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This publication was supported by Grant/Cooperative Agreement Number U87DP001247 from the Centers for Disease Control and Preven-tion, Division of Population Health. Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the Centers for Disease Control and Prevention.

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Table of Contents   Introduction …………………………………………………………………………………………………… pg. 1‐3     

Background:  National Standards for K‐12 Physical Education ……………….. pg. 1   

Background:  South Dakota Standards for K‐12 Physical Education ……….. pg. 2‐3 

 Acknowledgements………………………………………………………………………………………… pg. 4‐5   Goal of Physical Education………………………………………………………………………………. pg. 6    South Dakota Standards for K‐12 Physical Education At‐a‐Glance…………………… pg. 7‐8  Reading the Grade‐level Outcomes for K‐12 Physical Education …………………….. pg. 9‐10    

Grade Spans……………………………………………………………………………………………. pg. 9 

  Color Codes…………………………………………………………………………………………….. pg.  9 

  Guide to Number and Symbol System…………………………………………………….. pg. 10 

  Elementary Grade‐level Outcomes………………………………………………………………….. pg. 11‐31 

 

Standard 1………………………………………………………………………………………………. pg. 11‐21 

Standard 2………………………………………………………………………………………………. pg.  22‐24 

Standard 3………………………………………………………………………………………………. pg.  25‐26 

Standard 4………………………………………………………………………………………………. pg.  27‐28 

Standard 5 ……………………………………………………………………………………………… pg.  29‐30  

 Middle School Grade‐level Outcomes……………………………………………………………… pg. 31‐45   

Standard 1………………………………………………………………………………………………. pg. 31‐35 

Standard 2………………………………………………………………………………………………. pg. 36‐38 

Standard 3………………………………………………………………………………………………. pg. 39‐41 

Standard 4………………………………………………………………………………………………. pg. 42‐43 

Standard 5 ……………………………………………………………………………………………… pg. 44 

Operational Definition of Activity Categories………………………………………….  pg. 45 

 High School Grade‐level Outcomes…………………………………………………………………. pg. 47‐54   

Standard 1……………………………………………………………………………………………… pg. 47‐48 

Standard 2……………………………………………………………………………………………… pg. 49 

Standard 3……………………………………………………………………………………………… pg. 50‐51 

Standard 4……………………………………………………………………………………………… pg. 52 

Standard 5 …………………………………………………………………………………………….. pg. 53 

Operational Definition of Activity Categories…………………………………………. pg. 54 

 Resources………………………………………………………………………………………………………. pg. 55‐59     

1

Introduction and Acknow

ledgements

Introduction   

Background:  National Standards for K‐12 Physical Education   

In August 2011, the National Association for Sport and Physical Education (NASPE) established a national task force to begin work on a curriculum framework for physical education based on the national standards for K‐12 physical education.  Because the national standards for K‐12 physical education were up for review on NASPE’s periodic review cycle, the task force was also charged with leading the national standards for K‐12 physical education review and revision.    The task force spent a great deal of time reviewing the literature and examining curriculum frameworks from other countries, states and content areas.  The task force used this research to inform revisions to the national standards for K‐12 physical education and to develop grade‐level outcomes for curriculum framework.  Key findings from the literature include:    

Several factors influence levels of student engagement, including perceived competence, activity choice, and cognitive demand of the task.  

Motor skill competency is the underlying mechanism that promotes engagement in physical activity and adequate health‐related fitness through adulthood.   

Intrinsic motivation is increased if students can choose the activity (autonomy), master the activity (competency), and participate in a supportive environment (relatedness).   

Competitive, full‐sided games appeal mainly to boys and highly skilled girls, other students are often passive participants.   

After age 14, there is a significant decline in physical activity for all students,  particularly for girls.   

 

As a result of these findings, the task force developed grade‐level outcomes that will lead to competency, particularly in fundamental motor skills; address the needs of less skilled students through a mastery‐oriented environment, and that de‐emphasize full‐sided games and competitive activities.  In addition, the national task force sought to ensure that:  

the standards reflect the content we teach and what we expect students to learn;  the standards and grade‐level outcomes are measureable;  the grade‐level outcomes are comprehensive and developmentally appropriate across 

the grade levels;  the standards parallel common core standards language/structure;  materials are produced in formats that serve practitioners effectively.   

 

2

Intro

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After being subjected to several member reviews (May 2012, November 2012, and February 2013) as well as targeted reviews by groups with specific expertise in physical education, the (new) National Standards and Grade‐level Outcomes for K‐12 Physical Education were released in 2013.   

 Background:  South Dakota Standards for K‐12 Physical Education  

The last review of the South Dakota Standards for K‐12 Physical Education (SDSPE) was conducted in 2000 with the development of the South Dakota Physical Education Course Standards for High School Graduation to follow in 2006.      

Following NASPE’s lead, in 2014 the SDSPE were reviewed and revised using the newly released National Standards and Grade‐level Outcomes for K‐12 Physical Education as a model.    

The School Health program in the South Dakota Department of Education (SD DOE) lead the review and revision process, which included the selection of committee members to develop the SDSPE.  The SDSPE committee consisted of teachers from the elementary through post‐secondary levels as well as individuals from outside agencies with an interest in physical activity and fitness.    

The SDSPE, which were approved by the South Dakota Board of Education in September 2014, include student outcomes (what students should know and be able to do) in each grade from kindergarten through grades 8, and for two grade levels at high school.  The standards reflect the following ideas:   

Elementary Level – the focus is on fundamental motor skills as the foundation for movement competency. Middle School Level ‐ the focus is on application of fundamental motor skills and improving the balance of activities to retain interest of all students. High School Level – the focus is on fitness/wellness, lifetime activities and personal choice.  

While the standards identify what knowledge and skills students should know and be able to do, they leave precisely how this is to be accomplished to teachers and other local specialist who formulate, deliver, and evaluate curricula.  The SDSPE are designed to provide a framework for curriculum, instruction, and assessment practices.   

The revision of the SDSPE makes a number of important contributions to the potential for the delivery of improved physical education across the state.  Implementation of the SDSPE with a commitment to providing qualified teachers, adequate instructional time, and increased 

3

Introduction and Acknow

ledgements

linkages to other school curricular areas significantly increases the likelihood that schools will provide high‐quality physical education instruction to all young people.    The intention of this document is for it to become an essential resource for physical educators, both new and experienced, in creating and enhancing high‐quality programs that promote student learning.   

4

Intro

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Acknowledgements  

The creation of the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education would not have been possible without the support and efforts of many individuals. A special thank you is extended to:  

Teri Bauer ‐ 6‐8 Physical Education and Health Teacher,  Rapid City Area Schools 

Tina Birgen ‐ High School Health and Physical Education Teacher,  Aberdeen School District  

Laura Bonsness ‐ Physical Therapist,  Rapid City Area Schools 

Michele Davis ‐ Learning Specialist, Technology and Innovation in Education, Rapid City  

Brock Enderson ‐ K‐5 Elementary Physical Education Teacher,  Hamlin Education Center 

Holly Evans ‐ K‐6 Elementary Physical Education Teacher,  Chamberlain School District 

Jonel Geske ‐ High School Physical Education Teacher,  Rapid City Area Schools 

Paula Gordon ‐ Jr. K‐5 Elementary Physical Education Teacher,  Brandon School District 

Karen Keyser ‐ Health and Physical Education Specialist,  South Dakota Department of Education  

Kelly Knutson ‐ K‐5 Elementary Physical Education Teacher,  Beresford School District 

Bailey Kowalski ‐ Learning Specialist, Technology and Innovation in Education, Rapid City  

Kim Kuefler ‐ K‐6 Elementary Physical Education Teacher,  St. Francis Indian School 

Tim Leibel ‐ K‐3 Elementary Physical Education Teacher,  Todd County School District 

Marty Morlock ‐ K‐12 Physical Education Teacher,  Frederick Area School District  

Dr. Tracy Nelson ‐ Physical Education Teacher Education Lecturer,  South Dakota State University, Brookings   

Jacob Pettengill ‐ Middle School/High School Physical Education Teacher,  Sioux Falls Christian Schools  

Tari Phares ‐ K‐5 Elementary Physical Education Teacher,  Rapid City Area Schools 

Nikki Prosch ‐ Health and Physical Activity Field Specialist, SDSU Extension/South Dakota Department of Health  

Leonard Schroeder,  K‐12 Principal,  Canistota School District 

Dr. Betsy Silva ‐ Professor of Physical Education Teacher Education,  Black Hills State University, Spearfish 

5

Introduction and Acknow

ledgements

Acknowledgements, cont.   

Shannon Tjaden ‐ K‐4 Elementary Physical Education Teacher,  Dell Rapids Public Schools 

Stephen Vernon ‐ K‐5 Elementary Physical Education Teacher,  Rapid City Area Schools 

LeAnn Vette ‐ 6‐8 Physical Education and Health Teacher,  Spearfish Middle School 

Jennifer Vis ‐ Adapted Physical Education Teacher,  Children’s Care, Sioux Falls 

Tracy Lahr Wolf ‐ National Board Certified Physical Education Teacher, Nemo, SD 

Shelly Wolfe ‐ High School Physical Education Teacher, Rapid City Area Schools 

 

6

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The Goal of Physical Education  The goal of physical education is to develop physically literate individuals who have the knowledge, health and skill related fitness, and confidence to enjoy a lifetime of healthful physical activity.  A physically literate individual is someone who exhibits responsible personal and social behaviors that respects self, others, and environment.    

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 of and the benefits from 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. 

      

7

Guide to Reading the

Grade-level O

utcomes

The South Dakota Standards for K‐12 Physical Education    The SDSPE broadly and collectively articulate what students should know and be able to do to become a physically literate individual.  The SDSPE are:    Standard 1:    The physically literate individual demonstrates proficiency in a variety of motor                              skills and movement patterns.  Standard 2:    The physically literate individual applies knowledge of concepts, principles,                            strategies and tactics to enhance 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, employment opportunities, and                            social interaction.     Note:  The standards are not prioritized in a particular order.    

8

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9

Guide to Reading the

Grade-level O

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Reading the Grade‐level Outcomes for K‐12 Physical Education   The SDSPE and grade‐level outcomes are organized and displayed as follows:    

by grade span;   with the each of the 5 physical education standards listed for that grade span;  with a chart listing the grade‐level outcomes for each of the 5 physical education 

standards in that grade span;  with each of the 5 physical education standards and the grade‐level outcomes for that 

standard assigned a specific color;   with a label to indicate a national grade‐level outcome was revised to be South Dakota 

specific (“SD Revised”).     The Grade Spans  

The SDSPE include student outcomes (what students should know and be able to do) for the following grade spans:   

Kindergarten through grade 5;  Grades 6 through 8; and   Two levels at high school.   

 The Color Codes  

Each of the 5 physical education standards and the grade‐level outcomes for that standard are assigned a specific color so as to simplify finding a specific standard and the grade‐level outcomes for that standard throughout the document.     Standard 1 =  

Standard 2 =  

Standard 3 =  

Standard 4 =  

Standard 5 =  

 

10

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Guide to the Number and Symbol System  

The SDSPE are coded to cross‐reference the Grade Span, the Performance Outcome, and the Grade Level.    

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S           1           E           12           4           Standard                        Grade Span                  Performance Outcome                  Grade Level         

11

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ymna

stic

s an

d da

nce.

(S

1.E

1.5a

)   C

ombi

nes

loco

mot

or a

nd

man

ipul

ativ

e sk

ills

in a

var

iety

of

smal

l-sid

ed

prac

tice

task

s/ga

mes

en

viro

nmen

ts.

(S1.

E1.

5b) 

  Com

bine

s tra

velin

g w

ith m

anip

ulat

ive

skills

for e

xecu

tion

to a

targ

et (e

.g.,

scor

ing

in s

occe

r, ho

ckey

and

basketba

ll).

(S1.

E1.

5c)

12

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

2SD

 Rev

ised

   Lo

com

otor 

  Run

ning

: Jo

g vs

Spr

int 

  

Run

s w

ith a

m

atur

e pa

ttern

. (S

1.E

2.2a

)   Tr

avel

s sh

owin

g di

ffere

ntia

tion

betw

een

jogg

ing

and

sprin

ting.

(S

1.E

2.2b

)

Trav

els

show

ing

diffe

rent

iatio

n be

twee

n sp

rintin

g an

d ru

nnin

g.

(S1.

E2.

3) 

Run

s fo

r di

stan

ce u

sing

a

mat

ure

patte

rn.

(S1.

E2.

4) 

Use

s ap

prop

riate

pa

cing

for a

var

iety

of

runn

ing

dist

ance

s.

(S1.

E2.

5) 

S1.E

3  Lo

com

otor 

  Jum

ping

and

La

ndin

g:

Hor

izon

tal 

Perfo

rms

jum

ping

/land

ing

actio

ns w

ith

bala

nce.

(S

1.E

3.K

) 

Dem

onst

rate

s tw

o of

the

five

criti

cal

elem

ents

for

jum

ping

and

la

ndin

g in

a

horiz

onta

l pla

ne

usin

g tw

o-fo

ot

take

-offs

and

la

ndin

gs.

(S1.

E3.

1) 

Dem

onst

rate

s fo

ur

of th

e fiv

e cr

itica

l el

emen

ts fo

r ju

mpi

ng a

nd

land

ing

in a

ho

rizon

tal p

lane

us

ing

a va

riety

of

one-

and

two-

foot

ta

ke-o

ffs a

nd

land

ings

. Tw

o fe

et

mus

t be

used

in

eith

er ta

ke-o

ff or

la

ndin

g.

(S1.

E3.

2)

Jum

ps a

nd la

nds

in

the

horiz

onta

l and

ve

rtica

l pla

nes

usin

g a

mat

ure

patte

rn.

(S1.

E3.

3) 

Use

s sp

ring-

and-

step

take

-of

fs a

nd

land

ings

sp

ecifi

c to

gy

mna

stic

s.

(S1.

E3.

4)

Com

bine

s ju

mpi

ng

and

land

ing

patte

rns

with

lo

com

otor

s an

d m

anip

ulat

ive

skills

in

dan

ce,

gym

nast

ics

and

smal

l-sid

ed

prac

tice

task

s/ga

mes

en

viro

nmen

ts.

(S1.

E3.

5) 

S1.E

4  Lo

com

otor 

  Jum

ping

and

La

ndin

g:

Ver

tical 

 D

emon

stra

tes

two

of th

e fiv

e cr

itica

l el

emen

ts fo

r ju

mpi

ng a

nd

land

ing

in a

ver

tical

pl

ane.

(S

1.E

4.1) 

Dem

onst

rate

s fo

ur

of th

e fiv

e cr

itica

l el

emen

ts fo

r ju

mpi

ng a

nd

land

ing

in a

ver

tical

pl

ane.

(S

1.E

4.2)

  

 

S1.E

5  Lo

com

otor 

  Rhy

thm

ic

Act

ivity

/Dan

ce 

Perfo

rms

loco

mot

or s

kills

in

resp

onse

to

teac

her-

led

crea

tive

rhyt

hmic

ac

tivity

/dan

ce.

(S1.

E5.

K) 

Com

bine

s lo

com

otor

and

no

n-lo

com

otor

sk

ills in

a te

ache

r-de

sign

ed rh

ythm

ic

activ

ity/d

ance

. (S

1.E

5.1) 

Per

form

s a

teac

her/s

tude

nt-

desi

gned

rhyt

hmic

ac

tivity

/dan

ce w

ith

corre

ct re

spon

se to

si

mpl

e rh

ythm

s.

(S1.

E5.

2) 

Per

form

s te

ache

r-se

lect

ed a

nd

deve

lopm

enta

lly

appr

opria

te rh

ythm

ic

activ

ity/d

ance

ste

ps

and

mov

emen

t pa

ttern

s.

(S1.

E5.

3) 

Com

bine

s lo

com

otor

m

ovem

ent

patte

rns

and

danc

e st

eps

to

crea

te a

nd

perfo

rm a

n or

igin

al rh

ythm

ic

activ

ity/d

ance

. (S

1.E

5.4) 

Com

bine

s lo

com

otor

ski

lls in

cu

ltura

l as

wel

l as

crea

tive

danc

es

(sel

f and

gro

up)

with

cor

rect

rhyt

hm

and

patte

rn.

(S1.

E5.

5) 

   

13

Elementary

Grade-level O

utcomes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

6  Lo

com

otor 

  Com

bina

tions 

  

 P

erfo

rms

a se

quen

ce

of lo

com

otor

ski

lls,

trans

ition

ing

from

one

sk

ill to

ano

ther

sm

ooth

ly/w

ithou

t he

sita

tion.

(S

1.E

6.3) 

Com

bine

s tra

velin

g w

ith

man

ipul

ativ

e sk

ills o

f dr

ibbl

ing,

th

row

ing,

ca

tchi

ng a

nd

strik

ing

in

teac

her-

and

/or

stud

ent-

desi

gned

sm

all-

side

d pr

actic

e ta

sks.

(S

1.E

6.4)

 

App

lies

skill

.

Com

bine

s tra

velin

g w

ith m

anip

ulat

ive

skills

of d

ribbl

ing,

th

row

ing,

cat

chin

g an

d st

rikin

g in

te

ache

r- a

nd/o

r st

uden

t-des

igne

d sm

all-s

ided

pr

actic

e ta

sks

at

vario

us s

peed

s.

(S1.

E6.

5)

 S1

.E7

  Non

-lo

com

otor

*(S

tabi

lity) 

  Bal

ance 

Mai

ntai

nsm

omen

tary

still

ness

on

diffe

rent

bas

es o

f su

ppor

t. (S

1.E

7.K

a) 

  Form

s w

ide,

na

rrow

, cur

led

and

twis

ted

body

sh

apes

. (S

1.E

7.K

b) 

 

Mai

ntai

ns s

tilln

ess

on d

iffer

ent b

ases

of

sup

port

with

di

ffere

nt b

ody

shap

es.

(S1.

E7.

1) 

Bal

ance

s on

di

ffere

nt b

ases

of

supp

ort,

com

bini

ng

leve

ls a

nd s

hape

s.

(S1.

E7.

2a) 

  Bal

ance

s in

an

inve

rted

posi

tion

with

stil

lnes

s an

d su

ppor

tive

base

. (S

1.E

7.2b

) 

Bal

ance

s on

diff

eren

t ba

ses

of s

uppo

rt,

dem

onst

ratin

g m

uscl

e te

nsio

n an

d ex

tens

ions

of fr

ee

body

par

ts.

(S1.

E7.

3) 

Bal

ance

s on

di

ffere

nt b

ases

of

sup

port

on

appa

ratu

s,

dem

onst

ratin

g le

vels

and

sh

apes

. (S

1.E

7.4) 

Com

bine

s ba

lanc

e an

d tra

nsfe

rrin

g w

eigh

t in

a gy

mna

stic

s se

quen

ce o

r dan

ce

with

a p

artn

er.

(S1.

E7.

5) 

S1.E

8  N

on-

loco

mot

or*

(Sta

bilit

y) 

  Wei

ght

Tran

sfer 

 Tr

ansf

ers

wei

ght

from

one

bod

y pa

rt to

ano

ther

in s

elf-

spac

e in

dan

ce

and

gym

nast

ics

envi

ronm

ents

. (S

1.E

8.1) 

Tran

sfer

s w

eigh

t fro

m fe

et to

di

ffere

nt b

ody

parts

/bas

es o

f su

ppor

t for

ba

lanc

es a

nd/o

r tra

vel.

(S1.

E8.

2) 

Tran

sfer

s w

eigh

t fro

m

feet

to h

ands

for

mom

enta

ry w

eigh

t su

ppor

t.

(S1.

E8.

3) 

Tran

sfer

s w

eigh

t fro

m fe

et

to h

ands

va

ryin

g sp

eed

and

usin

g la

rge

exte

nsio

ns

(e.g

., m

ule

kick

, ha

ndst

and,

ca

rtwhe

el).

(S1.

E8.

4) 

   

Tran

sfer

s w

eigh

t in

gym

nast

ics

and

danc

e en

viro

nmen

ts.

(S1.

E8.

5) 

14

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

9  N

on-

loco

mot

or*

(Sta

bilit

y) 

  Wei

ght

Tran

sfer

, R

ollin

g     

Rol

ls s

idew

ays

in a

na

rrow

bod

y sh

ape.

(S

1.E

9.K

) 

Rol

ls w

ith e

ither

a

narr

ow o

r cur

led

body

sha

pe.

(S1.

E9.

1) 

Rol

ls in

diff

eren

t di

rect

ions

with

ei

ther

a n

arro

w o

r cu

rled

body

sha

pe

and

rega

ins

verti

cal p

ostu

re.

(S1.

E9.

2) 

App

lies

skills

. A

pplie

s sk

ills.

App

lies

skills

.

S1.E

10  N

on-

loco

mot

or*

(Sta

bilit

y) 

  Cur

ling

and

S

tretc

hing

; Tw

istin

g an

d B

endi

ng 

Con

trast

s th

e ac

tions

of c

urlin

g an

d st

retc

hing

. (S

1.E

10.K

) 

Dem

onst

rate

s tw

istin

g, c

urlin

g,

bend

ing

and

stre

tchi

ng a

ctio

ns.

(S1.

E10

.1) 

Diff

eren

tiate

sam

ong

twis

ting,

cu

rling

, ben

ding

an

d st

retc

hing

ac

tions

. (S

1.E

10.2

) 

Mov

es in

to a

nd o

ut o

f gy

mna

stic

s ba

lanc

es

with

cur

ling,

twis

ting

and

stre

tchi

ng

actio

ns.

(S1.

E10

.3) 

Mov

es in

to a

nd

out o

f bal

ance

s on

app

arat

us

with

cur

ling,

tw

istin

g an

d st

retc

hing

ac

tions

. (S

1.E

10.4

) 

Per

form

s cu

rling

, tw

istin

g an

d st

retc

hing

act

ions

w

ith c

orre

ct

appl

icat

ion

in

danc

e, g

ymna

stic

s an

d sm

all-s

ided

pr

actic

e ta

sks

in

gam

een

viro

nmen

ts.

(S1.

E10

.5) 

     S1

.E11

  Non

-lo

com

otor 

  Com

bina

tions 

  

Com

bine

s ba

lanc

es a

nd

trans

fers

into

a

thre

e-pa

rt se

quen

ce (e

.g.,

danc

e,

gym

nast

ics)

. (S

1.E

11.2

) 

Com

bine

s lo

com

otor

sk

ills a

nd m

ovem

ent

conc

epts

(lev

els,

sh

apes

, ext

ensi

ons,

pa

thw

ays,

forc

e, ti

me,

flo

w) t

o cr

eate

and

pe

rform

a d

ance

. (S

1.E

11.3

) 

Com

bine

s lo

com

otor

and

m

ovem

ent

conc

epts

(le

vels

, sha

pes,

ex

tens

ions

, pa

thw

ays,

forc

e,

time,

flow

) to

crea

te a

nd

perfo

rm a

dan

ce

with

a p

artn

er.

(S1.

E11

.4)

 

Com

bine

s lo

com

otor

ski

lls

and

mov

emen

t co

ncep

ts (l

evel

s,

shap

es,

exte

nsio

ns,

path

way

s, fo

rce,

tim

e, fl

ow) t

o cr

eate

and

per

form

a

danc

e w

ith a

gr

oup.

(S

1.E

11.5

) 

15

Elementary

Grade-level O

utcomes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

12SD

 Rev

ised

   N

on-

loco

mot

or 

  Bal

ance

and

W

eigh

t Tr

ansf

ers 

  

 C

ombi

nes

bala

nce

and

wei

ght t

rans

fers

w

ith m

ovem

ent

conc

epts

to c

reat

e an

d pe

rform

a

mov

emen

t pat

tern

. (S

1.E

12.3

) 

Com

bine

s tra

velin

g w

ith

bala

nce

and

wei

ght t

rans

fers

to

cre

ate

a m

ovem

ent

sequ

ence

with

an

d w

ithou

t eq

uipm

ent o

r ap

para

tus.

(S

1.E

12.4

)      

Com

bine

s ac

tions

, ba

lanc

es a

nd

wei

ght t

rans

fers

to

crea

te a

mov

emen

t se

quen

ce w

ith a

pa

rtner

on

equi

pmen

t or

appa

ratu

s.

(S1.

E12

.5)

 S1

.E13

 SD

Rev

ised

   M

anip

ulat

ive 

  Und

erha

nd

Thro

w 

   

Thro

ws

unde

rhan

d w

ith o

ppos

ite fo

ot

forw

ard.

(S

1.E

13.K

) 

Thro

ws

unde

rhan

d,

dem

onst

ratin

g tw

o of

the

five

criti

cal

elem

ents

of a

m

atur

e pa

ttern

. (S

1.E

13.1

) 

Thro

ws

unde

rhan

d us

ing

a m

atur

e pa

ttern

. (S

1.E

13.2

) 

Thro

ws

unde

rhan

d to

a

partn

er o

r tar

get

with

reas

onab

le

accu

racy

. (S

1.E

13.3

) 

App

lies

skill

. Th

row

s un

derh

and

to a

pa

rtner

or t

arge

t w

ith re

ason

able

fo

rce

and

accu

racy

. (S

1.E

13.4

) 

Thro

ws

(und

erha

nd a

nd

over

hand

) usi

ng a

m

atur

e pa

ttern

in

non-

dyna

mic

en

viro

nmen

ts, w

ith

diffe

rent

siz

es a

nd

type

s of

obj

ects

. (S

1.E

13.5

a) 

  Thro

ws

(bot

h un

derh

and

and

over

hand

) to

a la

rge

targ

et w

ith

accu

racy

. (S

1.E

13.5

b)

 

16

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

14 

SD Rev

ised

 

Man

ipul

ativ

e   O

verh

and

Thro

w 

  

Thro

ws

over

hand

dem

onst

ratin

g tw

o of

the

five

criti

cal

elem

ents

of a

m

atur

e pa

ttern

. (S

1.E

14.2

) 

Thro

ws

over

hand

, de

mon

stra

ting

thre

e of

the

five

criti

cal

elem

ents

of a

mat

ure

patte

rn, i

n no

n-dy

nam

icen

viro

nmen

ts, f

or

dist

ance

and

/or f

orce

. (S

1.E

14.3

) 

Thro

ws

over

hand

usi

ng

a m

atur

e pa

ttern

in n

on-

dyna

mic

envi

ronm

ents

. (S

1.E

14.4

a) 

  Thro

ws

over

hand

to a

pa

rtner

or a

t a

targ

et w

ith

accu

racy

at a

re

ason

able

di

stan

ce.

(S1.

E14

.4b)

           

App

lies

skills

.

S1.E

15 

  Man

ipul

ativ

e   Pa

ssin

g W

ith

Han

ds 

  

  

Thro

ws

to a

m

ovin

g pa

rtner

w

ith re

ason

able

ac

cura

cy in

a

non-

dyna

mic

en

viro

nmen

t. (S

1.E

15.4

) 

Thro

ws

with

ac

cura

cy, b

oth

partn

ers

mov

ing.

(S

1.E

15.5

a) 

  Thro

ws

with

re

ason

able

ac

cura

cy in

dy

nam

ic, s

mal

l-si

ded

prac

tice

task

s.

(S1.

E15

.5b) 

       

17

Elementary

Grade-level O

utcomes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

16 

SD Rev

ised

 

Man

ipul

ativ

e   C

atch

ing 

Dro

ps a

bal

l and

ca

tche

s* it

bef

ore

it bo

unce

s tw

ice.

(S

1.E

16.K

a) 

  Cat

ches

a la

rge

ball

toss

ed b

y a

skille

d th

row

er.

(S1.

E16

.Kb) 

  *K a

nd 1

cat

ch

incl

udes

cr

adlin

g/tra

ppin

g. 

Cat

ches

* a s

oft

obje

ct fr

om a

sel

f-to

ss b

efor

e it

boun

ces.

(S

1.E

16.1

a) 

  Cat

ches

var

ious

si

zes

of b

alls

sel

f-to

ssed

/toss

ed b

y a

skille

d th

row

er.

(S1.

E16

.1b) 

  *K a

nd 1

cat

ch

incl

udes

cr

adlin

g/tra

ppin

g. 

Cat

ches

a s

elf-

toss

ed o

r wel

l-th

row

n la

rge

ball

with

han

ds, n

ot

trapp

ing

or c

radl

ing

agai

nst t

he b

ody.

(S

1.E

16.2

) 

Cat

ches

a g

ently

to

ssed

han

d-si

zed

ball

from

a p

artn

er,

dem

onst

ratin

g fo

ur o

f th

e fiv

e cr

itica

l el

emen

ts o

f a m

atur

e pa

ttern

.(S

1.E

16.3

) 

Cat

ches

a

thro

wn

ball

abov

e th

e he

ad,

at c

hest

/wai

st

leve

l and

bel

ow

the

wai

st u

sing

a

mat

ure

patte

rn in

a n

on-

dyna

mic

envi

ronm

ent.

(S1.

E16

.4) 

Cat

ches

a b

atte

d ba

ll ab

ove

the

head

, at

ches

t/wai

st le

vel

and

alon

g th

e gr

ound

usi

ng a

m

atur

e pa

ttern

in a

no

n-dy

nam

ic

envi

ronm

ent.

(S1.

E16

.5a) 

Cat

ches

with

re

ason

able

acc

urac

y in

one

-on-

one

prac

tice

task

s.(S

1.E

16.5

b)

Cat

ches

with

co

nsis

tent

con

trol

with

bot

h pa

rtner

s

mov

ing

in d

ynam

ic,

smal

l-sid

ed p

ract

ice

task

s.(S

1.E

16.5

c)S1

.E17

 SD

 Rev

ised

   M

anip

ulat

ive 

  Drib

blin

g/B

all

Con

trol W

ith

Han

ds 

Drib

bles

a b

all w

ith

one

hand

, at

tem

ptin

g th

e se

cond

con

tact

. (S

1.E

17.K

) 

Drib

bles

co

ntin

uous

ly in

se

lf-sp

ace

usin

g th

e do

min

ant h

and.

(S

1.E

17.1

) 

Drib

bles

in s

elf-

spac

e w

ith

dom

inan

t han

d de

mon

stra

ting

a m

atur

e pa

ttern

. (S

1.E

17.2

a) 

  Drib

bles

usi

ng th

e do

min

ant h

and

whi

le w

alki

ng in

ge

nera

l spa

ce.

(S1.

E17

.2b) 

Drib

bles

and

trav

els

in g

ener

al s

pace

at

slow

to m

oder

ate

jogg

ing

spee

d w

ith

cont

rol o

f bal

l and

bo

dy.

(S1.

E17

.3) 

Drib

bles

in s

elf-

spac

e w

ith b

oth

the

dom

inan

t an

d th

e no

n-do

min

ant h

and

usin

g a

mat

ure

patte

rn.

(S1.

E17

.4a)

  D

ribbl

es in

ge

nera

l spa

ce

with

con

trol o

f ba

ll an

d bo

dy

whi

le in

crea

sing

an

d de

crea

sing

sp

eed.

(S

1.E

17.4

b)

Com

bine

s ha

nd

drib

blin

g w

ith o

ther

sk

ills d

urin

g m

ovin

g. 

(S1.

E17

.5)

 

18

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

18  M

anip

ulat

ive 

  Drib

blin

g/B

all

Con

trol W

ith

Feet 

Taps

a b

all u

sing

th

e in

side

of t

he

foot

, sen

ding

it

forw

ard.

(S1.

E18

.K) 

Taps

/drib

bles

a

ball

usin

g th

e in

side

of t

he fo

ot

whi

le w

alki

ng in

ge

nera

l spa

ce.

(S1.

E18

.1) 

Drib

bles

with

the

feet

in g

ener

al

spac

e w

ith c

ontro

l of

bal

l and

bod

y.

(S1.

E18

.2) 

Drib

bles

with

the

feet

in

gen

eral

spa

ce a

t sl

ow to

mod

erat

e jo

ggin

g sp

eed

with

co

ntro

l of b

all a

nd

body

.(S

1.E

18.3

) 

Drib

bles

with

th

e fe

et in

ge

nera

l spa

ce

with

con

trol o

f ba

ll an

d bo

dy

whi

le in

crea

sing

an

d de

crea

sing

sp

eed.

(S

1.E

18.4

)

 

Com

bine

s fo

ot

drib

blin

g w

ith o

ther

sk

ills in

one

-on-

one

prac

tice

task

s.

(S1.

E18

.5) 

S1.E

19 

  Man

ipul

ativ

e   P

assi

ng a

nd

Rec

eivi

ngW

ith F

eet 

  

 R

ecei

ves

and

pass

es

a ba

ll w

ith th

e in

side

of

the

foot

to a

st

atio

nary

par

tner

, “g

ivin

g” o

n re

cept

ion

befo

re re

turn

ing

the

pass

.(S

1.E

19.3

) 

Rec

eive

s an

d pa

sses

a b

all

with

the

insi

des

of th

e fe

et to

a

mov

ing

partn

er

in a

non

-dy

nam

icen

viro

nmen

t. (S

1.E

19.4

a) 

  Rec

eive

s an

d pa

sses

a b

all

with

the

outs

ides

and

in

side

s of

the

feet

to a

st

atio

nary

pa

rtner

, “gi

ving

” on

rece

ptio

n be

fore

retu

rnin

g th

e pa

ss. 

(S1.

E19

.4b) 

   

Pas

ses

with

the

feet

, usi

ng a

m

atur

e pa

ttern

, as

both

par

tner

s tra

vel.

(S1.

E19

.5a) 

  Rec

eive

s a

pass

w

ith th

e fe

et, u

sing

a

mat

ure

patte

rn,

as b

oth

partn

ers

trave

l.(S

1.E

19.5

b) 

19

Elementary

Grade-level O

utcomes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

20 

  Man

ipul

ativ

e   D

ribbl

ing

In

Com

bina

tion 

  

  

Drib

bles

with

ha

nds

or fe

et in

co

mbi

natio

n w

ith o

ther

ski

lls

(e.g

., pa

ssin

g,

rece

ivin

g,sh

ootin

g).

(S1.

E20

.4) 

     

Drib

bles

with

ha

nds

or fe

et w

ith

mat

ure

patte

rns

in

a va

riety

of s

mal

l-si

ded

gam

e fo

rms.

(S

1.E

20.5

) 

S1.E

21 

  Man

ipul

ativ

e   Ki

ckin

g 

Kic

ks a

sta

tiona

ry

ball

from

a

stat

iona

ry p

ositi

on,

dem

onst

ratin

g tw

o of

the

five

elem

ents

of a

m

atur

e ki

ckin

g pa

ttern

.(S

1.E

21.K

) 

App

roac

hes

a st

atio

nary

bal

l and

ki

cks

it fo

rwar

d,

dem

onst

ratin

g tw

o of

the

five

criti

cal

elem

ents

of a

m

atur

e pa

ttern

. (S

1.E

21.1

) 

Use

s a

cont

inuo

us

runn

ing

appr

oach

an

d ki

cks

a m

ovin

g ba

ll, d

emon

stra

ting

thre

e of

the

five

criti

cal e

lem

ents

of

a m

atur

e pa

ttern

. (S

1.E

21.2

) 

Use

s a

cont

inuo

us

runn

ing

appr

oach

and

in

tent

iona

lly p

erfo

rms

a ki

ck a

long

the

grou

nd a

nd a

kic

k in

th

e ai

r, de

mon

stra

ting

four

of t

he fi

ve c

ritic

al

elem

ents

of a

mat

ure

patte

rn fo

r eac

h.

(S1.

E21

.3a) 

  Use

s a

cont

inuo

us

runn

ing

appr

oach

and

ki

cks

a st

atio

nary

bal

l fo

r acc

urac

y.

(S1.

E21

.3b)

 

Kic

ks a

long

the

grou

nd a

nd in

th

e ai

r, an

d pu

nts

usin

g m

atur

e pa

ttern

s.

(S1.

E21

.4) 

Dem

onst

rate

s m

atur

e pa

ttern

s in

ki

ckin

g an

d pu

ntin

g in

sm

all-s

ided

pr

actic

e ta

sk

envi

ronm

ents

. (S

1.E

21.5

) 

S1.E

22 

SD Rev

ised

   M

anip

ulat

ive 

  Vol

ley,

Und

erha

nd/ 

Ove

rhea

d  

Vol

leys

a

light

wei

ght o

bjec

t (b

allo

on),

send

ing

it up

war

d.

(S1.

E22

.K) 

Vol

leys

an

obje

ct

with

an

open

pal

m,

send

ing

it up

war

d.

(S1.

E22

.1) 

Vol

leys

an

obje

ct

upw

ard

with

co

nsec

utiv

e hi

ts.

(S1.

E22

.2) 

Vol

leys

an

obje

ct w

ith

an u

nder

hand

or

side

arm

stri

king

pa

ttern

, sen

ding

it

forw

ard

over

a n

et, t

o th

e w

all o

r ove

r a li

ne

to a

par

tner

, whi

le

dem

onst

ratin

g th

ree

of th

e fiv

e cr

itica

l el

emen

ts o

f a m

atur

e pa

ttern

. (S

1.E

22.3

) 

Strik

es/v

olle

ys

with

a tw

o-ha

nd

over

head

pa

ttern

, sen

ding

a

ball

upw

ard

whi

lede

mon

stra

ting

four

of t

he fi

ve

criti

cal e

lem

ents

of

a m

atur

e pa

ttern

.(S

1.E

23.4

)

Strik

es/v

olle

ys a

ba

ll us

ing

a tw

o-ha

nd o

verh

ead

patte

rn, s

endi

ng it

up

war

d to

a ta

rget

. (S

1.E

23.5

) 

20

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

23 

  Man

ipul

ativ

e   V

olle

y,

Ove

rhea

d 

SD

: Del

eted

In

tegr

ated

into

S

1.E

22 

  

  

 

S1.E

24 

SD Rev

ised

   M

anip

ulat

ive 

  Strik

ing,

Sho

rt Im

plem

ent 

Strik

es a

lig

htw

eigh

t obj

ect

with

a p

addl

e or

sh

ort-h

andl

ed

impl

emen

t.(S

1.E

24.K

) 

Strik

es a

bal

l with

a

shor

t-han

dled

im

plem

ent,

send

ing

it in

a

varie

ty o

f dire

ctio

ns.

(S1.

E24

.1) 

Stri

kes

an o

bjec

t in

a va

riety

of

dire

ctio

ns w

ith a

sh

ort-h

andl

ed

impl

emen

t, us

ing

cons

ecut

ive

hits

. (S

1.E

24.2

) 

Stri

kes

an o

bjec

t with

a

shor

t-han

dled

im

plem

ent,

send

ing

it fo

rwar

d ov

er a

low

net

or

to a

wal

l. (S

1.E

24.3

a) 

  Stri

kes

an o

bjec

t with

a

shor

t-han

dled

im

plem

ent w

hile

de

mon

stra

ting

thre

e of

the

five

criti

cal

elem

ents

of a

mat

ure

patte

rn.

(S1.

E24

.3b) 

     

Strik

es a

n ob

ject

with

a

shor

t-han

dled

im

plem

ent w

hile

de

mon

stra

ting

a m

atur

e pa

ttern

. (S

1.E

24.4

a) 

  Strik

es a

n ob

ject

with

a

shor

t- ha

ndle

d im

plem

ent,

alte

rnat

ing

hits

w

ith a

par

tner

ov

er a

low

net

or

aga

inst

a

wal

l. (S

1.E

24.4

b) 

Stri

kes

an o

bjec

t co

nsec

utiv

ely,

with

a

partn

er, u

sing

a

shor

t-han

dled

im

plem

ent,

over

a

net o

r aga

inst

a

wal

l, in

eith

er a

co

mpe

titiv

e or

co

oper

ativ

e ga

me

envi

ronm

ent.

(S1.

E24

.5) 

S1.E

25 

SD Rev

ised

   M

anip

ulat

ive 

  Stri

king

, Lon

g Im

plem

ent 

  

Stri

kes

an o

bjec

t of

f a te

e or

con

e w

ith a

n im

plem

ent,

usin

g co

rrec

t grip

an

d si

de-

orie

ntat

ion/

prop

er

body

orie

ntat

ion.

(S

1.E

25.2

) 

Stri

kes

an o

bjec

t with

a

long

-han

dled

im

plem

ent,

send

ing

it fo

rwar

d, w

hile

usi

ng

prop

er g

rip fo

r the

im

plem

ent (

e.g.

, ho

ckey

stic

k, b

at, g

olf

club

). (S

1.E

25.3

) 

Strik

es a

n ob

ject

with

a

long

-han

dled

im

plem

ent (

e.g.

, ho

ckey

stic

k,

golf

club

, bat

, te

nnis

rac

ket),

w

hile

dem

on-

stra

ting

thre

e of

th

e fiv

e cr

itica

l el

emen

ts o

f a

mat

ure

patte

rn

for t

he

impl

emen

t. (S

1.E

25.4

)

Stri

kes

a pi

tche

d ba

ll w

ith a

bat

us

ing

a m

atur

e pa

ttern

. (S

1E25

.5a) 

  Com

bine

s st

rikin

g w

ith a

long

im

plem

ent (

e.g.

, ba

t, ho

ckey

stic

k)

with

rece

ivin

g an

d tra

velin

g sk

ills in

a

smal

l-sid

ed g

ame.

(S

1.E

25.5

b) 

21

Elementary

Grade-level O

utcomes

   Stan

dard

1 

Kin

derg

arte

n G

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

S1.E

26 

  Man

ipul

ativ

e   In

Com

bina

tion

With

Loc

omot

or

 

SD

: Del

eted

D

ue to

redu

ndan

cy

to S

1.E

16 

  

  

 

S1.E

27 

SD Rev

ised

   M

anip

ulat

ive 

  Jum

ping

Rop

e 

Exe

cute

s a

sing

le

jum

p w

ith s

elf-

turn

ed ro

pe.

(S1.

E27

.Ka) 

  Jum

ps a

long

rope

w

ith te

ache

r-as

sist

ed tu

rnin

g.

(S1.

E27

.Kb) 

Jum

ps fo

rwar

d or

ba

ckw

ard

cons

ecut

ivel

y us

ing

a se

lf-tu

rned

ro

pe.

(S1.

E27

.1a) 

  Jum

ps a

long

rope

up

to fi

ve ti

mes

co

nsec

utiv

ely

with

te

ache

r-as

sist

ed

turn

ing.

(S

1.E

27.1

b)

Exe

cute

s a

sing

le

jum

p w

ith s

elf-

turn

ed ro

pe w

ith a

m

atur

e pa

ttern

.  (S

1.E

27.2

a) 

  Jum

ps a

long

rope

fiv

e tim

es

cons

ecut

ivel

y w

ith

stud

ent t

urne

rs.

(S1.

E27

.2b) 

Per

form

s in

term

edia

te

jum

p-ro

pe s

kills

(e.g

., a

varie

ty o

f tric

ks,

runn

ing

in/o

ut o

f lon

g ro

pe) f

or b

oth

long

an

d sh

ort r

opes

. (S

1.E

27.3

) 

Cre

ates

a ju

mp-

rope

rout

ine

with

eith

er a

sh

ort o

r lon

g ro

pe.

(S1.

E27

.4) 

Cre

ates

a ju

mp-

rope

rout

ine

with

a

partn

er, u

sing

ei

ther

a s

hort

or

long

rope

. (S

1.E

27.5

) 

*Non

loco

mot

or (s

tabi

lity)

Teac

hers

mus

t use

diff

eren

tial i

nstru

ctio

ns a

nd d

evel

opm

enta

lly a

ppro

pria

te p

ract

ice

task

for i

ndiv

idua

l lea

rner

s w

hen

pres

entin

g tra

nsfe

rs o

f

wei

ght f

rom

feet

to o

ther

bod

y pa

rts.

22

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

2 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

The

phys

ical

ly li

tera

te in

divi

dual

app

lies

know

ledg

e of

con

cept

s, p

rinci

ples

, str

ateg

ies

and

tact

ics

to e

nhan

ce m

ovem

ent a

nd

perf

orm

ance

. S2

.E1 

SD Rev

ised

   M

ovem

ent

Con

cept

s/M

otor

Pl

anni

ng 

  Spa

ce/L

ocat

ion 

Dire

ctio

n E

xten

sion

s  

Diff

eren

tiate

s be

twee

n m

ovem

ent i

n sp

ace/

loca

tion,

di

rect

ion,

and

ex

tens

ions

. (S

2.E

1.K

a) 

  Mov

es in

pe

rson

al s

pace

to

a

rhyt

hm/b

eat.

(S2.

E1.

Kb) 

Mov

es in

sel

f-sp

ace

and

gene

ral

spac

e in

resp

onse

to

des

igna

ted

rhyt

hms/

beat

s.

(S2.

E1.

1) 

Com

bine

s lo

com

otor

ski

lls in

ge

nera

l spa

ce to

a

rhyt

hm/b

eat.

(S2.

E1.

2) 

Rec

ogni

zes

the

conc

ept o

f ope

n sp

aces

in a

m

ovem

ent c

onte

xt.

(S2.

E1.

3) 

App

lies

skill

co

ncep

ts in

spa

ces

to c

ombi

natio

n sk

ills in

volv

ing

trave

ling,

(e.g

., dr

ibbl

ing

and

trave

ling)

. (S

2.E

1.4a

)   A

pplie

s th

e co

ncep

t of c

losi

ng

spac

es in

sm

all-

side

d pr

actic

e ta

sks.

(S

2.E

1.4b

)   D

ribbl

es in

gen

eral

sp

ace

with

ch

ange

s in

di

rect

ion

and

spee

d.

(S2.

E1.

4c)

 

Com

bine

s sp

atia

l co

ncep

ts w

ith

loco

mot

or a

nd

nonl

ocom

otor

m

ovem

ents

for

smal

l gro

ups

(e.g

., gy

mna

stic

s, d

ance

an

d ga

me

envi

ronm

ents

). (S

2.E

1.5) 

S2.E

2 SD

 Rev

ised

 

Mov

emen

t C

once

pts/

Mot

or

Plan

ning

   P

athw

ays 

Leve

ls 

Trav

els

in th

ree

diffe

rent

pa

thw

ays.

(S

2.E

2.K

) 

Trav

els

in d

iffer

ent

leve

ls o

r pat

hway

s.

(S2.

E2.

1a) 

  Trav

els

dem

onst

ratin

g a

varie

ty o

f re

latio

nshi

ps w

ith

obje

cts

(e.g

., ov

er,

unde

r, ar

ound

, th

roug

h).

(S2.

E2.

1b)

 

Com

bine

s le

vels

an

d pa

thw

ays

into

si

mpl

e tra

vel,

danc

e an

d gy

mna

stic

s se

quen

ces.

(S2.

E2.

2) 

Util

izes

leve

ls a

nd

path

way

s du

ring

loco

mot

or s

kills

sp

ecifi

c to

a w

ide

varie

ty o

f phy

sica

l ac

tiviti

es.

(S2.

E2.

3)

 

Com

bine

s m

ovem

ent

conc

epts

with

ski

lls

in s

mal

l-sid

ed

prac

tice

phys

ical

ac

tiviti

es.

(S2.

E2.

4) 

Com

bine

s m

ovem

ent

conc

epts

with

ski

lls

in a

var

iety

of

phys

ical

act

iviti

es.

(S2.

E2.

5) 

23

Elementary

Grade-level O

utcomes

   Stan

dard

2 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

S2.E

3SD

 Rev

ised

     Ef

fort

Con

cept

s   Ti

me 

Forc

e 

Flow

 

Trav

els

in s

pace

w

ith ti

me,

forc

e,

and

flow

. (S

2.E

3.K

) 

Diff

eren

tiate

sbe

twee

n fa

st a

nd

slow

spe

eds.

(S

2.E

3.1a

)   D

iffer

entia

tes

betw

een

stro

ng

and

light

forc

e.

(S2.

E3.

1b) 

Var

ies

time

and

forc

e w

ith g

radu

al

incr

ease

s an

d de

crea

ses.

(S

2.E

3.2) 

Com

bine

s m

ovem

ent

conc

epts

with

ef

fort

conc

epts

. (S

2.E

3.3) 

App

lies

the

mov

emen

tco

ncep

ts w

ith

effo

rt co

ncep

ts a

nd

loco

mot

or o

r m

anip

ulat

ive

conc

epts

. (S

2.E

3.4a

)   A

pplie

s ef

fort

conc

epts

whe

n st

rikin

g an

obj

ect

with

a s

hort-

hand

led

impl

emen

t, se

ndin

g it

tow

ard

a de

sign

ated

targ

et.

(S2.

E3.

4b) 

App

lies

mov

emen

t an

d ef

fort

conc

epts

to

stra

tegy

in g

ame

situ

atio

ns.

(S2.

E3.

5a) 

  App

lies

effo

rt co

ncep

ts to

stri

ke

an o

bjec

t with

a

long

-han

dled

im

plem

ent.

(S2.

E3.

5b) 

  Ana

lyze

s m

ovem

ent

situ

atio

ns a

nd

appl

ies

effo

rt co

ncep

ts in

sm

all-

side

d pr

actic

e ta

sk/g

ame

envi

ronm

ents

, rh

ythm

ic

activ

ity/d

ance

and

gy

mna

stic

s.

(S2.

E3.

5c)

S2.E

4   A

lignm

ent a

nd

Mus

cula

rTe

nsio

n 

SD

:D

elet

ed S

2.E

4 A

lignm

ent a

nd

Mus

cula

rTe

nsio

n

Ren

amed

it:

Rel

atio

nshi

pC

once

pt

  

  

 

24

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

2 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

S2.E

4SD

 Rev

ised

 

Rel

atio

nshi

pC

once

pts 

  Sel

f P

eopl

e O

bjec

ts 

 

Dem

onst

rate

s tra

velin

g in

pr

oxim

ity to

sel

f, ot

her p

eopl

e,

and

othe

r ob

ject

s sa

fely

. (S

2.E

4.K

)    

Dem

onst

rate

s re

latio

nshi

p co

ncep

ts in

m

ovem

ent

patte

rns. 

(S2.

E4.

1) 

Util

izes

re

latio

nshi

p co

ncep

ts in

sm

all

grou

ps. 

(S2.

E4.

2) 

Util

izes

re

latio

nshi

p co

ncep

ts in

larg

e gr

oups

. (S

2.E

4.3) 

Appl

ies

sim

ply

stra

tegi

es/ta

ctic

s to

re

latio

nshi

p co

ncep

ts in

sm

all-

side

d ph

ysic

al

activ

ities

. (S

2.E

4.4) 

App

lies

rela

tions

hip

conc

epts

to

stra

tegi

es/ta

ctic

s in

co

mpl

ex p

hysi

cal

activ

ities

. (S

2.E

4.5) 

S2.E

5 M

ovem

ents

C

once

pts

Stra

tegi

es a

nd

Tact

ics

 

SD

:

Add

ed a

nd

imbe

dded

S

2.E

5 in

to

S2.E

3 

  

  

 

S2.E

6 SD

 Rev

ised

   Fi

tnes

s Pr

inci

ples

(FIT

T Fo

rmul

a =

Freq

uenc

y,

Inte

nsity

, Tim

e,

Type

)  

Rec

ogni

zes

tech

nolo

gy o

r ot

her r

esou

rces

th

at a

ffect

fit

ness

. (S

2.E

6.K

) 

Iden

tifie

s te

chno

logy

or o

ther

re

sour

ce

com

pone

nts

that

in

crea

se o

r de

crea

se fi

tnes

s. 

(S2.

E6.

1) 

Util

izes

tech

nolo

gy

or o

ther

reso

urce

s to

enh

ance

ex

perie

nces

in

fitne

ss 

(S2.

E6.

2) 

Ack

now

ledg

es

tech

nolo

gy o

r oth

er

reso

urce

s ca

n be

ut

ilize

d to

gat

her

info

rmat

ion

abou

t fit

ness

. (S

2.E

6.3)

 

Use

s te

chno

logy

or

othe

r res

ourc

es to

re

cogn

ize

diffe

rent

le

vels

of f

itnes

s. 

(S2.

E6.

4) 

App

lies

tech

nolo

gy

or o

ther

reso

urce

s w

hich

can

be

used

to

det

erm

ine

the

FITT

prin

cipl

e. 

(S2.

E6.

5) 

                     

25

Elementary

Grade-level O

utcomes

     Stan

dard

3 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

The

phys

ical

ly li

tera

te in

divi

dual

dem

onst

rate

s th

e kn

owle

dge

and

skill

s to

ach

ieve

and

mai

ntai

n a

heal

th-e

nhan

cing

leve

l of p

hysi

cal

activ

ity a

nd fi

tnes

s. 

S3.E

1 SD

 Rev

ised

   Ph

ysic

al

Act

ivity

K

now

ledg

e 

Iden

tifie

s ac

tive

play

opp

ortu

nitie

s ou

tsid

e ph

ysic

al

educ

atio

n cl

ass.

(S

3.E

1.K

) 

Dis

cuss

es th

e be

nefit

s of

bei

ng

activ

e an

d ex

erci

sing

and

/or

play

ing.

(S

3.E

1.1) 

Des

crib

es la

rge-

mot

or a

nd/o

r m

anip

ulat

ive

phys

ical

act

iviti

es

for p

artic

ipat

ion

outs

ide

phys

ical

ed

ucat

ion

clas

s (e

.g.,

befo

re a

nd

afte

r sch

ool,

at

hom

e, a

t the

par

k,

with

frie

nds,

with

th

e fa

mily

). (S

3.E

1.2) 

 

Iden

tifie

s ph

ysic

al

activ

ity b

enef

its a

s a

way

to b

ecom

e he

alth

ier.

(S3.

E1.

3) 

Ana

lyze

s op

portu

nitie

s fo

r pa

rtici

patin

g in

ph

ysic

al a

ctiv

ity

outs

ide

phys

ical

ed

ucat

ion

clas

s.

(S3.

E1.

4) 

Cha

rts a

nd

anal

yzes

phy

sica

l ac

tivity

out

side

ph

ysic

al e

duca

tion

clas

s fo

r fitn

ess

bene

fits

of

activ

ities

. (S

3.E

1.5) 

S3.E

2 SD

 Rev

ised

   En

gage

s In

Ph

ysic

al

Act

ivity

 

Par

ticip

ates

in

phys

ical

edu

catio

n cl

ass

in re

spon

se

to in

stru

ctio

n an

d pr

actic

e.

(S3.

E2.

K) 

Activ

ely

parti

cipa

tes

in

phys

ical

edu

catio

n cl

ass

in re

spon

se

to in

stru

ctio

n an

d pr

actic

e.

(S3.

E2.

1) 

Act

ivel

y en

gage

s in

phy

sica

l ed

ucat

ion

clas

s in

re

spon

se to

in

stru

ctio

n an

d pr

actic

e.

(S3.

E2.

2) 

Eng

ages

in th

e ac

tiviti

es o

f ph

ysic

al e

duca

tion

clas

s w

ith te

ache

r gu

idan

ce.

(S3.

E2.

3) 

Act

ivel

y en

gage

s in

the

activ

ities

of

phys

ical

edu

catio

n cl

ass,

bot

h te

ache

r-di

rect

ed

and

inde

pend

ent.

(S3.

E2.

4) 

 

Act

ivel

y en

gage

s in

all

the

activ

ities

of

phy

sica

l ed

ucat

ion.

(S

3.E

2.5) 

S3.E

3   Fi

tnes

s K

now

ledg

e 

Rec

ogni

zes

that

w

hen

you

mov

e fa

st, y

our h

eart

beat

s fa

ster

and

yo

u br

eath

e fa

ster

. (S

3.E

3.K

) 

Iden

tifie

s th

e he

art

as a

mus

cle

that

gr

ows

stro

nger

w

ith e

xerc

ise/

play

an

d ph

ysic

al

activ

ity.

(Se.

E3.

1) 

Use

s ow

n bo

dy a

s re

sist

ance

(e.g

., ho

lds

body

in p

lank

po

sitio

n, a

nim

al

wal

ks) f

or

deve

lopi

ng

stre

ngth

. (S

3.E

3.2a

)   Id

entif

ies

phys

ical

ac

tiviti

es th

at

cont

ribut

e to

fit

ness

. (S

3.E

3.2b

)

Des

crib

es th

e co

ncep

t of f

itnes

s an

d pr

ovid

es

exam

ples

of

phys

ical

act

ivity

to

enha

nce

fitne

ss.

(S3.

E3.

3) 

Iden

tifie

s th

e co

mpo

nent

s of

he

alth

-rel

ated

fit

ness

. (S

3.E

3.4) 

Diff

eren

tiate

s be

twee

n sk

ill-

rela

ted

and

heal

th-

rela

ted

fitne

ss.

(S3.

E3.

5) 

26

Elem

enta

ry

Gra

de-le

vel O

utco

mes

     Stan

dard

3 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

S3.E

4   Fi

tnes

s K

now

ledg

e 

  

 R

ecog

nize

s th

e im

porta

nce

of

war

m-u

p an

d co

ol-

dow

n re

lativ

e to

vi

goro

us p

hysi

cal

activ

ity.

(S3.

E4.

3) 

Dem

onst

rate

s w

arm

-up

and

cool

-do

wn

rela

tive

to

the

card

io-

resp

irato

ry fi

tnes

s as

sess

men

t. (S

3.E

4.4)

Iden

tifie

s th

e ne

ed

for w

arm

-up

and

cool

-dow

n re

lativ

e to

var

ious

phy

sica

l ac

tiviti

es.

(S3.

E4.

5) 

S3.E

5   A

sses

smen

t an

d Pr

ogra

m

Plan

ning

 

  

 D

emon

stra

tes,

with

te

ache

r dire

ctio

n,

the

heal

th-r

elat

ed

fitne

ss

com

pone

nts.

(S

3.E

5.3) 

Com

plet

es fi

tnes

s as

sess

men

ts (p

re-

and

post

-).

(S3.

E5.

4a) 

  Iden

tifie

s ar

eas

of

need

ed

rem

edia

tion

from

pe

rson

al te

st a

nd,

with

teac

her

assi

stan

ce,

iden

tifie

s st

rate

gies

fo

r pro

gres

s in

th

ose

area

s.

(S3.

E5.

4b) 

Ana

lyze

s re

sults

of

fitne

ss a

sses

smen

t (p

re- a

nd p

ost-)

, co

mpa

ring

resu

lts

to fi

tnes

s co

mpo

nent

s fo

r go

od h

ealth

. (S

3.E

5.5a

)   D

esig

ns a

fitn

ess

plan

, with

teac

her

assi

stan

ce, t

o ad

dres

s w

ays

to

use

phys

ical

ac

tivity

to e

nhan

ce

fitne

ss.

(S3.

E5.

5b)

S3.E

6   N

utrit

ion 

Rec

ogni

zes

that

fo

od p

rovi

des

ener

gy fo

r phy

sica

l ac

tivity

. (S

3.E

6.K

)      

Diff

eren

tiate

sbe

twee

n he

alth

y an

d un

heal

thy

food

s.

(S3.

E6.

1) 

Rec

ogni

zes

the

“goo

d he

alth

ba

lanc

e” o

f goo

d nu

tritio

n w

ith

phys

ical

act

ivity

. (S

3.E

6.2) 

Iden

tifie

s fo

ods

that

are

ben

efic

ial

for p

re- a

nd p

ost-

phys

ical

act

ivity

. (S

3.E

6.3) 

Dis

cuss

es th

e im

porta

nce

of

hydr

atio

n an

d hy

drat

ion

choi

ces

rela

tive

to p

hysi

cal

activ

ities

. (S

3.E

6.4) 

Ana

lyze

s th

e im

pact

of f

ood

choi

ces

rela

tive

to

phys

ical

act

ivity

, yo

uth

spor

ts a

nd

pers

onal

hea

lth.

(S3.

E6.

5) 

S3.E

7 SD

 Rev

ised

   St

ress

Man

agem

ent 

 

  

 Id

entif

y w

hat s

tress

is

.(S

3.E

7.3) 

Dis

cuss

wha

t typ

es

of s

ituat

ions

cau

se

stre

ss.

(S3.

E7.

4) 

Ana

lyze

the

impa

ct

that

stre

ss h

as o

n th

e br

ain

and

the

body

.(S

3.E

7.5) 

27

Elementary

Grade-level O

utcomes

   Stan

dard

4 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

The

phys

ical

ly li

tera

te in

divi

dual

exh

ibits

resp

onsi

ble

pers

onal

and

soc

ial b

ehav

ior t

hat r

espe

cts

self,

oth

ers

and

envi

ronm

ent. 

S4.E

1 

Pers

onal

Res

pons

ibili

ty 

Follo

ws

dire

ctio

ns

in g

roup

set

tings

(e

.g.,

safe

be

havi

ors,

fo

llow

ing

rule

s,

taki

ng tu

rns)

. (S

4.E

1.K

) 

Acc

epts

per

sona

l re

spon

sibi

lity

by

usin

g eq

uipm

ent

and

spac

e ap

prop

riate

ly.

(S4.

E1.

1) 

Prac

tices

ski

lls

with

min

imal

te

ache

r pro

mpt

ing.

(S

4.E

1.2) 

Exh

ibits

per

sona

l re

spon

sibi

lity

in

teac

her-

dire

cted

ac

tiviti

es.

(S4.

E1.

3) 

Exh

ibits

resp

onsi

ble

beha

vior

in

inde

pend

ent g

roup

si

tuat

ions

. (S

4.E

1.4) 

Eng

ages

in

phys

ical

act

ivity

w

ith re

spon

sibl

e in

terp

erso

nal

beha

vior

(e.g

., pe

er to

pee

r, st

uden

t to

teac

her,

stud

ent t

o re

fere

e).

(S4.

E1.

5) 

 S4

.E2 

SD Rev

ised

   Pe

rson

alR

espo

nsib

ility 

Ack

now

ledg

es

resp

onsi

bilit

y fo

r be

havi

or w

hen

prom

pted

. (S

4.E

2.K

a) 

Exh

ibits

resp

ect

for s

elf w

ith

deve

lopm

enta

lly

appr

opria

te

beha

vior

whi

le

enga

ging

in

phys

ical

act

ivity

. (S

4.E

2.K

b) 

 

Acce

pts

resp

onsi

bilit

y fo

r cl

ass

prot

ocol

s w

ith

beha

vior

and

pe

rform

ance

ac

tions

. (S

4.E

2.1a

) 

Exh

ibits

resp

ect f

or

self

with

de

velo

pmen

tally

ap

prop

riate

be

havi

or w

hile

en

gagi

ng in

ph

ysic

al a

ctiv

ity.

(S4.

E2.

1b) 

Par

ticip

ates

inde

pend

ently

for

exte

nded

per

iods

of

tim

e.

(S4.

E2.

2a) 

Exh

ibits

resp

ect

for s

elf w

ith

deve

lopm

enta

lly

appr

opria

te

beha

vior

whi

le

enga

ging

in

phys

ical

act

ivity

. (S

4.E

2.2b

) 

Ref

lect

s on

pe

rson

al s

ocia

l be

havi

or in

ph

ysic

al a

ctiv

ity.

(S4.

E2.

3a) 

Exh

ibits

resp

ect f

or

self

with

de

velo

pmen

tally

ap

prop

riate

be

havi

or w

hile

en

gagi

ng in

ph

ysic

al a

ctiv

ity.

(S4.

E2.

3b) 

Res

olve

s co

nflic

ts

in a

soc

ially

ac

cept

able

m

anne

r. (S

4.E

2.4a

) 

Exh

ibits

resp

ect f

or

self

with

de

velo

pmen

tally

ap

prop

riate

be

havi

or w

hile

en

gagi

ng in

ph

ysic

al a

ctiv

ity.

(S4.

E2.

4b) 

Par

ticip

ates

with

re

spon

sibl

e pe

rson

al b

ehav

ior

in a

var

iety

of

phys

ical

act

ivity

co

ntex

ts,

envi

ronm

ents

and

fa

cilit

ies.

(S4.

E2.

5a) 

Exh

ibits

resp

ect f

or

self

with

de

velo

pmen

tally

ap

prop

riate

be

havi

or w

hile

en

gagi

ng in

ph

ysic

al a

ctiv

ity.

(S4.

E2.

5b)

 S4

.E3 

SD Rev

ised

  

Acc

eptin

g Fe

edba

ck 

List

ens

resp

ectfu

lly to

ge

nera

l fee

dbac

k fro

m th

e te

ache

r. (S

4.E

3.K

) 

Res

pond

s ap

prop

riate

ly to

ge

nera

l fee

dbac

k fro

m th

e te

ache

r. (S

4.E

3.1) 

Acce

pts

spec

ific

corre

ctiv

e fe

edba

ck fr

om th

e te

ache

r.

(S4.

E3.

2) 

Acc

epts

and

im

plem

ents

sp

ecifi

c co

rrec

tive

teac

her f

eedb

ack.

(S

4.E

3.3) 

List

ens

resp

ectfu

lly

to c

orre

ctiv

e fe

edba

ck fr

om

othe

rs (e

.g.,

peer

s,

adul

ts).

(S4.

E3.

4) 

 

Giv

es c

orre

ctiv

e fe

edba

ck

resp

ectfu

lly to

pe

ers.

(S4.

E3.

5) 

   

28

Elem

enta

ry

Gra

de-le

vel O

utco

mes

     Stan

dard

4 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

S4.E

4 SD

 Rev

ised

   W

orki

ng W

ith

Oth

ers 

Sha

res

equi

pmen

t and

sp

ace

with

ot

hers

.(S

4.E

4.K

a) 

    Rec

ogni

zes

and

unde

rsta

nds

indi

vidu

alun

ique

ness

and

di

vers

ity.

(S4.

E4.

Kb)

Wor

ks

inde

pend

ently

with

ot

hers

in p

artn

er

envi

ronm

ents

. (S

4.E

4.1a

)   R

ecog

nize

s an

d un

ders

tand

s in

divi

dual

uniq

uene

ss a

nd

dive

rsity

. (S

4.E

4.1b

) 

Wor

ks

inde

pend

ently

with

ot

hers

in a

var

iety

of

cla

ss

envi

ronm

ents

(e

.g.,

smal

l and

la

rge

grou

ps).

(S4.

E4.

2a) 

Rec

ogni

zes

and

unde

rsta

nds

indi

vidu

alun

ique

ness

and

di

vers

ity.

(S4.

E4.

2b) 

Wor

ks

coop

erat

ivel

y w

ith

othe

rs.

(S4.

E4.

3a) 

  Pra

ises

oth

ers

for

thei

r suc

cess

in

mov

emen

tpe

rform

ance

. (S

4.E

4.3b

) 

Rec

ogni

zes

and

unde

rsta

nds

indi

vidu

alun

ique

ness

and

di

vers

ity.

(S4.

E4.

3c) 

Pra

ises

the

mov

emen

tpe

rform

ance

of

othe

rs b

oth

mor

e-

and

less

-ski

lled.

(S

4.E

4.4a

)   Ac

cept

s “p

laye

rs”

of a

ll sk

ill le

vels

in

to th

e ph

ysic

al

activ

ity.

(S4.

E4.

4b) 

Rec

ogni

zes

and

unde

rsta

nds

indi

vidu

alun

ique

ness

and

di

vers

ity.

(S4.

E4.

4c) 

Acce

pts,

re

cogn

izes

and

ac

tivel

y in

volv

es

othe

rs w

ith b

oth

high

er a

nd lo

wer

sk

ill a

bilit

ies

into

ph

ysic

al a

ctiv

ities

an

d gr

oup

proj

ects

. (S

4.E

4.5a

) 

Rec

ogni

zes

and

unde

rsta

nds

indi

vidu

alun

ique

ness

and

di

vers

ity.

(S4.

E4.

5b) 

S4.E

5 SD

 Rev

ised

   R

ules

and

Et

ique

tte 

Rec

ogni

zes

the

esta

blis

hed

prot

ocol

for c

lass

ac

tiviti

es.

(S4.

E5.

Ka) 

Rec

ogni

zes

the

fund

amen

tals

of

good

spor

tsm

ansh

ip.

(S4.

E5.

Kb) 

Exh

ibits

the

esta

blis

hed

prot

ocol

s fo

r cla

ss

activ

ities

. (S

4.E

5.1a

) 

Exh

ibits

the

fund

amen

tals

of

good

spor

tsm

ansh

ip.

(S4.

E5.

1b)

Rec

ogni

zes

the

role

of r

ules

and

et

ique

tte in

te

ache

r-de

sign

ed

phys

ical

act

iviti

es.

(S4.

E5.

2a)

Exh

ibits

the

fund

amen

tals

of

good

spor

tsm

ansh

ip.

(S4.

E5.

2b)

Rec

ogni

zes

the

role

of r

ules

and

et

ique

tte in

ph

ysic

al a

ctiv

ity

with

pee

rs.

(S4.

E5.

3a)

Exh

ibits

the

fund

amen

tals

of

good

spor

tsm

ansh

ip.

(S4.

E5.

3b) 

Exh

ibits

etiq

uette

an

d ad

here

nce

to

rule

s in

a v

arie

ty o

f ph

ysic

al a

ctiv

ities

. (S

4.E

5.4a

) 

Exh

ibits

the

fund

amen

tals

of

good

spor

tsm

ansh

ip.

(S4.

E5.

4b)

Crit

ique

s th

e et

ique

tte in

volv

ed

in ru

les

of v

ario

us

gam

e ac

tiviti

es.

(S4.

E5.

5a) 

Exh

ibits

the

fund

amen

tals

of

good

spor

tsm

ansh

ip.

(S4.

E5.

5b)

S4.E

6 SD

 Rev

ised

   Sa

fety 

Follo

ws

teac

her

dire

ctio

ns fo

r saf

e pa

rtici

patio

n an

d pr

oper

use

of

equi

pmen

t with

te

ache

r re

min

ders

. (S

4.E

6.K

) 

Follo

ws

teac

her

dire

ctio

ns fo

r saf

e pa

rtici

patio

n an

d pr

oper

use

of

equi

pmen

t with

te

ache

r rem

inde

rs.

(S4.

E6.

1) 

Wor

ks

inde

pend

ently

and

sa

fely

with

eq

uipm

ent w

ith

teac

her r

emin

ders

. (S

4.E

6.2) 

 

Wor

ks

inde

pend

ently

and

sa

fely

with

eq

uipm

ent w

ith

min

imal

teac

her

rem

inde

rs.

(S4.

E6.

3) 

Wor

ks s

afel

y w

ith

peer

s an

d eq

uipm

ent i

n ph

ysic

al a

ctiv

ity

setti

ngs.

(S

4.E

6.4) 

Appl

ies

safe

ty

prin

cipl

es w

ith a

ge-

appr

opria

te

phys

ical

act

iviti

es.

(S4.

E6.

5) 

29

Elementary

Grade-level O

utcomes

     Stan

dard

5 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

The

phys

ical

ly li

tera

te in

divi

dual

reco

gniz

es th

e va

lue

of p

hysi

cal a

ctiv

ity fo

r hea

lth, e

njoy

men

t, ch

alle

nge,

sel

f-exp

ress

ion,

em

ploy

men

t op

port

uniti

es a

nd s

ocia

l int

erac

tion.

 S5

.E1 

SD Rev

ised

   H

ealth

    

Rec

ogni

zes

that

ph

ysic

al a

ctiv

ity is

im

porta

nt fo

r a

heal

thy

lifes

tyle

an

d fo

r bra

in

heal

th.

(S5.

E1.

K) 

Iden

tifie

s ph

ysic

al

activ

ity a

s a

com

pone

nt o

f a

heal

thy

lifes

tyle

an

d fo

r bra

in

heal

th.

(S5.

E1.

1) 

Rec

ogni

zes

and

valu

es th

e ba

lanc

e be

twee

n ph

ysic

al

activ

ity a

nd

nutri

tion

for a

he

alth

y lif

esty

le

and

for

brai

n he

alth

. (S

5.E

1.2)

 

Dis

cuss

es th

e re

latio

nshi

p be

twee

n ph

ysic

al

activ

ity, h

ealth

y lif

esty

le, a

nd b

rain

he

alth

. (S

5.E

1.3) 

Exa

min

es th

e he

alth

ben

efits

of

parti

cipa

ting

in

phys

ical

act

ivity

. (S

5.E

1.4) 

Com

pare

s th

e he

alth

ben

efits

of

parti

cipa

ting

in

vario

us p

hysi

cal

activ

ities

. (S

5.E

1.5) 

S5.E

2 SD

 Rev

ised

   C

halle

nge 

     

Ack

now

ledg

es th

at

som

e ph

ysic

al

activ

ities

are

ch

alle

ngin

g/di

fficu

lt.

(S5.

E2.

K) 

Rec

ogni

zes

that

ch

alle

nges

and

/or

diffi

culti

es in

ph

ysic

al a

ctiv

ities

ca

n le

ad to

su

cces

s.

(S5.

E2.

1) 

Com

pare

s ph

ysic

al

activ

ities

that

brin

g co

nfid

ence

and

ch

alle

nge.

(S

5.E

2.2.

) 

Dis

cuss

es th

e ch

alle

nge

that

co

mes

from

le

arni

ng a

new

ph

ysic

al a

ctiv

ity.

(S5.

E2.

3) 

Rec

ogni

zes

the

enjo

ymen

t of

parti

cipa

ting

in

chal

leng

ing

and

mas

tere

d ph

ysic

al

activ

ities

. (S

5.E

2.4) 

Exp

ress

es (e

.g.,

writ

ten

essa

y,

visu

al a

rt, d

ance

) th

e en

joym

ent

and/

or c

halle

nge

of

parti

cipa

ting

in a

fa

vorit

e ph

ysic

al

activ

ity.

(S5.

E2.

5)

   S5

.E3 

SD Rev

ised

   Se

lf-Ex

pres

sion

/En

joym

ent 

   

Iden

tifie

s ph

ysic

al

activ

ities

that

are

en

joya

ble.

(S5.

E3.

Ka) 

  Dem

onst

rate

s th

e en

joym

ent o

f pl

ayin

g w

ith

frien

ds.

(S5.

E3.

Kb) 

Des

crib

es p

ositi

ve

feel

ings

that

resu

lt fro

m p

artic

ipat

ing

in

phys

ical

act

iviti

es.

(S5.

E3.

1a) 

  Dis

cuss

es p

erso

nal

reas

ons

for

enjo

ying

phy

sica

l ac

tiviti

es.

(S5.

E3.

1b)

Iden

tifie

s ph

ysic

al

activ

ities

that

pr

ovid

e se

lf-ex

pres

sion

(e.g

., da

nce,

gym

nast

ics

rout

ines

, pra

ctic

e ta

sks

in g

ames

en

viro

nmen

t).

(S5.

E3.

2) 

Ref

lect

s on

the

reas

ons

for

enjo

ying

var

ious

ph

ysic

al a

ctiv

ities

. (S

5.E

3.3) 

Rec

ogni

zes

the

enjo

ymen

t of

parti

cipa

ting

in

diffe

rent

phy

sica

l ac

tiviti

es.

(S5.

E3.

4) 

Ana

lyze

s di

ffere

nt

phys

ical

act

iviti

es

for e

njoy

men

t and

ch

alle

nge,

id

entif

ying

reas

ons

for a

pos

itive

or

nega

tive

resp

onse

. (S

5.E

3.5) 

       

30

Elem

enta

ry

Gra

de-le

vel O

utco

mes

   Stan

dard

5 

Kin

derg

arte

n G

rade

1 

Gra

de 2 

Gra

de 3 

Gra

de 4 

Gra

de 5 

S5.E

4 SD

 Rev

ised

   So

cial

Inte

ract

ion 

     

Ref

lect

s on

the

posi

tive

soci

al

inte

ract

ions

that

co

me

whe

n en

gage

d w

ith

othe

rs in

phy

sica

l ac

tivity

(S

5.E

4.K

) 

Rec

ogni

zes

the

posi

tive

soci

al

inte

ract

ions

that

co

me

whe

n en

gage

d w

ith

othe

rs in

phy

sica

l ac

tivity

. (S

5.E

4.1) 

Iden

tifie

s th

e po

sitiv

e so

cial

in

tera

ctio

ns th

at

com

e w

hen

enga

ged

with

ot

hers

in p

hysi

cal

activ

ity.

(S5.

E4.

2) 

Des

crib

es th

e po

sitiv

e so

cial

in

tera

ctio

ns th

at

com

e w

hen

enga

ged

with

ot

hers

in p

hysi

cal

activ

ity.

(S5.

E4.

3) 

Des

crib

es a

nd

com

pare

s th

e po

sitiv

e so

cial

in

tera

ctio

ns w

hen

enga

ged

in p

artn

er,

smal

l-gro

up a

nd

larg

e-gr

oup

phys

ical

act

iviti

es.

(S5.

E4.

4)

Des

crib

es th

e so

cial

ben

efits

ga

ined

from

pa

rtici

patin

g in

ph

ysic

al a

ctiv

ity

(e.g

., re

cess

, you

th

spor

t).

(S5.

E4.

5)

                           

31

Middle School

Grade-level O

utcomes

   

Mid

dle

Scho

ol O

utco

mes

(Gra

des

6 –

8)

By

the

end

of G

rade

8, t

he le

arne

r will

app

ly ta

ctic

s an

d st

rate

gies

to m

odifi

ed g

ame

play

; dem

onst

rate

a m

atur

e le

vel o

f fun

dam

enta

l mov

emen

t sk

ills in

a v

arie

ty o

f con

text

s; d

esig

n an

d im

plem

ent a

hea

lth-e

nhan

cing

fitn

ess

prog

ram

; par

ticip

ate

in s

elf-s

elec

ted

phys

ical

act

ivity

; coo

pera

te

with

and

enc

oura

ge c

lass

mat

es; a

ccep

t ind

ivid

ual d

iffer

ence

s an

d de

mon

stra

te in

clus

ive

beha

vior

s; a

nd e

ngag

e in

phy

sica

l act

ivity

for e

njoy

men

t an

d se

lf-ex

pres

sion

.

Stan

dard

1

Gra

de 6

Gra

de 7

Gra

de 8

The

phys

ical

ly li

tera

te in

divi

dual

dem

onst

rate

s pr

ofic

ienc

y in

a v

arie

ty o

f mot

or s

kills

and

mov

emen

t pat

tern

s.

S1.M

1SD

 Rev

ised

  R

hyth

mic

A

ctiv

ities

/Dan

ce

Dem

onst

rate

s co

rrec

t rhy

thm

and

pa

ttern

for o

ne o

f the

follo

win

g da

nce

form

s: fo

lk, s

ocia

l, cr

eativ

e, li

ne o

r w

orld

dan

ce.

(S1.

M1.

6)

Dem

onst

rate

s co

rrec

t rhy

thm

and

pa

ttern

for a

diff

eren

t dan

ce fo

rm fr

om

amon

g fo

lk, s

ocia

l, cr

eativ

e, li

ne a

nd

wor

ld d

ance

. (S

1.M

1.7)

Exh

ibits

con

sist

ent e

ffect

ive

use

of

rhyt

hm a

nd ti

min

g by

cre

atin

g a

mov

emen

t seq

uenc

e to

mus

ic a

s an

in

divi

dual

or i

n a

grou

p.

(S1.

M1.

8)

S1.M

2SD

 Rev

ised

  G

ames

and

Spo

rts

Inva

sion

Gam

es

Thro

win

g

Thro

ws

with

a m

atur

e pa

ttern

for

dist

ance

or p

ower

app

ropr

iate

to th

e ac

tivity

in a

dyn

amic

env

ironm

ent.

(S1.

M2.

6)

Thro

ws

with

a m

atur

e pa

ttern

for

dist

ance

or p

ower

app

ropr

iate

to th

e ac

tivity

dur

ing

smal

l-sid

ed g

ame

play

. (S

1.M

2.7)

Thro

ws

with

a m

atur

e pa

ttern

st

rate

gica

lly a

ppro

pria

te to

the

activ

ity.

(S1.

M2.

8)

S1.M

3

Gam

es a

nd S

port

s In

vasi

on G

ames

Cat

chin

g

Cat

ches

with

a m

atur

e pa

ttern

from

a

varie

ty o

f tra

ject

orie

s us

ing

diffe

rent

ob

ject

s in

var

ying

pra

ctic

e ta

sks.

(S

1.M

3.6)

Cat

ches

with

a m

atur

e pa

ttern

from

a

varie

ty o

f tra

ject

orie

s us

ing

diffe

rent

ob

ject

s in

sm

all-s

ided

gam

e pl

ay.

(S1.

M3.

7)

Cat

ches

usi

ng a

n im

plem

ent i

n a

dyna

mic

env

ironm

ent o

r mod

ified

ga

me

play

. (S

1.M

3.8)

S1.M

4SD

 Rev

ised

  G

ames

and

Spo

rts

Inva

sion

Gam

es

Pas

sing

and

Rec

eivi

ng

Pas

ses

and

rece

ives

with

han

ds in

co

mbi

natio

n w

ith lo

com

otor

pat

tern

s of

runn

ing

and

chan

ge o

f dire

ctio

n an

d sp

eed

with

com

pete

ncy

in

vary

ing

prac

tice

task

s.

(S1.

M4.

6)

Pas

ses

and

rece

ives

with

feet

in

com

bina

tion

with

loco

mot

or p

atte

rns

of ru

nnin

g an

d ch

ange

of d

irect

ion

and

spee

d w

ith c

ompe

tenc

y in

sm

all

side

d in

vasi

on g

ames

. (S

1.M

4.7)

Pas

ses

and

rece

ives

with

an

impl

emen

t in

com

bina

tion

with

lo

com

otor

pat

tern

s of

runn

ing

and

chan

ge o

f dire

ctio

n, s

peed

and

/or

leve

l with

com

pete

ncy

in s

mal

l sid

ed

inva

sion

gam

es.

(S1.

M4.

8)

32

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

   Stan

dard

1

Gra

de 6

Gra

de 7

Gra

de 8

S1.M

5SD

 Rev

ised

 

SD

: Del

eted

Inte

grat

ed in

to S

1.M

2 an

d S

1.M

3

S1.M

6

Gam

es a

nd S

port

s In

vasi

on G

ames

O

ffens

ive

Ski

lls

Per

form

s pi

vots

, fak

es a

nd ja

b st

eps

desi

gned

to c

reat

e op

en s

pace

dur

ing

prac

tice

task

s.

(S1.

M6.

6)

Exe

cute

s at

leas

t one

of t

he fo

llow

ing

desi

gned

to c

reat

e op

en s

pace

dur

ing

smal

l-sid

ed g

ame

play

: piv

ots,

fake

s,

jab

step

s.

(S1.

M6.

7)

Exe

cute

s at

leas

t tw

o of

the

follo

win

g to

cre

ate

open

spa

ce d

urin

g m

odifi

ed

gam

e pl

ay: p

ivot

s, fa

kes,

jab

step

s,

scre

ens.

(S

1.M

6.8)

S1.M

7 G

ames

and

Spo

rts

Inva

sion

Gam

es

Offe

nsiv

e S

kills

Per

form

s th

e fo

llow

ing

offe

nsiv

e sk

ills

with

out d

efen

sive

pre

ssur

e: p

ivot

, gi

ve a

nd g

o, a

nd fa

kes.

(S

1.M

7.6)

Per

form

s th

e fo

llow

ing

offe

nsiv

e sk

ills

with

def

ensi

ve p

ress

ure:

piv

ot, g

ive

and

go, a

nd fa

kes.

(S

1.M

7.7)

Exe

cute

s th

e fo

llow

ing

offe

nsiv

e sk

ills

durin

g sm

all-s

ided

gam

e pl

ay: p

ivot

, gi

ve a

nd g

o, a

nd fa

kes.

(S

1.M

7.8)

S1.M

8 G

ames

and

Spo

rts

Inva

sion

Gam

es

Drib

blin

g/B

all C

ontro

l

Drib

bles

with

dom

inan

t han

d us

ing

a ch

ange

of s

peed

and

dire

ctio

n in

a

varie

ty o

f pra

ctic

e ta

sks.

(S

1.M

8.6)

Drib

bles

with

dom

inan

t and

non

-do

min

ant h

and

usin

g a

chan

ge o

f sp

eed

and

dire

ctio

n in

a v

arie

ty o

f pr

actic

e ta

sks.

(S

1.M

8.7)

Drib

bles

with

dom

inan

t and

non

-do

min

ant h

and

usin

g a

chan

ge o

f sp

eed

and

dire

ctio

n in

sm

all-s

ided

ga

me

play

. (S

1.M

8.8)

S1.M

9 G

ames

and

Spo

rts

Inva

sion

Gam

es

Drib

blin

g/B

all C

ontro

l

Foot

-drib

bles

or d

ribbl

es w

ith a

n im

plem

ent w

ith c

ontro

l, ch

angi

ng

spee

d an

d di

rect

ion

in a

var

iety

of

prac

tice

task

s.

(S1.

M9.

6)

Foot

-drib

bles

or d

ribbl

es w

ith a

n im

plem

ent c

ombi

ned

with

pas

sing

in a

va

riety

of p

ract

ice

task

s.

(S1.

M9.

7)

Foot

-drib

bles

or d

ribbl

es w

ith a

n im

plem

ent w

ith c

ontro

l, ch

angi

ng

spee

d an

d di

rect

ion

durin

g sm

all-

side

d ga

me

play

. (S

1.M

9.8)

S1.M

10

SD Rev

ised

   G

ames

and

Spo

rts

Inva

sion

Gam

es

Sho

otin

g O

n G

oal

Sho

ots

on g

oal w

ith c

orre

ct te

chni

que

in a

dyn

amic

env

ironm

ent a

s ap

prop

riate

to th

e ac

tivity

. (S

1.M

10.6

)

Sho

ots

on g

oal w

ith c

orre

ct te

chni

que

and

accu

racy

in s

mal

l-sid

ed g

ame

play

.(S

1.M

10.7

)

Sho

ots

on g

oal w

ith a

long

-han

dled

im

plem

ent w

ith c

ontro

lled

tech

niqu

e an

d ac

cura

cy in

mod

ified

inva

sion

ga

mes

suc

h as

hoc

key

(floo

r, fie

ld,

ice)

or l

acro

sse.

(S

1.M

10.8

)

33

Middle School

Grade-level O

utcomes

   Stan

dard

1

Gra

de 6

Gra

de 7

Gra

de 8

S1.M

11

SD Rev

ised

   G

ames

and

Spo

rts

Inva

sion

Gam

es

Def

ensi

ve S

kills

Mai

ntai

ns d

efen

sive

read

y po

sitio

n,

with

wei

ght o

n ba

lls o

f fee

t, ar

ms

exte

nded

and

eye

s on

mid

sect

ion

of

the

offe

nsiv

e pl

ayer

. (S

1.M

11.6

)

Slid

es in

any

dire

ctio

ns w

hile

on

defe

nse

with

out c

ross

ing

feet

. (S

1.M

11.7

)

Dro

p-st

eps

in th

e di

rect

ion

of th

e pa

ss

durin

g pl

ayer

-to-p

laye

r def

ense

. (S

1.M

11.8

)

S1.M

12

SD Rev

ised

  G

ames

and

Spo

rts

Net

/Wal

l Gam

es

Ser

ving

Per

form

s a

lega

l und

erha

nd s

erve

w

ith c

ontro

l for

net

/wal

l gam

es (e

.g.,

ba

dmin

ton,

vol

leyb

all,

pick

leba

ll).

(S1.

M12

.6)

Exe

cute

s co

nsis

tent

ly a

lega

l ser

ve to

a

pred

eter

min

ed ta

rget

for n

et/w

all

gam

es (e

.g.,

badm

into

n, v

olle

ybal

l, pi

ckle

ball)

. (S

1.M

12.7

)

Exe

cute

s co

nsis

tent

ly a

lega

l ser

ve

for d

ista

nce

and

accu

racy

for n

et/w

all

gam

es (e

.g.,

badm

into

n, v

olle

ybal

l, pi

ckle

ball)

. (S

1.M

12.8

)

S1.M

13

SD Rev

ised

  G

ames

and

Spo

rts

Net

/Wal

l Gam

es

Stri

king

Stri

kes,

with

a m

atur

e ov

erha

nd

patte

rn, i

n a

non-

dyna

mic

en

viro

nmen

t for

net

/wal

l gam

es (e

.g.,

volle

ybal

l, ha

ndba

ll, b

adm

into

n,

tenn

is).

(S

1.M

13.6

)

Stri

kes,

with

a m

atur

e ov

erha

nd

patte

rn, i

n a

dyna

mic

env

ironm

ent f

or

net/w

all g

ames

(e.g

., vo

lleyb

all,

hand

ball,

bad

min

ton,

tenn

is).

(S1.

M13

.7)

Stri

kes,

with

a m

atur

e ov

erha

nd

patte

rn, i

n a

mod

ified

gam

e fo

r ne

t/wal

l gam

es (e

.g.,

volle

ybal

l, ha

ndba

ll, b

adm

into

n, te

nnis

). (S

1.M

13.8

)

S1.M

14

Gam

es a

nd S

port

s N

et/W

all G

ames

Fo

reha

nd/B

ackh

and

Dem

onst

rate

s th

e m

atur

e fo

rm o

f the

fo

reha

nd a

nd b

ackh

and

stro

kes

with

a

shor

t-han

dled

impl

emen

t in

net

gam

es (e

.g.,

padd

leba

ll, p

ickl

ebal

l, sh

ort-h

andl

ed ra

cket

tenn

is).

(S1.

M14

.6)

Dem

onst

rate

s th

e m

atur

e fo

rm o

f fo

reha

nd a

nd b

ackh

and

stro

kes

with

a

long

-han

dled

impl

emen

t in

net g

ames

(e

.g.,

badm

into

n, te

nnis

).

(S1.

M14

.7)

Dem

onst

rate

s th

e m

atur

e fo

rm o

f fo

reha

nd a

nd b

ackh

and

stro

kes

with

a

shor

t- or

long

-han

dled

impl

emen

t with

po

wer

and

acc

urac

y in

net

gam

es

(e.g

., pi

ckle

ball,

tenn

is, b

adm

into

n,

padd

le b

all).

(S

1.M

14.8

)

S1.M

15

Gam

es a

nd S

port

s N

et/W

all G

ames

W

eigh

t Tra

nsfe

r

Tran

sfer

s w

eigh

t with

cor

rect

tim

ing

for t

he s

triki

ng p

atte

rn.

(S1.

M15

.6)

Tran

sfer

s w

eigh

t with

cor

rect

tim

ing

usin

g a

low

to h

igh

strik

ing

patte

rn

with

a s

hort-

hand

led

impl

emen

t on

the

fore

hand

sid

e.

(S1.

M15

.7)

Tran

sfer

s w

eigh

t with

cor

rect

tim

ing

usin

g lo

w to

hig

h st

rikin

g pa

ttern

with

a

long

-han

dled

impl

emen

t on

the

back

hand

sid

e.

(S1.

M15

.8)

34

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

   Stan

dard

1

Gra

de 6

Gra

de 7

Gra

de 8

S1.M

16

Gam

es a

nd S

port

s N

et/W

all G

ames

Vol

ley

Fore

hand

vol

leys

with

a m

atur

e fo

rm

and

cont

rol u

sing

a s

hort-

hand

led

impl

emen

t.

(S1.

M16

.6)

Fore

hand

and

bac

khan

d vo

lleys

with

a

mat

ure

form

and

con

trol u

sing

a

shor

t-han

dled

impl

emen

t.

(S1.

M16

.7)

Fore

hand

and

bac

khan

d vo

lleys

with

a

mat

ure

form

and

con

trol u

sing

a

shor

t-han

dled

impl

emen

t dur

ing

mod

ified

gam

e pl

ay.

(S1.

M16

.8)

S1.M

17

Gam

es a

nd S

port

s N

et/W

all G

ames

Two-

Han

d V

olle

y

Two-

hand

vol

leys

with

con

trol i

n a

varie

ty o

f pra

ctic

e ta

sks.

(S

1.M

17.6

)

Two-

hand

-vol

leys

with

con

trol i

n a

dyna

mic

env

ironm

ent.

(S

1.M

17.7

)

Two-

hand

-vol

leys

with

con

trol i

n a

smal

l-sid

ed g

ame.

(S

1.M

17.8

)

S1.M

18

SD Rev

ised

  G

ames

and

Spo

rts

Targ

et G

ames

Und

erha

nd T

hrow

Exe

cute

s co

nsis

tent

ly a

mat

ure

unde

rhan

d pa

ttern

for t

arge

t gam

es

(e.g

., bo

wlin

g, b

occi

, hor

sesh

oes)

. (S

1.M

18.6

)

Per

form

s co

nsis

tent

ly a

mat

ure

unde

rhan

d pa

ttern

with

acc

urac

y an

d co

ntro

l for

one

targ

et g

ame

(e.g

., bo

wlin

g, b

occi

, hor

sesh

oes)

. (S

1.M

18.7

)

App

lies

cons

iste

ntly

a m

atur

e un

derh

and

patte

rn w

ith a

ccur

acy

and

cont

rol i

n m

ore

than

one

targ

et g

ame

(e.g

., bo

wlin

g, b

occi

, hor

sesh

oes)

. (S

1.M

18.8

)

S1.M

19

Gam

es a

nd S

port

s Ta

rget

Gam

es

Stri

king

Stri

kes,

with

an

impl

emen

t, a

stat

iona

ry o

bjec

t for

acc

urac

y in

ac

tiviti

es (e

.g.,

croq

uet,

shuf

flebo

ard,

go

lf).

(S1.

M19

.6)

Stri

kes,

with

an

impl

emen

t, a

stat

iona

ry o

bjec

t for

acc

urac

y an

d di

stan

ce in

act

iviti

es (e

.g.,

croq

uet,

shuf

flebo

ard,

gol

f).

(S1.

M19

.7)

Stri

kes,

with

an

impl

emen

t, a

stat

iona

ry o

bjec

t for

acc

urac

y an

d po

wer

in a

ctiv

ities

(e.g

., cr

oque

t, sh

uffle

boar

d, g

olf).

(S

1.M

19.8

)

S1.M

20

Gam

es a

nd S

port

s Fi

eldi

ng/S

trik

ing

Gam

es

Stri

king

Stri

kes

a pi

tche

d ba

ll w

ith a

n im

plem

ent w

ith fo

rce

in a

var

iety

of

prac

tice

task

s.

(S1.

M20

.6)

Stri

kes

a pi

tche

d ba

ll w

ith a

n im

plem

ent t

o op

en s

pace

in a

var

iety

of

pra

ctic

e ta

sks.

(S

1.M

20.7

)

Stri

kes

a pi

tche

d ba

ll w

ith a

n im

plem

ent f

or p

ower

to o

pen

spac

e in

a

varie

ty o

f sm

all-s

ided

gam

es.

(S1.

M20

.8)

35

Middle School

Grade-level O

utcomes

   Stan

dard

1

Gra

de 6

Gra

de 7

Gra

de 8

S1.M

21

Gam

es a

nd S

port

s Fi

eldi

ng/S

trik

ing

Gam

es

Cat

chin

g

Cat

ches

, with

a m

atur

e pa

ttern

, fro

m

diffe

rent

traj

ecto

ries

usin

g a

varie

ty o

f ob

ject

s in

var

ying

pra

ctic

e ta

sks.

(S

1.M

21.6

)

Cat

ches

, with

a m

atur

e pa

ttern

, fro

m

diffe

rent

traj

ecto

ries

usin

g a

varie

ty o

f ob

ject

s in

sm

all-s

ided

gam

e pl

ay.

(S1.

M21

.7)

Cat

ches

, usi

ng a

n im

plem

ent,

from

di

ffere

nt tr

ajec

torie

s an

d sp

eeds

in a

dy

nam

ic e

nviro

nmen

t or m

odifi

ed

gam

e pl

ay.

(S1.

M21

.8)

S1.M

22

Gam

es a

nd S

port

s O

utdo

or E

duca

tion

(See

end

of s

ectio

n fo

r ex

ampl

es.)

Dem

onst

rate

s co

rrec

t tec

hniq

ue fo

r ba

sic

skills

in o

ne s

elf-s

elec

ted

outd

oor a

ctiv

ity.

(S1.

M22

.6)

Dem

onst

rate

s co

rrec

t tec

hniq

ue fo

r a

varie

ty o

f ski

lls in

one

sel

f-sel

ecte

d ou

tdoo

r act

ivity

. (S

1.M

22.7

)

Dem

onst

rate

s co

rrec

t tec

hniq

ue fo

r ba

sic

skills

in a

t lea

st tw

o se

lf-se

lect

ed o

utdo

or a

ctiv

ities

. (S

1.M

22.8

)

S1

.M23

Aqu

atic

s

Pre

fera

bly

taug

ht a

t ele

men

tary

or s

econ

dary

leve

ls. H

owev

er, a

vaila

bilit

y of

faci

litie

s m

ight

dic

tate

whe

n sw

imm

ing

and

wat

er s

afet

y ar

e of

fere

d in

the

curr

icul

um.

S1

.M24

SD Rev

ised

  In

divi

dual

-Pe

rfor

man

ceA

ctiv

ities

(See

end

of s

ectio

n fo

r ex

ampl

es)

Dem

onst

rate

s co

rrec

t tec

hniq

ue fo

r ba

sic

skills

in o

ne s

elf-s

elec

ted

indi

vidu

al-p

erfo

rman

ce a

ctiv

ity.

(S1.

M24

.6a)

Dem

onst

rate

s ag

e-ap

prop

riate

targ

et

zone

s fo

r thr

ee o

f the

five

hea

lth-

rela

ted

fitne

ss c

ompo

nent

s.

(S1.

M24

.6b)

Dem

onst

rate

s co

rrec

t tec

hniq

ue fo

r a

varie

ty o

f ski

lls in

one

sel

f-sel

ecte

d in

divi

dual

-per

form

ance

act

ivity

. (S

1.M

24.7

a)

Dem

onst

rate

age

-app

ropr

iate

targ

et

zone

s fo

r eac

h of

the

heal

th-r

elat

ed

fitne

ss c

ompo

nent

s.

(S1.

M24

.7b)

Dem

onst

rate

s co

rrec

t tec

hniq

ue fo

r ba

sic

skills

in a

t lea

st tw

o se

lf-se

lect

ed in

divi

dual

-per

form

ance

ac

tiviti

es. (

S1.

M24

.8a)

Dem

onst

rate

age

-app

ropr

iate

th

resh

old

zone

s fo

r one

and

targ

et

zone

for t

he re

mai

ning

four

he

alth

-rel

ated

fitn

ess

com

pone

nts.

(S

1.M

24.8

b)               

36

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

       Stan

dard

2 

Gra

de 6 

Gra

de 7 

Gra

de 8 

The

phys

ical

ly li

tera

te in

divi

dual

app

lies

know

ledg

e of

con

cept

s, p

rinci

ples

, str

ateg

ies

and

tact

ics

to e

nhan

ce m

ovem

ent a

nd

perf

orm

ance

. S2

.M1 

SD Rev

ised

 

Gam

es a

nd S

port

s

  Inva

sion

(Tac

tical

) G

ames

 C

reat

ing

Spa

ce W

ith

Mov

emen

t 

Cre

ates

ope

n sp

ace

by u

sing

lo

com

otor

mov

emen

ts (e

.g.,

wal

king

, ru

nnin

g, ju

mpi

ng a

nd la

ndin

g) in

co

mbi

natio

n w

ith m

ovem

ent (

e.g.

, va

ryin

g pa

thw

ays;

cha

nge

of s

peed

, di

rect

ion

or p

ace)

. (S

2.M

1.6) 

Red

uces

ope

n sp

ace

by u

sing

lo

com

otor

mov

emen

ts (e

.g.,

wal

king

, ru

nnin

g, ju

mpi

ng a

nd la

ndin

g,

chan

ging

siz

e an

d sh

ape

of th

e bo

dy)

in c

ombi

natio

n w

ith m

ovem

ent

conc

epts

(e.g

., re

duci

ng th

e an

gle

in

the

spac

e, re

duci

ng d

ista

nce

betw

een

play

er a

nd g

oal).

(S

2.M

1.7)

Ope

ns a

nd c

lose

s sp

ace

durin

g sm

all-s

ided

gam

e pl

ay b

y co

mbi

ning

lo

com

otor

mov

emen

ts w

ith m

ovem

ent

conc

epts

. (S

2.M

1.8) 

S2.M

2 SD

 Rev

ised

 

Gam

es a

nd S

port

s

Inva

sion

(Tac

tical

) G

ames

 C

reat

ing

Spa

ce W

ith

Offe

nsiv

e Ta

ctic

s

Exe

cute

s at

leas

t one

of t

he fo

llow

ing

offe

nsiv

e ta

ctic

s to

cre

ate

open

sp

ace:

mov

es to

ope

n sp

ace

with

out

the

ball;

use

s a

varie

ty o

f pas

ses,

pi

vots

and

fake

s; g

ive

and

go.

(S2.

M2.

6) 

Exe

cute

s va

rious

offe

nsiv

e ta

ctic

s to

cr

eate

ope

n sp

ace

(e.g

., us

es a

va

riety

of p

asse

s, p

ivot

s an

d fa

kes;

gi

ve a

nd g

o).

(S2.

M2.

7) 

Exe

cute

s se

vera

l of t

he fo

llow

ing

offe

nsiv

e ta

ctic

s to

cre

ate

open

sp

ace:

mov

es to

cre

ate

open

spa

ce

on a

nd o

ff th

e ba

ll; u

ses

a va

riety

of

pass

es, f

akes

and

pat

hway

s; g

ive

and

go.

(S2.

M2.

8) 

 

S2.M

3 SD

 Rev

ised

 

Gam

es a

nd S

port

s

Inva

sion

(Tac

tical

) G

ames

 C

reat

ing

Spa

ce U

sing

W

idth

and

Len

gth

Cre

ates

ope

n sp

ace

by u

sing

the

wid

th a

nd le

ngth

of t

he fi

eld/

cour

t on

offe

nse.

(S

2.M

3.6) 

Exe

cute

s va

rious

offe

nsiv

e ta

ctic

s to

cr

eate

ope

n sp

ace

(e.g

., us

es a

va

riety

of p

asse

s, p

ivot

s an

d fa

kes;

gi

ve a

nd g

o).

(S2.

M3.

7) 

Cre

ates

offe

nse

tact

ics

in d

ynam

ic

activ

ities

(e.g

., cu

tting

and

pas

sing

qu

ickl

y, a

nd u

sing

fake

s of

f the

bal

l).

(S2.

M3.

8)

 

S2.M

4 SD

 Rev

ised

 G

ames

and

Spo

rts

In

vasi

on (T

actic

al)

Gam

es 

Red

ucin

g S

pace

By

Cha

ngin

g S

ize

and

S

hape

Red

uces

ope

n sp

ace

on d

efen

se b

y m

akin

g th

e bo

dy la

rger

and

redu

cing

pa

ssin

g an

gles

. (S

2.M

4.6) 

Red

uces

ope

n sp

ace

on d

efen

se b

y st

ayin

g cl

ose

to th

e op

pone

nt a

s he

/she

nea

rs th

e go

al.

(S2.

M4.

7) 

Red

uces

ope

n sp

ace

on d

efen

se b

y st

ayin

g on

the

goal

sid

e of

the

offe

nsiv

e pl

ayer

and

redu

cing

the

dist

ance

to h

im/h

er (t

hird

-par

ty

pers

pect

ive)

. (S

2.M

4.8) 

 

37

Middle School

Grade-level O

utcomes

     Stan

dard

2 

Gra

de 6 

Gra

de 7 

Gra

de 8 

S2.M

5 SD

 Rev

ised

   G

ames

and

Spo

rts

Inva

sion

(Tac

tical

) G

ames

 R

educ

ing

Spa

ce U

sing

D

enia

l 

Red

uces

ope

n sp

ace

by n

ot a

llow

ing

the

catc

h (d

enia

l) or

by

allo

win

g th

e ca

tch

but n

ot th

e re

turn

pas

s.

(S2.

M5.

6) 

Red

uces

ope

n sp

ace

by n

ot a

llow

ing

the

catc

h (d

enia

l) or

ant

icip

atin

g th

e sp

eed

of th

e ob

ject

or p

erso

n fo

r the

pu

rpos

e of

inte

rcep

tion

or d

efle

ctio

n.

(S2.

M5.

7) 

Red

uces

ope

n sp

ace

by n

ot a

llow

ing

the

catc

h (d

enia

l) an

d an

ticip

atin

g th

e sp

eed

of th

e ob

ject

or p

erso

n fo

r the

pu

rpos

e of

inte

rcep

tion

or d

efle

ctio

n.

(S2.

M5.

8)  

   

S2.M

6SD

 Rev

ised

   G

ames

and

Spo

rts

Inva

sion

(Tac

tical

) G

ames

 Tr

ansi

tions

Tran

sitio

ns fr

om o

ffens

e to

def

ense

or

defe

nse

to o

ffens

e by

reco

verin

g qu

ickl

y.

(S2.

M6.

6) 

Tran

sitio

ns fr

om o

ffens

e to

def

ense

or

defe

nse

to o

ffens

e by

reco

verin

g qu

ickl

y an

d co

mm

unic

atin

g w

ith

team

mat

es.

(S2.

M6.

7) 

Tran

sitio

ns fr

om o

ffens

e to

def

ense

or

defe

nse

to o

ffens

e by

reco

verin

g qu

ickl

y, c

omm

unic

atin

g w

ith

team

mat

es a

nd c

apita

lizin

g on

an

adva

ntag

e.

(S2.

M6.

8) 

S2.M

7   G

ames

and

Spo

rts

Net

/Wal

l Gam

es 

Cre

atin

g S

pace

Th

roug

h V

aria

tion 

Cre

ates

ope

n sp

ace

in n

et/w

all

gam

es w

ith a

sho

rt-ha

ndle

d im

plem

ent b

y va

ryin

g fo

rce

and

dire

ctio

n.

(S2.

M7.

6) 

Cre

ates

ope

n sp

ace

in n

et/w

all

gam

es w

ith a

long

-han

dled

impl

emen

t by

var

ying

forc

e, d

irect

ion

and

mov

ing

oppo

nent

from

sid

e to

sid

e.

(S2.

M7.

7) 

Cre

ates

ope

n sp

ace

in n

et/w

all

gam

es w

ith e

ither

a lo

ng- o

r sho

rt-ha

ndle

d im

plem

ent b

y va

ryin

g fo

rce

or d

irect

ion,

or m

ovin

g op

pone

nt s

ide

to s

ide

and/

or fo

rwar

d an

d ba

ck.

(S2.

M7.

8)

 S2

.M8

  Gam

es a

nd S

port

s

Net

/Wal

l Gam

es 

Usi

ng T

actic

s an

d Sh

ots

Red

uces

offe

nsiv

e op

tions

for

oppo

nent

s by

retu

rnin

g to

mid

-cou

rt po

sitio

n.

(S2.

M8.

6) 

Sel

ects

offe

nsiv

e sh

ot b

ased

on

oppo

nent

’s lo

catio

n (h

it w

here

op

pone

nt is

not

). (S

2.M

8.7) 

Var

ies

plac

emen

t, fo

rce

and

timin

g of

re

turn

to p

reve

nt a

ntic

ipat

ion

by

oppo

nent

. (S

2.M

8.8)

S2.M

9 

Gam

es a

nd S

port

s

Targ

et G

ames

 S

hot S

elec

tion

 

Sel

ects

app

ropr

iate

sho

t and

/or c

lub

base

d on

loca

tion

of th

e ob

ject

in

rela

tion

to th

e ta

rget

. (S

2.M

9.6) 

Var

ies

the

spee

d an

d/or

traj

ecto

ry o

f th

e sh

ot b

ased

on

loca

tion

of th

e ob

ject

in re

latio

n to

the

targ

et.

(S2.

M9.

7) 

Var

ies

the

spee

d, fo

rce

and

traje

ctor

y of

the

shot

bas

ed o

n lo

catio

n of

the

obje

ct in

rela

tion

to th

e ta

rget

. (S

2.M

9.8)

38

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

     Stan

dard

2 

Gra

de 6 

Gra

de 7 

Gra

de 8 

S2.M

10 

Gam

es a

nd S

port

s

Fiel

ding

/Str

ikin

gG

ames

 O

ffens

ive

Stra

tegi

es

 

Iden

tifie

s op

en s

pace

s an

d at

tem

pts

to s

trike

obj

ect i

nto

that

spa

ce.

(S2.

M10

.6) 

Use

s a

varie

ty o

f sho

ts (e

.g.,

slap

and

ru

n, b

unt,

line

driv

e, h

igh

arc)

to h

it to

op

en s

pace

. (S

2.M

10.7

) 

Iden

tifie

s sa

crifi

ce s

ituat

ions

and

at

tem

pt to

adv

ance

a te

amm

ate.

(S

2.M

10.8

)

 

S2.M

11 

Gam

es a

nd S

port

s

Fiel

ding

/Str

ikin

gG

ames

 R

educ

ing

Spa

ce

 

Iden

tifie

s th

e co

rrec

t def

ensi

ve p

lay

base

d on

the

situ

atio

n (e

.g.,

num

ber

of o

uts)

. (S

2.M

11.6

) 

Sel

ects

the

corr

ect d

efen

sive

pla

y ba

sed

on th

e si

tuat

ion

(e.g

., nu

mbe

r of

out

s).

(S2.

M11

.7) 

Red

uces

ope

n sp

aces

in th

e fie

ld b

y w

orki

ng w

ith te

amm

ates

to m

axim

ize

cove

rage

. (S

2.M

11.8

) 

S2.M

12 

SD Rev

ised

 

Indi

vidu

al

Perf

orm

ance

Act

iviti

es, R

hyth

mic

A

ctiv

ity/D

ance

M

ovem

ent C

once

pts

 

Var

ies

appl

icat

ion

of fo

rce

durin

g va

rious

act

iviti

es.

(S2.

M12

.6) 

Iden

tifie

s N

ewto

n’s

law

s of

mot

ion

to

vario

us a

ctiv

ities

. (S

2.M

12.7

) 

App

ly a

nd in

corp

orat

e N

ewto

n’s

law

s of

mot

ion

to v

ario

us a

ctiv

ities

. (S

2.M

12.8

) 

S2.M

13 

SD Rev

ised

   R

ecre

atio

n/O

utdo

or

Educ

atio

n

Iden

tify

and

use

appr

opria

te

equi

pmen

t or t

echn

olog

y fo

r a v

arie

ty

of a

ctiv

ities

. (S

2.M

13.6

) 

Dem

onst

rate

app

ropr

iate

ski

lls a

nd

use

of e

quip

men

t for

a v

arie

ty o

f ac

tiviti

es. 

(S2.

M13

.7) 

Impl

emen

ts s

afe

prot

ocol

s in

a v

arie

ty

of a

ctiv

ities

. (S

2.M

13.8

) 

S2.M

14 

SD Rev

ised

   Fi

tnes

s Pr

inci

ples

(F

ITT

Form

ula

= Fr

eque

ncy,

Inte

nsity

, Ti

me,

Typ

e) 

Util

ize

the

basi

cs o

f the

FIT

T P

rinci

ples

in a

var

iety

of a

ctiv

ities

. (S

2.M

14.6

) 

Det

erm

ine

FITT

com

pone

nts

achi

eved

dur

ing

a va

riety

of a

ctiv

ities

. (S

2.M

14.7

) 

Ana

lyze

and

est

ablis

h pe

rson

al F

ITT

Prin

cipl

es g

oals

. (S

2.M

14.8

) 

39

Middle School

Grade-level O

utcomes

         Stan

dard

3 

Gra

de 6 

Gra

de 7 

Gra

de 8 

The

phys

ical

ly li

tera

te in

divi

dual

dem

onst

rate

s th

e kn

owle

dge

and

skill

s to

ach

ieve

and

mai

ntai

n a

heal

th-e

nhan

cing

leve

l of p

hysi

cal

activ

ity a

nd fi

tnes

s.S3

.M1 

  Phys

ical

Act

ivity

K

now

ledg

e 

Des

crib

es h

ow b

eing

phy

sica

lly a

ctiv

e le

ads

to a

hea

lthy

body

. (S

3.M

1.6) 

Iden

tifie

s ba

rrie

rs re

late

d to

m

aint

aini

ng a

phy

sica

lly a

ctiv

e lif

esty

le a

nd s

eeks

sol

utio

ns fo

r el

imin

atin

g th

ose

barr

iers

. (S

3.M

1.7) 

Iden

tifie

s th

e fiv

e co

mpo

nent

s of

he

alth

-rel

ated

fitn

ess

(mus

cula

r st

reng

th, m

uscu

lar e

ndur

ance

, fle

xibi

lity,

car

diov

ascu

lar e

ndur

ance

, bo

dy c

ompo

sitio

n) a

nd e

xpla

ins

the

conn

ectio

ns b

etw

een

fitne

ss a

nd

over

all p

hysi

cal a

nd m

enta

l hea

lth.

(S3.

M1.

8)S3

.M2 

SD Rev

ised

 

Enga

ges

In P

hysi

cal

Act

ivity

SD

: Del

eted

S

3.M

2 

 

S3.M

3 SD

 Rev

ised

 

Enga

ges

In P

hysi

cal

Act

ivity

 

Par

ticip

ates

in a

var

iety

of

card

iova

scul

ar, m

uscu

lar s

treng

th,

mus

cula

r end

uran

ce a

nd fl

exib

ility

activ

ities

with

teac

her d

irect

ion.

(S

3.M

3.6) 

 

Cho

oses

to p

artic

ipat

e in

a v

arie

ty o

f ca

rdio

vasc

ular

, mus

cula

r stre

ngth

, m

uscu

lar e

ndur

ance

and

flex

ibilit

y ac

tiviti

es w

ith te

ache

r gui

danc

e.

(S3.

M3.

7) 

Par

ticip

ates

in a

var

iety

of s

elf-

sele

cted

car

diov

ascu

lar,

mus

cula

r st

reng

th, m

uscu

lar e

ndur

ance

and

fle

xibi

lity

activ

ities

. (S

3.M

3.8) 

S3.M

4 SD

 Rev

ised

  

Enga

ges

In P

hysi

cal

Act

ivity

 

Par

ticip

ates

in a

var

iety

of a

erob

ic

and

stre

ngth

act

iviti

es u

sing

te

chno

logy

. (S

3.M

4.6) 

Act

ivel

y en

gage

s in

a v

arie

ty o

f ae

robi

c an

d st

reng

th a

ctiv

ities

usi

ng

tech

nolo

gy.

(S3.

M4.

7) 

Act

ivel

y pa

rtici

pate

s in

and

ana

lyze

s a

varie

ty o

f sel

f cho

sen

aero

bic

and

stre

ngth

act

iviti

es u

sing

tech

nolo

gy.

(S3.

M4.

8)

 S3

.M5 

SD Rev

ised

 

Enga

ges

In P

hysi

cal

Act

ivity

Par

ticip

ates

in a

var

iety

of l

ifetim

e re

crea

tiona

l ind

ivid

ual,

dual

, and

team

ac

tiviti

es.

(S3.

M5.

6) 

Par

ticip

ates

in a

nd a

naly

zes

a va

riety

of

life

time

recr

eatio

nal i

ndiv

idua

l, du

al, a

nd te

am a

ctiv

ities

. (S

3.M

5.7) 

Par

ticip

ates

in a

var

iety

of s

elf-

sele

cted

life

time

recr

eatio

nal

indi

vidu

al, d

ual,

and

team

act

iviti

es.

(S3.

M5.

8) 

S3.M

6 

SD Rev

ised

 S

D: D

elet

ed

S3.

M6

Inte

grat

ed in

to S

3.M

11

    

40

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

   Stan

dard

3 

Gra

de 6 

Gra

de 7 

Gra

de 8 

S3.M

7   Fi

tnes

s K

now

ledg

e 

Iden

tifie

s th

e co

mpo

nent

s of

ski

ll-

rela

ted

fitne

ss.

(S3.

M7.

6) 

Dis

tingu

ishe

s be

twee

n he

alth

-rel

ated

an

d sk

ill-r

elat

ed fi

tnes

s.

(S3.

M7.

7) 

Com

pare

s an

d co

ntra

sts

heal

th-

rela

ted

fitne

ss c

ompo

nent

s.

(S3.

M7.

8)

 S3

.M8 

  Fitn

ess

Kno

wle

dge 

Set

s an

d m

onito

rs a

sel

f-sel

ecte

d ph

ysic

al a

ctiv

ity g

oal f

or a

erob

ic

and/

or m

uscl

e- a

nd b

one-

stre

ngth

enin

g ac

tivity

bas

ed o

n cu

rrent

fitn

ess

leve

l. (S

3.M

8.6)

 

Adj

usts

phy

sica

l act

ivity

bas

ed o

n qu

antit

y of

exe

rcis

e ne

eded

for a

m

inim

al h

ealth

sta

ndar

d an

d/or

op

timal

func

tioni

ng b

ased

on

curr

ent

fitne

ss le

vel.

(S

3.M

8.7) 

Use

s av

aila

ble

tech

nolo

gy to

sel

f-m

onito

r qua

ntity

of e

xerc

ise

need

ed

for a

min

imal

hea

lth s

tand

ard

and/

or

optim

al fu

nctio

ning

bas

ed o

n cu

rren

t fit

ness

leve

l.

(S3.

M8.

8) 

S3.M

9 SD

 Rev

ised

 

Fitn

ess

Kno

wle

dge

 

Em

ploy

s co

rrec

t tec

hniq

ues

and

met

hods

of s

tretc

hing

. (S

3.M

9.6)

Des

crib

es a

nd d

emon

stra

tes

the

diffe

renc

e be

twee

n dy

nam

ic a

nd

stat

ic s

tretc

hes.

(S

3.M

9.7) 

Em

ploy

s a

varie

ty o

f app

ropr

iate

st

atic

and

dyn

amic

stre

tchi

ng

tech

niqu

es fo

r all

maj

or m

uscl

e gr

oups

. (S

3.M

9.8) 

S3.M

10 

SD Rev

ised

 

Fitn

ess

Kno

wle

dge

 

Diff

eren

tiate

s be

twee

n ae

robi

c an

d an

aero

bic

capa

city

, and

mus

cula

r st

reng

th a

nd e

ndur

ance

. (S

3.M

10.6

) 

Des

crib

es th

e ro

le o

f exe

rcis

e an

d nu

tritio

n in

wei

ght m

anag

emen

t. (S

3.M

10.7

) 

Des

crib

e th

e im

porta

nce

of p

rope

r m

ovem

ent a

nd m

ovem

ent p

atte

rns

for

the

prev

entio

n of

inju

ry.

(S3.

M10

.8) 

S3.M

11 

  Fitn

ess

Kno

wle

dge 

Iden

tifie

s ea

ch o

f the

com

pone

nts

of

the

over

load

prin

cipl

e (F

ITT

form

ula)

fo

r diff

eren

t typ

es o

f phy

sica

l act

ivity

(a

erob

ic, m

uscu

lar f

itnes

s an

d fle

xibi

lity)

. (S

3.M

11.6

) 

Des

crib

es th

e ov

erlo

ad p

rinci

ple

(FIT

T fo

rmul

a) fo

r diff

eren

t typ

es o

f ph

ysic

al a

ctiv

ity, t

he tr

aini

ng

prin

cipl

es o

n w

hich

the

form

ula

is

base

d an

d ho

w th

e fo

rmul

a an

d pr

inci

ples

affe

ct fi

tnes

s.

(S3.

M11

.7)

Use

s th

e ov

erlo

ad p

rinci

ple

(FIT

T fo

rmul

a) in

pre

parin

g a

pers

onal

w

orko

ut.

(S3.

M11

.8) 

S3.M

12 

  Fitn

ess

Kno

wle

dge 

Des

crib

es th

e ro

le o

f war

m-u

ps a

nd

cool

-dow

ns b

efor

e an

d af

ter p

hysi

cal

activ

ity.

(S3.

M12

.6) 

Des

igns

a w

arm

-up/

cool

-dow

n re

gim

en fo

r a s

elf-s

elec

ted

phys

ical

ac

tivity

. (S

3.M

12.7

) 

Des

igns

and

impl

emen

ts a

war

m-u

p/

cool

-dow

n re

gim

en fo

r a s

elf-s

elec

ted

phys

ical

act

ivity

. (S

3.M

12.8

)  

S3.M

13 

SD Rev

ised

 

Fitn

ess

Kno

wle

dge 

Def

ines

rest

ing

hear

t rat

e (R

HR

) and

de

scrib

es it

s re

latio

nshi

p to

aer

obic

fit

ness

and

per

ceiv

ed e

xerti

on.

(S3.

M13

.6)

 

Def

ines

how

per

ceiv

ed e

xerti

on c

an

be u

sed

to d

eter

min

e w

ork

effo

rt or

in

tens

ity o

f exe

rcis

e.

(S3.

M13

.7) 

Def

ines

how

per

ceiv

ed e

xerti

on c

an

be u

sed

to a

djus

t wor

kout

inte

nsity

du

ring

phys

ical

act

ivity

. (S

3.M

13.8

) 

41

Middle School

Grade-level O

utcomes

       Stan

dard

3 

Gra

de 6 

Gra

de 7 

Gra

de 8 

S3.M

14 

  Fitn

ess

Kno

wle

dge 

Iden

tifie

s m

ajor

mus

cles

use

d in

se

lect

ed p

hysi

cal a

ctiv

ities

. (S

3.M

14.6

) 

Des

crib

es h

ow m

uscl

es p

ull o

n bo

nes

to c

reat

e m

ovem

ent i

n pa

irs b

y re

laxi

ng a

nd c

ontra

ctin

g.

(S3.

M14

.7) 

Exp

lain

s ho

w b

ody

syst

ems

inte

ract

w

ith o

ne a

noth

er (e

.g.,

bloo

d tra

nspo

rts n

utrie

nts

from

the

dige

stiv

e sy

stem

, oxy

gen

from

the

resp

irato

ry

syst

em) d

urin

g ph

ysic

al a

ctiv

ity.

(S3.

M14

.8)

 S3

.M15

 SD

 Rev

ised

 

Ass

essm

ent a

nd

Prog

ram

Pla

nnin

g 

Des

igns

and

impl

emen

ts a

pro

gram

of

rem

edia

tion

for a

ny a

reas

of

wea

knes

s ba

sed

on th

e re

sults

of

heal

th-r

elat

ed fi

tnes

s as

sess

men

t w

ith te

ache

r ass

ista

nce.

(S

3.M

15.6

)  

Des

igns

and

impl

emen

ts a

pro

gram

of

rem

edia

tion

for t

wo

area

s of

w

eakn

ess

base

d on

the

resu

lts o

f he

alth

-rel

ated

fitn

ess

asse

ssm

ent.

(S3.

M15

.7) 

Des

igns

and

impl

emen

ts a

pro

gram

of

rem

edia

tion

for t

hree

are

as o

f w

eakn

ess

base

d on

the

resu

lts o

f he

alth

-rel

ated

fitn

ess

asse

ssm

ent.

(S3.

M15

.8) 

S3.M

16 

  Ass

essm

ent a

nd

Prog

ram

Pla

nnin

g 

Mai

ntai

ns a

phy

sica

l act

ivity

log

for a

t le

ast t

wo

wee

ks a

nd re

flect

s on

ac

tivity

leve

ls a

s do

cum

ente

d in

the

log.

(S3.

M16

.6) 

Mai

ntai

ns a

phy

sica

l act

ivity

and

nu

tritio

n lo

g fo

r at l

east

two

wee

ks

and

refle

cts

on a

ctiv

ity le

vels

and

nu

tritio

n as

doc

umen

ted

in th

e lo

g.

(S3.

M16

.7)

 

Des

igns

and

impl

emen

ts a

pro

gram

to

impr

ove

leve

ls o

f hea

lth-r

elat

ed

fitne

ss a

nd n

utrit

ion.

(S

3.M

16.8

) 

S3.M

17 

  Nut

ritio

n 

Iden

tifie

s fo

ods

with

in e

ach

of th

e ba

sic

food

gro

ups

and

sele

cts

appr

opria

te s

ervi

ngs

and

porti

ons

for

his/

her a

ge a

nd p

hysi

cal a

ctiv

ity

leve

ls.

(S3.

M17

.6)

 

Dev

elop

s st

rate

gies

to b

alan

ce

heal

thy

food

, sna

cks

and

wat

er

inta

ke, a

long

with

dai

ly p

hysi

cal

activ

ity.

(S3.

M17

.7) 

Des

crib

es th

e re

latio

nshi

p be

twee

n po

or n

utrit

ion

and

heal

th ri

sk fa

ctor

s.

(S3.

M17

.8) 

S3.M

18 

  Stre

ss M

anag

emen

t 

Iden

tifie

s po

sitiv

e an

d ne

gativ

e re

sults

of

stre

ss a

nd a

ppro

pria

te w

ays

of

deal

ing

with

eac

h.

(S3.

M18

.6) 

Pra

ctic

es s

trate

gies

for d

ealin

g w

ith

stre

ss, s

uch

as d

eep

brea

thin

g,

guid

ed v

isua

lizat

ion

and

aero

bic

exer

cise

.(S

3.M

18.7

)  

Dem

onst

rate

s ba

sic

mov

emen

ts u

sed

in o

ther

stre

ss-r

educ

ing

activ

ities

su

ch a

s yo

ga a

nd T

ai C

hi.

(S3.

M18

.8) 

     

42

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

   Stan

dard

4 

Gra

de 6 

Gra

de 7 

Gra

de 8 

The

phys

ical

ly li

tera

te in

divi

dual

exh

ibits

resp

onsi

ble

pers

onal

and

soc

ial b

ehav

ior t

hat r

espe

cts

self,

oth

ers

and

envi

ronm

ent. 

S4.M

1 SD

 Rev

ised

   Pe

rson

alR

espo

nsib

ility 

Exh

ibits

resp

onsi

bilit

y by

usi

ng

appr

opria

te e

tique

tte, d

emon

stra

ting

resp

ect f

or fa

cilit

ies

and

exhi

bitin

g sa

fe b

ehav

iors

. (S

4.M

1.6) 

Exh

ibits

resp

onsi

ble

soci

al b

ehav

iors

by

coo

pera

ting

with

cla

ssm

ates

, de

mon

stra

ting

incl

usiv

e be

havi

ors

and

supp

ortin

g cl

assm

ates

. (S

4.M

1.7) 

Acc

epts

resp

onsi

bilit

y fo

r im

prov

ing

one’

s ow

n le

vels

of p

hysi

cal a

ctiv

ity

and

fitne

ss w

hile

sup

porti

ng th

e ef

forts

of o

ther

s.

(S4.

M1.

8)

   S4

.M2 

  Pers

onal

Res

pons

ibili

ty 

Iden

tifie

s an

d us

es a

ppro

pria

te

stra

tegi

es to

sel

f-rei

nfor

ce p

ositi

ve

fitne

ss b

ehav

iors

, suc

h as

pos

itive

se

lf-ta

lk.

(S4.

M2.

6) 

Dem

onst

rate

s bo

th in

trins

ic a

nd

extri

nsic

mot

ivat

ion

by s

elec

ting

oppo

rtuni

ties

to p

artic

ipat

e in

phy

sica

l ac

tivity

out

side

of c

lass

. (S

4.M

2.7)

   

Use

s ef

fect

ive

self-

mon

itorin

g sk

ills

to

inco

rpor

ate

oppo

rtuni

ties

for p

hysi

cal

activ

ity in

and

out

side

of s

choo

l. (S

4.M

2.8) 

S4.M

3   A

ccep

ting

Feed

back

 

Dem

onst

rate

s se

lf-re

spon

sibi

lity

by

impl

emen

ting

spec

ific

corre

ctiv

e fe

edba

ck to

impr

ove

perfo

rman

ce.

(S4.

M3.

6) 

Pro

vide

s co

rrec

tive

feed

back

to a

pe

er, u

sing

teac

her-

gene

rate

d gu

idel

ines

, and

inco

rpor

atin

g ap

prop

riate

tone

and

oth

er

com

mun

icat

ion

skill

s.

(S4.

M3.

7)

   

Pro

vide

s en

cour

agem

ent a

nd

appr

opria

te fe

edba

ck to

pee

rs w

ithou

t pr

ompt

ing

from

the

teac

her.

(S4.

M3.

8) 

S4.M

4   W

orki

ng W

ith O

ther

s 

Acc

epts

diff

eren

ces

amon

g cl

assm

ates

in p

hysi

cal d

evel

opm

ent,

mat

urat

ion

and

vary

ing

skill

leve

ls b

y pr

ovid

ing

enco

urag

emen

t and

pos

itive

fe

edba

ck.

(S4.

M4.

6) 

Dem

onst

rate

s co

oper

atio

n sk

ills b

y es

tabl

ishi

ng ru

les

and

guid

elin

es fo

r re

solv

ing

conf

licts

.(S

4.M

4.7) 

Res

pond

s ap

prop

riate

ly to

pa

rtici

pant

s’ e

thic

al a

nd u

neth

ical

be

havi

or d

urin

g ph

ysic

al a

ctiv

ity b

y us

ing

rule

s an

d gu

idel

ines

for

reso

lvin

g co

nflic

ts.

(S4.

M4.

8)

 S4

.M5 

SD Rev

ised

 

Wor

king

With

Oth

ers 

Coo

pera

tes

with

a s

mal

l gro

up o

f cl

assm

ates

dur

ing

adve

ntur

e ac

tiviti

es, g

ame

play

or t

eam

-bui

ldin

g ac

tiviti

es.

(S4.

M5.

6) 

Pro

blem

-sol

ves

with

a s

mal

l gro

up o

f cl

assm

ates

dur

ing

adve

ntur

e ac

tiviti

es, s

mal

l-gro

up in

itiat

ives

or

gam

e pl

ay.

(S4.

M5.

7) 

Coo

pera

tes

and

dist

ribut

es le

ader

ship

re

spon

sibi

litie

s w

ith m

ultip

le

clas

smat

es o

n pr

oble

m-s

olvi

ng

initi

ativ

es in

clud

ing

adve

ntur

e ac

tiviti

es, l

arge

-gro

up in

itiat

ives

and

ga

me

play

.(S

4.M

5.8)

 

43

Middle School

Grade-level O

utcomes

                                Stan

dard

4 

Gra

de 6 

Gra

de 7 

Gra

de 8 

S4.M

6 SD

 Rev

ised

   R

ules

and

Etiq

uette

 

Iden

tifie

s th

e ru

les

and

etiq

uette

for

phys

ical

act

iviti

es/g

ames

. (S

4.M

6.6a

)   E

xhib

its th

e fu

ndam

enta

ls o

f goo

d sp

orts

man

ship

. (S

4.M

6.6b

) 

Dem

onst

rate

s kn

owle

dge

of ru

les

and

etiq

uette

by

self-

offic

iatin

g m

odifi

ed

phys

ical

act

iviti

es/g

ames

or f

ollo

win

g pa

ram

eter

s to

cre

ate

or m

odify

a

danc

e.

(S4.

M6.

7a) 

  Exh

ibits

the

fund

amen

tals

of g

ood

spor

tsm

ansh

ip.

(S4.

M6.

7b) 

App

lies

rule

s an

d et

ique

tte b

y ac

ting

as a

n of

ficia

l for

mod

ified

phy

sica

l ac

tiviti

es/g

ames

and

/or c

reat

ing

danc

e ro

utin

es w

ithin

a g

iven

set

of

para

met

ers.

(S

4.M

6.8a

)   E

xhib

its th

e fu

ndam

enta

ls o

f goo

d sp

orts

man

ship

. (S

4.M

6.8b

)  

S4.M

7   Sa

fety 

Use

s ph

ysic

al a

ctiv

ity a

nd fi

tnes

s eq

uipm

ent a

ppro

pria

tely

and

saf

ely,

w

ith m

inim

al te

ache

r’s g

uida

nce.

(S1.

M7.

6) 

Inde

pend

ently

use

s ph

ysic

al a

ctiv

ity

and

exer

cise

equ

ipm

ent a

ppro

pria

tely

an

d sa

fely

.(S

1.M

7.7) 

Inde

pend

ently

use

s ph

ysic

al a

ctiv

ity

and

fitne

ss e

quip

men

t app

ropr

iate

ly,

and

iden

tifie

s sp

ecifi

c sa

fety

con

cern

s as

soci

ated

with

the

activ

ity.

(S1.

M7.

8)

 

44

Mid

dle

Scho

ol

Gra

de-le

vel O

utco

mes

   Stan

dard

5 

Gra

de 6 

Gra

de 7 

Gra

de 8 

The

phys

ical

ly li

tera

te in

divi

dual

reco

gniz

es th

e va

lue

of p

hysi

cal a

ctiv

ity fo

r hea

lth, e

njoy

men

t, ch

alle

nge,

sel

f-exp

ress

ion,

em

ploy

men

t op

port

uniti

es a

nd s

ocia

l int

erac

tion.

 S5

.M1 

SD Rev

ised

   H

ealth

 

Des

crib

es h

ow b

eing

phy

sica

lly a

ctiv

e le

ads

to a

hea

lthy

brai

n an

d bo

dy.

(S5.

M1.

6) 

Iden

tifie

s di

ffere

nt ty

pes

of p

hysi

cal

activ

ities

and

des

crib

es h

ow e

ach

exer

ts a

pos

itive

impa

ct o

n ov

eral

l ph

ysic

al a

nd m

enta

l hea

lth.

(S5.

M1.

7)

 

Iden

tifie

s th

e fiv

e co

mpo

nent

s of

he

alth

-rel

ated

fitn

ess

(mus

cula

r st

reng

th, m

uscu

lar e

ndur

ance

, fle

xibi

lity,

car

diov

ascu

lar e

ndur

ance

an

d bo

dy c

ompo

sitio

n) a

nd e

xpla

ins

the

conn

ectio

ns b

etw

een

fitne

ss a

nd

over

all p

hysi

cal a

nd m

enta

l hea

lth.

(S5.

M1.

8)

 S5

.M2 

SD Rev

ised

   H

ealth

 

Iden

tifie

s co

mpo

nent

s of

phy

sica

l ac

tivity

that

pro

vide

opp

ortu

nitie

s fo

r re

duci

ng s

tress

and

for s

ocia

l in

tera

ctio

n.(S

5.M

2.6)

 

Iden

tifie

s po

sitiv

e m

enta

l and

em

otio

nal a

spec

ts o

f par

ticip

atin

g in

a

varie

ty o

f phy

sica

l act

iviti

es.

(S5.

M2.

7) 

Ana

lyze

s th

e em

pow

erin

g be

nefit

s of

be

ing

phys

ical

ly a

ctiv

e.

(S5.

M2.

8) 

S5.M

3 SD

 Rev

ised

   C

halle

nge 

Rec

ogni

zes

indi

vidu

al c

halle

nges

and

co

pes

in a

pos

itive

way

. (e.

g.,

exte

ndin

g ef

fort,

ask

ing

for h

elp

or

feed

back

and

/or m

odify

ing

the

task

s.)

(S5.

M3.

6)

 

Gen

erat

es p

ositi

ve s

trate

gies

(e.g

., of

ferin

g su

gges

tions

or a

ssis

tanc

e,

lead

ing

or fo

llow

ing

othe

rs) a

nd

prov

idin

g po

ssib

le s

olut

ions

whe

n fa

ced

with

a g

roup

cha

lleng

e.

(S5.

M3.

7)

Dev

elop

s a

plan

of a

ctio

n an

d m

akes

ap

prop

riate

dec

isio

ns b

ased

on

that

pl

an w

hen

face

d w

ith a

n in

divi

dual

ch

alle

nge.

(S

5.M

3.8) 

S5.M

4 SD

 Rev

ised

  

Self-

Expr

essi

on a

nd

Enjo

ymen

t  

Des

crib

es h

ow m

ovin

g pr

ofic

ient

ly in

a

phys

ical

act

ivity

set

ting

crea

tes

enjo

ymen

t.(S

5.M

4.6)

Iden

tifie

s w

hy s

elf-s

elec

ted

phys

ical

ac

tiviti

es c

reat

e en

joym

ent.

(S

5.M

4.7) 

Dis

cuss

es h

ow e

njoy

men

t cou

ld b

e in

crea

sed

in s

elf-s

elec

ted

phys

ical

ac

tiviti

es.

(S5.

M4.

8) 

S5.M

5   Se

lf-Ex

pres

sion

and

En

joym

ent 

Iden

tifie

s ho

w s

elf-e

xpre

ssio

n an

d ph

ysic

al a

ctiv

ity a

re re

late

d.

(S5.

M5.

6) 

Exp

lain

s th

e re

latio

nshi

p be

twee

n se

lf-ex

pres

sion

and

life

long

en

joym

ent t

hrou

gh p

hysi

cal a

ctiv

ity.

(S5.

M5.

7)

 

Iden

tifie

s an

d pa

rtici

pate

s in

an

enjo

yabl

e ac

tivity

that

pro

mpt

s in

divi

dual

sel

f-exp

ress

ion.

(S

5.M

5.8) 

S5.M

6   So

cial

Inte

ract

ion 

Dem

onst

rate

s re

spec

t for

sel

f and

ot

hers

in a

ctiv

ities

and

gam

es b

y fo

llow

ing

the

rule

s, e

ncou

ragi

ng

othe

rs a

nd p

layi

ng in

the

spiri

t of t

he

gam

e or

act

ivity

. (S

5.M

6.6) 

Dem

onst

rate

s th

e im

porta

nce

of

soci

al in

tera

ctio

n by

hel

ping

and

en

cour

agin

g ot

hers

, avo

idin

g tra

sh

talk

and

pro

vidi

ng s

uppo

rt to

cl

assm

ates

. (S

5.M

6.7)

Dem

onst

rate

s re

spec

t for

sel

f by

aski

ng fo

r hel

p an

d he

lpin

g ot

hers

in

vario

us p

hysi

cal a

ctiv

ities

. (S

5.M

6.8) 

45

Middle School

Grade-level O

utcomes

   

Ope

ratio

nal D

efin

ition

of A

ctiv

ity C

ateg

orie

s

Rec

reat

ion/

Out

door

Edu

catio

n: T

he o

utdo

or e

nviro

nmen

t is

an im

porta

nt fa

ctor

in s

tude

nt e

ngag

emen

t in

the

activ

ity. A

ctiv

ities

mig

ht in

clud

e,

but a

re n

ot li

mite

d to

recr

eatio

nal b

oatin

g (e

.g.,

kaya

king

, can

oein

g, s

ailin

g, ro

win

g), h

ikin

g, b

ackp

acki

ng, f

ishi

ng, o

rient

eerin

g/ge

ocac

hing

, ice

sk

atin

g, s

kate

boar

ding

, sno

w o

r wat

er s

kiin

g, s

now

boar

ding

, sno

wsh

oein

g, s

urfin

g, b

ould

erin

g/tra

vers

ing/

clim

bing

, mou

ntai

n bi

king

, adv

entu

re

activ

ities

and

rope

s co

urse

s. S

elec

tion

of a

ctiv

ities

dep

ends

on

the

envi

ronm

enta

l opp

ortu

nitie

s w

ithin

the

geog

raph

ical

regi

on.

Fitn

ess

Act

iviti

es: A

ctiv

ities

with

a fo

cus

on im

prov

ing

or m

aint

aini

ng fi

tnes

s an

d m

ight

incl

ude,

but

are

not

lim

ited

to y

oga,

pila

tes,

resi

stan

cetra

inin

g, s

pinn

ing,

runn

ing,

fitn

ess

wal

king

, fitn

ess

swim

min

g, k

ickb

oxin

g, c

ardi

o-ki

ck, z

umba

and

exe

rgam

ing.

Rhy

thm

ic A

ctiv

ity/D

ance

: Act

iviti

es th

at fo

cus

on d

ance

or r

hyth

ms

and

mig

ht in

clud

e: ri

bbon

s, ju

mpi

ng, d

ribbl

ing

and

leap

ing;

and

are

not

lim

ited

to d

ance

form

s su

ch a

s cr

eativ

e m

ovem

ent/d

ance

, bal

let,

mod

ern,

eth

nic/

folk

, hip

hop

, Lat

in, l

ine,

bal

lroom

, soc

ial a

nd s

quar

e.

Aqu

atic

s: M

ight

incl

ude,

but

are

not

lim

ited

to s

wim

min

g, d

ivin

g, s

ynch

roni

zed

swim

min

g an

d w

ater

pol

o.

Indi

vidu

al P

erfo

rman

ce A

ctiv

ities

: Mig

ht in

clud

e, b

ut a

re n

ot li

mite

d to

gym

nast

ics,

figu

re s

katin

g, tr

ack

and

field

, mul

ti-sp

ort e

vent

s, in

-line

sk

atin

g, w

rest

ling,

sel

f-def

ense

and

ska

tebo

ardi

ng.

Gam

es a

ndSp

orts

: Inc

lude

s th

e ga

mes

cat

egor

ies

of in

vasi

on, n

et/w

all,

targ

et a

nd fi

eldi

ng/s

triki

ng.

Life

time

Act

iviti

es: I

nclu

des

the

cate

gorie

s of

out

door

pur

suits

, sel

ecte

d in

divi

dual

per

form

ance

act

iviti

es, a

quat

ics

and

net/w

all a

nd ta

rget

ga

mes

.                 

46

47

High School

Grade-level O

utcomes

   

Hig

h Sc

hool

Out

com

es (G

rade

s 9

– 12

)

By

the

end

of h

igh

scho

ol, t

he le

arne

r will

be c

olle

ge o

r car

eer-

read

y as

dem

onst

rate

d by

the

abili

ty to

pla

n an

d im

plem

ent d

iffer

ent t

ypes

of

pers

onal

fitn

ess

prog

ram

s; d

emon

stra

te p

rofic

ienc

y in

two

or m

ore

lifet

ime

activ

ities

; des

crib

e ke

y co

ncep

ts a

ssoc

iate

d w

ith s

ucce

ssfu

l pa

rtici

patio

n in

phy

sica

l act

ivity

; mod

el re

spon

sibl

e be

havi

or w

hile

eng

aged

in p

hysi

cal a

ctiv

ity; a

nd e

ngag

e in

phy

sica

l act

iviti

es th

at m

eet t

he

need

for s

elf-e

xpre

ssio

n, c

halle

nge,

em

ploy

men

t opp

ortu

nitie

s, s

ocia

l int

erac

tion

and

enjo

ymen

t.

Not

e: H

igh

scho

ol o

utco

mes

hav

e be

en o

rgan

ized

into

two

leve

ls. L

evel

1 in

dica

tes

the

min

imum

kno

wle

dge

and

skill

s th

at s

tude

nts

mus

t atta

in to

be

col

lege

or c

aree

r-re

ady.

Lev

el 2

allo

ws

stud

ents

to b

uild

on

Leve

l 1 c

ompe

tenc

ies

by a

ugm

entin

g kn

owle

dge

and

skill

s co

nsid

ered

des

irabl

e fo

r col

lege

or c

aree

r rea

dine

ss.

Stan

dard

1 

Leve

l 1 

Leve

l 2 

The

phys

ical

ly li

tera

te in

divi

dual

dem

onst

rate

s pr

ofic

ienc

y in

a v

arie

ty o

f mot

or s

kills

and

mov

emen

t pat

tern

s.

S1.H

1 SD

 Rev

ised

    Li

fetim

e A

ctiv

ities

 

Dem

onst

rate

s pr

ofic

ienc

y an

d/or

refin

es a

ctiv

ity-s

peci

fic

mov

emen

t ski

lls in

two

or m

ore

lifet

ime

activ

ities

(out

door

ed

ucat

ion,

indi

vidu

al-p

erfo

rman

ce a

ctiv

ities

, aqu

atic

s,

net/w

all g

ames

or t

arge

t gam

es).

(S1.

H1.

L1)

Ref

ines

act

ivity

-spe

cific

mov

emen

t ski

lls in

one

or m

ore

lifet

ime

activ

ities

(out

door

edu

catio

n, in

divi

dual

-pe

rform

ance

act

iviti

es, a

quat

ics,

net

/wal

l gam

es o

r tar

get

gam

es).

(S

1.H

1.L2

)

S1.H

2 SD

 Rev

ised

   Li

fetim

e A

ctiv

ities

  R

hyth

mic

A

ctiv

ities

/Dan

ce 

Dem

onst

rate

s pr

ofic

ienc

y in

rhyt

hmic

mov

emen

t pa

ttern

s/da

nce.

(e.g

., Ju

mp

rope

s, P

arko

ur, Z

umba

, D

ance

, Yog

a, A

erob

ics)

(S

1.H

2.L1

) 

Dem

onst

rate

s cr

eativ

ity in

rhyt

hmic

mov

emen

t pat

tern

s

by c

hore

ogra

phin

g a

danc

e or

per

form

ing

a rh

ythm

ic

rout

ine.

(S

1.H

2.L2

) 

S1.H

3 SD

 Rev

ised

   Fi

tnes

s A

ctiv

ities

 

Dem

onst

rate

s pr

ofic

ienc

y in

spe

cial

ized

ski

lls in

hea

lth-

rela

ted

fitne

ss a

ctiv

ities

. (S

1.H

3.L1

a) 

  Dem

onst

rate

s ta

rget

zon

es o

f hea

lth-r

elat

ed fi

tnes

s co

mpo

nent

s th

roug

h pa

rtici

patio

n in

indi

vidu

al a

nd/o

r te

am p

erfo

rman

ce a

ctiv

ities

. (S

1.H

3.L1

b)

Dem

onst

rate

s pr

ofic

ient

spe

cial

ized

ski

lls in

hea

lth-r

elat

ed

fitne

ss a

ctiv

ities

. (S

1.H

3.L2

a) 

  Dem

onst

rate

s th

resh

old

zone

s of

hea

lth-r

elat

ed fi

tnes

s co

mpo

nent

s th

roug

h pa

rtici

patio

n in

indi

vidu

al a

nd/o

r te

am p

erfo

rman

ce a

ctiv

ities

. (S

1.H

3.L2

b)

48

Hig

h Sc

hool

G

rade

-leve

l Out

com

es

   Stan

dard

1 

Leve

l 1 

Leve

l 2 

S1.H

4SD

 Rev

ised

   Fi

tnes

s A

ctiv

ities

  In

divi

dual

/Tea

m

Per

form

ance

Act

iviti

es 

Exe

cute

s ef

fect

ive

stra

tegi

es fo

r var

ious

indi

vidu

al a

nd/o

r te

am p

erfo

rman

ce a

ctiv

ities

. (S

1.H

4.L1

) 

Cre

ate

and

exec

ute

effe

ctiv

e of

fens

ive

and

defe

nsiv

e st

rate

gies

in a

t lea

st th

ree

self-

sele

cted

indi

vidu

al a

nd/o

r te

am p

erfo

rman

ce a

ctiv

ities

. (S

1.H

4.L2

) 

                             

49

High School

Grade-level O

utcomes

   Stan

dard

2 

Leve

l 1 

Leve

l 2 

The

phys

ical

ly li

tera

te in

divi

dual

app

lies

know

ledg

e of

con

cept

s, p

rinci

ples

, str

ateg

ies

and

tact

ics

to e

nhan

ce m

ovem

ent a

nd

perf

orm

ance

.

S2.H

1 SD

 Rev

ised

   M

ovem

ent C

once

pts

 

App

lies

the

term

inol

ogy

asso

ciat

ed w

ith e

xerc

ise

and

parti

cipa

tion

in a

var

iety

of a

ctiv

ities

. (e.

g., i

ndiv

idua

l-pe

rform

ance

act

iviti

es, t

eam

act

iviti

es, n

et/w

all g

ames

, ta

rget

gam

es, a

quat

ics

and/

or o

utdo

or p

ursu

its)

appr

opria

tely

. (S

2.H

1.L1

)  

Cre

ates

, per

form

s, a

nd d

iscu

sses

an

activ

ity re

leva

nt to

hi

stor

ical

and

cul

tura

l per

spec

tives

. (S

2.H

1.L2

) 

S2.H

2SD

 Rev

ised

   Pr

inci

ples

 

Pra

ctic

e m

ovem

ent c

once

pts,

prin

cipl

es, s

trate

gies

, and

ta

ctic

s (e

.g.,

forc

e, m

otio

n, ro

tatio

n) to

ana

lyze

and

im

prov

e pe

rform

ance

of s

elf a

nd/o

r oth

ers

in a

sel

ecte

d ac

tivity

(e.g

., in

divi

dual

-per

form

ance

, tea

m a

ctiv

ities

, ne

t/wal

l gam

es, t

arge

t gam

es, a

quat

ics

and/

or o

utdo

or

purs

uits

).(S

2.H

2.L1

)  

App

ly p

rinci

ples

and

con

cept

s to

the

spee

d/ac

cura

cy

trade

-off

in th

row

ing

and

strik

ing

in a

var

iety

of a

ctiv

ities

. (S

2.H

2.L2

) 

S2.H

3SD

 Rev

ised

 

Kno

wle

dge,

Str

ateg

y an

d Ta

ctic

s  

Cre

ates

a p

ract

ice

plan

to im

prov

e pe

rform

ance

for a

sel

f-se

lect

ed s

kill.

(S

2.H

3.L1

) 

Iden

tifie

s th

e st

ages

of l

earn

ing

a m

otor

ski

ll.

(S2.

H3.

L2) 

S2.H

4 SD

 Rev

ised

   Fi

tnes

s Pr

inci

ples

(F

ITT

Form

ula

= Fr

eque

ncy,

Inte

nsity

, Ti

me

and

Type

)  

Dis

cuss

es h

ow o

verlo

ad, p

rogr

essi

on, a

nd s

peci

ficity

will

enha

nce

a pe

rson

al fi

tnes

s pr

ogra

m.

(S2.

H4.

L1) 

Dem

onst

rate

s pr

ogra

m p

lann

ing

skills

by

setti

ng g

oals

and

de

visi

ng s

trate

gies

for l

ifetim

e fit

ness

. (S

2.H

4.L2

)  

     

50

Hig

h Sc

hool

G

rade

-leve

l Out

com

es

     Stan

dard

3 

Leve

l 1 

Leve

l 2 

The

phys

ical

ly li

tera

te in

divi

dual

dem

onst

rate

s th

e kn

owle

dge

and

skill

s to

ach

ieve

and

mai

ntai

n a

heal

th-e

nhan

cing

leve

l of p

hysi

cal a

ctiv

ity a

nd

fitne

ss.

S3

.H1 

SD Rev

ised

 

Phys

ical

Act

ivity

K

now

ledg

e

Inve

stig

ates

the

rela

tions

hips

am

ong

phys

ical

act

ivity

, nu

tritio

n an

d bo

dy c

ompo

sitio

n.

(S3.

H1.

L1) 

 

Dis

cuss

es th

e be

nefit

s of

a p

hysi

cally

act

ive

lifes

tyle

as

it re

late

s to

col

lege

/car

eer p

rodu

ctiv

ity.

(S3.

H1.

L2) 

S3.H

2 SD

 Rev

ised

 

Phys

ical

Act

ivity

K

now

ledg

e

SD

: Del

eted

S3

.H2

Ref

er to

Sou

th D

akot

a H

ealth

Edu

catio

n S

tand

ard

3: S

tude

nts

will

dem

onst

rate

the

abili

ty to

acc

ess

valid

info

rmat

ion

and

prod

ucts

and

ser

vice

s to

enh

ance

hea

lth.

S3.H

3 SD

 Rev

ised

 

Phys

ical

Act

ivity

K

now

ledg

e

App

lies

rate

s of

per

ceiv

ed e

xerti

on a

nd p

acin

g.(S

3.H

3.L1

) Id

entif

ies

issu

es a

ssoc

iate

d w

ith e

xerc

isin

g in

hea

t, hu

mid

ity a

nd c

old.

(S

3.H

3.L2

)    

S3.H

4   Ph

ysic

al A

ctiv

ity

Kno

wle

dge 

Eva

luat

es –

acc

ordi

ng to

thei

r ben

efits

, soc

ial s

uppo

rt ne

twor

k an

d pa

rtici

patio

n re

quire

men

ts –

act

iviti

es th

at

can

be p

ursu

ed in

the

loca

l env

ironm

ent.

(S3.

H4.

L1)

If th

e ou

tcom

e w

as n

ot a

chie

ved

in L

evel

1, i

t sho

uld

be a

fo

cus

in L

evel

2.

S3.H

5 SD

 Rev

ised

 

Phys

ical

Act

ivity

K

now

ledg

e 

Iden

tifie

s th

e im

pact

of l

ife c

hoic

es, e

cono

mic

s, m

otiv

atio

n an

d ac

cess

ibilit

y on

exe

rcis

e ad

here

nce

and

parti

cipa

tion

in p

hysi

cal a

ctiv

ity in

col

lege

or c

aree

r set

tings

. (S

3.H

5.L1

) 

Ana

lyze

s th

e im

pact

of l

ife c

hoic

es, e

cono

mic

s, m

otiv

atio

n an

d ac

cess

ibilit

y on

exe

rcis

e ad

here

nce

and

parti

cipa

tion

in p

hysi

cal a

ctiv

ity in

col

lege

or c

aree

r set

tings

. (S

3.H

5.L2

) 

S3.H

6 SD

 Rev

ised

 

Enga

ges

In P

hysi

cal

Act

ivity

SD

: Del

eted

S3

.H6

 

S3.H

7 SD

 Rev

ised

 

Fitn

ess

Kno

wle

dge 

Dem

onst

rate

mat

ure

tech

niqu

e in

resi

stan

ce-tr

aini

ng

mac

hine

s an

d fre

e w

eigh

ts.

(S3.

H7.

L1)

Des

igns

and

impl

emen

ts a

stre

ngth

and

con

ditio

ning

pr

ogra

m th

at d

evel

ops

bala

nce

in o

ppos

ing

mus

cle

grou

ps

(ago

nist

/ant

agon

ist)

and

supp

orts

a h

ealth

y, a

ctiv

e lif

esty

le.

(S3.

H7.

L2)

51

High School

Grade-level O

utcomes

   Stan

dard

3 

Leve

l 1 

Leve

l 2 

S3.H

8 SD

 Rev

ised

 

Fitn

ess

Kno

wle

dge

 

Rel

ates

phy

siol

ogic

al re

spon

ses

to in

divi

dual

leve

ls o

f fit

ness

. (S

3.H

8.L1

)

Iden

tifie

s th

e di

ffere

nt e

nerg

y sy

stem

s us

ed in

a s

elec

ted

phys

ical

act

ivity

(e.g

., ad

enos

ine

triph

osph

ate

and

phos

phoc

reat

ine,

ana

erob

ic g

lyco

lysi

s, a

erob

ic).

(S

3.H

8.L2

) 

S3.H

9 SD

 Rev

ised

 

Fitn

ess

Kno

wle

dge 

Iden

tifie

s an

d pa

rtici

pate

s in

var

ious

type

s of

stre

ngth

ex

erci

ses

(isom

etric

, con

cent

ric, e

ccen

tric)

and

stre

tchi

ng

exer

cise

s (s

tatic

, pro

prio

cept

ive

neur

omus

cula

r fac

ilitat

ion

(PN

F), d

ynam

ic) f

or p

erso

nal f

itnes

s de

velo

pmen

t (e.

g.,

stre

ngth

, end

uran

ce, r

ange

of m

otio

n).

(S3.

H9.

L1)

 

Cre

ates

and

util

izes

an

activ

ity p

lan

for s

treng

th a

nd

stre

tchi

ng fo

r per

sona

l fitn

ess

deve

lopm

ent.

(S

3.H

9.L2

) 

S3.H

10 

  Fitn

ess

Kno

wle

dge 

Cal

cula

tes

targ

et h

eart

rate

and

app

lies

hear

t rat

e in

form

atio

n to

a p

erso

nal f

itnes

s pl

an.

(S3.

H10

.L1) 

Adj

usts

pac

ing

to k

eep

hear

t rat

e in

the

targ

et z

one,

usi

ng

avai

labl

e te

chno

logy

(e.g

., pe

dom

eter

, hea

rt ra

te m

onito

r),

to s

elf-m

onito

r aer

obic

inte

nsity

. (S

3.H

10.L

2)

 S3

.H11

 SD

 Rev

ised

 

Ass

essm

ent a

nd

Prog

ram

Pla

nnin

g  

SD

: Del

eted

(D

ue to

diff

icul

ty w

ith s

tude

nt a

ccou

ntab

ility.

)

 

S3.H

12SD

 Rev

ised

 

Ass

essm

ent a

nd

Prog

ram

Pla

nnin

g

Ana

lyze

s th

e co

mpo

nent

s of

ski

ll-re

late

d fit

ness

in re

latio

n to

life

and

car

eer g

oals

, and

des

igns

an

appr

opria

te fi

tnes

s pr

ogra

m fo

r tho

se g

oals

. (S

3.H

12.L

1)

S3.H

13SD

Rev

ised

Nut

ritio

n

SD

: Del

eted

Ref

er to

Sou

th D

akot

a H

ealth

Edu

catio

n S

tand

ard

6: S

tude

nts

will

dem

onst

rate

the

abili

ty to

use

goal

-set

ting

skills

to

enh

ance

hea

lth.

S3.H

14SD

 Rev

ised

 

Stre

ss M

anag

emen

t

SD

: Del

eted

Ref

er to

Sou

th D

akot

a H

ealth

Edu

catio

n S

tand

ard

7: S

tude

nts

will

dem

onst

rate

the

abili

ty to

pra

ctic

e he

alth

-en

hanc

ing

beha

vior

s an

d av

oid

or re

duce

hea

lth ri

sk.

 

52

Hig

h Sc

hool

G

rade

-leve

l Out

com

es

   Stan

dard

4 

Leve

l 1Le

vel 2

The

phys

ical

ly li

tera

te in

divi

dual

exh

ibits

resp

onsi

ble

pers

onal

and

soc

ial b

ehav

ior t

hat r

espe

cts

self,

oth

ers

and

envi

ronm

ent. 

S4.H

1 SD

 Rev

ised

   Pe

rson

alR

espo

nsib

ility

 

App

lies

effe

ctiv

e se

lf-m

anag

emen

t ski

lls to

ana

lyze

ba

rrie

rs a

nd m

odify

phy

sica

l act

ivity

pat

tern

s ap

prop

riate

ly

as n

eede

d.

(S4.

H1.

L1) 

Acc

epts

diff

eren

ces

betw

een

pers

onal

cha

ract

eris

tics,

id

ealiz

ed b

ody

imag

es, a

nd e

lite

perfo

rman

ce le

vels

po

rtray

ed in

var

ious

med

ia.

(S4.

H1.

L2) 

S4.H

2 SD

 Rev

ised

   R

ules

and

Etiq

uette

 

Exh

ibits

pro

per e

tique

tte, r

espe

ct fo

r oth

ers

and

team

wor

k w

hile

eng

agin

g in

phy

sica

l act

ivity

. (S

4.H

2.L1

a) 

  Exh

ibits

the

fund

amen

tals

of g

ood

spor

tsm

ansh

ip.

(S4.

H2.

L1b)

 

Exa

min

es m

oral

and

eth

ical

con

duct

in s

peci

fic

com

petit

ive

situ

atio

ns (e

.g.,

inte

ntio

nal f

ouls

, per

form

ance

-en

hanc

ing

subs

tanc

es, g

ambl

ing,

cur

rent

eve

nts

in s

port)

. (S

4.H

2.L2

) 

S4.H

3   W

orki

ng W

ith O

ther

s 

Use

s co

mm

unic

atio

n sk

ills

and

stra

tegi

es th

at p

rom

ote

team

or g

roup

dyn

amic

s.

(S4.

H3.

L1) 

Ass

umes

a le

ader

ship

role

(e.g

., ta

sk o

r gro

up le

ader

, re

fere

e, c

oach

) in

a ph

ysic

al a

ctiv

ity s

ettin

g.

(S4.

H3.

L2) 

 S4

.H4 

SD Rev

ised

   W

orki

ng W

ith O

ther

s 

Sol

ves

prob

lem

s an

d th

inks

crit

ical

ly in

phy

sica

l act

ivity

se

tting

s, b

oth

as a

n in

divi

dual

and

in g

roup

s.

(S4.

H4.

L1) 

Acc

epts

oth

ers’

idea

s, c

ultu

ral d

iver

sity

and

bod

y ty

pes

by

enga

ging

in c

oope

rativ

e an

d co

llabo

rativ

e m

ovem

ent

proj

ects

. (S

4.H

4.L2

)  

S4.H

5 SD

 Rev

ised

   Sa

fety 

App

lies

best

pra

ctic

es fo

r par

ticip

atin

g sa

fely

in p

hysi

cal

activ

ity. (

e.g.

, inj

ury

prev

entio

n, p

rope

r alig

nmen

t, hy

drat

ion,

use

of e

quip

men

t, im

plem

enta

tion

of ru

les,

sun

pr

otec

tion)

. (S

4.H

5.L1

)  

If th

e ou

tcom

e w

as n

ot a

chie

ved

in L

evel

1, i

t sho

uld

be a

fo

cus

in L

evel

2.

       

53

High School

Grade-level O

utcomes

     Stan

dard

5 

Leve

l 1 

Leve

l 2 

The

phys

ical

ly li

tera

te in

divi

dual

reco

gniz

es th

e va

lue

of p

hysi

cal a

ctiv

ity fo

r hea

lth, e

njoy

men

t, ch

alle

nge,

sel

f-exp

ress

ion,

em

ploy

men

t op

port

uniti

es a

nd s

ocia

l int

erac

tion.

S5.H

1 SD

 Rev

ised

   H

ealth

 

Exa

min

es th

e he

alth

ben

efits

of p

hysi

cal,

men

tal,

and

soci

al h

ealth

.

(S5.

H1.

L1) 

Ana

lyze

s th

e he

alth

ben

efits

of p

hysi

cal a

ctiv

ity, m

enta

l he

alth

, and

soc

ial i

nter

actio

n.

(S5.

H1.

L2) 

S5.H

2 SD

 Rev

ised

   C

halle

nge 

Fully

eng

ages

in a

cha

lleng

ing

phys

ical

act

ivity

.

(S5.

H2.

L1) 

Cho

oses

an

appr

opria

te le

vel o

f cha

lleng

e to

exp

erie

nce

succ

ess

and

desi

re to

par

ticip

ate

in a

sel

f-sel

ecte

d ph

ysic

al a

ctiv

ity.

(S5.

H2.

L2)

 S5

.H3 

SD Rev

ised

   Se

lf-Ex

pres

sion

and

En

joym

ent

 

Sel

ects

and

par

ticip

ates

in p

hysi

cal a

ctiv

ities

that

mee

t the

ne

ed fo

r sel

f-exp

ress

ion

and

enjo

ymen

t.

(S5.

H3.

L1) 

Iden

tifie

s th

e un

ique

ness

of v

ario

us p

hysi

cal a

ctiv

ities

as

a m

eans

of s

elf-e

xpre

ssio

n.

(S5.

H3.

L2) 

S5.H

4 SD

 Rev

ised

   So

cial

Inte

ract

ion

 

Iden

tifie

s th

e op

portu

nity

for s

ocia

l int

erac

tion

in a

sel

f-se

lect

ed p

hysi

cal a

ctiv

ity.

(S5.

H4.

L1) 

Eva

luat

es th

e op

portu

nity

for s

ocia

l int

erac

tion

and

soci

al

supp

ort i

n a

self-

sele

cted

phy

sica

l act

ivity

.(S

5.H

4.L2

) 

S5.H

5 SD

 Rev

ised

   Em

ploy

men

t 

Iden

tifie

s va

rious

em

ploy

men

t and

car

eer o

ppor

tuni

ties

asso

ciat

ed w

ith th

e ph

ysic

al e

duca

tion

and

fitne

ss fi

elds

. (S

5.H

5.L1

) 

Ana

lyze

s ho

w e

mpl

oym

ent o

ppor

tuni

ties

asso

ciat

ed w

ith

the

phys

ical

edu

catio

n an

d fit

ness

fiel

ds s

uppo

rt an

d in

terr

elat

e w

ith o

ther

em

ploy

men

t fie

lds.

(e.

g., h

ealth

ca

re).

(S

5.H

5.L2

)     

54

Hig

h Sc

hool

G

rade

-leve

l Out

com

es

    

Ope

ratio

nal D

efin

ition

of A

ctiv

ity C

ateg

orie

s

Rec

reat

ion/

Out

door

Edu

catio

n: T

he o

utdo

or e

nviro

nmen

t is

an im

porta

nt fa

ctor

in s

tude

nt e

ngag

emen

t in

the

activ

ity. A

ctiv

ities

mig

ht in

clud

e,

but a

re n

ot li

mite

d to

recr

eatio

nal b

oatin

g (e

.g.,

kaya

king

, can

oein

g, s

ailin

g, ro

win

g), h

ikin

g, b

ackp

acki

ng, f

ishi

ng, o

rient

eerin

g/ge

ocac

hing

, ice

sk

atin

g, s

kate

boar

ding

, sno

w o

r wat

er s

kiin

g, s

now

boar

ding

, sno

wsh

oein

g, s

urfin

g, b

ould

erin

g/tra

vers

ing/

clim

bing

, mou

ntai

n bi

king

, adv

entu

re

activ

ities

and

rope

s co

urse

s. S

elec

tion

of a

ctiv

ities

dep

ends

on

the

envi

ronm

enta

l opp

ortu

nitie

s w

ithin

the

geog

raph

ical

regi

on.

Fitn

ess

Act

iviti

es: A

ctiv

ities

with

a fo

cus

on im

prov

ing

or m

aint

aini

ng fi

tnes

s an

d m

ight

incl

ude,

but

are

not

lim

ited

to y

oga,

pila

tes,

resi

stan

cetra

inin

g, s

pinn

ing,

runn

ing,

fitn

ess

wal

king

, fitn

ess

swim

min

g, k

ickb

oxin

g, c

ardi

o-ki

ck, z

umba

and

exe

rgam

ing.

Rhy

thm

ic A

ctiv

ity/D

ance

: Act

iviti

es th

at fo

cus

on d

ance

or r

hyth

ms

and

mig

ht in

clud

e: ri

bbon

s, ju

mpi

ng, d

ribbl

ing

and

leap

ing;

and

are

not

lim

ited

to d

ance

form

s su

ch a

s cr

eativ

e m

ovem

ent/d

ance

, bal

let,

mod

ern,

eth

nic/

folk

, hip

hop

, Lat

in, l

ine,

bal

lroom

, soc

ial a

nd s

quar

e.

Aqu

atic

s: M

ight

incl

ude,

but

are

not

lim

ited

to s

wim

min

g, d

ivin

g, s

ynch

roni

zed

swim

min

g an

d w

ater

pol

o.

Indi

vidu

al P

erfo

rman

ce A

ctiv

ities

: Mig

ht in

clud

e, b

ut a

re n

ot li

mite

d to

gym

nast

ics,

figu

re s

katin

g, tr

ack

and

field

, mul

ti-sp

ort e

vent

s, in

-line

sk

atin

g, w

rest

ling,

sel

f-def

ense

and

ska

tebo

ardi

ng.

Gam

es a

ndSp

orts

: Inc

lude

s th

e ga

mes

cat

egor

ies

of in

vasi

on, n

et/w

all,

targ

et a

nd fi

eldi

ng/s

triki

ng.

Life

time

Act

iviti

es: I

nclu

des

the

cate

gorie

s of

out

door

pur

suits

, sel

ecte

d in

divi

dual

per

form

ance

act

iviti

es, a

quat

ics

and

net/w

all a

nd ta

rget

ga

mes

.

Not

e: I

nvas

ion

and

field

ing/

strik

ing

gam

es h

ave

been

exc

lude

d fro

m th

e hi

gh s

choo

l out

com

es b

ecau

se th

ese

activ

ities

requ

ire te

am p

artic

ipat

ion

and

less

sui

ted

to li

felo

ng p

artic

ipat

ion.

   

55

Resources

  

 

SHAPE America Resources for Teaching to the Standards and Grade‐level Outcomes for K‐12 Physical Education  

The Society of Health and Physical Education (SHAPE America) offers numerous resources to assist practitioners with appropriate instructional practices as well as with developing standards‐based curricula and assessments that will help implement the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education.   

Visit www.shapeamerica.org to find information about SHAPE America books, as well as to download free copies of position statements and guidance documents on various topics of interest to physical educators, including Appropriate Instructional Practices Guidelines and Opportunity to Learn Guidelines for elementary, middle and high school.   

The following is a sample listing of these resources, which will support teachers in implementing the standards and outcomes.   

 

National Standards and Grade‐Level Outcomes for K‐12 Physical Education  

Smart PE Moves for Middle School Students:  Ready to Use Lesson Plans and Assessment Tools for Standards‐Based Physical Education (2012)  

PE Metrics:  Assessing National Standards 1‐6 in Secondary School (2011) 

PE Metrics:  Assessing National Standards 1‐6 in Elementary School (2010) 

Flash Fitness and the Incredible Physical Activities:  A Super‐Hero Approach to Meeting the National PE Standards in Grades K‐5 (2010) 

Concepts and Principles of Physical Education:  What Every Student Needs to Know (2010)  

Movement‐Based Learning for Children:  Academic Concepts and Physical Activity for Ages 3‐8 (2006) 

Physical Activity for Children:  A Statement of Guidelines for Children Ages 5‐12 (2004)  

 

 

 

 

56

Reso

urce

s

  

Appropriate Instructional Practices 

Appropriate Instructional Practice Guidelines for Elementary School Physical Education (2009)  

Appropriate Instructional Practice Guidelines for Middle School Physical Education (2009) 

Appropriate Instructional Practice Guidelines for High School Physical Education (2009)  

 

Opportunity to Learn  

Opportunity to Learn Guidelines for Elementary School Physical Education (2009) 

Opportunity to Learn Guidelines for Middle School Physical Education (2009) 

Opportunity to Learn Guidelines for High School Physical Education (2009) 

 

SHAPE America Assessment Series 

Assessment for Everyone:  Modifying NASPE Assessments to Include All Elementary School Children (2011) 

Assessing and Improving Fitness in Elementary Physical Education (2008)   

 Standards‐Based Assessment of Student Learning:  A Comprehensive Approach (2007)   

Assessing Dance in Elementary Physical Education (2005) 

Assessment of Swimming in Physical Education (2005) 

Assessing Concepts:  Secondary Biomechanics (2004) 

Assessment in Outdoor Adventure Physical Education (2003) 

Assessing Student Outcomes in Sport Education (2003) 

Authentic Assessment of Physical Activity for High School Students (2002) 

Creating Rubrics for Physical Education (2000) 

Assessing Motor Skills in Elementary Physical Education (1999) 

Assessment in Games Teaching (1999)  

57

Resources

  

Position Statements 

Physical Education is Critical to Educating the Whole Child (2011) 

Appropriate Uses of Fitness Measurement (2010) 

Appropriate Use of Instructional Technology in Physical Education (2009) 

Appropriate Maximum Class Length for Elementary Physical Education (2008)   

Physical Activity Used as Punishment and/or Behavior Management (2009) 

 

Resource Briefs  

School Physical Education Program Checklist:  How Does Your Program Rate? (2009)  Physical Education Teacher Evaluation Tool (2007) 

Teaching Large Class Sizes in Physical Education:  Guidelines and Strategies (2006)  Top Ten Reasons for Quality Physical Education (2006)  The Difference Between Physical Education and Physical Activity  (2005)  Code of Conduct for P‐12 Physical Education Teachers (2011) 

What Constitutes a Highly Qualified Physical Education Teacher (2007) 

Opposing Substitution and Waiver/Exemptions For Required Physical Education (2006)  

 

 

 

 

 

 

  

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