Standards outcomes in this template

• K-1.1: Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.
• 1-1.1: Demonstrate correct form for hopping, galloping, and sliding.
• 2-1.1: Demonstrate correct form for skipping.
• 3-1.1: Demonstrate correct form for leaping.
• 4-1.1: Apply locomotor skills in a variety of individual, partner, and small group activities and dance/rhythm.
• 5-1.1: Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/rhythm.
• 2-1.2: Demonstrate correct form for jogging and running.
• 3-1.2: Travel showing differentiation in pacing when jogging and running.
• 4-1.2: Demonstrate correct pacing for distance running.
• 5-1.2: Apply appropriate form and pacing for running a variety of distances.
• K-1.3: Perform jumping and landing actions.
• 1-1.3: Perform jumping and landing actions with balance.
• 2-1.3: Use a variety of one- and two-footed take-offs and landings.
• 3-1.3: Use correct form for jumping and landing.
• 4-1.3: Combine jumping and landing patterns with locomotor and manipulative skills.
• 5-1.3: Apply jumping and landing patterns with locomotor and manipulative skills in individual, partner, and small group activities.
• K-1.4: Apply rhythmic expression in response to music.
• 1-1.4: Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.
• 2-1.4: Demonstrate directionality in simple folk, line, partner, and circle dances and rhythmic routines.
• 3-1.4: Perform teacher-selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.
• 4-1.4: Combine locomotor movement patterns and dance steps to create and perform an original dance.
• 5-1.4: Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.
• K-1.5: Use different bases of support to maintain momentary stillness.
• 1-1.5: Maintain stillness on different bases of support with different body shapes.
• 2-1.5: Balance on different bases of support, combining levels and shapes.
• 3-1.5: Balance on different bases of support, demonstrating muscular tension and extensions of body parts.
• 4-1.5: Balance on different bases of support in multiple levels and shapes while utilizing a variety of equipment.
• 5-1.5: Combine balance and transferring weight in a sequence or dance with a partner.
• K-1.6: Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching.
• 1-1.6: Create wide, narrow, curled, and twisted body shapes by curling and stretching.
• 2-1.6: Differentiate among twisting, curling, bending, and stretching actions.
• 3-1.6: Move into and out of curling, twisting, and stretching positions.
• 4-1.6: Create sequences using curling, twisting, and stretching actions.
• 5-1.6: Perform curling, twisting, and stretching actions with correct application in dance, individual, partner, and small group activities.
• K-1.7: Attempt to transfer weight from one body part to another: (a) in self-space; (b) by rolling sideways in multiple body shapes.
• 1-1.7: Transfer weight from one body part to another in self-space with both narrow and curled body shapes.
• 2-1.7: Transition weight from various bases of support by transferring weight from feet to different body parts while maintaining balance, and rolling in different directions…
• 3-1.7: Transfer weight from feet to hands for momentary weight support both individually and in various partner stunts and counter balance.
• 4-1.7: Combine traveling with balance and weight transfers to create a sequence with or without equipment.
• 5-1.7: Transfer weight in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment.
• K-1.8: Attempt underhand and overhand throw.
• 1-1.8: Throw underhand and overhand with hand/foot opposition.
• 2-1.8: Throw underhand and overhand, demonstrating correct form with hand/foot opposition.
• 3-1.8: Throw underhand and overhand to a partner or target with accuracy.
• 4-1.8: Throw underhand and overhand to a partner or target for accuracy and distance.
• 5-1.8: Throw underhand and overhand using correct form in dynamic environments.
• K-1.9: Attempt to catch a dropped ball from varying heights.
• 1-1.9: Catch various sizes of soft objects from a self-toss before they hit the ground.
• 2-1.9: Catch a self-tossed or well-thrown object with hands, not trapping or cradling against the body.
• 3-1.9: Catch a ball thrown by a partner, demonstrating correct form.
• 4-1.9: Catch a ball, thrown at varying levels and distances by a partner, with correct form.
• 5-1.9: Catch with correct form in dynamic individual, partner, and small group activities.
• K-1.10: Attempt to dribble a ball with one hand using consecutive contacts.
• 1-1.10: Dribble continuously in a stationary position, using the preferred hand.
• 2-1.10: Dribble continuously in self-space and while traveling, with preferred hand, demonstrating correct form.
• 3-1.10: Dribble and travel continuously in general space at varying speeds, demonstrating control of ball and body.
• 4-1.10: Dribble continuously with both the preferred and the non-preferred hands, using correct form.
• 5-1.10: Dribble continuously with both the preferred and the non-preferred hands in dynamic individual, partner, and small group activities.
• K-1.11: Tap a ball forward, using inside of foot.
• 1-1.11: Walk while tapping a ball, using alternating feet.
• 2-1.11: Dribble with alternating feet, demonstrating control of ball and body.
• 3-1.11: Dribble with alternating feet, demonstrating control of ball and body at varying speeds.
• 4-1.11: Dribble with the feet in general space with control of ball and body in a dynamic setting.
• 5-1.11: Apply foot dribbling in individual, partner, and small group activities.
• K-1.12: Attempt to pass and trap a slow-moving ball.
• 1-1.12: Pass and trap a moving ball in a static environment, demonstrating correct form.
• 2-1.12: Pass and trap a ball with accuracy to a partner, using varying force and distance.
• 3-1.12: Pass and receive a ball with a stationary partner, using the outsides and insides of the feet and absorbing force on reception before returning…
• 4-1.12: Pass and receive a ball with a moving partner, using both feet and demonstrating control of ball and body at varying speeds.
• 5-1.12: Apply passing and receiving with either foot in partner and small group activities, using correct form.
• K-1.13: Kick a stationary ball, planting foot and making contact with shoelaces.
• 1-1.13: Approach a stationary ball, make contact below center line, and kick it forward.
• 2-1.13: Demonstrate kicking skills by using a running approach toward a stationary ball with correct form, attempting to make contact with a moving ball, and…
• 3-1.13: Demonstrate a continuous running approach to kick a ball along the ground and in the air.
• 4-1.13: Demonstrate kicking skills using correct form with a ball at a target for accuracy from varying distances, and with a dropped ball/object making contact…
• 5-1.13: Demonstrate correct form in kicking and punting in partner and small-group activities.
• K-1.14: Independently volley a lightweight object with varying body parts.
• 1-1.14: Independently volley a lightweight object upward with consecutive hits.
• 2-1.14: Demonstrate volleying lightweight objects with a partner.
• 3-1.14: Demonstrate volleying a ball with an underhand and overhand technique with a partner.
• 4-1.14: Demonstrate volleying a ball using a two-hand overhead and underhand technique, sending it upward toward a target.
• 5-1.14: Demonstrate volleying a ball with a two-hand overhead and underhand technique in a dynamic environment.
• K-1.15: Attempt to strike a lightweight object with a paddle or other short-handled implement.
• 1-1.15: Demonstrate striking a lightweight object upward with a short-handled implement.
• 2-1.15: Demonstrate striking a lightweight object upward with a short-handled implement, using consecutive hits.
• 3-1.15: Demonstrate striking a lightweight object with a short-handled implement, sending it forward over a low net or to a wall while demonstrating correct form.
• 4-1.15: Demonstrate striking a lightweight object with a short-handled implement, alternating hits with a partner over a low net or against a wall.
• 5-1.15: Apply the skill of striking an object consecutively using a short-handled implement in competitive or cooperative game environments.
• K-1.16: Attempt to strike a stationary object with a long-handled implement.
• 1-1.16: Strike a stationary object with a long-handled implement using correct hand placement.
• 2-1.16: Strike an object, using correct hand placement and proper body orientation.
• 3-1.16: Strike a moving object with a long-handled implement, sending it forward, while using correct form.
• 4-1.16: Strike an object toward a target with accuracy at varying distances.
• 5-1.16: Strike an object to a target in partner and small group activities.
• K-1.17: Attempt a single jump with self-turned rope.
• 1-1.17: Demonstrate rope skills by jumping self-turned rope and attempting to turn a long rope multiple times consecutively with a partner.
• 2-1.17: Demonstrate rope skills with correct form by jumping a self-turned rope consecutively forward and backward, and jumping a long rope multiple times consecutively with…
• 3-1.17: Jump rope using intermediate skills for both long and short ropes.
• 4-1.17: Create and perform a jump rope sequence combining a variety of skills, using either a short or long rope.
• 5-1.17: Create and perform a jump rope sequence combining a variety of skills with a partner, using either a short or long rope.
• K-2.1: Demonstrate the difference between movement in personal and general space while attempting to maintain self-control.
• 1-2.1: Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.
• 2-2.1: Apply the concept of personal and general space during class activities.
• 3-2.1: Demonstrate the concept of spatial awareness in a dynamic environment.
• 4-2.1: Understand the concepts of open and closed spaces in small group activities while moving or traveling.
• 5-2.1: Understand and apply spatial awareness skills in a game setting.
• K-2.2: Travel by using various pathways and demonstrating various levels.
• 1-2.2: Understand and employ a variety of relationships with objects (over, under, around, through).
• 2-2.2: Integrate shapes, levels, and pathways into simple movement sequences.
• 3-2.2: Demonstrate shapes, levels, and pathways specific to a wide variety of physical activities.
• 4-2.2: Combine movement concepts of pathways, shapes, and levels with skills in small group activities.
• 5-2.2: Execute combined movement concepts of pathways, shapes, and levels with skills in various physical activity settings.
• K-2.3: Travel in general space with varying speeds and attempt directionality concepts (left, right, up, down, over, under).
• 1-2.3: Demonstrate the difference between strong and light force.
• 2-2.3: Recognize and adjust exertion of force on an object required during an activity.
• 3-2.3: Demonstrate the concepts of speed, direction, and force with skills applicable to a wide variety of physical activities.
• 4-2.3: Combine concepts of speed, direction, and force with skills in small group activities.
• 5-2.3: Execute combined concepts of speed, direction, and force with skills in various physical activity settings.
• 3-2.4: Demonstrate simple strategies and tactics in chasing and fleeing activities.
• 4-2.4: Demonstrate simple offensive and defensive strategies and tactics in a variety of game settings.
• 5-2.4: Apply simple strategies and tactics in chasing/fleeing and offensive/defensive situations learned in earlier grades.
• K-3.1: Differentiate between active play and non-active play outside physical education class.
• 1-3.1: Identify the benefits of participating in physical activity for at least 60 minutes a day.
• 2-3.1: Describe the benefits of participating in moderate to vigorous activities outside physical education class.
• 3-3.1: List physical activity opportunities outside physical education class.
• 4-3.1: Record participation in physical activities outside physical education class.
• 5-3.1: Compare and contrast fitness benefits of various physical activities.
• K-3.2: Participate in physical education class.
• 1-3.2: Actively engage in physical education class.
• 2-3.2: Actively engage in physical education class in response to instruction and practice.
• 3-3.2: Actively engage in physical education class with little or no teacher redirection.
• 4-3.2: Actively engage in physical education class, both with teacher direction and independently.
• 5-3.2: Actively engage in all components of physical education to the best of his/her ability.
• K-3.3: Discover the connection between physical activity and change in heart rate and breathing.
• 1-3.3: Verbalize how active play and physical activity strengthen the heart muscle.
• 2-3.3: Identify physical activities that contribute to a high level of fitness and the importance of warm-up and cool-down related to vigorous physical activity.
• 3-3.3: Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility, and cardiovascular endurance).
• 4-3.3: Describe the difference between skill-related and health-related fitness.
• 5-3.3: Identify each component of the FITT Principle (frequency, intensity, time, and type).
• K-4.1: Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.
• 1-4.1: Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.
• 2-4.1: Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.
• 3-4.1: Display ability to work safely and independently for extended periods of time.
• 4-4.1: Exhibit safe and responsible behavior in partner and small group situations.
• 5-4.1: Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.
• K-4.2: Appropriately respond to general feedback from the teacher.
• 1-4.2: Appropriately respond to specific feedback from the teacher.
• 2-4.2: Appropriately respond to and implement specific feedback from the teacher.
• 3-4.2: Listen respectfully to receive feedback from peers and adults.
• 4-4.2: Give informative feedback respectfully to peers.
• 5-4.2: Appropriately respond to and implement specific informative feedback from the teacher and peers.
• K-4.3: Share equipment and space with peers.
• 1-4.3: Work in a variety of class environments with moderate supervision (partner, small group, large group, whole class).
• 2-4.3: Work in a variety of class environments with minimum supervision (partner, small group, large group, whole class).
• 3-4.3: Acknowledge others' success in movement performance and praise their efforts.
• 4-4.3: Invite players of all skill levels into the physical activity.
• 5-4.3: Actively involve others of all skill levels and abilities into physical activities and group projects.
• K-4.4: Demonstrate willingness to seek help for solving problems and making decisions.
• 1-4.4: Identify alternative solutions to a given problem.
• 2-4.4: Develop effective coping skills for dealing with problems.
• 3-4.4: Use a decision-making and problem-solving model.
• 4-4.4: Apply conflict-resolution skills.
• 5-4.4: Apply techniques for managing stress and conflict.
• K-5.1: Acknowledge that physical activity is important for good health.
• 1-5.1: Identify physical activity as a component of good health.
• 2-5.1: Describe the relationship between physical activity and good health.
• 3-5.1: Verbalize the value of being balanced in social, emotional, physical, mental, and environmental health.
• 4-5.1: Compare and contrast an active lifestyle with a sedentary lifestyle.
• 5-5.1: Explain and identify the health benefits of participating in various physical activities.
• K-5.2: Acknowledge that physical activities require varying degrees of challenge and difficulty.
• 1-5.2: Explain that continued practice in physical activities can lead to success.
• 2-5.2: Identify physical activities that build confidence and activities that are challenging.
• 3-5.2: Explain the challenge that comes from learning a new physical activity.
• 4-5.2: Rate physical activities based on enjoyment.
• 5-5.2: Create a visual product or written essay about the enjoyment and/or challenge of participating in a favorite physical activity.
• K-5.3: Name physical activities that are enjoyable.
• 1-5.3: Recall positive feelings that result from participating in physical activities.
• 2-5.3: List physical activities that provide self-expression.
• 3-5.3: Share the reasons for enjoying various physical activities.
• 4-5.3: Prioritize different physical activities based on enjoyment.
• 5-5.3: Explain the difference between physical activities that are enjoyable and activities that are more challenging.
• K-5.4: Discuss the enjoyment of active play with peers.
• 1-5.4: Share personal reasons for enjoying physical activities that involve peers.
• 2-5.4: Describe the positive social interactions that come when engaging with others in physical activity.
• 3-5.4: Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.
• 4-5.4: Explain the social benefits gained from participating in physical activity at recess, in youth sports, or in other settings.
• 5-5.4: Lead or teach their favorite physical activity to their peers.