SKILLED MOVEMENT
Description:
In most fundamental patterns (i.e. running, skipping, galloping,
chasing, fleeing, dodging, throwing, kicking, striking and basic movement skills
(i.e., body awareness, space, effort, relationships with objects and others,
and rhythmic patterns)) students are expected to demonstrate continuous
progress toward mature status, and develop the ability to control the use of
motor patterns.
|
Standard
-The Student Will: |
Content
Knowledge and Skills
|
Suggested Applications
|
|
01.
Demonstrate competency in motor skills and movement
patterns needed in a variety of physical activities. |
a. Demonstrate
progress toward the mature form of selected locomotor, non-locomotor and
manipulative patterns. |
i.
Walk, run and gallop around the gymnasium with
control. ii.
Create a variety of body shapes. iii. Perform
an underhand toss and catch. iv. Kick a
stationary ball. |
|
b. Identify
movements using concepts of body and space awareness, effort, relationships,
(directionality, kinesthetic and temporal awareness). |
i.
Travel safely through general space with others. ii.
Identify different levels. iii. Identify
the difference between strong and light force while manipulating an object. iv. Stop and
start movements in relation to others, boundaries and signals. |
Description:
Students are expected to identify basic cognitive
concepts, and how to use them to guide performance in physical activities (i.e.
games, body management and dance).
|
Standard
- The Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Demonstrate an understanding of movement concepts,
principles, strategies and tactics as they apply to the learning and
performance of physical activities. |
a. Identify
vocabulary of basic movement concepts. |
i.
Identify personal space, pathways, high/low levels,
fast/low speed and forward/backward directions. |
|
b. Identify
fundamental movement patterns. |
i.
Identify movements involved in skipping and
striking. |
|
|
c.
Identify simple biomechanical principles. |
i. Bending the knees helps to absorb force while jumping and landing. ii.
Stepping in opposition helps create force while
throwing. |
PHYSICALLY ACTIVE
LIFESTYLE
Description:
Students are expected to develop positive attitudes toward participation
in physical activity, and create awareness that physical activity improves
health and brings a challenge of experiencing new movements and learning new
skills.
|
Standard
- The Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Participate daily in physical activity for health,
enjoyment, challenge, self-expression and/or social interaction. |
a. Participate
daily in moderate to vigorous physical activity. |
i.
Engage in jumping rope, chasing, fleeing, etc. |
|
b. Explore
and participate in health enhancing physical activities. |
i.
Demonstrate creative exploratory learning through
movement and dance activities. |
|
|
c.
Express feelings about participation in physical
activity. |
ii.
Identify feelings verbally and non-verbally. |
PERSONAL FITNESS
Description:
Students are expected to sustain physical activity for short periods of
time for enjoyment. They will be able to recognize physiological
characteristics associated with vigorous physical activity.
|
Standard
- The Student Will: |
Content Knowledge
and Skills |
Suggested Applications
|
|
01.
Achieve and maintain a health enhancing level of
fitness. |
a. Participate
and sustain a moderate or vigorous activity. |
i.
Participate and sustain physical activity for short
periods of time. |
|
b. Identify the
physiological signs associated with physical activity. |
i.
Identify increased heart and respiration rate by
placing hand over chest. |
|
|
c.
Identify other activities that you like to do that
increase your heart rate. |
i.
Identify that jumping rope, running, skateboarding,
etc. are favored activities that increase heart rate. |
PERSONAL AND SOCIAL
RESPONSIBILITY
Description:
Students are expected to learn and utilize acceptable behaviors, and safe
practices while cooperating with others (i.e. taking turns, sharing equipment
and space).
|
Standard
- The Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Exhibit responsible and social behavior that respects
self and others in physical activity settings. |
a. Apply
teachers’ rules, procedures and safe practices with teacher reinforcement. |
i.
Respond to teacher signals and directions. ii.
Follow class rules and procedures. iii. Apply
safe practices. |
|
b. Share space
and equipment with others. |
i.
Take turns using a piece of equipment. ii.
Respect the personal space of others. |
|
|
c.
Cooperate with others. |
i.
Retrieving a piece of equipment appropriately for
someone else. ii.
Playing toss and catch with a partner. |
SKILLED MOVEMENT
Description: Students are expected to demonstrate mature
patterns in skipping, hopping, galloping and sliding; mature motor patterns in
simple combinations (i.e., running while dribbling, throwing and catching to
self or a moving target); adapting to the movements of a partner (i.e., tossing
a ball to a moving partner); and body management in balance and rhythmic
activities.
|
Standard
- The Student Will: |
Content Knowledge and Skills
|
Suggested Applications
|
|
01.
Demonstrate competency in motor skills and movement
patterns needed in a variety of physical activities. |
a. Demonstrate
and identify mature forms of a variety of locomotor, non-locomotor and manipulative
patterns with control. |
i.
Skipping with a consistent rhythmical pattern. ii.
Perform asymmetrical and symmetrical balances with
stillness. iii.
Strike a balloon repeatedly with a paddle. |
|
b. Demonstrate
movements using concepts of effort, relationships, and body and space
awareness (directionality, kinesthetic and temporal). |
i.
Strike a balloon hard and soft. ii.
Move in a variety of ways in relation to a
stationary partner or object. iii.
Balance a beanbag on different body parts. |
|
|
c.
Demonstrates a combination of movements. |
i.
Running into a jump. ii.
Dribbling while on the move. |
MOVEMENT KNOWLEDGE
Description:
Students are expected to identify
critical elements of fundamental skills and make use of them in
performance. Emphasis is placed on
identification and performance of movement concepts (i.e. space, effort and
relationships that vary the quality of movement).
|
Standard
- The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Demonstrate an understanding of movement concepts,
principles, strategies and tactics as they apply to the learning and
performance of physical activities. |
a. Identify
basic movement concepts that vary the performance of movement. |
i.
Identify characteristics of mature patterns like
catching, kicking and throwing. ii.
Identify that a wide base of support gives
stability during a balance. |
|
b. Improve
performance by varying quality of movement. |
i.
Changing the speed of approach to perform a jump. ii.
Increasing/decreasing the arc of a throw will
change the distance. |
PHYSICALLY ACTIVE
LIFESTYLE
Description:
Students are expected to continue to develop and express positive
attitudes toward regular daily physical activity and its effects on health. They will begin to identify activities with
components of health related fitness, and personally explore new activities.
|
Standard
-The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Participate in daily physical activity for health,
enjoyment, challenge, self-expression and/or social interaction. |
a. Participate
daily in moderate to vigorous physical activity during and outside of class. |
i.
Engage in physical activity during and after school. |
|
b. Explore
and participate in health enhancing physical activities. |
i.
Try a new physical activity. ii.
Share a picture describing different physical
activities that are vigorous. |
|
|
c.
Express feelings about participation during
physical activity. |
i.
Describe how you felt during the class activity. |
|
|
d.
Define one activity associated with each component
of health-related fitness. |
i.
Match the picture that is associated with each
component of health-related fitness. |
PERSONAL FITNESS
Description:
Students are expected to sustain moderate
to vigorous physical activity for longer periods of time. They will be introduced to the components of
health-related fitness (i.e., cardiovascular endurance, muscular strength and
endurance, flexibility, and body composition), and the physiological signs
associated with physical actvity.
|
Standard
- The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Achieve and maintain a health enhancing level of
fitness. |
a. Participate
and sustain moderate or vigorous activity. |
i.
Engage in physical activity for an extended period
of time. |
|
b. Identify
the physiological signs associated with physical activity. |
i.
Describe that an increased heart and respiration rate
are the result of exercise. |
|
|
c.
Know the components of health-related fitness |
i.
Recognize activities that increase strength of
different muscle groups. |
PERSONAL AND SOCIAL
RESPONSIBILITY
Description: Students are expected to know safe practices,
class rules and procedures, and apply them with reminders. They voluntarily cooperate with a partner and
in small groups regardless of differences (i.e., gender, ethnicity,
ability). They begin to resolve conflicts
using teacher-directed strategies.
|
Standard
- The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Exhibit responsible and social behavior that
respects self and others in physical activity settings. |
a. Apply teacher
rules, procedures and safe practices with little or no reinforcement. |
i.
Enter and exit gymnasium properly. ii.
Follow teacher direction to get equipment. iii. Honestly
reports the results of work. |
|
b. Work
cooperatively with a partner to complete tasks. |
i.
Identify ways in which both partners were included
in an activity. |
|
|
c.
Exhibit self-control in movement. |
i.
Stop and starts activity on teacher signals. |
|
|
d. Recognize
and supports differences. |
i.
Assist partner by sharing observations about skill performance
during practice. |
SKILLED MOVEMENT
Description: Students are expected to demonstrate refined
fundamental patterns in throwing, catching and striking. They will demonstrate a combination of
movement patterns in increasingly dynamic and complex environments (i.e.,
performing a gymnastic or dance sequence with partner); and demonstrate
specialized skills with a partner and/or object (i.e., soccer passing, fielding
a softball, orienteering with map and compass).
|
Standard
- The Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Demonstrate competency in motor skills and movement
patterns needed in a variety of physical activities. |
a. Demonstrate
refined fundamental patterns. |
i.
Throw, catch and kick with mature form. |
|
b. Demonstrate
and identifies movements using concepts of effort, relationships, and body
and space awareness (directionality, kinesthetic and temporal). |
i.
Change directions while dodging. ii.
Transfer weight from feet to hands. iii. Dribble
and pass an object (ie. basketball, bouncy ball) to
a moving receiver. iv. Throw and
catches on the move. |
|
|
c.
Demonstrate skillful combinations of movements in complex
environments. |
i.
Create a dance/gymnastics sequence into a
repeatable pattern. |
|
|
d. Demonstrate
some specialized skills. |
i.
Basketball chest pass. ii.
Soccer dribble. iii. Fielding
a softball with a glove. iv. Reading a
compass while orienteering. |
MOVEMENT KNOWLEDGE
Description:
Students are expected to use critical elements to refine motor
performance in increasingly complex movement situations. Emphasis is placed on identification and
application of concepts that impact the quality of movement.
|
The
Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
01.
Demonstrate an understanding of movement concepts,
principles, strategies and tactics as they apply to the learning and
performance of physical activities. |
a. Apply critical
elements to improve performance of movement in single and complex movement
situations. |
i.
Demonstrating opposition while throwing a disc in
windy conditions. |
|
b. Use
critical elements to improve others’ performance of movement. |
i.
Provide accurate feedback to another student to
improve performance (i.e. Step with opposite foot, follow through). |
|
|
c.
Identify and understand that appropriate practice
improves performance. |
i.
Dribble with finger pads. ii.
Kick with instep vs. toe. iii. Catching
with extended hands. iv. Side to
target while throwing. |
PHYSICALLY ACTIVE
LIFESTYLE
Description:
Students are expected to make a conscious effort to participate
regularly in daily physical activity in and out of class for the purpose of improving
skill and health. They will identify the
benefits and personal pleasure that come from these activities.
|
Standard
- The Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Participate daily in physical activity for health,
enjoyment, challenge, self-expression and/or social interaction. |
a. Choose to
participate daily in physical activities for the purpose of improving skill
and health. |
i.
Share with teacher/class the physical activities in
which you participate. |
|
b. Identify
several moderate to vigorous activities that provide personal/social
pleasure, self-expression and challenge. |
i.
List community opportunities available to them to
be physically active (ie. swimming lessons, tennis
lesson, dance class, self-defense class, parks and recreation, fun
walk/runs). |
|
|
c.
Identify activities that you can participate in
associated with each component of health related activities. |
i.
Create a wall chart, graph or collage showing
favorite activities. |
PERSONAL FITNESS
Description: Students are expected to sustain moderate to
vigorous physical activity for the improvement of each health related fitness
component. They will begin to interpret results,
set and achieve goals for individual improvement.
|
The
Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Achieve and maintain a health enhancing level of
fitness. |
a. Identify and
engage in several activities related to improving each component of physical
fitness. |
i.
Record activities practiced to improve desired
fitness component. ii.
Use pedometers to record steps/activity. iii. Identify target
heart rates with and without heart rate monitors. |
|
b. Associate
results of fitness testing to personal health status and ability to perform
various activities. |
i.
Identify strengths and weaknesses from prior test
results. |
|
|
c.
Set and achieve personal fitness goals. |
i.
Create a fitness log and fitness goal sheet. |
PERSONAL AND SOCIAL
RESPONSIBILITY
Description:
Students are expected to know safe
practices, class rules and procedures, and apply them with little or no
reminders. They will cooperate (with few
reminders) with a partner or in small groups, regardless of individual
differences (i.e., gender, ethnicity, ability).
They begin to appreciate and recognize the value of the differences that
others bring to physical activity settings.
They resolve conflicts using teacher-directed strategies.
|
The
Student Will: |
Content
Knowledge and Skills |
Suggested Applications
|
|
01.
Exhibit responsible personal and social behavior that
respects self and others in physical activity settings. |
a. Apply
teacher rules, procedures and safe practices with little or no reinforcement. |
i.
Use equipment appropriately and safely. ii.
Follow the rules of a game with little or no
guidance. |
|
b. Work independently
and on task for short periods of time. |
i.
Stay on task to complete an assignment. |
|
|
c.
Work cooperatively in a small group to complete
tasks. |
i.
Work to help a group to accomplish a goal. |
|
|
d. Recognize
and supports differences in self and others. |
i.
Take the initiative to include others. ii.
Recognize the attributes that individuals with
differences can bring to group activities. |
|
|
e. Participate
in games, activities and dances from other cultures. |
i.
Participate in Tinikling,
La Raspa, Takraw or The Hora. |
|
|
f.
Demonstrate appropriate problem solving strategies. |
i.
Engage in cooperative games and team building
activities. |
SKILLED MOVEMENT
Description: Students will demonstrate the use of skills in
more complex performance situations (i.e., modified versions of team and
individual sports, dance and gymnastic sequences). They will use specialized skills in selected
sport, outdoor recreation, dance and gymnastic activities (i.e., ultimate
frisbee, three-on-three basketball, etc.).
|
Standard
-The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Demonstrate competency in motor skills and movement
patterns needed in a variety of physical activities. |
a. Demonstrate
mature form in all locomotor patterns, non-locomotor and basic manipulative
patterns. |
i.
Demonstrate all locomotor patterns with
proficiency. ii.
Can demonstrate asymmetrical and symmetrical
balances. iii. Throws a
variety of objects demonstrating both accuracy and force. |
|
b. Demonstrate
a variety of skills in complex situations of selected movement forms. |
i.
Hand or foot dribbling while preventing an opponent
from stealing a ball. ii.
Design and perform a gymnastics
or dance sequence that includes traveling, rolling, balancing, weight
transfer and intentional changes in direction, speed and flow. |
|
|
c.
Demonstrate beginning strategies for invasion, wall/net,
fielding/striking and target games. |
i.
Places the ball away from an opponent in a racket
sport or activity. ii.
Choose a variety of shots in different game
situations. |
MOVEMENT KNOWLEDGE
Description: Students will use and apply movement concepts
and principles to improve performance.
They should be able to transfer information between skills, and
recognize and use basic offensive and defensive strategies
|
Standard
- The Student Will: |
Content, Knowledge
and Skills |
Suggested
Applications |
|
01.
Demonstrate an understanding of movement concepts,
principles, strategies and tactics as they apply to the learning and
performance of physical activities. |
a. Apply
concepts, conditioning and practice principles to improve performance in
specific settings and situations. |
i.
Describe differences and similarities in throwing a
Frisbee, football and softball. |
|
b. Transfer
information between skills. |
i.
Analyze and explain techniques and corrections in
terms of biomechanical principles (i.e. lowering center of gravity to
maintain balance). ii.
Identify proper warm-up and cool-down techniques. |
|
|
c.
Identify and utilizes offensive and defensive
strategies in different settings and situations. |
i.
Demonstrate the ability to attack a goal, creating
space during the attack, defending a goal, or defending as a team/pair. |
PHYSICALLY ACTIVE
LIFESTYLE
Description:
Students choose to participate in and out of class to improve and
maintain an active lifestyle. Their
choices are based on personal interests and capabilities.
|
Standard
–The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Participate daily in physical activity for health,
enjoyment, challenge, self-expression and/or social interaction. |
a. Participate
daily in physical activities in and out of class to gain more control over
the decisions affecting their everyday living. |
i.
Voluntarily participate in opportunities within the
community such as dance, karate and recreation activities. ii.
Monitor and log physical activities outside of
class. |
|
b. Recognize
physical activity as a positive opportunity for social and group interaction. |
i.
Acknowledge the role of games, sports and dance
that allows one to know self and others. |
|
|
c.
Seek personally challenging experiences in physical
activity. |
i.
Identify a physical activity goal they would like
to accomplish such as a fitness goal and/or involvement in an adventure
activity and documents their progress. |
|
|
d. Monitors
and assesses time spent in physical activities. |
i.
Increase steps using a pedometer ii.
Uses a heart rate monitor to stay within target
training range. |
PERSONAL FITNESS
Description:
Students are expected to participate in moderate
to vigorous activity in a variety of settings for longer periods of time. Students will use health related fitness
component information to assess and improve their overall fitness performance.
|
Standard
- The Student Will: |
Content, Knowledge
and Skills |
Suggested Applications |
|
01.
Achieve and maintain a health enhancing level of
fitness. |
a. Participate
in and monitor moderate to vigorous physical activity in a variety of
settings. |
i.
Use heart rate monitor to stay within target training
zone in a variety of activities such as walking/jogging, cardio kicks, etc. |
|
b. Modify
strategies to achieve personal fitness goals. |
i.
Select appropriate activities to address areas that
need improvement. |
|
|
c.
Work independently with minimal supervision to
achieve personal fitness goals. |
i.
Meet a challenging fitness goal. |
PERSONAL AND SOCIAL
RESPONSIBILTY
Description:
Students will follow rules, procedures, safe practices, and utilize
their time appropriately. They will demonstrate
cooperative skills in competitive and non-competitive activities. Students will show respect and seek to know
more about the similarities and differences amongst others (e.g., cultural,
gender, ability, ethnicity).
|
Standard
- The Student Will: |
Content,
Knowledge and Skills |
Suggested
Applications |
|
01.
Exhibit responsible personal and social behavior
that respects self and others in physical activity settings |
a. Take
personal responsibility for adhering to rules, procedures, safe practices,
and appropriate use of time. |
i.
Utilize time effectively to complete assigned tasks
(i.e. officiates their own game without supervision, remains on task in a
group activity). |
|
b. Work
cooperatively in competitive and non-competitive activities. |
i.
Identify and demonstrate the personal behaviors
that ensure the success of a group. |
|
|
c.
Respect and recognize the uniqueness and
differences of oneself and others. |
i.
Role-play a disability, while identifying the
challenges of that role. ii.
Voluntarily use personal skills to help others. |
Addendum – Elementary Physical
Education Standards
In addressing
the aforementioned standards, the following activities may be implemented in
the classroom:
**The teacher
is not limited to this list and may use other forms of activities to assess students’
fitness levels.