Standards outcomes in this template

• 0.1.1.1: Hop, gallop, slide, skip, and run while maintaining balance.
• 1.1.1.1: Hop, gallop, and slide using a maturing pattern.
• 2.1.1.1: Skip and run using a maturing pattern.
• 3.1.1.1: Leap using a maturing pattern.
• 4.1.1.1: Use various locomotor skills in educational games, educational dance, and educational gymnastics.
• 5.1.1.1: Combine locomotor and manipulative skills in educational games, educational dance, and educational gymnastics.
• 0.1.1.2: Jump and land in the horizontal plane while maintaining balance.
• 1.1.1.2: Jump and land in the horizontal plane demonstrating two of the five critical elements, while taking off and landing with two feet.
• 2.1.1.2: Jump and land in the horizontal plane demonstrating four of the five critical elements, while taking off and landing with two feet.
• 3.1.1.2: Jump and land in the horizontal plane using a maturing pattern, while taking off and landing on two feet.
• 4.1.1.2: Jump and land in the horizontal plane using spring-and-step take-off and landing as used in educational games, educational dance, and educational gymnastics.
• 5.1.1.2: Combine jumping and landing in the horizontal plane with locomotor and manipulative skills in educational games, educational dance, and educational gymnastics.
• 0.1.1.3: Jump and land in the vertical plane while maintaining balance.
• 1.1.1.3: Jump and land in the vertical plane demonstrating two of the five critical elements, while taking off and landing with two feet.
• 2.1.1.3: Jump and land in the vertical plane demonstrating four of the five critical elements while taking off and landing on two feet.
• 3.1.1.3: Jump and land in the vertical plane using a maturing pattern, while taking off and landing with two feet.
• 4.1.1.3: Jump and land in the vertical plane using spring step take-off and landing as used in educational games, educational dance, and educational gymnastics.
• 5.1.1.3: Combine jumping and landing in the vertical plane with locomotor and manipulative skills in educational games, educational dance, and educational gymnastics.
• 0.1.1.4: Perform locomotor skills in educational dance while maintaining balance.
• 1.1.1.4: Combine locomotor and non-locomotor skills in educational dance while maintaining balance.
• 2.1.1.4: Combine locomotor and non-locomotor skills in educational dance with correct response to simple rhythms.
• 3.1.1.4: Combine and sequence locomotor and non-locomotor skills in educational dance transitioning from one skill to another smoothly without hesitation.
• 4.1.1.4: Combine and sequence locomotor and non-locomotor skills transitioning from one skill to another smoothly without hesitation and with correct response to various rhythms.
• 5.1.1.4: Combine and sequence locomotor and non-locomotor skills, transitioning from one skill to another smoothly without hesitation, while maintaining rhythm in culturally relevant and creative…
• 0.1.2.1: Maintain momentary stillness on different bases of support with different body shapes.
• 1.1.2.1: Maintain balance on different bases of support with different body shapes.
• 2.1.2.1: Maintain balance on different bases of support, combining levels and shapes.
• 3.1.2.1: Maintain balance on different bases of support, combining levels and shapes with a partner or using an object.
• 4.1.2.1: Maintain balance on different bases of support combining levels and shapes on an apparatus.
• 5.1.2.1: Combine balance and weight transfer in an educational dance and educational gymnastics sequence with a partner.
• 1.1.2.2: Transfer weight from one body part to another in personal space (self-space).
• 2.1.2.2: Transfer weight from feet to different body parts or bases of support for balance or travel.
• 3.1.2.2: Transfer weight from feet to hands then to different body parts and bases of support for balance and travel.
• 4.1.2.2: Transfer weight from feet to hands varying speed and using large extensions.
• 5.1.2.2: Combine balance and weight transfer in an educational dance and educational gymnastics sequence.
• 0.1.2.3: Roll sideways in a narrow body shape.
• 1.1.2.3: Roll forward or backward with a curled body shape.
• 2.1.2.3: Roll in different directions with either a narrow or curled body shape.
• 3.1.2.3: Move into and out of a roll while maintaining balance and body control.
• 4.1.2.3: Perform rolling as part of an educational gymnastic sequence, with fluidity and balanced transition into and out of rolls.
• 5.1.2.3: Combine rolling with traveling and non-locomotor skills as part of an educational gymnastic sequence, with fluidity and balanced transition from one skill to the…
• 0.1.2.4: Perform non-locomotor skills.
• 1.1.2.4: Perform non-locomotor skills with the body in a variety of stationary positions.
• 2.1.2.4: Perform non-locomotor skills with the body in a variety of stationary positions, while maintaining balance.
• 3.1.2.4: Perform non-locomotor skills as the body moves into and out of balances.
• 4.1.2.4: Perform non-locomotor skills as the body moves into and out of balances on apparatus.
• 5.1.2.4: Perform non-locomotor skills as part of an educational game, educational dance, or educational gymnastics sequence.
• 2.1.2.5: Combine balances, non-locomotor skills and locomotor skills to perform a three-part educational dance and an educational gymnastics sequence.
• 3.1.2.5: Combine balances, non-locomotor skills, locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to perform an educational dance and educational…
• 4.1.2.5: Combine balances, non-locomotor skills, locomotor skills and movement concepts to perform an educational dance and an educational gymnastic sequence with a partner.
• 5.1.2.5: Combine balances, non-locomotor skills, locomotor skills and movement concepts to perform an educational dance and an educational gymnastics sequence with a group.
• 0.1.3.1: Roll and throw underhand with opposite foot forward.
• 1.1.3.1: Roll and throw underhand demonstrating two of the five critical elements of a maturing pattern.
• 2.1.3.1: Roll and throw underhand using a maturing pattern.
• 3.1.3.1: Roll and throw underhand using a maturing pattern to a stationary partner or target.
• 4.1.3.1: Roll and throw underhand with accuracy in practice tasks.
• 5.1.3.1: Roll and throw underhand in small-sided games.
• 0.1.3.2: Throw overhand while maintaining balance.
• 1.1.3.2: Throw overhand with opposite foot forward.
• 2.1.3.2: Throw overhand with side facing target and opposite foot forward.
• 3.1.3.2: Throw overhand within a task that requires force for distance, demonstrating three of the five critical elements.
• 4.1.3.2: Throw overhand within a task that requires force for distance, demonstrating four of the five critical elements of a maturing pattern, in closed environments.
• 5.1.3.2: Throw overhand within a task that requires force for distance, using a maturing pattern in closed environments.
• 3.1.3.3: Throw overhand with accuracy to a stationary target.
• 4.1.3.3: Throw overhand with accuracy to a moving target.
• 5.1.3.3: Throw overhand with accuracy in small-sided games.
• 0.1.3.4: Drop and catch a ball before it bounces twice.
• 1.1.3.4: Catch a self-tossed ball adjusting hands and arms to the location of the ball.
• 2.1.3.4: Catch a self-tossed hand-sized ball demonstrating two of the four critical elements of a maturing pattern.
• 3.1.3.4: Catch a gently tossed hand-sized ball from a partner, demonstrating three of the four critical elements of a maturing pattern.
• 4.1.3.4: Catch a thrown ball, above the head, at chest or waist level and below the waist, in practice tasks.
• 5.1.3.4: Catch a thrown ball, above the head, at chest or waist level and below the waist, in small-sided games.
• 0.1.3.5: Dribble with one hand, attempting a second contact.
• 1.1.3.5: Dribble with preferred hand while remaining in personal space (self-space).
• 2.1.3.5: Dribble with preferred hand while remaining in personal space (self-space), demonstrating a maturing pattern.
• 3.1.3.5: Dribble with preferred hand, traveling through general space.
• 4.1.3.5: Dribble with both the preferred and non-preferred hand while traveling through general space, increasing and decreasing speed in practice tasks.
• 5.1.3.5: Dribble with the preferred or non-preferred hand in small-sided games.
• 0.1.3.6: Dribble with inside of the foot, attempting a second contact.
• 1.1.3.6: Dribble with inside of the foot while remaining in personal space (self-space).
• 2.1.3.6: Dribble with the feet while traveling through general space.
• 3.1.3.6: Dribble with the feet while traveling through general space with control of ball and body.
• 4.1.3.6: Dribble with the feet while traveling through general space, increasing and decreasing speed in practice tasks.
• 5.1.3.6: Dribble with the feet in small-sided games.
• 0.1.3.7: Pass with the feet, while maintaining balance.
• 1.1.3.7: Pass with the feet to a stationary target, while maintaining balance.
• 2.1.3.7: Receive a partner-pass with the feet, while maintaining control of the object and the body.
• 3.1.3.7: Pass and receive a ball with the feet, giving on reception before returning the pass.
• 4.1.3.7: Pass and receive a ball with the feet in practice tasks.
• 5.1.3.7: Pass and receive a ball with the feet in small-sided games.
• 4.1.3.8: Dribble with hands or feet in combination with other skills, while controlling the ball and the body, in practice tasks.
• 5.1.3.8: Dribble with hands or feet in combination with other skills while controlling the ball and the body in small-sided games.
• 0.1.3.9: Kick while maintaining balance.
• 1.1.3.9: Kick a stationary ball demonstrating two of the five critical elements of a maturing pattern.
• 2.1.3.9: Kick a stationary ball demonstrating three of the five critical elements of a maturing pattern.
• 3.1.3.9: Kick a stationary ball demonstrating a maturing pattern.
• 4.1.3.9: Kick a moving ball along the ground and in the air, demonstrating in practice tasks.
• 5.1.3.9: Kick a moving ball along the ground and in the air in small-sided games.
• 3.1.3.10: Punt while maintaining balance.
• 4.1.3.10: Punt, contacting the ball with shoelaces or top of the foot.
• 5.1.3.10: Punt, contacting the ball with shoelaces or top of the foot, sending it forward in practice tasks.
• 0.1.3.11: Volley individually using various body parts, attempting a second hit.
• 1.1.3.11: Volley individually using various body parts making multiple contacts, while maintaining balance.
• 2.1.3.11: Volley with a partner using hands only while maintaining balance.
• 3.1.3.11: Volley underhand with a partner, using hands only, making multiple contacts while maintaining balance.
• 4.1.3.11: Volley underhand in practice tasks.
• 5.1.3.11: Volley underhand in small-sided games.
• 3.1.3.12: Volley using a two-hand overhead pattern with a partner, making multiple contacts while maintaining balance.
• 4.1.3.12: Volley using a two-hand overhead pattern in practice tasks.
• 5.1.3.12: Volley using a two-hand overhead pattern in small-sided games.
• 0.1.3.13: Strike using a body part, while maintaining balance.
• 1.1.3.13: Strike using a short-handled implement, while maintaining balance.
• 2.1.3.13: Strike using a short-handled implement, while controlling direction.
• 3.1.3.13: Strike using a short-handled implement, while controlling direction, and demonstrate correct body alignment relative to the target and striking skill.
• 4.1.3.13: Strike using a short-handled implement in practice tasks.
• 5.1.3.13: Strike using a short-handled implement in small-sided games.
• 2.1.3.14: Strike using a long-handled implement, while controlling direction.
• 3.1.3.14: Strike using a long-handled implement, while controlling direction, and demonstrate correct body alignment relative to the target and striking skill.
• 4.1.3.14: Strike using a long-handled implement in practice tasks.
• 5.1.3.14: Strike using a long-handled implement in small-sided games.
• 4.1.3.15: Combine traveling with the manipulative skills of dribbling, throwing, catching, and striking in practice tasks.
• 5.1.3.15: Combine traveling with the manipulative skills of dribbling, throwing, catching and striking with accuracy in small-sided games.
• 0.1.3.16: Jump a single jump with a self-turned rope.
• 1.1.3.16: Consecutively jump forward or backward using a self-turned rope.
• 2.1.3.16: Consecutively jump forward and backward, demonstrating a maturing pattern, using a self-turned rope.
• 3.1.3.16: Perform a variety of jump rope skills with a short rope.
• 4.1.3.16: Combine jump rope skills to perform a routine using either a short or long rope.
• 5.1.3.16: Combine jump rope skills to perform a routine, using either a long or short rope, with a partner.
• 0.1.3.17: Jump a long rope with teacher-assisted turning.
• 1.1.3.17: Consecutively jump a long rope with teacher-assisted turning.
• 2.1.3.17: Enter a long rope with teacher-assisted turning.
• 3.1.3.17: Exit a long rope with teacher-assisted turning.
• 4.1.3.17: Enter, jump continuously, and exit a long rope with teacher-assisted turning.
• 0.2.1.1: Travel in different pathways differentiating between movement in personal space (self-space) and general space.
• 1.2.1.1: Travel at different levels differentiating between movement in personal space (self-space) and general space.
• 2.2.1.1: Travel in different directions differentiating between movement in personal space (self-space) and general space.
• 3.2.1.1: Travel in different directions, pathways, levels and extensions in personal space (self-space) and general space.
• 4.2.1.1: Apply the space awareness concepts of directions, pathways, levels and extensions in practice tasks and educational dance or educational gymnastics.
• 5.2.1.1: Apply the space awareness concepts of directions, pathways, levels and extensions in small-sided games and educational dance or educational gymnastics.
• 0.2.1.2: Travel using body parts in different relationships to each other.
• 1.2.1.2: Travel in different relationships to others and objects.
• 2.2.1.2: Manipulate and control equipment in different relationships to others and objects.
• 3.2.1.2: Travel within different relationships with others while manipulating and controlling equipment.
• 4.2.1.2: Apply the relationship awareness concepts in practice tasks and educational dance or educational gymnastics.
• 5.2.1.2: Apply the relationship awareness concepts in small-sided games and educational dance or educational gymnastics.
• 0.2.1.3: Travel using slow and fast speeds.
• 1.2.1.3: Travel using strong and light forces.
• 2.2.1.3: Travel using varying speeds and forces with gradual increases and decreases in both speed and force.
• 3.2.1.3: Apply the effort awareness concepts of speed and force in educational games and educational dance or educational gymnastics.
• 4.2.1.3: Travel using varying degrees of flow.
• 5.2.1.3: Apply the effort awareness concepts of speed, force and flow in small-sided games and educational dance or educational gymnastics.
• 3.2.1.4: Identify offensive and defensive tactics used in chasing and fleeing games.
• 4.2.1.4: Apply offensive and defensive tactics in chasing and fleeing practice tasks.
• 5.2.1.4: Apply offensive and defensive tactics in small-sided invasion games.
• 3.2.1.5: Identify offensive and defensive tactics used in net and wall games.
• 4.2.1.5: Apply offensive and defensive tactics in net and wall game practice tasks.
• 5.2.1.5: Apply offensive and defensive tactics in small-sided net and wall games.
• 3.2.1.6: Identify distance and direction tactics used in target games.
• 4.2.1.6: Apply distance and direction tactics in target game practice tasks.
• 5.2.1.6: Apply distance and direction tactics in target games.
• 0.3.1.1: Identify ways to be physically active outside of physical education class, both indoors and outdoors.
• 1.3.1.1: Identify basic benefits of being physically active outside of physical education class, both indoors and outdoors.
• 2.3.1.1: Identify physical activity recommendations and recognize indoor and outdoor physical activities that could be used to meet these recommendations outside of class.
• 3.3.1.1: Identify personal participation in physical activity outside of physical education class and compare it to the physical activity recommendations.
• 4.3.1.1: Chart and analyze personal participation in physical activity outside of physical education class, and compare it to the physical activity recommendations.
• 5.3.1.1: Chart and analyze personal participation in physical activity outside of physical education class for health benefits.
• 0.3.2.1: Actively participates in physical activities with teacher prompting.
• 1.3.2.1: Actively participates in physical activities with minimal teacher prompting.
• 2.3.2.1: Actively participates in physical activities without teacher prompting.
• 3.3.2.1: Actively participates in practice tasks with minimal teacher prompting.
• 4.3.2.1: Actively participates in practice tasks without teacher prompting.
• 5.3.2.1: Actively participates in small-sided games without teacher prompting.
• 0.3.3.1: Recognize that faster movement corresponds to faster heartbeat and breathing.
• 1.3.3.1: Identify the heart as a muscle that grows stronger with exercise, play and physical activity.
• 2.3.3.1: Describe what it feels like to work one's heart.
• 3.3.3.1: Define cardiorespiratory fitness and provide examples of physical activities that enhance cardiorespiratory fitness.
• 4.3.3.1: Identify the components of the F.I.T.T. principle for cardiorespiratory fitness.
• 5.3.3.1: Apply the F.I.T.T. principle for cardiorespiratory fitness to personal behaviors and identify the need for warm-up and cool-down when participating in these types of…
• 0.3.3.2: Recognize that the body has muscles.
• 1.3.3.2: Describe the connection between muscles and one's ability to move.
• 2.3.3.2: Describe what it feels like to work one's muscles.
• 3.3.3.2: Define the concepts of muscular endurance, muscular strength, and flexibility, and provide examples of physical activities that enhance these components.
• 4.3.3.2: Identify the components of the F.I.T.T. principle for muscular endurance, muscular strength, and flexibility.
• 5.3.3.2: Apply the F.I.T.T. principle for muscular endurance, muscular strength, and flexibility to personal behaviors, and identify the need for warm-up and cool-down when participating…
• 3.3.4.1: Define the health-related fitness components, and match them to the fitness assessment tool being used.
• 4.3.4.1: Describe pre- and post-fitness assessment results, making connections to the health-related fitness components and the recommendations for good health.
• 5.3.4.1: Analyze pre- and post-fitness assessment results, compare results to recommendations for good health and describe personal strategies to enhance fitness through physical activity participation.
• 0.3.5.1: Recognize that food provides energy for physical activity.
• 1.3.5.1: Differentiate between foods to eat often, foods to eat some of the time, and foods to eat in moderation.
• 2.3.5.1: Recognize the relationship between nutrition and physical activity.
• 3.3.5.1: Identify foods that are beneficial for before and after physical activity, and explain why these are good food choices.
• 4.3.5.1: Explain the importance of hydration and hydration choices relative to physical activity participation.
• 5.3.5.1: Analyze the impact of food choices relative to physical activity and personal health.
• 0.4.1.1: Identify class rules and protocols related to self, space and equipment.
• 1.4.1.1: Follow class rules and protocols related to self, space and equipment with minimal teacher prompting.
• 2.4.1.1: Follow class rules and protocols related to self, space and equipment.
• 3.4.1.1: Work independently for extended periods of time while exhibiting personal responsibility related to self, space and equipment.
• 4.4.1.1: Reflect on personal behaviors in physical activity and identify the impact on self and others.
• 5.4.1.1: Engage in physical activity while demonstrating responsible interpersonal behavior.
• 0.4.2.1: Use feedback from the teacher.
• 1.4.2.1: Consistently use feedback from the teacher.
• 2.4.2.1: Accept corrective feedback from the teacher.
• 3.4.2.1: Accept and implement corrective feedback from the teacher.
• 4.4.2.1: Give and receive feedback respectfully to and from peers.
• 5.4.2.1: Give and receive corrective feedback respectfully to and from peers.
• 0.4.3.1: Share equipment and space with others.
• 1.4.3.1: Work respectfully with a partner while sharing equipment and space.
• 2.4.3.1: Work respectfully in small or large group activities while sharing equipment and space.
• 3.4.3.1: Work cooperatively and respectfully with classmates in small or large group activities.
• 4.4.3.1: Reflect on personal behaviors within group physical activities and identify the impact on others.
• 5.4.3.1: Work cooperatively and respectfully with classmates of all skill levels in small or large group activities.
• 3.4.4.1: Identify the role of rules and etiquette used in a variety of physical activities.
• 4.4.4.1: Follow rules and etiquette in practice tasks, educational dance, and educational gymnastics.
• 5.4.4.1: Follow rules and etiquette in small-sided games, educational dance, and educational gymnastics.
• 0.4.5.1: Move safely in personal space with minimal reminders.
• 1.4.5.1: Move safely in general space with minimal reminders.
• 2.4.5.1: Move safely using equipment in personal space with minimal reminders.
• 3.4.5.1: Move safely using equipment in general space with minimal reminders.
• 4.4.5.1: Move safely in practice tasks, educational dance, and educational gymnastics.
• 5.4.5.1: Move safely in small-sided games, educational dance, and educational gymnastics.
• 0.5.1.1: Recognize that physical activity is important for good health.
• 1.5.1.1: Identify physical activities that can enhance good health.
• 2.5.1.1: Identify the overall benefits of participation in physical activity.
• 3.5.1.1: Recognize how the body and mind respond during and after physical activity participation.
• 4.5.1.1: Recognize the relationship between participation in physical activity and its impact on mental-emotional health, physical health, social health, and cognitive health.
• 5.5.1.1: Analyze participation in physical activity and describe the personal impact it has on mental-emotional health, physical health, social health, and cognitive health.
• 0.5.2.1: Recognize that some physical activities are challenging or difficult.
• 1.5.2.1: Recognize that learning something new can be challenging, but practice and effort can lead to success.
• 2.5.2.1: List physical activities that bring confidence and challenge.
• 3.5.2.1: Describe the challenge and personal enjoyment that comes from learning a new physical activity.
• 4.5.2.1: Rate various physical activities according to personal levels of challenge.
• 5.5.2.1: Analyze physical activities based on personal levels of challenge and identify ways to overcome challenges to enhance enjoyment, confidence, and willingness to participate.
• 0.5.3.1: Express enjoyment when being physically active individually and with others.
• 1.5.3.1: Identify physical activities that can be played alone and with others that are personally enjoyable.
• 2.5.3.1: Describe positive feelings associated with participation in physical activities that are done alone and with others.
• 3.5.3.1: Describe characteristics of physical activities that make them personally enjoyable.
• 4.5.3.1: Describe and provide examples of how participation in personally enjoyable physical activities allows for self-expression and social interaction.
• 5.5.3.1: Analyze physical activities based on personal levels of enjoyment, and opportunities for social interaction and self-expression.