Physical Education Curriculum

Kindergarten Physical Education Curriculum Objectives 2009 – 2010

Movement education concepts (NASPE Standard #1,2)

1. Student demonstrates movement education concepts of self and general space, pathways, directions and levels in simple movement challenges.

Static and dynamic balance (NASPE Standard # 1,2)

1. Student demonstrates static and dynamic balance in low organized games and gymnastics.

Identifies large and small body parts (NASPE Standard #1,2)

1. Student demonstrates an understanding of body awareness concepts.

Locomotor skills (NASPE Standard # 1,2)

1. Student participates in relays and low organized games exhibiting a minimum of three locomotor skills with speed and control.

Uses basic game concepts/simple rules (NASPE Standard # 1,2)

1. Student develops and uses basic game concepts/simple rules with teacher guidance.

Explores/practices manipulative skills (NASPE Standard # 1,2)

1. Student explores and practices the manipulative skills of throwing, catching, bouncing, kicking, rolling and striking.

Practices social skills (NASPE Standard # 5)

1. Student demonstrates taking turns, listening to others, following directions, and asking for assistance, if necessary, on a regular basis.

Participates readily (NASPE Standard # 6)

1. Student experiences enjoyment during many forms of movement.

return to top

First Grade Physical Education Curriculum Objectives 2009 – 2010

Spatial concepts/locomotor skills in game play (NASPE Standard #1,2)

1. Student demonstrates spatial concepts while performing locomotor skills in simple games or activities using directional changes, levels, pathways and speed.

Static and dynamic balance autonomously (NASPE Standard # 1,2)

1. Student demonstrates static and dynamic balance by one’s self.

Demonstrates a minimum of eight body movements/positions (NASPE Standard #1,2)

1. Student demonstrates a variety of body movements and positions (e.g. twist, turn, rotate, flex, extend).

Follows rules and safety procedures (NASPE Standard # 1,2,5,6)

1. Student practices established class rules and safety procedures with limited teacher guidance.

Shares/works with others (NASPE Standard # 5)

1. Student shares and works willingly with others.

Underhand throw/two-hand catch/roll (NASPE Standard # 1,2)

1. Student demonstrates competency with proper form while using the underhand throw, two-handed catch and rolling.

Participates in new games/activities (NASPE Standard # 6)

1. Student demonstrates willingness to try new games and activities.

Participates in the five health-related fitness components

(NASPE Standard # 4)

1. Student practices fitness components emphasizing cardio-respiratory endurance, agility, flexibility, muscular strength and endurance.

return to top

Second Grade Physical Education Curriculum Objectives 2009 – 2010

Spatial concepts using transitions between movements

(NASPE Standard #1,2)

1. Student applies spatial concepts while performing loco motor skills in increasingly more complex games or activities demonstrating smooth and controlled transitions between movements .

Static and dynamic balance using equipment (NASPE Standard # 1,2)

1. Student demonstrates static and dynamic balance by one’s self using a piece of equipment (e.g. dribble in-place or while moving).

Follows rules and safety procedures (NASPE Standard #1,2,5,6,)

1. Student uses established class rules and safety procedures with increasing limited teacher guidance.

Sportsmanship (NASPE Standard # 5)

1. Student exhibits good sportsmanlike behavior in game play.

Dribbling/kicking (NASPE Standard # 1,2)

1. Student demonstrates competency with proper form while dribbling and kicking.

Participates in new games/challenges (NASPE Standard # 6)

1. Student demonstrates willingness to try new games and challenges.

Uses movement vocabulary (NASPE Standard # 1,2)

1. Student uses appropriate vocabulary to identify body movements and positions.

Participates in five health-related fitness components (NASPE Standard # 4)

1. Student practices fitness components emphasizing cardio-respiratory endurance, agility, flexibility, muscular strength and endurance.

return to top

Third Grade Physical Education Curriculum Objectives 2009 – 2010

Demonstrates problem solving movement challenge

(NASPE Standard #1,2)

1. Student demonstrates ability to problem solve simple movement challenges or activities in small groups.

Shows overall body control alone and within a group (NASPE Standard # 1,2)

1. Student shows good body control changing direction, pathways, speed, foot work and moving around others through use of peripheral vision.

Uses balance/force/time/flow in psycho-motor skills (NASPE Standard #1,2)

1. Student practices and applies quality movement concepts of balance, force, time and flow in a variety of psycho-motor skills.

Develops components in target, striking and territorial games (NASPE Standard #1,2)

1. Student develops fundamental components of ball placement, covering and running bases, and offensive and defensive strategies in target, striking and territorial games.

Recognizes strengths/weaknesses pursuing competency

(NASPE Standard # 3,6)

1. Student recognizes personal strengths and weaknesses and works toward improvement and refinement.

Practices appropriate social interactions with all

(NASPE Standard # 5)

1. Student shows appropriate social interactions for self, classmates, and decisions of the person in charge.

Exhibits good sportsmanship, safe/fair play in games

(NASPE Standard # 5)

1. Student exhibits good sportsmanlike behavior, and practices safe and fair play in game situations.

Participates in the five fitness test components

(NASPE Standard # 4)

1. Student participates in fitness test emphasizing components of cardio-respiratory endurance, agility, flexibility, muscular strength and endurance.

return to top

Fourth Grade Physical Education Curriculum Objectives 2009 – 2010

Integrates two or more increasingly complex movement concepts independently or with a partner

(NASPE Standard #1,2)

1. Student demonstrates ability to successfully integrate two or more increasingly complex movement concepts in lead-up games or other activities while working independently or with a partner.

Identifies selected muscle groups/actions (NASPE Standard # 4)

1. Student identifies selected muscle groups and their actions (e.g. biceps, triceps, quadriceps, hamstrings).

Demonstrates gymnastic elements isolated or in a routine (NASPE Standard #1,2)

1. Student demonstrates gymnastic elements including balances, leaps, jumps, turns and basic tumbling isolated or in a routine.

Applies movement concepts sequentially with tempo changes using equipment (NASPE Standard #2,6)

1. Student applies quality movement concepts of balance, force, time and flow in a variety of psychomotor skills while using selected equipment in sequential patterns with tempo changes (e.g. dribbling or passing while running, jump rope routines and parachute activities).

Promotes success/self-confidence while recognizing strenghts/weaknesses in attaining physical goal

(NASPE Standard # 1,2,6)

1. Student promotes individual success and self-confidence by recognizing one’s personal strengths and weakness in pursuing a difficult, but attainable physical goal.

Practices personal/group safety, respecting others, and communicating (NASPE Standard # 5,6)

1. Student practices personal and group safety by applying appropriate social interactions, following class rules, procedures, and safe practices, while demonstrating respect for the ideas of others through compromise and communication.

Exhibits sportsmanship/fair play (NASPE Standard # 5)

1. Student demonstrates good sportsmanship and fair play at all times.

Articulates fitness terminology and participates in fitness testing (NASPE Standard # 4)

1. Student begins to articulate emerging fitness terminology and participates in the fitness test emphasizing components of cardio-respiratory endurance, agility, flexibility, muscular strength and endurance.

return to top

Fifth Grade Physical Education Curriculum Objectives 2009 – 2010

Problem solves simple movement challenges in large groups

(NASPE Standard #1,2)

1. Student applies problem-solving skills in simple movement challenges within a large group.

Provides feedback about game strategies to classmates

(NASPE Standard # 5)

1. Student recognizes and communicates feedback to other students for implementation in successful game strategies.

Identifies muscle groups with their actions (NASPE Standard #4)

1. Student identifies selected muscle groups and their application in performance skills (e.g. biceps for pull-ups, quadriceps to kick, abdominals for curl-ups).

Exhibits motor skill components in sports, gymnastics, dance

(NASPE Standard #1,2)

1. Student exhibits a variety of major skill components of beginning sports, gymnastics and dance styles (e.g. gymnastics routine, folk dance, square dance).

Applies movement concepts using speed changes/variables (e.g. passing to a moving player) (NASPE Standard # 1,2,)

1. Student understands, applies and demonstrates quality body movement concepts adjusting for speed changes and other variables (e.g. passing to a moving partner, volleying over different net heights, striking with different size/weight racquets).

Accomplishes challenging skill needing improvement (NASPE Standard # 2,6)

1. Student promotes individual success and self-confidence by selecting, practicing and refining a challenging skill which needs improvement.

Contributes to a positive group dynamic (NASPE Standard # 5,6)

1. Student contributes to a positive group dynamic (e.g. following game rules, giving and receiving feedback, practicing safe and effective etiquette).

Explains fitness components and participates in fitness test (NASPE Standard # 4)

1. Student explains fitness components and participates in the fitness test, emphasizing components of cardio-respiratory endurance, agility, flexibility, muscular strength and endurance.

return to top

Sixth Grade Physical Education Curriculum Objectives 2009 - 2010

Knowledge/Motor Skills (PE 5-6:2, PE 5-6:3 PE 5-6:5)

1. Students will show an understanding of body awareness concepts by identifying more specific muscle groups and demonstrating how they relate to body movements during the performance of skills.

(e.g. warm-up games and stretching routines, discussions/questions, assessments)

2. Students show an understanding of space concepts by applying space concepts appropriately in a variety of activities. (e.g. all class activities, routines, and games)

3. Students will demonstrate competency in a variety of skills used in dance, gymnastics, sports and other physical activities by...demonstrating progress towards mature form by performing a majority of the critical of basic skills used in lead-ups and other activities. (e.g. Throwing, catching, target games, rhythmic movements, cooperative games, racquet and paddle games, recreational games, and team sports, adventure games/climbing)

Physical Fitness (PE 5-6:8, PE 5-6:9)

1. Students show knowledge of four health related fitness components (cardio-respiratory endurance, flexibility, muscular strength and endurance, and body composition) and identify a variety of activities to develop each component by...beginning to develop a personal fitness plan based on data from a fitness assessment. (e.g. fitnessgram assessment, goal setting/reflection)

2. Students show awareness of personal responsibility for individual wellness by demonstrating physical activity as an important component of personal wellness, by developing skills in order to participate in lead-up activities for leisure and lifetime sports and dance. (e.g. Participation, discussion, assessments (surveys))

Affective Qualities (PE 5-6:10,

1. Students promote individual success and self-confidence by identifying personal needs in order to be successful.

2. Students promote individual success and self-confidence by selecting and practicing a skill in which improvement is needed.

(e.g. pre-assessments, advocacy, differentiated instruction.)

Social Interaction (PE 5-6:12)

1. Students show appropriate social interactions by demonstrating responsibility for assisting in making and following rules, procedures, etiquette that are safe and effective for specific activity situations.(e.g. Feedback, creating class rules, advocacy)

return to top

Seventh Grade Physical Education Objectives 2009 - 2010

Knowledge/Motor Skills (PE 7-8:2, PE 7-8:3, PE 7-8:5)

1. Students will show an understanding of body awareness concepts by demonstrating and understanding of the relationship of body parts and the performance of more complex skills.(e.g. Warm-up games and stretching routines, discussions/questions, assessments)

2. Students show an understanding of space concepts by applying space concepts appropriately in a variety of activities. (e.g. All class activities, routines, and games)

3. Students will demonstrate competency in a variety of skills used in dance, gymnastics, sports and other physical activities by adjusting skills in more complex situations. (e.g. Throwing, catching, target games, rhythmic movements, cooperative games, racquet and paddle games, recreational games, and team sports, adventure games/climbing)

Physical Fitness (PE 7-8:8, PE 7-8:9)

1. Students show knowledge of four health related fitness components (cardio-respiratory endurance, flexibility, muscular strength and endurance, and body composition) and identify a variety of activities to develop each component by assessing personal performance based on a nationally recognized fitness assessment. (e.g. Fitnessgram assessment, goal setting/reflection)

2. Students show awareness of personal responsibility for individual wellness by identifying a applying the knowledge acquired to link nutrition, exercise and fitness, choose activities to improve and maintain fitness goals.

(e.g. Interdisciplinary connections, formative assessment, discussions)

Affective Qualities (PE 7-8:10)

1. Students promote individual success and self-confidence by identifying ways in which attitude, effort and energy affect personal performance. (e.g. Self-assessment, peer assessment, reflection, daily grade)

Social Interaction (PE 7-8:12,

1. Students show appropriate social interactions by demonstrating responsibility for playing by the rules without taking advantage of peers

2. Students show appropriate social interactions by demonstrating responsibility for practicing appropriate sports conduct. (e.g. Effort, performance, conduct [for all activities])

return to top

Eighth Grade Physical Education Objectives 2009 - 2010

Knowledge/Motor Skills (PE 7- 8:2, PE 7-8:3, PE 7-8:5)

1. Students will show an understanding of body awareness concepts by identifying the major skill components of more complex sports, gymnastics, dance and/or other related activities. (e.g. Demonstrations, performance, assessment)

2. Students show an understanding of space concepts by recognizing the similarities in the use of space in more advanced activities. (e.g. Class activities and routines, discussion, assessments, performance)

3. Students will demonstrate competency in a variety of skills used in dance, gymnastics, sports and other physical activities by adjusting skills in more complex situations. (e.g. Throwing, catching, target games, rhythmic movements, cooperative games, racquet and paddle games, recreational games, and team sports, adventure games/climbing)

Physical Fitness (PE 7-8:8, PE 7-8:9)

1. Students show knowledge of four health related fitness components (cardio-respiratory endurance, flexibility, muscular strength and endurance, and body composition) and identify a variety of activities to develop each component by assessing personal performance based on a nationally recognized fitness assessment. (e.g. Fitnessgram assessment, Goal setting/reflection)

2. Students show awareness of personal responsibility for individual wellness by identifying a applying the knowledge acquired to link nutrition, exercise and fitness, choose activities to improve and maintain fitness goals. (e.g. Interdisciplinary connections, formative assessment, discussions)

Affective Qualities (PE 7-8:10)

1. Students promote individual success and self-confidence by identifying ways in which attitude, effort and energy affect personal performance.

(e.g. Self-assessment, peer assessment, reflection, daily grade)

Social Interaction (PE 7-8:12)

1. Students show appropriate social interactions by demonstrating responsibility for playing by the rules without taking advantage of peers

2. Students show appropriate social interactions by Demonstrating responsibility for practicing appropriate sports conduct. (e.g. Effort, performance, conduct [for all activities])

return to top