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Exploratories -> Physical Education
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KINDERGARTEN
Grade Level Expectations
for Physical Education
These are the core grade level expectations based on the McRel
standards and benchmarks that should be taught during kindergarten and
represent what a student will learn. They are written from the student
point of view. Local sites may add additional grade level expectations
to correspond with their curriculum. These grade level expectations are
aligned with McRel standards and the standards-based progress report.
The number listed is in reference to McRel 3rd edition. Not all
standards are addressed at every grade level which is appropriate
considering a student’s development.
* = referenced in Progress
Report
PHYSICAL EDUCATION
1. Uses variety of basic and advanced movement forms, i.e., walking,
running, skipping, hopping
(1.1) Demonstrates
contrast between slow and fast movement while traveling
2. Uses movement concepts and principles in development of motor
skills
(2.1) Demonstrates
changing direction and force using loco motor patterns
(2.2)
Understands a variety of relationships with objects (over/under,
behind, through, etc.)
3. Understands benefits and costs associated with participation in
regular participation in physical activity
(3.1) Is aware of
basic body function changes during physical activity
4. Understands how to monitor and maintain a healthy enhanced level of
physical fitness
(4.1) Participates in
vigorous physical activity
(4.2)
Accepts own abilities*
5. Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
rules of games and activities*
(5.2)
Responds appropriately to a variety of teacher signals for attention
(5.3)
Follows directions given to the group*
(5.4)
Demonstrates the willingness to join in an activity*
(5.5)
Demonstrates good sportsmanship*
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GRADE ONE
Grade Level
Expectations for Physical Education
These are the
core grade level expectations based on the McRel standards and
benchmarks that should be taught during first grade and represent what
a student will learn. They are written from the student point of view.
Local sites may add additional grade level expectations to correspond
with their curriculum. These grade level expectations are aligned with
McRel standards and the standards-based progress report. The number
listed is in reference to McRel 3rd edition. Not all standards are
addressed at every grade level which is appropriate considering a
student’s development.
* = referenced in Progress
Report
PHYSICAL EDUCATION
1. Uses variety of basic and advanced movement forms, i.e., walking,
running, skipping, hopping
(1.1) Demonstrates contrast
between slow and fast movement while traveling
2. Uses movement concepts and principles in development of motor
skills
(2.1) Maintains balance while
bearing weight on a variety of body parts
(2.2) Demonstrates changing
direction and force using loco motor patterns
(2.3) Understands a variety of
relationships with objects (over/under, behind, through, etc.)
3. Understands benefits and costs associated with participation in
physical activity
(3.1) Is aware of basic body
function changes during physical activity
4. Understands how to monitor and maintain a healthy enhanced level of
physical fitness
(4.1) Participates in vigorous
physical activity
(4.2) Is willing to try new
activities*
(4.3) Accepts own abilities*
5. Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the rules of
games and activities*
(5.2) Responds appropriately to
a variety of teacher signals for attention
(5.3) Follows directions given
to the group*
(5.4) Demonstrates the
willingness to join in an activity*
(5.5) Demonstrates good
sportsmanship*
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GRADE TWO
Grade Level Expectations for Physical
Education
These are the core grade level expectations based on the McRel
standards and benchmarks that should be taught during second grade and
represent what a student will learn. They are written from the student
point of view. Local sites may add additional grade level expectations
to correspond with their curriculum. These grade level expectations are
aligned with McRel standards and the standards-based progress report.
The number listed is in reference to McRel 3rd edition. Not all
standards are addressed at every grade level which is appropriate
considering a student’s development.
* = referenced in Progress
Report
PHYSICAL EDUCATION
1. Uses variety of basic and advanced movement and forms (i.e.,
walking, running, skipping, hopping, bending, twisting, and stretching)
(1.1) Demonstrates
contrast between slow and fast movement while traveling
2. Uses movement concepts and principles in development of motor skills
(2.1) Maintains
balance while bearing weight on a variety of body parts
(2.2) Demonstrates
changing direction and force using locomotion patterns
(2.3) Understands a
variety of relationships with objects (over/under, behind, through,
etc.)
3. Understands benefits and costs associated with participation in
physical activity
(3.1) Is aware of
basic body function changes during physical activity
4. Understands how to monitor and maintain a healthy enhanced level of
physical fitness
(4.1) Participates in
vigorous physical activity
(4.2) Accepts own
abilities*
(4.3) Develops
kinesthetic awareness (balance, base of support, personal space)
(4.4) Develops an
understanding of and utilizes body awareness, body parts, shapes,
symmetry etc.
(4.5) Identifies the
health benefits of participation in physical activity
5. Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
rules of games and activities*
(5.2) Responds
appropriately to a variety of teacher signals for attention
(5.3) Follows
directions the first time given*
(5.4) Demonstrates the
willingness to join in an activity*
(5.5) Demonstrates
good sportsmanship*
(5.6) Plays and
cooperates with others regardless of personal differences
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GRADE THREE
Grade Level
Expectations for Physical Education
These are the
core grade level expectations based on the McRel standards and
benchmarks that should be taught during third grade and represent what
a student will learn. They are written from the student point of view.
Local sites may add additional grade level expectations to correspond
with their curriculum. These grade level expectations are aligned with
McRel standards and the standards-based progress report. The number
listed is in reference to McRel 3rd edition. Not all standards are
addressed at every grade level which is appropriate considering a
student’s development.
* = referenced in Progress
Report
PHYSICAL EDUCATION
1. Uses
a variety of basic and advanced movement forms (running, skipping,
hopping, eye-hand/eye-foot coordination-dribbling while running)
(1.1) Demonstrates knowledge of
concepts*
(1.2) Demonstrates fundamental
skills*
2. Uses
movement concepts and principles in development of motor skills
(2.1) Maintains balance while
bearing weight on a variety of body parts
(2.2) Demonstrates changing
direction and force using locomotion patterns
(2.3) Understands a variety of
relationships with objects (over/under, behind, through, etc.)
(2.4) Uses basic offensive and
defensive strategies in unstructured game environments
3.
Understands benefits and costs associated with participation in
physical activity
(3.1) Is aware of basic body
function changes during physical activity
(3.2) Knows factors that inhibit
participation in physical activity, e.g., substance abuse
(3.3) Develops kinesthetic
awareness (balance, base of support, personal space)
4.
Understands how to monitor and maintain a healthy enhanced level of
physical fitness
(4.1) Understands wellness -
demonstrate benefits of healthy life style*
(4.2) Develops an understanding
of and utilizes body awareness, body parts, shapes, symmetry etc.
(4.3) Identifies the health
benefits and participation in physical activity
5.
Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
willingness to join in an activity*
(5.2) Demonstrates good
sportsmanship*
(5.3) Understands safety
concepts*
(5.4) Plays and cooperates with
others regardless of personal differences
(5.5) Follows appropriate rules,
procedures, and behaviors while participating in games/activities
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GRADE FOUR
Grade Level
Expectations for Physical Education
These are the
core grade level expectations based on the McRel standards and
benchmarks that should be taught during fourth grade and represent what
a student will learn. They are written from the student point of view.
Local sites may add additional grade level expectations to correspond
with their curriculum. These grade level expectations are aligned with
McRel standards and the standards-based progress report. The number
listed is in reference to McRel 3rd edition. Not all standards are
addressed at every grade level which is appropriate considering a
student’s development.
* = referenced
in Progress Report
PHYSICAL
EDUCATION
1. Uses a
variety of basic and advanced movement forms (running, skipping,
hopping, eye-hand/eye-foot coordination-dribbling while running)
(1.1) Demonstrates knowledge of
concepts*
(1.2) Demonstrates fundamental
skills*
(1.3) Throws, catches, and kicks
using mature form
(1.4) Demonstrates kinesthetic
awareness (balance, personal space, base of support, objects, dodges,
chases) while participating in games and activities
2. Uses
movement concepts and principles in development of motor skills
(2.1) Understands a variety of
relationships with objects (over/under, behind, through, etc.)
(2.2) Demonstrates basic
sport-specific skills in a variety of physical activities
(2.3) Develops passing and
receiving a ball with a moving target
(2.4) Uses basic offensive and
defensive strategies in unstructured game environments
3.
Understands benefits and costs associated with participation in
physical activity
(3.1) Knows factors that inhibit
participation in physical activity, e.g., substance abuse
(3.2) Assesses personal
performance
(3.3) Celebrates personal
successes and achievements as well as those of others.
4.
Understands how to monitor and maintain a healthy enhanced level of
physical fitness
(4.1) Understands wellness -
demonstrate benefits of healthy life style*
(4.2) Identifies the health
benefits and participation in physical activity
(4.3) Selects and participates
regularly in physical activities for the purpose of improving skill and
health
5.
Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
willingness to join in an activity*
(5.2) Demonstrates good
sportsmanship*
(5.3) Understands safety
concepts*
(5.4) Plays and cooperates with
others regardless of personal differences
(5.5) Follows appropriate rules,
procedures, and behaviors while participating in games/activities;
accepts the teacher’s decision regarding a personal rule infraction
without displaying negative reactions toward others
(5.6) Demonstrates acceptance of
the skills and abilities of others through verbal and nonverbal behavior
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GRADE FIVE
Grade Level
Expectations for Physical Education
These are the
core grade level expectations based on the McRel standards and
benchmarks that should be taught during fifth grade and represent what
a student will learn. They are written from the student point of view.
Local sites may add additional grade level expectations to correspond
with their curriculum. These grade level expectations are aligned with
McRel standards and the standards-based progress report. The number
listed is in reference to McRel 3rd edition. Not all standards are
addressed at every grade level which is appropriate considering a
student’s development.
* = referenced in Progress
Report
PHYSICAL EDUCATION
1. Uses a variety of basic and advanced movement forms (running,
skipping, hopping, eye-hand/eye-foot coordination-dribbling while
running)
(1.1) Demonstrates knowledge of
concepts*
(1.2)
Demonstrates fundamental skills*
(1.3)
Demonstrates kinesthetic awareness (balance, personal space, base of
support, objects, dodges, chases) while participating in games and
activities
(1.4)
Is able to adapt a skill to the demands of a dynamic, unpredictable
environment, i.e., passes ball ahead of moving player
2. Uses movement concepts and principles in development of motor skills
(2.1) Understands a variety of
relationships with objects (over/under, behind, through, etc.)
(2.2)
Demonstrates throwing objects for both accuracy and force
(2.3)
Uses basic offensive and defensive strategies in unstructured game
environments
3. Understands benefits and costs associated with participation in
physical activity
(3.1) Chooses physical
activities based on a variety of factors, e.g., personal interests and
capabilities, challenge and enjoyment
(3.2)
Knows factors that inhibit participation in physical activity, e.g.,
substance abuse
(3.3)
Uses external and internal information to improve performance
(3.4)
Celebrates personal successes and achievements as well as those of
others
4. Understands how to monitor and maintain a healthy enhanced level of
physical fitness
(4.1) Understands wellness -
demonstrate benefits of healthy life style*
(4.2)
Identifies the health benefits and participation in physical activity
(4.3)
Selects and participates regularly in physical activities for the
purpose of improving skill and health
(4.4)
Demonstrates proper warm up and cool down techniques
5. Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
willingness to join in an activity*
(5.2)
Demonstrates good sportsmanship*
(5.3)
Understands safety concepts*
(5.4)
Plays and cooperates with others regardless of personal differences
(5.5)
Follows appropriate rules, procedures, and behaviors with few reminders
while participating in games/activities; accepts the teacher’s decision
regarding a personal rule infraction without displaying negative
reactions toward others
(5.6)
Knows how to develop rules, procedures, and etiquette that are safe and
effective for specific activity situations
(5.7)
Demonstrates acceptance of the skills and abilities of others through
verbal and nonverbal behavior
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GRADE SIX
Grade Level
Expectations for Physical Education
These are the
core grade level expectations based on the McRel standards and
benchmarks that should be taught during sixth grade and represent what
a student will learn. They are written from the student point of view.
Local sites may add additional grade level expectations to correspond
with their curriculum. These grade level expectations are aligned with
McRel standards. The number listed is in reference to McRel 3rd
edition. Not all standards are addressed at every grade level which is
appropriate considering a student’s development.
PHYSICAL EDUCATION
1. Uses a variety of basic and advanced movement forms (running,
skipping, hopping, eye-hand/eye-foot coordination-dribbling while
running)
(1.1) Demonstrates knowledge of
concepts
(1.2)
Demonstrates fundamental skills
(1.3)
Uses basic sports-specific skills for a variety of physical activities
2. Uses movement concepts and principles in development of motor skills
(2.1) Understands a variety of
relationships with objects (over/under, behind, through, etc.)
(2.2)
Demonstrates throwing objects for both accuracy and force
(2.3)
Uses basic offensive and defensive strategies in unstructured game
environments
3. Understands benefits and costs associated with participation in
physical activity
(3.1) Chooses physical
activities based on a variety of factors, e.g. personal interests and
capabilities, challenge and enjoyment
(3.2)
Knows factors that inhibit participation in physical activity, e.g.,
substance abuse
(3.3)
Uses external and internal information to improve performance
(3.4)
Celebrates personal successes and achievements as well as those of
others
4. Understands how to monitor and maintain a healthy, enhanced level of
physical fitness
(4.1) Understands wellness -
demonstrates benefits of healthy life style
(4.2)
Identifies the health benefits from participation in physical activity
(4.3)
Selects and participates regularly in physical activities for the
purpose of improving skill and health
(4.4)
Demonstrates proper warm up and cool down techniques
5. Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
willingness to join in an activity
(5.2)
Demonstrates good sportsmanship
(5.3)
Understands safety concepts
(5.4)
Plays and cooperates with others regardless of personal differences
(5.5)
Follows appropriate rules, procedures, and behaviors with few reminders
while participating in games/activities; accepts the teacher’s decision
regarding a personal rule infraction without displaying negative
reactions toward others
(5.6)
Knows how to develop rules, procedures, and etiquette that are safe and
effective for specific activity situations
(5.7)
Demonstrates acceptance of the skills and abilities of others through
verbal and nonverbal behavior
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GRADES SEVEN
AND EIGHT
Grade Level
Expectations for Physical Education
These are the
core grade level expectations based on the McRel standards and
benchmarks that should be taught during seventh and eighth grades and
represent what a student will learn. They are written from the student
point of view. Local sites may add additional grade level expectations
to correspond with their curriculum. These grade level expectations are
aligned with McRel standards. The number listed is in reference to
McRel 3rd edition. Not all standards are addressed at every grade level
which is appropriate considering a student’s development.
PHYSICAL EDUCATION
1. Uses a variety of basic and advanced movement forms (running,
skipping, hopping, eye-hand/eye-foot coordination-dribbling while
running)
(1.1) Demonstrates knowledge of
concepts
(1.2)
Demonstrates fundamental skills
(1.3)
Uses intermediate sport-specific skills for individual, dual, and team
sports
(1.4) Uses intermediate sport-specific skills for dance and rhythmical
activities
2. Uses movement concepts and principles in development of motor skills
(2.1) Understands the principle
of training and conditioning for specific physical activities
(2.2)
Uses basic offensive and defensive strategies in a modified version of
a team and individual sport
(2.3)
Understands movement forms associated with highly skilled physical
activities
3. Understands benefits and costs associated with participation in
physical activity
(3.1) Chooses physical
activities based on a variety of factors, e.g. personal interests and
capabilities, challenge and enjoyment
(3.2)
Understands long-term physiological benefits of regular participation
in physical activity, e.g., improved cardiovascular strength, improved
flexibility, and body composition
(3.3)
Knows factors that inhibit participation in physical activity, e.g.,
substance abuse
(3.4)
Celebrates personal successes and achievements as well as those of
others
4. Understands how to monitor and maintain a healthy, enhanced level of
physical fitness
(4.1) Understands wellness -
demonstrates benefits of healthy life style
(4.2)
Identifies the health benefits of participation in physical activity
(4.3)
Selects and participates regularly in more advanced physical activities
for the purpose of improving skill and health
(4.4)
Understands the role of exercise and other factors in weight control
and body composition
5. Understands the social and personal responsibility associated with
participation in physical activity
(5.1) Demonstrates the
willingness to join in an activity
(5.2)
Demonstrates good sportsmanship
(5.3)
Understands safety concepts
(5.4)
Understands the proper attitudes toward both winning and losing
(5.5)
Follows appropriate rules, procedures, and behaviors with few reminders
while participating in games/activities; accepts the teacher’s decision
regarding a personal rule infraction without displaying negative
reactions toward others
(5.6)
Knows how to develop rules, procedures, and etiquette that are safe and
effective for specific activity situations
(5.7)
Demonstrates acceptance of the skills and abilities of others through
verbal and nonverbal behavior
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