides pattern. (S1.E1.2) pattern. (S1.E1.3) motor skills in a mature patterns of loping, running, using a mature variety of small- locomotor skills in Hopping, galloping, sliding, skipping) pattern. (S1.E1.1) sided practice tasks, dynamic small- running, sliding, skipping, leaping while maintaining dance and educa- sided practice tasks, balance. (S1.E1.K) tional gymnastics gymnastics and experiences. dance. (S1.E1.5a) (S1.E1.4) Combines locomotor and manipulative skills in a variety of small-sided practice tasks/games environments. (S1.E1.5b)

Combines traveling with manipulative skills for execution to a target (e.g., scoring in soccer, hockey and basketball). (S1.E1.5c)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E2 Developmentally Developmentally Runs with a mature Travels showing dif- Runs for distance Uses appropriate Locomotor appropriate/emerging appropriate/emerging pattern. (S1.E2.2a) ferentiation between using a mature pat- pacing for a variety outcomes first appear outcomes first appear sprinting and run- tern. (S1.E2.4) of running distances. jogging, running in Grade 2. in Grade 2. Travels showing ning. (S1.E2.3) (S1.E2.5) differentiation between jogging and sprinting. (S1.E2.2b) S1.E3 Performs jumping Demonstrates 2 of Demonstrates 4 of Jumps and lands in Uses spring-and- Combines jumping Locomotor and landing the 5 critical the 5 critical ele- the horizontal and step take-offs and and landing pat- actions with elements for jump- ments for jumping vertical planes landings specific to terns with loco- Jumping and landing, balance. (S1.E3.K) ing and landing in a and landing in a using a mature gymnastics. motor and manipu- horizontal plane horizontal plane horizontal plane pattern. (S1.E3.3) (S1.E3.4) lative skills in dance, Note: This outcome using two-foot take- using a variety of gymnastics and applies to both offs and landings. one- and two-foot Note: This outcome Note: This outcome small-sided practice horizontal and vertical (S1.E3.1) take-offs and applies to both hori- applies to both hori- jumping and landing. zontal and vertical zontal and vertical tasks in games landings. jumping and landing. jumping and landing. environments. (S1.E3.2) (S1.E3.5)

S1.E4 Demonstrates 2 of Demonstrates 4 of Locomotor the 5 critical ele- the 5 critical Note: This outcome ments for jumping elements for jump- applies to both hori- Jumping and landing, and landing in a ing and landing in a zontal and vertical vertical plane vertical plane. vertical plane. jumping and landing. (S1.E4.1) (S1.E4.2)

S1.E5 Performs loco- Combines locomotor Performs a teacher- Performs teacher- Combines locomotor Combines locomotor Locomotor motor skills in and nonlocomotor and/or student- selected and devel- movement patterns skills in cultural as response to skills in a teacher- designed rhythmic opmentally appropri- and dance steps to well as creative danc- Dance teacher-led designed dance. activity with ate dance steps and create and perform es (self and group) creative dance. (S1.E5.1) correct response to movement patterns. an original dance. with correct rhythm (S1.E5.K) simple rhythms. (S1.E5.3) (S1.E5.4) and pattern. (S1.E5.2) (S1.E5.5)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E6 Developmentally Developmentally Developmentally Performs a se- Combines traveling Applies skill. Locomotor appropriate/emerging appropriate/emerging appropriate/emerging quence of locomo- with manipulative outcomes first appear outcomes first appear outcomes first appear tor skills, transition- skills of dribbling, Combinations in Grade 3. in Grade 3. in Grade 3. ing from one skill to throwing, catching another smoothly and striking in

and without teacher- and/or

hesitation. (S1.E6.3) student-designed small-sided practice tasks. (S1.E6.4)

S1.E7 Maintains momen- Maintains stillness Balances on different Balances on differ- Balances on differ- Combines balance Nonlocomotor* tary stillness on on different bases bases of support, ent bases of sup- ent bases of sup- and transferring (stability) different bases of of support with combining levels and port, demonstrating port on apparatus, weight in a gymnas- support. (S1.E7.Ka) different body shapes. (S1.E7.2a) muscular tension demonstrating tics sequence or Balance shapes. (S1.E7.1) and extensions of levels and shapes. dance with a partner. Forms wide, nar- Balances in an invert- free body parts. (S1.E7.4) (S1.E7.5) row, curled and ed position* with (S1.E7.3) twisted body stillness and support- shapes. (S1.E7.Kb) ive base. (S1.E7.2b)

S1.E8 Developmentally Transfers weight Transfers weight Transfers weight Transfers weight Transfers weight Nonlocomotor appropriate/emergingap- from one body part from feet to different from feet to hands from feet to hands, in gymnastics (stability) outcomes first appear in to another in self- body parts/bases for momentary varying speed and and dance environ-

Grade 1. space in dance and of support for weight support. using large exten- ments. (S1.E8.5) Weight transfer gymnastics balance and/or (S1.E8.3) sions (e.g., mule a (S1.E8.1)environments . (S1.E8.2)travel. kick, handstand, 1 cartwheel). (S1.E8.4)

S1.E9 Rolls sideways in Rolls with either a Rolls in different Applies skill. Applies skill. Applies skill. Nonlocomotor a narrow body narrow or curled directions with (stability) shape. (S1.E9.K) body shape. either a narrow or

(S1.E9.1) curled body shape. Weight transfer, rolling (S1.E9.2)

*Teachers must use differentiated instruction and developmentally appropriate practice tasks for individual learners when presenting transfers of weight from feet to other body parts.

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E10 Contrasts the Demonstrates twist- Differentiates among Moves into and out Moves into and out Performs curling, Nonlocomotor actions of curling ing, curling, bending twisting, curling, of gymnastics bal- of balances on appar- twisting and stretch- (stability) and stretching. and stretching bending and stretch- ances with curling, atus with curling, ing actions with (S1.E10.K) actions. (S1.E10.1) ing actions. twisting and stretch- twisting and correct application Curling and stretching; (S1.E10.2) ing actions. stretching actions. in dance, gymnast- twisting and bending (S1.E10.3) (S1.E10.4) ics, small-sided practice tasks and games environments. (S1.E10.5)

S1.E11 Developmentally Developmentally Combines balances Combines locomotor Combines locomotor Combines locomotor Nonlocomotor appropriate/emerging appropriate/emerging and transfers into a skills and movement skills and movement skills and movement (stability) outcomes first appear outcomes first appear three-part sequence concepts (levels, concepts (levels, concepts (levels, in Grade 2. in Grade 2. (i.e., dance, gymnas- shapes, extensions, shapes, extensions, shapes, extensions, Combinations tics). (S1.E11.2) pathways, force, pathways, force, pathways, force, time, flow) to create time, flow) to create time, flow) to create and perform a and perform a dance and perform a dance dance. (S1.E11.3) with a partner. with a group. (S1.E11.4) (S1.E11.5)

S1.E12 Developmentally Developmentally Developmentally Combines balance Combines traveling Combines actions, Nonlocomotor appropriate/emerging appropriate/emerging appropriate/emerging and weight transfers with balance and balances and weight (stability) outcomes first appear outcomes first appear outcomes first appear with movement con- weight transfers to transfers to create a in Grade 3. in Grade 3. in Grade 3. cepts to create and create a gymnastics gymnastics Balance and perform a dance. sequence with and sequence with a weight transfers (S1.E12.3) without equipment partner on equip- or apparatus. ment or apparatus. (S1.E12.4) (S1.E12.5)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E13 Throws Throws underhand, Throws underhand Throws underhand Applies skill. Throws underhand Manipulative underhand with demonstrating 2 of using a mature pat- to a partner or target using a mature pat- opposite foot the 5 critical tern. (S1.E13.2) with reasonable ac- tern in nondynamic Underhand throw forward. elements of a curacy. (S1.E13.3) environments (S1.E13.K) mature pattern. (closed skills), with (S1.E13.1) different sizes and types of objects. (S1.E13.5a)

Throws underhand to a large target with accuracy. (S1.E13.5b)

S1.E14 Developmentally Developmentally Throws overhand, Throws overhand, Throws overhand Throws overhand us- Manipulative appropriate/emerging appropriate/emerging demonstrating demonstrating 3 of using a mature pating a mature pattern outcomes first appear outcomes first appear 2 of the 5 critical the 5 critical ele- tern in nondynam- in nondynamic en- Overhand throw in Grade 2. in Grade 2. elements of a ments of a mature ic environments vironments (closed mature pattern. pattern, in non- (closed skills). skills), with different (S1.E14.2) dynamic environ- (S1.E14.4a) sizes and types of ments (closed skills), balls. (S1.E13.5a) for distance and/or force. (S1.E14.3) Throws overhand Throws overhand to to a partner or at a a large target with target with accuracy accuracy. (S1.E13.5b) at a reasonable distance. (S1.E14.4b) S1.E15 Developmentally Developmentally Developmentally Developmentally Throws to a moving Throws with accu- Manipulative appropriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging partner with reason- racy, both partners outcomes first appear outcomes first appear outcomes first appear outcomes first appear able accuracy in a moving. Passing with hands in Grade 4. in Grade 4. in Grade 4. in Grade 4. nondynamic en- (S1.E15.5a) vironment (closed skills). (S1.E15.4) Throws with reasonable accuracy in dynamic, small- sided practice tasks. (S1.E15.5b)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E16 Drops a ball and Catches a soft Catches a self- Catches a gently Catches a thrown Catches a batted ball Manipulative catches it before it object from a self- tossed or well- tossed hand-size ball above the head, above the head, at bounces twice. toss before it thrown large ball ball from a partner, at chest or waist chest or waist level, Catching (S1.E16.Ka) bounces. with hands, not demonstrating level, and below the and along the ground (S1.E16.1a) trapping or cradling 4 of the 5 critical waist using a mature using a mature pat- against the body. elements of a pattern in a non- tern in a nondynamic (S1.E16.2) mature pattern. dynamic environ- environment (closed Catches various sizes Catches a large (S1.E16.3) ment (closed skills). skills). (S1.E16.5a) of balls self-tossed ball tossed by a (S1.E16.4) skilled thrower. or tossed by a skilled Catches with accu- (S1.E16.Kb) thrower. (S1.E16.1b) racy, both partners moving. (S1.E16.5b)

Catches with reasonable accuracy in dynamic, small- sided practice tasks. (S1.E16.5c)

S1.E17 Dribbles a ball with Dribbles continu- Dribbles in self- Dribbles and travels Dribbles in self- Combines hand drib- Manipulative one hand, attempt- ously in self-space space with preferred in general space at space with both the bling with other skills ing the second using the preferred hand demonstrating slow to moderate preferred and the during 1v1 practice Dribbling and/or contact. (S1.E17.K) hand. (S1.E17.1) a mature pattern. jogging speed, with nonpreferred hands tasks. (S1.E17.5) ball control with hands (S1.E17.2a) control of ball and using a mature pat- body. (S1.E17.3) tern. (S1.E17.4a) Dribbles using the preferred hand while Dribbles in general walking in general space with control of space. (S1.E17.2b) ball and body while increasing and decreasing speed. (S1.E17.4b)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E18 Taps a ball using Taps or dribbles a Dribbles with the Dribbles with the Dribbles with the Combines foot drib- Manipulative the inside of the ball using the inside feet in general space feet in general space feet in general space bling with other skills foot, sending it of the foot while with control of ball at slow to moderate with control of ball in 1v1 practice tasks. Dribbling/ball control forward. and body. (S1.E18.2) jogging speed with and body while (S1.E18.5) with feet walking in general (S1.E18.K) space. (S1.E18.1) control of ball and increasing and body. (S1.E18.3) decreasing speed. (S1.E18.4) S1.E19 Developmentally Developmentally Developmentally Passes and receives a Passes and receives Passes with the feet Manipulative appropriate/emerging appropriate/emerging appropriate/emerging ball with the insides a ball with the in- using a mature pat- outcomes first appear outcomes first appear outcomes first appear of the feet to a sides of the feet to a tern as both partners Passing and receiving in Grade 3. in Grade 3. in Grade 3. stationary partner, moving partner in a travel. (S1.E19.5a) with feet “giving” on nondynamic reception before environment (closed returning the pass. skills). (S1.E19. 4a) Receives a pass with (S1.E19.3) Passes and receives the feet using a a ball with the mature pattern as outsides and both partners insides of the feet travel. (S1.E19.5b) to a stationary partner, “giving” on reception before returning the pass. (S1.E19.4b)

S1.E20 Developmentally Developmentally Developmentally Developmentally Dribbles with hands Dribbles with hands Manipulative appropriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging or feet in combina- or feet with mature outcomes first appear outcomes first appear outcomes first appear outcomes first appear tion with other skills patterns in a variety Dribbling in in Grade 4. in Grade 4. in Grade 4. in Grade 4. (e.g., passing, receiv- of small-sided combination ing, shooting). game forms. (S1.E20.4) (S1.E20.5)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E21 Kicks a stationary Approaches a sta- Uses a continuous Uses a continuous Kicks along the Demonstrates Manipulative ball from a station- tionary ball and running approach running approach ground and in the mature patterns in ary position, demon- kicks it forward, and kicks a moving and intentionally air, and punts using kicking and punting Kicking strating 2 of the 5 demonstrating ball, demonstrating performs a kick mature patterns. in small-sided critical elements of a 2 of the 5 critical 3 of the 5 critical along the ground (S1.E21.4) practice task mature kicking elements of a elements of a and a kick in the air, environments. pattern. (S1.E21.K) mature pattern. mature pattern. demonstrating (S1.E21.5) (S1.E21.1) (S1.E21.2) 4 of the 5 critical elements of a mature pattern for each. (S1.E21.3a)

Uses a continuous running approach and kicks a stationary ball for accuracy. (S1.E21.3b)

S1.E22 Volleys a light- Volleys an object Volleys an object Volleys an object Volleys underhand Applies skill. Manipulative weight object with an open palm, upward with consec- with an underhand using a mature pat- (balloon), sending sending it upward. utive hits. (S1.E22.2) or sidearm striking tern, in a dynamic Volley, underhand it upward. (S1.E22.1) pattern, sending it environment (e.g., (S1.E22.K) forward over a net, two square, four to the wall or over a square, handball). line to a partner, (S1.E22.4) while demonstrating 4 of the 5 critical elements of a mature pattern. (S1.E22.3)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E23 Developmentally Developmentally Developmentally Developmentally Volleys a ball with a Volleys a ball using Manipulative appropriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging two-hand overhead a two-hand pattern, outcomes first outcomes first appear outcomes first appear outcomes first pattern, sending it sending it upward Volley, overhead appear in Grade 4. in Grade 4. in Grade 4. appear in Grade 4. upward, demon- to a target. ern, strating 4 of the 5 (S1.E23.5) critical elements of a mature pattern. (S1.E23.4)

S1.E24 Strikes a light-weight Strikes a ball with a Strikes an object Strikes an object Strikes an object Strikes an object Manipulative object with a paddle short-handled imple- upward with a with a short-handled with a short-hand- consecutively, with or short-handled ment, sending it short-handled imple- implement, sending led implement a partner, using a Striking, short implement racket. (S1.E24.K) upward. (S1.E24.1) ment, using consecu- it forward over a while demonstrat- short-handled imp- tive hits. (S1.E24.2) low net or to a wall. ing a mature pat- lement, over a net wawawall(S1.E24.3a)wall. tern. (S1.E24.4a) or against a wall, in either a competitive Strikes an object Strikes an object or cooperative game with a short- with a short-hand- environment. handled implement led implement, (S1.E24.5) while demonstrating alternating hits with 3three of the of 5 critical ele- a partner over a ments of a mature low net or against a pattern. (S1.E24.3b) wall. (S1.E24.4b)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E25 Developmentally Developmentally Strikes a ball off a tee Strikes a ball with a Strikes an object Strikes a pitched ball Manipulative appropriate/emerging appropriate/emerging or cone with a bat, long-handled imple- with a long-handled with a bat using a outcomes first appear outcomes first appear using correct grip ment (e.g., hockey implement (e.g., mature pattern. Striking, long in Grade 2. in Grade 2. and side orientation/ stick, bat, golf club), hockey stick, golf (S1.E25.5a) implement proper body orien- sending it forward, club, bat, tennis tation. (S1.E25.2) while using proper racket, badminton Combines striking grip for the imple- racket), while dem- with a long implement. Note: Use onstrating 3 of the 5 ment (e.g., bat, batting tee or ball critical elements of a hockey stick) with tossed by teacher for mature pattern for receiving and batting. (S1.E25.3) the implement (grip, traveling skills in a stance, body small-sided game. orientation, swing (S1.E25.5b) plane and follow- through). (S1.E25.4)

S1.E26 Developmentally Developmentally Developmentally Developmentally Combines traveling Combines manipula- Manipulative appropriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging with the manipu- tive skills and travel- outcomes first appear outcomes first appear outcomes first appear outcomes first appear lative skills of drib- ing for execution to In combination in Grade 4. in Grade 4. in Grade 4. in Grade 4. bling, throwing, a target (e.g., scoring with locomotor catching and strik- in soccer, hockey and ing in teacher- and/ basketball). or student-designed (S1.E26.5) small-sided practice-task environments. (S1.E26.4)

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S1.E27 Executes a single jump Jumps forward or Jumps a self-turned Performs intermedi- Creates a jump-rope Creates a jump- Manipulative with self-turned rope. backward consecu- rope consecutively ate jump-rope skills routine with either rope routine with a (S1.E27.Ka) tively using a self- forward and back- (e.g., a variety of a short or long rope. partner, using either Jumping rope turned rope. ward with a mature tricks, running in and (S1.E27.4) a short or long rope. Jumps a long rope with (S1.E27.1a) pattern. (S1.E27.2a) out of long rope) for (S1.E27.5) teacher-assisted turn- both long and short ing. (S1.E27.Kb) Jumps a long rope up Jumps a long rope ropes. (S1.E27.3) to 5 times consecu- 5 times consecutively with teacher- tivelyonsecu withtively student assisted turning. turners.studentners. (S1.E27.2b) (S1.E27.1b)

Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.E1 Differentiates Moves in self- Combines loco- Recognizes the con- Applies the concept Combines spatial Movement between movement space and general motor skills in cept of open spaces of open spaces to concepts with loco- concepts in personal (self- space in response general space to a in a movement con- combination skills motor and nonloco- space) and general to designated rhythm. (S2.E1.2) text. (S2.E1.3) involving traveling motor movements Space space. (S2.E1.Ka) beats or rhythms. (e.g., dribbling and for small groups in (S2.E1.1) traveling). (S2.E1.4a) gymnastics, dance and games environments. (S2.E1.5) Applies the concept Moves in of closing spaces in personal space small-sided practice to a rhythm. tasks. (S2.E1.4b) (S2.E1.Kb) Dribbles in general space with changes in direction and speed. (S2.E1.4c)

S2.E2 Travels in three Travels demonstrat- Combines shapes, Recognizes locomo- Combines move- Combines movement Movement different path- ing low, middle and levels and pathways tor skills specific to ment concepts with concepts with skills concepts ways. (S2.E2.K) high levels. into simple travel, a wide variety of skills in small-sided in small-sided prac- (S2.E2.1a) dance and gymnas- physical activities. practice tasks, gym- tice tasks in game Pathways, shapes, tics sequences.2 (S2.E2.3) nastics and dance environments, gym- levels (S2.E2.2) environments. nastics and dance (S2.E2.4) with self-direction. Travels demonstrat- (S2.E2.5) ing a variety of relationships with objects (e.g., over, under, around, through). (S2.E2.1b)

Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S2.E3 Travels in general Differentiates be- Varies time and force Combines movement Applies the move- Applies movement Movement space with differ- tween fast and slow with gradual increas- concepts (direction, ment concepts of concepts to strategy concepts ent speeds. speeds. (S2.E3.1a) es and decreases. levels, force, time) speed, endurance in game situations. (S2.E3.K) (S2.E3.2) with skills as directed and pacing for run- (S2.E3.5a) Speed, direction, force by the teacher. ning. (S2.E3.4a) (S2.E3.3) Differentiates be- Applies the con- Applies the concepts tween strong and cepts of direction of direction and light force. (S2.E3.1b) and force when force to strike an striking an object object with a long- with a short-hand- handled implement. led implement, (S2.E3.5b) sending it toward a designated target. Analyzes move- (S2.E3.4b) ment situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice tasks in game environments, dance and gymnastics. (S2.E3.5c) S2.E4 Developmentally Developmentally Developmentally Employs the concept Applies skill. Applies skill. Movement appropriate/emerging appropriate/emerging appropriate/emerging of alignment in gym- concepts outcomes first appear outcomes first appear outcomes first appear nastics and dance. in Grade 3. in Grade 3. in Grade 3. (S2.E4.3a) Alignment and muscular tension Employs the concept of muscular tension with balance in gymnastics and dance. (S2.E4.3b)

Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S2.E5 Developmentally Developmentally Developmentally Applies simple Applies simple offen- Applies basic offen- Movement appropriate/emerging appropriate/emerging appropriate/emerging strategies and sive strategies and sive and defensive concepts outcomes first appear outcomes first appear outcomes first appear tactics in chasing tactics in chasing and strategies and in Grade 3. in Grade 3. in Grade 3. activities. fleeing activities. tactics in invasion Strategies & tactics (S2.E5.3a) (S2.E5.4a) small-sided practice tasks. (S2.E5.5a) Applies simple Applies simple defen- strategies in fleeing sive strategies and Applies basic offen- activities. tactics in chasing and sive and defensive (S2.E5.3b) fleeing activities. strategies and tactics (S2.E5.4b) in net and wall small-sided practice tasks. (S2.E5.5b) Recognizes the types of kicks needed for Recognizes the type different games and of throw, volley or sports situations. striking action need- (S2.E5.4c) ed for different games and sports situations. (S2.E5.5c)

Standard 3 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. S3.E1 Identifies active- Discusses the bene- Describes large-mo- Charts participation Analyzes opportuni- Charts and analyzes Physical activity play opportunities fits of being active tor and/or manipula- in physical activities ties for participating physical activity out- knowledge outside physical and exercising and/ tive physical activi- outside physical edu- in physical activity side physical educa- education class. or playing. (S3.E1.1) ties for participation cation class. outside physical tion class for fitness (S3.E1.K) outside physical edu- (S3.E1.3a) education class. benefits of activities. cation class (e.g., be- (S3.E1.4) (S3.E1.5) fore and after Identifies physical school, at home, at activity as a way the park, with to become health- friends, with the ier. (S3.E1.3b) family). (S3.E1.2) S3.E2 Participates active- Engages actively in Engages actively in Engages actively in Engages actively in Engages actively in Engages in physical ly in physical physical education physical education the activities of the activities of all of the activities activity education class. class. (S3.E2.1) class in response to physical education physical education of physical educa- (S3.E2.K) instruction and prac- class without class, both tion. (S3.E2.5) tice. (S3.E2.2) teacher prompting. teacher-directed (S3.E2.3) and independent. (S3.E2.4) S3.E3 Recognizes that Identifies the heart Recognizes the use of theDescribes body as the con- Identifies the Differentiates be- Fitness knowledge when you move as a muscle that the body as resistance (e.g.,cept of fitness and components of tween skill-related fast, your heart grows stronger with (e.g., holds body in provides examples health-related fit- and health-related beats faster and exercise, play and plank position, animal of physical activity to ness.5 (S3.E3.4) fitness.6 (S3.E3.5) you breathe faster.3 physical activity. walks)4 for develop- enhance fitness. (S3.E3.K) (S3.E3.1) ing strength. (S3.E3.3) (S3.E3.2a)

Identifies physical activities that con- tribute to fitness. (S3.E3.2b) S3.E4 Developmentally Developmentally Developmentally Recognizes the im- Demonstrates Identifies the need Fitness knowledge appropriate/emerging appropriate/emerging appropriate/emerging portance of warm-up warm-up and cool- for warm-up and outcomes first appear outcomes first appear outcomes first appear and cool-down rela- down relative to the cool-down relative in Grade 3. in Grade 3. in Grade 3. tive to vigorous cardiorespiratory to various physical physical activity. fitness assessment. activities. (S3.E4.5) (S3.E4.3) (S3.E4.4)

Standard 3 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S3.E5 Developmentally Developmentally Developmentally Demonstrates, with Completes fitness Analyzes results of Assessment and appropriate/emerging appropriate/emerging appropriate/emerging teacher direction, assessments (pre fitness assessment program planning outcomes first appear outcomes first appear outcomes first appear the health-related and post). (S3.E5.4a) (pre and post), com- in Grade 3. in Grade 3. in Grade 3. fitness components. paring results to (S3.E5.3) Identifies areas of fitness components needed remediation for good health. from personal test (S3.E5.5a) and, with teacher assistance, identifies Designs a fitness strategies for prog- plan to address ress in those areas. ways to use physical (S3.E5.4b) activity to enhance fitness. (S3.E5.5b) S3.E6 Recognizes that Differentiates be- Recognizes the “good Identifies foods that Discusses the im- Analyzes the impact Nutrition food provides tween healthy and health balance” of are beneficial for portance of hydra- of food choices energy for physical unhealthy foods. good nutrition with before and after tion and hydration relative to physical activity. (S3.E6.K) (S3.E6.1) physical activity. physical activity. choices relative to activity, youth sports (S3.E6.2) (S3.E6.3) physical activities. and personal health. (S3.E6.4) (S3.E6.5)

Standard 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1 Follows direc- Accepts personal Practices skills with Exhibits personal re- Exhibits responsible Engages in physical Personal tions in group responsibility by minimal teacher sponsibility in teach- behavior in indepen- activity with res- responsibility settings (e.g., using equipment prompting. er-directed activities. dent group situa- ponsible interper- safe behaviors, and space (S4.E1.2) (S4.E1.3) tions. (S4.E1.4) sonal behavior (e.g., following rules, appropriately. peer to peer, stu- taking turns). (S4.E1.1) dent to teacher, (S4.E1.K) student to referee). (S4.E1.5)

S4.E2 Acknowledges Follows the rules Accepts responsi- Works independent- Reflects on Participates with Personal responsibility for and parameters of bility for class proto- ly for extended per- personal social responsible personal responsibility behavior when the learning en- cols with behavior iods of time. behavior in physical behavior in a variety prompted. (S4.E2.K) vironment. and performance (S4.E2.3) activity. (S4.E2.4) of physical activity (S4.E2.1) actions. (S4.E2.2) contexts, environments and facilities. (S4.E2.5a)

Exhibits respect for self with appropriate behavior while engaging in physical activity. (S4.E2.5b) S4.E3 Follows instruction Responds approp- Accepts specific Accepts and imple- Listens respectfully Gives corrective Accepting and directions riately to general corrective feed- ments specific to corrective feed- feedback respectfully feedback when prompted. feedback from the back from the corrective feedback back from others to peers. (S4.E3.5) (S4.E3.K) teacher. (S4.E3.1) teacher. (S4.E3.2) from the teacher. (e.g., peers, adults). (S4.E3.3) (S4.E3.4)

Standard 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 S4.E4 Shares equipment Works independent- Works independently Works cooperatively Praises the move- Accepts, recognizes Working with and space with ly with others in a with others in part- with others. ment performance and actively involves others others. (S4.E4.K) variety of class envi- ner environments. (S4.E4.3a) of others both more others with both ronments (e.g., small (S4.E4.2) skilled and less higher and lower skill and large groups). skilled. (S4.E4.4a) abilities into physical (S4.E4.1) activities and group Praises others for Accepts players of all projects. (S4.E4.5) their success in skill levels into the movement perfor- physical activity. mance. (S4.E4.3b) (S4.E4.4b) S4.E5 Recognizes the Exhibits the estab- Recognizes the Recognizes the role Exhibits etiquette Critiques the eti- Rules & etiquette established protocol lished protocols for role of rules and of rules and eti- and adherence to quette involved in for class activities. class activities. etiquette in quette in physical rules in a variety of rules of various game (S4.E5.K) (S4.E5.1) teacher-designed activity with peers. physical activities. activities. (S4.E5.5) physical activities. (S4.E5.3) (S4.E5.4) (S4.E5.2) S4.E6 Follows teacher Follows teacher Works independently Works independent- Works safely with Applies safety prin- Safety directions for safe directions for safe and safely in physical ly and safely in phys- peers and equip- ciples with age- participation and participation and education. (S4.E6.2a) ical activity settings. ment in physical appropriate physi- proper use of proper use of (S4.E6.3) activity settings. cal activities. equipment with equipment without (S4.E6.4) (S4.E6.5) minimal reminders. teacher reminders. (S4.E6.K) (S4.E6.1) Works safely with physical education equipment. (S4.E6.2b)

Standard 5 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. S5.E1 Recognizes that phys- Identifies physical Recognizes the value Discusses the rela- Examines the health Compares the health Health ical activity is import- activity as a compo- of “good health tionship between benefits of partici- benefits of partici- ant for good health. nent of good health. balance.” ( S3.E6.2) physical activity and pating in physical pating in selected (S5.E1.K) (S5.E1.1) good health. activity. (S5.E1.4) physical activities. (S5.E1.3) (S5.E1.5)

S5.E2 Acknowledges that Recognizes that Compares physical Discusses the chal- Rates the enjoyment Expresses (via writ- Challenge some physical activi- challenge in physical activities that bring lenge that comes of participating in ten essay, visual ties are challenging/ activities can lead to confidence and chal- from learning a new challenging and art,creative dance) the difficult. (S5.E2.K) success. (S5.E2.1) lenge. (S5.E2.2) physical activity. mastered physical enjoyment and/or (S5.E2.3) activities. (S5.E2.4) challenge of participating in a favorite

physical activity. (S5.E2.5) S5.E3 Identifies physical Describes positive Identifies physical ac- Reflects on the Ranks the enjoyment Analyzes different Self-expression & activities that are en- feelings that result tivities that provide reasons for enjoying of participating in physical activities enjoyment joyable.7 (S5.E3.Ka) from participating self-expression (e.g., selected physical different physical for enjoyment and in physical activities. dance, gymnastics activities. (S5.E3.3) activities. (S5.E3.4) challenge, identifying Discusses the (S5.E3.1a) routines, practice reasons for a positive enjoyment of tasks in games or negative response. playing with Discusses personal environments). (S5.E3.5) friends. (S5.E3.Kb) reasons (i.e., the (S5.E3.2) “why”) for enjoying physical activities. (S5.E3.1b) S5.E4 Developmentally Developmentally Developmentally Describes the posi- Describes and com- Describes the social Social interaction appropriate/emerging appropriate/emerging appropriate/emerging tive social inter- pares the positive benefits gained outcomes first appear outcomes first appear outcomes first appear actions that come social interactions from participating in in Grade 3. in Grade 3. in Grade 3. when engaged with when engaged in physical activity (e.g., others in physical partner, small-group recess, youth sport). activity. (S5.E4.3) and large-group (S5.E4.5) physical activities. (S5.E4.4)

20 © 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected]. Outcomes for Middle School Students (Grades 6 – 8) By the end of Grade 8, the learner will apply tactics and strategies to modified game play; demonstrate fundamental movement skills in a variety of contexts; design and implement a health-enhancing fitness program; participate in self-selected physical activity; cooperate with and encourage classmates; accept individual differences and demonstrate inclusive behaviors; and engage in physical activity for enjoyment and self-expression. Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1 Grade 6 Grade 7 Grade 8

Demonstrates competency in a variety of motor skills and movement patterns. S1.M1 Demonstrates correct rhythm and Demonstrates correct rhythm and Exhibits command of rhythm and Dance and rhythms pattern for one of the following dance pattern for a different dance form from timing by creating a movement forms: folk, social, creative, line or among folk, social, creative, line and sequence to music as an individual or world dance. (S1.M1.6) world dance. (S1.M1.7) in a group. (S1.M1.8)

S1.M2 Throws with a mature pattern for Throws with a mature pattern for Throws with a mature pattern for Games and sports distance or power appropriate to the distance or power appropriate to the distance or power appropriate to the Invasion and field games practice task (e.g., distance = outfield activity in a dynamic environment. activity during small-sided game play. to home plate; power = 2nd base to 1st (S1.M2.7) (S1.M2.8) Throwing base). (S1.M2.6) S1.M3 Catches with a mature pattern from a Catches with a mature pattern from a Catches using an implement in a variety of trajectories using different variety of trajectories using different dynamic environment or modified Catching objects in varying practice tasks. objects in small-sided game play. game play. (S1.M3.8) (S1.M3.6) (S1.M3.7) S1.M4 Passes and receives with hands in Passes and receives with feet in Passes and receives with an imple- Games and sports combination with locomotor patterns combination with locomotor patterns ment in combination with locomotor Invasion games of running and change of direction & of running and change of direction and patterns of running and change of speed with competency in invasion speed with competency in invasion direction, speed and/or level with Passing and receiving games such as basketball, flag football, games such as soccer or speedball. competency in invasion games such speedball or team handball. (S1.M4.6) (S1.M4.7) as lacrosse or hockey (floor, field, ice). (S1.M4.8)

Note: For operational definitions and examples of activity types, see end of middle school section (p. 32).

Standard 1 Grade 6 Grade 7 Grade 8 S1.M5 Throws, while stationary, a leading Throws, while moving, a leading pass Throws a lead pass to a moving Games and sports pass to a moving receiver. (S1.M5.6) to a moving receiver. (S1.M5.7) partner off a dribble or pass. Invasion games (S1.M5.8)

Passing & receiving S1.M6 Performs pivots, fakes and jab steps Executes at least 1 of the following Executes at least 2 of the following to Games and sports designed to create open space during designed to create open space during create open space during modified Invasion games practice tasks. (S1.M6.6) small-sided game play: pivots, fakes, game play: pivots, fakes, jab steps, Offensive skills jab steps. (S1.M6.7) screens. (S1.M6.8)

S1.M7 Performs the following offensive skills Performs the following offensive skills Executes the following offensive skills Games and sports without defensive pressure: pivot, give with defensive pressure: pivot, give during small-sided game play: pivot, Invasion games and go, and fakes. (S1.M7.6) and go, and fakes. (S1.M7.7) give and go, and fakes. (S1.M7.8) Offensive skills S1.M8 Dribbles with dominant hand using a Dribbles with dominant and non- Dribbles with dominant and nondomi- Games and sports change of speed and direction in a dominant hands using a change of nant hands using a change of speed Invasion games variety of practice tasks. (S1.M8.6) speed and direction in a variety of and direction in small-sided game Dribbling and ball control practice tasks. (S1.M8.7) play. (S1.M8.8)

S1.M9 Foot-dribbles or dribbles with an im- Foot-dribbles or dribbles with an Foot-dribbles or dribbles with an imple- Games and sports plement with control, changing speed implement combined with passing in ment with control, changing speed and Invasion games and direction in a variety of practice a variety of practice tasks. (S1.M9.7) direction during small-sided game play. Dribbling/ball control tasks. (S1.M9.6) (S1.M9.8) S1.M10 Shoots on goal with power in a dynam- Shoots on goal with power and accu- Shoots on goal with a long-handled Games and sports ic environment as appropriate to the racy in small-sided game play. implement for power and accuracy in Invasion games activity. (S1.M10.6) (S1.M10.7) modified invasion games such as Shooting on goal hockey (floor, field, ice) or lacrosse. (S1.M10.8) S1.M11 Maintains defensive-ready position, Slides in all directions while on defense Drop-steps in the direction of the pass Games and sports with weight on balls of feet, arms without crossing feet. (S1.M11.7) during player-to-player defense. Invasion games extended and eyes on midsection of (S1.M11.8) Defensive skills the offensive player. (S1.M11.6) S1.M12 Performs a legal underhand serve with Executes consistently (at least 70 per- Executes consistently (at least 70 per- Games and sports control for net and wall games such as cent of the time) a legal underhand cent of the time) a legal underhand Net and wall games badminton, volleyball or pickleball. serve to a predetermined target for serve for distance and accuracy for Serving (S1.M12.6) net and wall games such as badminton, net and wall games such as badmin- volleyball or pickleball. (S1.M12.7) ton, volleyball or pickleball. (S1.M12.8)

Standard 1 Grade 6 Grade 7 Grade 8 S1.M13 Strikes with a mature overhand pattern Strikes with a mature overhand pattern Strikes with a mature overhand Games and sports in a nondynamic environment for net/ in a dynamic environment for net/ pattern in a modified net/wall Net and wall games wall games such as volleyball, handball, wall games such as volleyball, hand- game such as volleyball, handball, badminton or tennis. (S1.M13.6) ball, badminton or tennis. (S1.M13.7) badminton or tennis. (S1.M13.8) Striking

S1.M14 Demonstrates the mature form of the Demonstrates the mature form of Demonstrates the mature form of Games and sports forehand and backhand strokes with a forehand and backhand strokes with a forehand and backhand strokes Net and wall games short-handled implement in net games long-handled implement in net games with a short- or long-handled imple- such as paddle ball, pickleball or short- such as badminton or tennis. ment with power and accuracy in net Forehand & backhand handled racket tennis. (S1.M14.6) (S1.M14.7) games such as pickleball, tennis, badminton or paddle ball. (S1.M14.8) S1.M15 Transfers weight with correct timing Transfers weight with correct timing Transfers weight with correct timing Games and sports for the striking pattern. (S1.M15.6) using low to high striking pattern with using low to high striking pattern with Net and wall games a short-handled implement on the a long-handled implement on the forehand side. (S1.M15.7) forehand and backhand sides. Weight transfer (S1.M15.8) S1.M16 Forehand-volleys with a mature form Forehand- and backhand-volleys with a Forehand- and backhand-volleys with Games and sports and control using a short-handled mature form and control using a short- a mature form and control using a Net and wall games implement. (S1.M16.6) handled implement. (S1.M16.7) short-handled implement during modified game play. (S1.M16.8) Volley S1.M17 Two-hand-volleys with control in a Two-hand-volleys with control in a Two-hand-volleys with control in a Games and sports variety of practice tasks. (S1.M17.6) dynamic environment. (S1.M17.7) small-sided game. (S1.M17.8) Net and wall games

Two-hand volley S1.M18 Demonstrates a mature throwing Executes consistently (70 percent or Performs consistently (70 percent or Games and sports pattern for a modified target game more of thethe time) a mature throwing moremore ofof thethe time)time) aa mature throwing Target games such as bowling, bocce or horseshoes. pattern for target games such as bowl- pattern, with accuracy and control, for (S1(S1.M18.6).M18.6) ing, bocce or horseshoes. (S1.M18.7) target games such as bowling, bocce or Throwing horseshoes. (S1.M18.8) S1.M19 Strikes, with an implement, a station- Strikes, with an implement, a station- Strikes, with an implement, a Games and sports ary object for accuracy and distance in ary object for accuracy and distance in stationary object for accuracy and Target games activities such as croquet, shuffle- activities such as croquet, shuffle- power in activities such as croquet, board and golf. (S1.M19.6) board and golf. (S1.M19.7) shuffleboard and golf. (S1.M19.8) Striking

Standard 1 Grade 6 Grade 7 Grade 8 S1.M20 Strikes a pitched ball with an implement Strikes a pitched ball with an implement Strikes a pitched ball with an imple- Games and sports with force in a variety of practice tasks. to open space in a variety of practice ment for power to open space in a Fielding and striking games (S1.M20.6) tasks. (S1.M20.7) variety of small-sided games. (S1.M20.8) Throwing S1.M21 Catches, with a mature pattern, from Catches, with a mature pattern, from Catches, using an implement, from Games and sports different trajectories using a variety of different trajectories using a variety of different trajectories and speeds in a Fielding and striking games objects in a varying practice tasks. objects in small-sided game play. dynamic environment or modified (S1.M21.6) (S1.M21.7) game play. (S1.M21.8) Catching S1.M22 Demonstrates correct technique for Demonstrates correct technique for a Demonstrates correct technique for Outdoor pursuits basic skills in 1 self-selected outdoor variety of skills in 1 self-selected basic skills in at least 2 self-selected (See p. 32 for examples) activity. (S1.M22.6) outdoor activity. (S1.M22.7) outdoor activities. (S1.M22.8) S1.M23 Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and Aquatics water safety are offered in the curriculum.

S1.M24 Demonstrates correct technique for Demonstrates correct technique for a Demonstrates correct technique for Individual-performance activities basic skills in 1 self-selected variety of skills in 1 self-selected basic skills in at least 2 self-selected (See p. 32 for examples) individual-performance activity. individual-performance activity. individual-performance activities. (S1.M24.6) (S1.M24.7) (S1.M24.8)

Standard 2 Grade 6 Grade 7 Grade 8

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.M1 Creates open space by using locomo- Reduces open space by using loco- Opens and closes space during 8 Games and sports tor movements (e.g., walking, running, motor movements (e.g., walking, small-sided game play by combin- Invasion games jumping and landing) in combination running, jumping and landing, changing ing locomotor movements with with movement (e.g., varying path- size and shape of the body) in combi- movement concepts. (S2.M1.8) Creating space with movement ways; change of speed, direction or nation with movement concepts (e.g., pace). (S2.M1.6) reducing the angle in the space, reducing distance between player and goal). (S2.M1.7) S2.M2 Executes at least 1 of the following Executes at least 2 of the following Executes at least 3 of the following Games and sports offensive tactics to create open space: offensive tactics to create open space: offensive tactics to create open space: Invasion games moves to open space without the ball; uses a variety of passes, pivots and moves to create open space on and off uses a variety of passes, pivots and fakes; give and go. (S2.M2.7) the ball; uses a variety of passes, fakes Creating space with offensive tactics fakes; give and go. (S2.M2.6) and pathways; give and go. (S2.M2.8) S2.M3 Creates open space by using the width Creates open space by staying spread Creates open space by staying spread Games and sports and length of the field/court on on offense, and cutting and passing on offense, cutting and passing quickly, Invasion games offense. (S2.M3.6) quickly. (S2.M3.7) and using fakes off the ball. (S2.M3.8)

Creating space using width and length S2.M4 Reduces open space on defense by Reduces open space on defense by Reduces open space on defense by Games and sports making the body larger and reducing staying close to the opponent as he/ staying on the goal side of the offensive Invasion games passing angles. (S2.M4.6) she nears the goal. (S2.M4.7) player and reducing the distance to him/ her (third-party perspective). Reducing space by changing size and shape (S2.M4.8) S2.M5 Reduces open space by not allowing Reduces open space by not allowing Reduces open space by not allowing the Games and sports the catch (denial) or by allowing the the catch (denial) or anticipating the catch (denial) and anticipating the Invasion games catch but not the return pass. speed of the object and person for the speed of the object and person for the (S2.M5.6) purpose of interception or deflection. purpose of interception or deflection. Reducing space using denial (S2.M5.7) (S2.M5.8) S2.M6 Transitions from offense to defense or Transitions from offense to defense Transitions from offense to defense or Games and sports defense to offense by recovering or defense to offense by recovering defense to offense by recovering Invasion games quickly. (S2.M6.6) quickly and communicating with quickly, communicating with team- teammates. (S2.M6.7) mates and capitalizing on an ad- Transitions vantage. (S2.M6.8)

Standard 2 Grade 6 Grade 7 Grade 8 S2.M7 Creates open space in net/wall Creates open space in net/wall Creates open space in net/wall Games and sports games with a short-handled imple- games with a long-handled imple- games with either a long- or short- Net and wall games ment by varying force and direction. ment by varying force and direction, handled implement by varying force or (S2.M7.6) and by moving opponent from side to direction, or by moving opponent from Creating space through variation side. (S2.M7.7) side to side and/or forward and back. (S2.M7.8) S2.M8 Reduces offensive options for oppo- Selects offensive shot based on oppo- Varies placement, force and timing of Games and sports nents by returning to home nent’s location (hit where opponent is return to prevent anticipation by Net and wall games position. (S2.M8.6) not). (S2.M8.7) opponent. (S2.M8.8)

Using tactics & shots S2.M9 Selects appropriate shot and/or club Varies the speed and/or trajectory of Varies the speed, force and trajectory Games and sports based on location of the object in the shot based on location of the of the shot based on location of the Target games relation to the target. (S2.M9.6) object in relation to the target. object in relation to the target. (S2.M9.7) (S2.M9.8) Shot selection

S2.M10 Identifies open spaces and attempts Uses a variety of shots (e.g., line drive Identifies sacrifice situations and at- Games and sports to strike object into that space. high arc) to hit the ball into open space. tempt to advance a teammate. Fielding and striking games (S2.M10.6) (S2.M10.7) (S2.M10.8)

Offensive strategies S2.M11 Identifies the correct defensive play Selects the correct defensive play Reduces open spaces in the field by Games and sports based on the situation (e.g., number based on the situation (e.g., number working with teammates to Fielding and striking games of outs). (S2.M11.6) of outs). (S2.M11.7) maximize coverage. (S2.M11.8)

Reducing space S2.M12 Varies application of force during Identifies and applies Newton’s laws Describes and applies mechanical Individual-performance dance or gymnastic activities. of motion to various dance or advantage(s) for a variety of activities, dance and rhythms (S2.M12.6) movement activities. (S2.M12.7) movement patterns. (S2.M12.8)

Movement concepts S2.M13 Makes appropriate decisions based on Analyzes the situation and makes Implements safe protocols in self- Outdoor pursuits the weather, level of difficulty due to adjustments to ensure the safety of selected outdoor activities. (S2.M13.8) conditions or ability to ensure the self and others. (S2.M13.7) Movement concepts safety of self and others. (S2.M13.6)

Standard 3 Grade 6 Grade 7 Grade 8

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. S3.M1 Describes how being physically Identifies barriers related to maintain- Identifies the five components of Physical activity knowledge active leads to a healthy body. ing a physically active lifestyle and health-related fitness and explains the (S3.M1.6) seeks solutions for eliminating those connections between fitness and overall barriers. (S3.M1.7) physical and mental health. (S3.M1.8) S3.M2 Participates in self-selected physical Participates in a physical activity Participates in a physical activity Engages in physical activity activity outside of physical education 2 times a week outside of physical 3 times a week outside of physical class. (S3.M2.6) education class. (S3.M2.7) education class. (S3.M2.8) S3.M3 Participates in a variety of aerobic Participates in a variety of strength Participates in a variety of self- Engages in physical activity fitness activities such as cardio-kick, and endurance fitness activities such selected aerobic fitness activities step aerobics and aerobic dance. as Pilates, resistance training, body- outside of school such as walking, (S3.M3.6) weight training and light free-weight jogging, biking, skating, dancing and training. (S3.M3.7) swimming. (S3.M3.8) S3.M4 Participates in a variety of aerobic-fit- Participates in a variety of strength- Plans and implements a program of Engages in physical activity ness activities using technology such and endurance-fitness activities such cross-training to include aerobic, as Dance Dance Revolution® or Wii as weight or resistance training. strength and endurance, and flexibility Fit®. (S3.M4.6) (S3.M4.7) training. (S3.M4.8) S3.M5 Participates in a variety of lifetime Participates in a variety of lifetime Participates in a self-selected lifetime Engages in physical activity recreational team sports, outdoor dual and individual sports, martial sport, dance, aquatic or outdoor pursuits or dance activities. (S3.M5.6) arts or aquatic activities. (S3.M5.7) activity outside of the school day. (S3.M5.8) S3.M6 Participates in moderate to vigorous Participates in moderate to vigorous Participates in moderate to vigorous Engages in physical activity aerobic physical activity that includes muscle- and bone-strengthening aerobic and/or muscle- and bone- intermittent or continuous aerobic physical activity at least 3 times a strengthening physical activity for at physical activity of both moderate and week. (S3.M6.7) least 60 minutes per day at least 5 vigorous intensity for at least 60 times a week. (S3.M6.8) minutes per day. (S3.M6.6) S3.M7 Identifies the components of skill- Distinguishes between health-related Compares and contrasts health- Fitness knowledge related fitness. (S3.M7.6) and skill-related fitness.9 (S3.M7.7) related fitness components.10 (S3.M7.8) S3.M8 Sets and monitors a self-selected Adjusts physical activity based on Uses available technology to self- Fitness knowledge physical activity goal for aerobic and/ quantity of exercise needed for a mini- monitor quantity of exercise needed or muscle- and bone-strengthening mal health standard and/or optimal for a minimal health standard and/or activity based on current fitness level. functioning based on current fitness optimal functioning based on current (S3.M8.6) level. (S3.M8.7) fitness level. (S3.M8.8)

Standard 3 Grade 6 Grade 7 Grade 8 S3.M9 Employs correct techniques and Describes and demonstrates the dif- Employs a variety of appropriate static- Fitness knowledge methods of stretching.11 (S3.M9.6) ference between dynamic and static stretching techniques for all major stretches.12 (S3.M9.7) muscle groups. (S3.M9.8) S3.M10 Differentiates between aerobic and Describes the role of exercise and Describes the role of flexibility in Fitness knowledge anaerobic capacity, and between nutrition in weight management. injury prevention. (S3.M10.8) muscular strength and endurance. (S3.M10.7) (S3.M10.6) S3.M11 Identifies each of the components of Describes overload principle (FITT Uses the overload principle (FITT form- Fitness knowledge the overload principle (FITT formula: formula) for different types of physi- ula) in preparing a personal workout.14 frequency, intensity, time & type) for cal activity, the training principles on (S3.M11.8) different types of physical activity which the formula is based and (aerobic, muscular fitness and flexi- how the formula and principles affect bility). (S3.M11.6) fitness.13 (S3.M11.7) S3.M12 Describes the role of warm-ups and Designs a warm-up and cool-down Designs and implements a warm-up Fitness knowledge cool-downs before and after physical regimen for a self-selected physical and cool-down regimen for a self- activity. (S3.M12.6) activity. (S3.M12.7) selected physical activity. (S3.M12.8) S3.M13 Defines resting heart rate and de- Defines how the RPE scale can be Defines how the RPE scale can be used Fitness knowledge scribes its relationship to aerobic fit- used to determine the perception of to adjust workout intensity during ness and the Borg rating of perceived the work effort or intensity of exer- physical activity. (S3.M13.8) exertion (RPE) scale.15 (S3.M13.6) cise. (S3.M13.7) S3.M14 Identifies major muscles used in Describes how muscles pull on bones Explains how body systems interact Fitness knowledge selected physical activities.16 to create movement in pairs by relax- with one another (e.g., blood trans- (S3.M14.6) ing and contracting.17 (S3.M14.7) ports nutrients from the digestive system, oxygen from the respiratory system) during physical activity.18 (S3.M14.8) S3.M15 Designs and implements a program Designs and implements a program of Designs and implements a program of Assessment and program planning of remediation for an area of weak- remediation for 2 areas of weakness remediation for 3 areas of weakness ness based on the results of health- based on the results of health-related based on the results of health-related related fitness assessment. fitness assessment. (S3.M15.7) fitness assessment. (S3.M15.8) (S3.M15.6) S3.M16 Maintains a physical activity log for at Maintains a physical activity and Designs and implements a program to Assessment and program planning least 2 weeks, and reflects on activity nutrition log for at least 2 weeks, and improve levels of health-related levels as documented in the log. reflects on activity levels and nutrition fitness and nutrition. (S3.M16.8) (S3.M16.6) as documented in the log. (S3.M16.7)

Standard 3 Grade 6 Grade 7 Grade 8 S3.M17 Identifies foods within each of the Develops strategies for balancing Describes the relationship between Nutrition basic food groups and selects approp- healthy food, snacks and water intake, poor nutrition and health risk riate servings and portions for his or along with daily physical activity.20 factors.21 (S3.M17.8) her age and physical activity levels.19 (S3.M17.7) (S3.M17.6) S3.M18 Identifies positive and negative results Practices strategies for dealing with Demonstrates basic movements used Stress management of stress and appropriate ways of stress, such as deep breathing, guided in other stress-reducing activities such dealing with each.22 (S3.M18.6) visualization and aerobic exercise.23 as yoga and tai chi. (S3.M18.8) (S3.M18.7)

Standard 4 Grade 6 Grade 7 Grade 8

The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.M1 Exhibits personal responsibility by using Exhibits responsible social behaviors Accepts responsibility for improving Personal responsibility appropriate etiquette, demonstrating by cooperating with classmates, one’s own levels of physical activity respect for facilities and exhibiting safe demonstrating inclusive behaviors and and fitness. (S4.M1.8) behaviors. (S4.M1.6) supporting classmates. (S4.M1.7) S4.M2 Identifies and uses appropriate Demonstrates both intrinsic and Uses effective self-monitoring skills Personal responsibility strategies to self-reinforce positive extrinsic motivation by selecting to incorporate opportunities for fitness behaviors, such as positive self- opportunities to participate in physical physical activity in and outside of talk. (S4.M2.6) activity outside of class. (S4.M2.7) school. (S4.M2.8) S4.M3 Demonstrates self-responsibility by Provides corrective feedback to a peer, Provides encouragement and feed- Accepting feedback implementing specific corrective using teacher-generated guidelines, back to peers without prompting feedback to improve performance. and incorporating appropriate tone from the teacher. (S4.M3.8) (S4.M3.6) and other communication skills. (S4.M3.7) S4.M4 Accepts differences among classmates Demonstrates cooperation skills by Responds appropriately to participants’ Working with others in physical development, maturation establishing rules and guidelines for ethical and unethical behavior during and varying skill levels by providing resolving conflicts. (S4.M4.7) physical activity by using rules and encouragement and positive feedback. guidelines for resolving conflicts. (S4.M4.6) (S4.M4.8) S4.M5 Cooperates with a small group of Problem-solves with a small group of Cooperates with multiple classmates Working with others classmates during adventure activi- classmates during adventure activities, on problem-solving initiatives including ties, game play or team-building small-group initiatives or game play. adventure activities, large-group activities. (S4.M5.6) (S4.M5.7) initiatives and game play. (S4.M5.8) S4.M6 Identifies the rules and etiquette for Demonstrates knowledge of rules and Applies rules and etiquette by acting as Rules and etiquette physical activities, games and dance etiquette by self-officiating modified an official for modified physical activi- activities. (S4.M6.6) physical activities and games or by fol- ties and games and creating dance lowing parameters to create or modify routines within a given set of a dance. (S4.M6.7) parameters. (S4.M6.8) S4.M7 Uses physical activity and fitness Independently uses physical activity Independently uses physical activity Safety equipment appropriately and safely, and exercise equipment appropriately and fitness equipment appropriately, with the teacher’s guidance. (S4.M7.6) and safely. (S4.M7.7) and identifies specific safety concerns associated with the activity. (S4.M7.8)

Standard 5 Grade 6 Grade 7 Grade 8

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. S5.M1 Describes how being physically active Identifies different types of physical Identifies the five components of Health leads to a healthy body. (S5.M1.6) activities and describes how each health-related fitness (muscular exerts a positive effect on health. strength, muscular endurance, flexi- (S5.M1.7) bility, cardiorespiratory endurance and body composition) and explains the connections between fitness and overall physical and mental health. (S5.M1.8) S5.M2 Identifies components of physical Identifies positive mental and emo- Analyzes the empowering conse- Health activity that provide opportunities for tional aspects of participating in a quences of being physically active. reducing stress and for social variety of physical activities. (S5.M2.7) (S5.M2.8) interaction. (S5.M2.6) S5.M3 Recognizes individual challenges and Generates positive strategies such as Develops a plan of action and makes Challenge copes in a positive way, such as extend- offering suggestions or assistance, appropriate decisions based on that ing effort, asking for help or feedback, leading or following others and pro- plan when faced with an individual and/or modifying the tasks. (S5.M3.6) viding possible solutions when faced challenge. (S5.M3.8) with a group challenge. (S5.M3.7) S5.M4 Describes how moving competently Identifies why self-selected physical Discusses how enjoyment could be Self-expression & enjoyment in a physical activity setting creates activities create enjoyment. increased in self-selected physical enjoyment. (S5.M4.6) ( S5.M4.7) activities. (S5.M4.8) S5.M5 Identifies how self-expression and Explains the relationship between self- Identifies and participates in an Self-expression & enjoyment physical activity are related. (S5.M5.6) expression and lifelong enjoyment enjoyable activity that prompts through physical activity. (S5.M5.7) individual self-expression. (S5.M5.8)

S5.M6 Demonstrates respect for self and Demonstrates the importance of social Demonstrates respect for self by Social interaction others in activities and games by interaction by helping and encouraging asking for help and helping others in following the rules, encouraging others others, avoiding trash talk and provid- various physical activities. (S5.M6.8) and playing in the spirit of the game or ing support to classmates. (S5.M6.7) activity. (S5.M6.6)

© 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected]. 31 Operational Definition of Activity Categories

Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the activity. Activities might include, but are not limited to recreational boating (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water skiing, snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure activities and ropes courses. Selection of activities depends on the environmental opportunities within the geographical region.

Fitness Activities: Activities with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training, spinning, running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.

Dance and Rhythmic Activities: Activities that focus on dance or rhythms and might include, but are not limited to dance forms such as creative movement and dance, ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Aquatics: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.

Individual-Performance Activities: Might include, but are not limited to gymnastics, figure skating, track and field, multi-sport events, in-line skating, wrestling, self-defense and skateboarding.

Games and Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.

Lifetime Activities: Includes the categories of outdoor pursuits, selected individual performance activities, aquatics and net/wall and target games. Note: Invasion games and fielding and striking games are not addressed in the secondary outcomes because those activities require team participation and are not well suited to lifelong participation.

Outcomes for High School Students (Grades 9 – 12)

By the end of high school, the learner will be college- or career-ready, as demonstrated by the ability to plan and implement different types of personal fitness programs; demonstrate competency in two or more lifetime activities; describe key concepts associated with successful participation in physical activity; model responsible behavior while engaged in physical activity; and engage in physical activities that meet the need for self-expression, challenge, social interaction and enjoyment.

Note: Outcomes for high school students have been organized into two levels. Level 1 indicates the minimum knowledge and skills that students must attain to be college- or career-ready. Level 2 allows students to build on Level 1 competencies by augmenting knowledge and skills considered desirable for college or career readiness.

Note: Swimming skills and water-safety activities should be taught of facilities permit.

Standard 1 Level 1 Level 2

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.H1 Demonstrates competency and/or refines activity-specific Refines activity-specific movement skills in 1 or more Lifetime activities movement skills in 2 or more lifetime activities (outdoor lifetime activities (outdoor pursuits, individual-perform- pursuits, individual-performance activities, aquatics, ance activities, aquatics, net/wall games, or target net/wall games or target games).24 (S1.H1.L1) games).25 (S1.H1.L2) S1.H2 Demonstrates competency in dance forms used in cultural Demonstrates competency in a form of dance by choreo- Dance and rhythms and social occasions (e.g., weddings, parties), or demon- graphing a dance or by giving a performance. (S1.H2.L2) strates competency in 1 form of dance (e.g., ballet, modern, hip hop, tap). (S1.H2.L1) S1.H3 Demonstrates competency in 1 or more specialized skills Demonstrates competency in 2 or more specialized skills in Fitness activities in health-related fitness activities. (S1.H3.L1) health-related fitness activities. (S1.H3.L2)

Note: For operational definitions and examples of activity types, see end of high school section (p. 39).

Standard 2 Level 1 Level 2

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.H1 Applies the terminology associated with exercise and Identifies and discusses the historical and cultural roles of Movement concepts, principles partic ipation in selected individual-performance activities, games, sports and dance in a society.26 (S2.H1.L2) and knowledge dance, net/wall games, target games, aquatics and/or outdoor pursuits appropriately. (S2.H1.L1)

S2.H2 Uses movement concepts and principles (e.g., force, Describes the speed vs. accuracy trade-off in throwing Movement concepts, principles motion, rotation) to analyze and improve performance of and striking skills.28 (S2.H2.L2) and knowledge self and/or others in a selected skill.27 (S2.H2.L1)

S2.H3 Creates a practice plan to improve performance for a Identifies the stages of learning a motor skill. (S2.H3.L2) Movement concepts, principles self-selected skill. (S2.H3.L1) and knowledge S2.H4 Identifies examples of social and technical dance Compares similarities and differences in various dance Movement concepts, principles forms. (S2.H4.L1) forms. (S2.H4.L2) and knowledge S2.H5 Uses strategies and tactics effectively during game play in Applies strategies and tactics when analyzing errors in Movement concepts, principles net/wall and/or target games. (S2.H5.L1) game play in net/wall and/or target games. (S2.H5.L2) and knowledge

Standard 3 Level 1 Level 2

The physically literate individual demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness. S3.H1 Discusses the benefits of a physically active lifestyle as it Investigates the relationships among physical activity, Physical activity knowledge relates to college or career productivity. (S3.H1.L1) nutrition and body composition. (S3.H1.L2) S3.H2 Evaluates the validity of claims made by commercial products Analyzes and applies technology and social media as tools Physical activity knowledge and programs pertaining to fitness and a healthy, active for supporting a healthy, active lifestyle.30 (S3.H2.L2) lifestyle.29 (S3.H2.L1) S3.H3 Identifies issues associated with exercising in heat, Applies rates of perceived exertion and pacing.32 (S3.H3.L2) Physical activity knowledge humidity and cold.31 (S3.H3.L1) S3.H4 Evaluates — according to their benefits, social support net- If the outcome was not attained in Level 1, it should be a focus Physical activity knowledge work and participation requirements — activities that can in Level 2. be pursued in the local environment.33 (S3.H4.L1) S3.H5 Evaluates risks and safety factors that might affect Analyzes the impact of life choices, economics, motivation Physical activity knowledge physical activity preferences throughout the life cycle.34 and accessibility on exercise adherence and participation in (S3.H5.L1) physical activity in college or career settings. (S3.H5.L2) S3.H6 Participates several times a week in a self-selected Creates a plan, trains for and participates in a community Engages in physical activity lifetime activity, dance or fitness activity outside of the event with a focus on physical activity (e.g., 5K, triathlon, school day. (S3.H6.L1) tournament, dance performance, cycling event).35 (S3.H6.L2) S3.H7 Demonstrates appropriate technique on resistance- Designs and implements a strength and conditioning pro- Fitness knowledge training machines and with free weights.36 (S3.H7.L1) gram that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active lifestyle.37 (S3.H7.L2) S3.H8 Relates physiological responses to individual levels of Identifies the different energy systems used in a selected Fitness knowledge fitness and nutritional balance.38 (S3.H8.L1) physical activity (e.g., adenosine triphosphate and phos- phocreatine, anaerobic glycolysis, aerobic).39 (S3.H8.L2) S3.H9 Identifies types of strength exercises (isometric, Identifies the structure of skeletal muscle and fiber types Fitness knowledge concentric, eccentric) and stretching exercises (static, as they relate to muscle development.41 (S3.H9.L2) proprioceptive neuromuscular facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion).40 (S3.H9.L1)

Standard 3 Level 1 Level 2 S3.H10 Calculates target heart rate and applies that information Adjusts pacing to keep heart rate in the target zone, using Fitness knowledge to personal fitness plan. (S3.H10.L1) available technology (e.g., heart rate monitor), to self- 42 monitor aerobic intensity. (S3.H10.L2) S3.H11 Creates and implements a behavior-modification plan Develops and maintains a fitness portfolio (e.g., assess- Assessment and program planning that enhances a healthy, active lifestyle in college or ment scores, goals for improvement, plan of activities for career settings. (S3.H11.L1) improvement, log of activities being done to reach goals, timeline for improvement).43 (S3.H11.L2) S3.H12 Designs a fitness program, including all components of Analyzes the components of skill-related fitness in relation Assessment and program planning health-related fitness, for a college student and/or an to life and career goals, and designs an appropriate fitness employee in the learner’s chosen field of work. (S3.H12.L1) program for those goals.44 (S3.H12.L2) S3.H13 Designs and implements a nutrition plan to maintain Creates a snack plan for before, during and after exercise Nutrition an appropriate energy balance for a healthy, active that addresses nutrition needs for each phase. (S3.H13.L2) lifestyle. (S3.H13.L1) S3.H14 Identifies stress-management strategies (e.g., mental Applies stress-management strategies (e.g., mental Stress management imagery, relaxation techniques, deep breathing, aerobic imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.45 (S3.H14.L1) exercise, meditation) to reduce stress.46 (S3.H14.L2)

Standard 4 Level 1 Level 2

The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.H1 Employs effective self-management skills to analyze Accepts differences between personal characteristics and Personal responsibility barriers and modify physical activity patterns the idealized body images and elite performance levels appropriately, as needed.47 (S4.H1.L1) portrayed in various media.48 (S4.H1.L2) S4.H2 Exhibits proper etiquette, respect for others and team- Examines moral and ethical conduct in specific competitive Rules and etiquette work while engaging in physical activity and/or social situations (e.g., intentional fouls, performance-enhancing dance. (S4.H2.L1) substances, gambling, current events in sport).49 (S4.H2.L2) S4.H3 Uses communication skills and strategies that promote Assumes a leadership role (e.g., task or group leader, referee, Working with others team or group dynamics.50 (S4.H3.L1) coach) in a physical activity setting. (S4.H3.L2) S4.H4 Solves problems and thinks critically in physical activity Accepts others’ ideas, cultural diversity and body types Working with others and/or dance settings, both as an individual and in groups. by engaging in cooperative and collaborative movement (S4.H4.L1) projects. (S4.H4.L2) S4.H5 Applies best practices for participating safely in physical If the learner did not attain the outcome in Level 1, it should be Safety activity, exercise and dance (e.g., injury prevention, a focus in Level 2. proper alignment, hydration, use of equipment, implementation of rules, sun protection). (S4.H5.L1)

Standard 5 Level 1 Level 2

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. S5.H1 Analyzes the health benefits of a self-selected If the learner did not attain the outcome in Level 1, it should be Health physical activity. (S5.H1.L1) a focus in Level 2. S5.H2 Challenge is a focus in Level 2. Chooses an appropriate level of challenge to experience Challenge success and desire to participate in a self-selected physical activity.51 (S5.H2.L2) S5.H3 Selects and participates in physical activities or dance that Identifies the uniqueness of creative dance as a means of Self-expression & enjoyment meet the need for self-expression and enjoyment. self-expression. (S5.H3.L2) S5.H4 Identifies(S5.H3.L1) the opportunity for social support in a self- Evaluates the opportunity for social interaction and social Social interaction selected physical activity or dance. (S5.H4.L1) support in a self-selected physical activity or dance.52 (S5.H4.L2)

38 © 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected]. Operational Definition of Activity Categories Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the activity. Activities might include, but are not limited to recreational boating (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water skiing, snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure activities and ropes courses. Selection of activities depends on the environmental opportunities within the geographical region.

Dance and Rhythmic Activities: Activities that focus on dance or rhythms and might include, but are not limited to dance forms such as creative movement/dance, ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Aquatics: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.

Individual-Performance Activities: Might include, but are not limited to gymnastics, figure skating, track and field, multi-sport events, in-line skating, wrestling, self-defense and skateboarding.

Games and Sports: Includes the games categories of invasion, net and wall, target, and fielding and striking.

Lifetime Activities: Includes the categories of outdoor pursuits, selected individual-performance activities, aquatics and net and wall and target games. Note: Invasion and fielding and striking games are not addressed in the secondary outcomes because those activities require team participation and are not well suited to lifelong participation.

1 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 12).

2 Ibid., p. 11.

3 Society of Health and Physical Educators. (2012). Instructional framework for fitness education in physical education, p. 14 [Guidance document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

4 Ibid., p. 6.

5 Ibid., p. 16.

6 Ibid.

7 Ibid., p. 19.

8 The foundation for this section comes from Griffin, L. L. & Butler, J. I. (2005). Teaching games for understanding: Theory, research and practice. Champaign, IL: Human Kinetics; Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (2006). Teaching sport concepts and skills: A tactical games approach. Windsor, Ontario: Human Kinetics; and Rovegno, I. & Bandauer, D. (2013). Elementary physical education: Curriculum and instruction. Burlington, MA: Jones & Bartlett Publishing.

9 Society of Health and Physical Educators. (2012, p. 16). Instructional framework for fitness education in physical education [Guidance document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

10 Ibid.

11 Ibid., p. 7.

12 Ibid.

13 Ibid., p. 17.

14 Ibid.

15 Ibid., p. 14.

16 Ibid., p. 13.

17 Ibid.

18 Ibid.

19 Ibid., p. 42.

20 Ibid., p. 45.

21 Ibid., p. 40.

22 Ibid., p. 35.

40 © 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected]. 23 Ibid. 24 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. http://www.edu.gov.mb.ca/k12/cur/physhlth/index.html, accessed 1/9/12.

25 Ibid.

26 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p.15).

27 Ibid.

28 Mohnsen, B (ed.). (2010). Concepts and principles of physical education: What every student needs to know. Reston, VA: NASPE.

29 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 16).

30 Society of Health and Physical Educators. (2012, p. 20). Instructional framework for fitness education in physical education [Guidance document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

31 Ibid., p. 9.

32 Ibid., p. 5.

33 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p.15).

34 Ibid.

35 Society of Health and Physical Educators. (2012. P. 27). Instructional framework for fitness education in physical education [Guidance document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

36 Ibid., p. 6.

37 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print, accessed 1/9/12.

38 Society of Health and Physical Educators. (2012. P. 15). Instructional framework for fitness education in physical education [Guidance Document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

39 Ibid., p. 16.

40 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print, accessed 1/9/12.

41 Ibid.

42 Society of Health and Physical Educators. (2012. P. 23). Instructional framework for fitness education in physical education [Guidance document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

43 (Ohio) Physical Education Standards: Grade Band Overview by Standard and Organizers. (p. 113)

© 2013, SHAPE America. All rights reserved. For individual use only. For permission to reprint, visit www.shapeamerica.org/permissions or e-mail [email protected]. 41 44 Superintendent of Public Instruction. (2008). Washington State k-12 health and fitness learning standards. Olympia, WA: Author. (p. 101).

45 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_10.htm- l?print, accessed 1/9/12.

46 Ibid.

47 Society of Health and Physical Educators. (2012. P. 25). Instructional framework for fitness education in physical education [Guidance document]. Available at http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

48 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 16).

49 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles, www.edu.gov.mb.ca/k12/cur/physhlth/grade_10html?print. Accessed 1/9/12.

50 Ibid.

51 (Ohio) Physical Education Standards: Grade Band Overview by Standard and Organizers. (p. 115).

52 Ibid.