Physical Education Standards

PHYSICAL EDUCATION STANDARDS

GRADE 3

CATALINA FOOTHILLS SCHOOL DISTRICT Approved by Governing Board on June 10, 2014 Introduction to the Physical Education Standards

Physical education is an integral component of a comprehensive program of study for all students in the Catalina Foothills School District (CFSD). High quality physical education instruction contributes to good health, develops fundamental and advanced motor skills, improves students’ self-confidence, and provides opportunities for increased levels of physical fitness that are associated with higher academic achievement.

MISSION

Inspiring others to pursue a healthy and physically active lifestyle!

VISION

A community of fit, skilled, and knowledgeable students, who value an active and healthy lifestyle, embody the spirit of teamwork and sportsmanship, and pursue physical activity for a lifetime.

CORE VALUES

• Health and Physical Education are integral to the total educational program. • Highly qualified educators are essential for delivering a standards-referenced physical education and health curriculum. • Student safety is paramount. • A sequential [developmental] program provides a continuum of movement skills/experiences and promotes optimal growth. • A high quality program includes a balance of knowledge, skills, games, sports, fitness activities, and lifetime recreational experiences. • A positive and safe learning environment builds confidence and success. • The curriculum must be diverse enough to provide all students with the opportunity to participate in activities, which provide enjoyment and success. • Focus is on total participation in an effort to grow and reach one’s personal best. • Participating in regular physical activity is necessary to achieve and maintain fitness and lifelong health. • Assessment practices must guide and support the learning and growth of each student. • An ongoing process of self-assessment and personal goal setting is integral to improvement. • The ultimate goal is to inspire students to value healthy choices and daily physical activity in their lives.

2014 – CFSD Physical Education 1 Approved by Governing Board on 6/10/14

GOAL

The goal of physical education is to develop physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful 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. [SHAPE America, 2014]

CFSD Physical Education and Health educators embrace the Mission, Vision, and Core Values to assist our students in reaching this important goal.

Overview of the Curriculum Framework A district-wide curriculum revision process addresses the need for the continual improvement and/or updating of the schools’ instructional programs through periodic reexamination of curriculum. The Health and Physical Education curriculums are aligned to national and state standards, but have been written to reflect the local needs, time, resources, and environment of the district. CFSD develops the standards and benchmarks for both Health and Physical Education concurrently. Although this clear connection is recognized, the district separates these content areas into different documents in order to emphasize the unique importance of each one.

The CFSD Physical Education standards and benchmarks are aligned to the 2014 National Standards & Grade Level Outcomes for K-12 Physical Education (SHAPE America) and the Arizona Physical Education Standards. They are a product of a comprehensive revision process, which was guided by research and best practice from organizations such as SHAPE America: Society of Health and Physical Educators, National Association for Sport and Physical Education (NASPE), SPARK (research- based public health organization), and programs such as Fitness for Life, developed by Dr. Charles B. Corbin at Arizona State University, and Dynamic Physical Education by Robert P. Pangrazi at Arizona State University.

The standards for K-12 Physical Education provide a framework for producing physically literate individuals, setting students on the road to enjoying a lifetime of healthful physical activity. The standards are the same for all grade levels. Each of the five standards is articulated by grade level with related benchmarks that serve as performance indicators. They are an organized, sequential K-12 plan, and provide a comprehensive vision of what students need to know and be able to do. The standards summarize the overall content of the standards and their related benchmarks. CFSD teachers use the Physical Education standards and benchmarks to design specific

2014 – CFSD Physical Education 2 Approved by Governing Board on 6/10/14 curriculum units and lessons that motivate students to engage in and maintain a physically active and healthy lifestyle.

Standards for K-12 Physical Education

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, others and environment. Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Summary of Expected Outcomes for Elementary, Middle, and High School Students Elementary school is the foundation for the development of fundamental motor skills with a focus on skill acquisition. Lessons are designed to move the students toward skill maturity and the developing understanding of movement concepts and fitness principles. Fundamental motor skills form the building blocks for game play, physical activity, and fitness activities that follow in middle and high school. By the end of grade 5, students will demonstrate competence in fundamental motor skills and selected combination 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 a physically active lifestyle.

Middle school students are ready to become more sophisticated game players, which is reflected by the emphasis on tactics and strategies. Learning experiences need to integrate the application of skills into the practice task, allowing students to discover the how, when, and why of the tactic or strategy. Students develop decision-making while executing skills within a game-like context that promotes problem solving. The middle school outcomes differ from the elementary outcomes in their emphasis on applying skills and knowledge and using activity categories (for example: dance and rhythms, games and sports, individual performance activities), which are continued at high school. By the end of grade 8, students will apply tactics and strategies to modified game play, demonstrate fundamental motor skills in a variety of contexts, design and implement a health-enhancing fitness program, participate in self-selected physical activity, cooperate with and encourage peers, accept individual differences and

2014 – CFSD Physical Education 3 Approved by Governing Board on 6/10/14 demonstrate inclusive behaviors, and engage in physical activity for enjoyment and self- expression.

At the high school level, students acquire and hone the specialized physical skills and knowledge they use in adulthood. The outcomes are intended to prepare students for a physically active lifestyle, culminating in a physically literate individual. To accomplish this, the benchmarks extend the applied skills and knowledge developed in middle school, but with a more concentrated focus on planning and implementing lifetime physical activity goals. By the end of high school, students will have 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. Figure 1 represents the process of achieving the standards through Physical Education, helping students attain the goal of living a physically active lifestyle.

Figure 1. The road to a lifetime of physical activity (Source: SHAPE America, 2014)

The standards/measurement topics and benchmarks have been coded so that they can be easily referenced. The numbering system begins with the subject area of Physical Education (PE). The first numeral in the code indicates the grade level (K-8). For high school, the numbering systems begins with “9-12.” The second numeral identifies the standard/measurement topic. The last numeral indicates the number of the benchmark. For example, PE.1.2.1 references Physical Education at Grade 1, Standard 2, Benchmark 1. The benchmarks with items indicated as “required” must be taught. “For example” is used to indicate possible examples for teaching content and skills within the benchmarks.

2014 – CFSD Physical Education 4 Approved by Governing Board on 6/10/14

STANDARDS FOR PHYSICAL EDUCATION: GRADE 3 CATALINA FOOTHILLS SCHOOL DISTRICT

Standard 1: Motor Skills and Movement Patterns The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

PE.3.1.1 Perform age-appropriate locomotor skills (leaping, sprinting, jogging, running, jumping and landing) using a mature pattern. o leap using a mature pattern o travel showing differentiation between sprinting and running o jump and land in the horizontal and vertical planes using a mature pattern o perform a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation PE.3.1.2 Perform nonlocomotor (stability) skills. o balance on different bases of support, demonstrating muscle tension and extensions of free body parts o transfer weight from feet to hands for momentary weight support PE.3.1.3 Combine locomotor skills movement concepts (levels, shapes, extensions, pathways, force, time, flow), balance, and weight transfer to create and perform a dance or routine. PE.3.1.4 Explore manipulative skills (required: throwing, catching, dribbling, kicking, passing and receiving). o throw underhand to a partner or target with reasonable accuracy o catch a gently tossed hand-sized ball from a partner, demonstrating four of the five critical elements of a mature pattern o receive and pass a ball with the inside of the foot to a stationary partner “giving” on reception before returning the pass o use a continuous running approach and intentionally perform a kick along the ground and a kick in the air, demonstrating four of the five critical elements for each.

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

PE.3.2.1 Recognize the concept of open space in a movement context (for example: finding open space in game and movement situations). PE.3.2.2 Identify locomotor skills specific to various activities and games (for example: sliding in basketball, running at a medium or low level in football, changing speeds in response to game situation). PE.3.2.3 Combine movement concepts (for example: direction, level, force, time) with a variety of skills as directed by the teacher. 2014 – CFSD Physical Education 5 Approved by Governing Board on 6/10/14

Standard 3: Physical Activity and Fitness The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

PE.3.3.1 Identify physical activity benefits as a way to become healthier (for example: control weight, prevent health problems/disease, boost energy, (feel better, strong, faster, sleep better). [Connect to Health] PE.3.3.2 Engage in the activities of physical education class with teacher guidance. PE.3.3.3 Describe the concept of fitness (exercise, correct nutrition, enough rest) to live a healthy life, and provide examples of physical activity to enhance fitness. o explain the importance of warm-up and cool-down relative to vigorous physical activity (warm-up loosens muscles and increases blood flow in preparation for physical activity, cool-down decreases heart rate, cools body, stretches muscles. This decreases risk of injuries, prepares body for activities, cool- down is transition from exercise to daily activity) PE.3.3.3 Demonstrate, with teacher direction, the health-related fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition). PE.3.3.5 Identify foods that are beneficial for pre- and post-physical activity (fruits and proteins). [Connect to Health]

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

PE.3.4.1 Exhibit personal responsibility in teacher-directed activities. PE.3.4.2 Work independently and safely for extended periods of time in physical activity settings. PE.3.4.3 Accept and implement specific corrective teacher feedback. PE.3.4.4 Work cooperatively with others. o exhibit good sportsmanship PE.3.4.5 Praise others for their success in movement performance.

Standard 5: Value of Physical Activity The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

PE.3.5.1 Describe the challenge that comes from learning a new physical activity. PE.3.5.2 Reflect on the reasons for enjoying selected physical activities. PE.3.5.3 Describe the positive social interactions that come when engaged with others in physical activity. 2014 – CFSD Physical Education 6 Approved by Governing Board on 6/10/14