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Lesson plan

Make physical education lesson plans for elementary school and High school

Part 1

1. Find a lesson an existing PE lesson plan and transfer information onto the provided lesson plan template 2018.

Use the Grade level outcomes document to identify Standards and student Learning objectives for that lesson plan.

https://aamu.blackboard.com/bbcswebdav/pid-1278797-dt-content-rid-18023333_1/xid-18023333_1

Part 2

1. Design three assessments for lesson plan 1 previously completed.

Assesment to measure

1. Psychomotor domain

2. Cognitive domain

3. Affective domain

*Remember, assessments must be aligned to the student leranung objectives.

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https://aamu.blackboard.com/bbcswebdav/pid-1278802-dt-content-rid-18023328_1/xid-18023328_1

So you do part one and two then make 3 higher school lesson plans on a physical activity and 3 elementary school lessons plan on physical activity. So there is 6 lesson plans and the part 1 & 2. The 3 lesson plans on high school should be on same document just different pages. Same for the elementary school. There’s two template that can be used.

Lesson plan for the 3 elementary

-This will earn you no points. Find a complete lesson plan as is in the textbook “Children Moving “

Lesson plan for the 3 high school

-This is wrong. There is hardly any information here.

Use the template you used for the first lesson plan

Assessment for lesson plan

-Need to develop 3 assessments for this section that are aligned to this lesson plan.

Psychomotor domain assessment

Cognitive domain assessment

Affective domain assessment

Grade-Level Outcomes
for K-12 Physical Education

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Grade-Level Outcomes for K-12 Physical Education

Created by:

Curriculum Framework Task Force

Lynn Couturier, Task Force Chair, State University of New York College at Cortland

Stevie Chepko, Rock Hill, SC

Shirley Holt/Hale, Oak Ridge, TN

Dan Persse, Blaine, WA

Brad Rettig, Lincoln, NE

Georgi Roberts, Fort Worth, TX

Principal Writers:

Lynn Couturier

Stevie Chepko

Shirley Holt/Hale

Acknowledgments

The task force is indebted to the many professionals who reviewed drafts of the standards and outcomes and made valuable contributions that
strengthened this document. Among these professionals, several deserve special recognition for the thoroughness of their work, including

Nancy Schmitz, John Kruse, Tina Hall, Chuck Corbin, and Missy Parker and her graduate students at Northern Colorado University. The task force
also appreciates and acknowledges the exceptional foundation for this document built by previous task forces and committees, with the support
of the Board of Directors of the National Association for Sport and Physical Education. These groups include the 1995 Standards and Assessment
Task Force, the Second Edition Writing Committee and the 2010 Exploratory Curriculum Framework Task Force:

Derrick Mears, Chair, Western Washington University

Meggin DeMoss, Rose Hill, KS

Shaunna McGhie, Utah Valley University

Peter Rattigan, Rowan University

Suggested citation for this document:

SHAPE America — Society of Health and Physical Educators. (2013). Grade-level outcomes for K-12 physical education. Reston, VA: Author.

© 2013, SHAPE America. All rights reserved. For individual use only. Reproducing this work in any form by any electronic, mechanical or other means — including photocopying or
storing in any information-retrieval system — is expressly forbidden without written permission from SHAPE America. To request permission to reprint or copy all or portions of this
work, visit www.shapeamerica.org/permissions or e-mail permissions@shapeamerica.org.

National Standards & Grade-Level Outcomes for K-12 Physical Education

Find even more guidance on using the new National Standards in National Standards & Grade-Level Outcomes for K-12 Physical Education
(SHAPE America, 2014). Designed as a tool for physical educators at all levels, this book offers guidance on planning curricula, designing units
and lessons, tracking student progress across grades and more. Purchase your copy at www.humankinetics.com/shapeamerica-online-store.

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SHAPE America Resources

National Standards for K-12 Physical Education

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime
of healthful physical activity.

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 and the benefits of 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. *

* Adapted from Moving into the future: National standards for physical education (2nd ed.), National Association for Sport and Physical Education, 2004. Reston, VA: Author.

Standard 1.

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to 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 and others.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.

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Outcomes for Elementary School Students

(K – Grade 5)

By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement

concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical
activities; and identify the benefits of physically active lifestyle.

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

S1.E1
Locomotor

Hopping, galloping,
running, sliding, skip-
ping, leaping

Performs locomotor
skills (hopping, gal-
loping, running,
sliding, skipping)
while maintaining
balance. (S1.E1.K)

Hops, gallops,
jogs and slides
using a mature
pattern. (S1.E1.1)

Skips using a mature
pattern. (S1.E1.2)

Leaps using a mature
pattern. (S1.E1.3)

Uses various loco-
motor skills in a
variety of small-
sided practice tasks,
dance and educa-
tional gymnastics
experiences.
(S1.E1.4)

Demonstrates
mature patterns of
locomotor skills in
dynamic small-
sided practice tasks,
gymnastics and
dance. (S1.E1.5a)

Combines locomotor
and manipulative
skills in a variety of
small-sided practice
tasks/games environ-
ments. (S1.E1.5b)

Combines traveling
with manipulative
skills for execution to
a target (e.g., scoring
in soccer, hockey and
basketball).
(S1.E1.5c)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E2
Locomotor

jogging, running

Developmentally

appropriate/emerging
outcomes first appear
in Grade 2.

Developmentally
appropriate/emerging
outcomes first appear
in Grade 2.

Runs with a mature
pattern. (S1.E2.2a)

Travels showing
differentiation be-
tween jogging and
sprinting. (S1.E2.2b)

Travels showing dif-
ferentiation between
sprinting and run-
ning. (S1.E2.3)

Runs for distance
using a mature pat-
tern. (S1.E2.4)

Uses appropriate
pacing for a variety
of running distances.
(S1.E2.5)

S1.E3
Locomotor

Jumping & landing,
horizontal plane

Performs jumping
and landing
actions with
balance. (S1.E3.K)

Note: This outcome
applies to both
horizontal and vertical
jumping and landing.

Demonstrates 2 of
the 5 critical ele-
ments for jumping
and landing in a
horizontal plane
using two-foot
takeoffs and
landings.
(S1.E3.1)

Demonstrates 4 of
the 5 critical ele-
ments for jumping
and landing in a
horizontal plane
using a variety of
one- and two-foot
takeoffs and
landings.
(S1.E3.2)

Jumps and lands in
the horizontal and
vertical planes
using a mature
pattern. (S1.E3.3)

Note: This outcome
applies to both hori-
zontal and vertical
jumping and landing.

Uses spring-and-
step takeoffs and
landings specific to
gymnastics.
(S1.E3.4)

Note: This outcome
applies to both hori-
zontal and vertical
jumping and landing.

Combines jumping
and landing pat-
terns with loco-
motor and manipu-
lative skills in dance,
educational gym-
nastics and small-
sided practice tasks
and games
environments.
(S1.E3.5)

Note: This outcome
applies to both hori-
zontal and vertical
jumping and landing.

S1.E4
Locomotor

Jumping & landing,
vertical plane

Demonstrates 2 of
the 5 critical ele-
ments for jumping
and landing in a
vertical plane.
(S1.E4.1)

Demonstrates 4 of
the 5 critical ele-
ments for jumping
and landing in a
vertical plane.
(S1.E4.2)

S1.E5
Locomotor

Dance

Performs locomotor
skills in response to
teacher-led creative
dance. (S1.E5.K)

Combines locomotor
and nonlocomotor
skills in a teacher-
designed dance.
(S1.E5.1)

Performs a teacher-
and/or student-
designed rhythmic
activity with cor-
rect response to
simple rhythms.
(S1.E5.2)

Performs teacher-
selected and devel-
opmentally appropri-
ate dance steps and
movement patterns.
(S1.E5.3)

Combines locomotor
movement patterns
and dance steps to
create and perform
an original dance.
(S1.E5.4)

Combines locomotor
skills in cultural as
well as creative danc-
es (self and group)
with correct rhythm
and pattern.
(S1.E5.5)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E6
Locomotor

Combinations

Developmentally
appropriate/emerging
outcomes first appear
in Grade 3.

Performs a se-
quence of locomo-
tor skills, transition-
ing from one skill to
another smoothly
and without
hesitation. (S1.E6.3)

Combines traveling
with manipulative
skills of dribbling,
throwing, catching
and striking in
teacher- and/or
student-designed
small-sided practice
tasks. (S1.E6.4)

Applies skill.

S1.E7

Nonlocomotor

(stability) *

Balance

Maintains momen-
tary stillness on
different bases of
support. (S1.E7.Ka)

Forms wide, nar-
row, curled and
twisted body
shapes. (S1.E7.Kb)

Maintains stillness
on different bases
of support with
different body
shapes. (S1.E7.1)

Balances on different
bases of support,
combining levels and
shapes. (S1.E7.2a)

Balances in an invert-
ed position* with
stillness and support-
ive base. (S1.E7.2b)

Balances on differ-
ent bases of sup-
port, demonstrating
muscular tension
and extensions of
free body parts.
(S1.E7.3)

Balances on differ-
ent bases of sup-
port on apparatus,
demonstrating
levels and shapes.
(S1.E7.4)

Combines balance
and transferring
weight in a gymnas-
tics sequence or
dance with a partner.
(S1.E7.5)

S1.E8

Nonlocomotor

(stability)

Weight transfer

Developmentally
appropriate/emerging
outcomes first appear
in Grade 1.

Transfers weight from
one body part to
another in self-space
in dance and gym-
nastics environments.
(S1.E8.1)

Transfers weight from
feet to different body
parts/bases of sup-
port for balance
and/or travel.a
(S1.E8.2)

Transfers weight
from feet to hands
for momentary
weight support.
(S1.E8.3)

Transfers weight
from feet to hands,
varying speed and
using large exten-
sions (e.g., mule kick,
handstand, cart-
wheel).1 (S1.E8.4)

Transfers weight in
gymnastics and
dance environments.
(S1.E8.5)

S1.E9
Nonlocomotor
(stability)

Weight transfer, rolling

Rolls sideways in
a narrow body
shape. (S1.E9.K)

Rolls with either a
n arrow or curled
body shape.
(S1.E9.1)

Rolls in different
directions with
either a narrow or
curled body shape.
(S1.E9.2)

Applies skill. Applies skill.

Applies skill.

*Teachers must use differentiated instruction and developmentally appropriate practice tasks for individual learners when presenting transfers of weight from feet to other body parts.

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E10
Nonlocomotor
(stability)

Curling & stretching;
twisting & bending

Contrasts the
actions of curling
and stretching.
(S1.E10.K)

Demonstrates twist-
ing, curling, bending
and stretching
actions. (S1.E10.1)

Differentiates among
twisting, curling,
bending and stretch-
ing actions.
(S1.E10.2)

Moves into and out
of gymnastics bal-
ances with curling,
twisting and stretch-
ing actions.
(S1.E10.3)

Moves into and out
of balances on appar-
atus with curling,
twisting and
stretching actions.
(S1.E10.4)

Performs curling,
twisting and stretch-
ing actions with
correct application
in dance, gymnast-
ics, small-sided
practice tasks and
games environ-
ments. (S1.E10.5)

S1.E11
Nonlocomotor
(stability)

Combinations

Developmentally
appropriate/emerging
outcomes first appear
in Grade 2.

Combines balances
and transfers into a
three-part sequence
(i.e., dance, gymnas-
tics). (S1.E11.2)

Combines locomotor
skills and movement
concepts (levels,
shapes, extensions,
pathways, force,
time, flow) to create
and perform a
dance. (S1.E11.3)

Combines locomotor
skills and movement
concepts (levels,
shapes, extensions,
pathways, force,
time, flow) to create
and perform a dance
with a partner.
(S1.E11.4)

Combines locomotor
skills and movement
concepts (levels,
shapes, extensions,
pathways, force,
time, flow) to create
and perform a dance
with a group.
(S1.E11.5)

S1.E12
Nonlocomotor
(stability)

Balance &
weight transfers

Developmentally
appropriate/emerging
outcomes first appear
in Grade 3.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 3.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 3.

Combines balance
and weight transfers
with movement con-
cepts to create and
perform a dance.
(S1.E12.3)

Combines traveling
with balance and
weight transfers to
create a gymnastics
sequence with and
without equipment
or apparatus.
(S1.E12.4)

Combines actions,
balances and weight
transfers to create a
gymnastics se-
quence with a
partner on equip-
ment or apparatus.
(S1.E12.5)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E13

Manipulative

Underhand throw

Throws underhand
with opposite
foot forward.
(S1.E13.K)

Throws underhand,
demonstrating 2 of
the 5 critical ele-
ments of a mature
pattern. (S1.E13.1)

Throws underhand
using a mature pat-
tern. (S1.E13.2)

Throws underhand
to a partner or target
with reasonable
accuracy. (S1.E13.3)

Applies skill. Throws underhand
using a mature pat-
tern in nondynamic
environments
(closed skills), with
different sizes and
types of objects.
(S1.E13.5a)

Throws underhand
to a large target with
accuracy. (S1.E13.5b)

S1.E14
Manipulative

Overhand throw

Developmentally
appropriate/emerging
outcomes first appear
in Grade 2.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 2.

Throws overhand,
demonstrating 2 of
the 5 critical ele-
ments of a mature
pattern. (S1.E14.2)

Throws overhand,
demonstrating 3 of
the 5 critical ele-
ments of a mature
pattern, in non-
dynamic environ-
ments (closed skills),
for distance and/or
force. (S1.E14.3)

Throws overhand
using a mature pat-
tern in nondynam-
ic environments
(closed skills).
(S1.E14.4a)

Throws overhand
to a partner or at a
target with accuracy
at a reasonable dis-
tance. (S1.E14.4b)

Throws overhand us-
ing a mature pattern
in nondynamic en-
vironments (closed
skills), with different
sizes and types of
objects. (S1.E14.5a)

Throws overhand to
a large target with
accuracy. (S1.E14.5b)

S1.E15
Manipulative

Passing with hands

Developmentally

appropriate/emerging
outcomes first appear
in Grade 4.

Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.

Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.

Throws to a moving
partner with reason-
able accuracy in a
nondynamic en-
vironment (closed
skills). (S1.E15.4)

Throws with accu-
racy, both partners
moving.
(S1.E15.5a)

Throws with reason-
able accuracy in
dynamic, small-
sided practice tasks.
(S1.E15.5b)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E16
Manipulative

Catching

Drops a ball and
catches it before it
bounces twice.
(S1.E16.Ka)

Catches a large ball
tossed by a skilled
thrower. (S1.E16.Kb)

Catches a soft object
from a self-toss
before it bounces.
(S1.E16.1a)

Catches various sizes
of balls self-tossed
or tossed by a skilled
thrower. (S1.E16.1b)

Catches a self-
tossed or well-
thrown large ball
with hands, not
trapping or cradling
against the body.
(S1.E16.2)

Catches a gently
tossed hand-size
ball from a partner,
demonstrating
4 of the 5 critical
elements of a
mature pattern.
(S1.E16.3)

Catches a thrown
ball above the head,
at chest or waist
level, and below the
waist using a mature
pattern in a non-
dynamic environ-
ment (closed skills).
(S1.E16.4)

Catches a batted ball
above the head, at
chest or waist level,
and along the ground
using a mature pat-
tern in a nondynamic
environment (closed
skills). (S1.E16.5a)

Catches with accu-
racy, both partners
moving. (S1.E16.5b)

Catches with reason-
able accuracy in
dynamic, small-
sided practice tasks.
(S1.E16.5c)

S1.E17
Manipulative

Dribbling/ball control
with hands

Dribbles a ball with
1 hand, attempting
the second contact.
(S1.E17.K)

Dribbles continu-
ously in self-space
using the preferred
hand. (S1.E17.1)

Dribbles in self-
space with preferred
hand demonstrating
a mature pattern.
(S1.E17.2a)

Dribbles using the
preferred hand while
walking in general
space. (S1.E17.2b)

Dribbles and travels
in general space at
slow to moderate
jogging speed, with
control of ball and
body. (S1.E17.3)

Dribbles in self-
space with both the
preferred and the
nonpreferred hands
using a mature pat-
tern. (S1.E17.4a)

Dribbles in general
space with control of
ball and body while
increasing and
decreasing speed.
(S1.E17.4b)

Combines hand drib-
bling with other skills
during 1 v 1 practice
tasks. (S1.E17.5)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E18
Manipulative

Dribbling/ball control
with feet

Taps a ball using
the inside of the
foot, sending it
forward.

( S1.E18.K)

Taps or dribbles a
ball using the inside
of the foot while
walking in general
space. (S1.E18.1)

Dribbles with the
feet in general space
with control of ball
and body. (S1.E18.2)

Dribbles with the
feet in general space
at slow to moderate
jogging speed with
control of ball and
body. (S1.E18.3)

Dribbles with the
feet in general space
with control of ball
and body while
increasing and
decreasing speed.
(S1.E18.4)

Combines foot drib-
bling with other skills
in 1 v 1 practice tasks.
(S1.E18.5)

S1.E19
Manipulative

Passing & receiving

with feet

Passes and receives a
ball with the insides
of the feet to a
stationary partner,
“giving” on
reception before
returning the pass.
(S1.E19.3)

Passes and receives
a ball with the in-
sides of the feet to a
moving partner in a
nondynamic
environment (closed
skills). (S1.E19. 4a)

Passes and receives
a ball with the
outsides and
insides of the feet
to a stationary
partner, “giving” on
reception before
returning the pass.
(S1.E19.4b)

Passes with the feet
using a mature pat-
tern as both partners
travel. (S1.E19.5a)

Receives a pass with
the foot using a
mature pattern as
both partners
travel. (S1.E19.5b)

S1.E20
Manipulative

Dribbling in
combination

Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.

Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 4.

Dribbles with hands
or feet in combina-
tion with other skills
(e.g., passing, receiv-
ing, shooting).
(S1.E20.4)

Dribbles with hands
or feet with mature
patterns in a variety
of small-sided
game forms.
(S1.E20.5)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E21
Manipulative

Kicking

Kicks a stationary
ball from a station-
ary position, demon-
strating 2 of the 5
critical elements of a
mature kicking
pattern. (S1.E21.K)

Approaches a sta-
tionary ball and
kicks it forward,
demonstrating
2 of the 5 critical
elements of a
mature pattern.
(S1.E21.1)

Uses a continuous
running approach
and kicks a moving
ball, demonstrating
3 of the 5 critical
elements of a
mature pattern.
(S1.E21.2)

Uses a continuous
running approach
and intentionally
performs a kick
along the ground
and a kick in the air,
demonstrating
4 of the 5 critical
elements of a
mature pattern for
each. (S1.E21.3a)

Uses a continuous
running approach
and kicks a station-
ary ball for accuracy.
(S1.E21.3b)

Kicks along the
ground and in the
air, and punts using
mature patterns.
(S1.E21.4)

Demonstrates
mature patterns in
kicking and punting
in small-sided
practice task
environments.
(S1.E21.5)

S1.E22
Manipulative

Volleying, underhand

Volleys a light-
weight object
(balloon), sending it
upward. (S1.E22.K)

Volleys an object
with an open palm,
sending it upward.
(S1.E22.1)

Volleys an object
upward with consec-
utive hits. (S1.E22.2)

Volleys an object
with an underhand
or sidearm striking
pattern, sending it
forward over a net,
to the wall or over a
line to a partner,
while demonstrating
4 of the 5 critical
elements of a
mature pattern.
(S1.E22.3)

Volleys underhand
using a mature pat-
tern in a dynamic
environment (e.g.,
2 square, 4 square,
handball).
(S1.E22.4)

Applies skill.

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E23
Manipulative

Volleying, overhead

Volleys a ball with a
two-hand overhead
pattern, sending it
upward, demon-
strating 4 of the 5
critical elements of
a mature pattern.
(S1.E23.4)

Volleys a ball using
a two-hand over-
head pattern,
sending it upward
to a target.
(S1.E23.5)

S1.E24

Manipulative

Striking, short implement

Strikes a light-weight
object with a paddle
or short-handled
racket. (S1.E24.K)

Strikes a ball with a
short-handled imple-
ment, sending it
upward. (S1.E24.1)

Strikes an object
upward with a short-
handled implement,
using consecutive
hits. (S1.E24.2)

Strikes an object
with a short-handled
implement, sending
it forward over a low
net or to a wall.
(S1.E24.3a)

Strikes an object with
a short-handled
implement while
demonstrating 3 of
the 5 critical ele-
ments of a mature
pattern. (S1. E24.3b)

Strikes an object with
a short-handled
implement while
demonstrating a
mature pattern.
(S1.E24.4a)

Strikes an object with
a short-handled
implement, alternat-
ing hits with a part-
ner, over a low net or
against a wall.
(S1.E24.4b)

Strikes an object
consecutively, with a
partner, using a
short-handled
implement, over a
net or against a wall,
in either a com-
petitive or coopera-
tive game environ-
ment. (S1.E24.5)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E25
Manipulative

Striking, long
implement

Developmentally
appropriate/emerging
outcomes first appear
in Grade 2.
Developmentally
appropriate/emerging
outcomes first appear
in Grade 2.

Strikes a ball off a tee
or cone with a bat,
using correct grip
and side orientation/
proper body orien-
tation. (S1.E25.2)

Strikes a ball with a
long-handled imple-
ment (e.g., hockey
stick, bat, golf club),
sending it forward,
while using proper
grip for the imple-
ment. Note: Use
batting tee or ball
tossed by teacher for
batting. (S1.E25.3)

Strikes an object
with a long-handled
implement (e.g.,
hockey stick, golf
club, bat, tennis
racket, badminton
racket), while dem-
onstrating 3 of the 5
critical elements of a
mature pattern for
the implement (grip,
stance, body
orientation, swing
plane and follow-
through). (S1.E25.4)

Strikes a pitched ball
with a bat using a
mature pattern.
(S1.E25.5a)

Combines striking
with a long imple-
ment (e.g., bat,
hockey stick) with
receiving and
traveling skills in a
small-sided game.
(S1.E25.5b)

S1.E26
Manipulative

In combination
with locomotor

Combines traveling
with the manipu-
lative skills of drib-
bling, throwing,
catching and strik-
ing in teacher- and/
or student-designed
small-sided prac-
tice-task environ-
ments. (S1.E26.4)

Combines manipula-
tive skills and travel-
ing for execution to
a target (e.g., scoring
in soccer, hockey and
basketball).
(S1.E26.5)

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Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E27
Manipulative

Jumping rope

Executes a single
jump with self-turned
rope. (S1.E27.Ka)

Jumps a long rope
with teacher-assisted
turning. (S1.E27.Kb)

Jumps forward or
backward consecu-
tively using a self-
turned rope.
S1.E27.1a)

Jumps a long rope
up to 5 times con-
secutively with
teacher-assisted
turning. (S1.E27.1b)

Jumps a self-turned
rope consecutively
forward and back-
ward with a mature
pattern. (S1.E27.2a)

Jumps a long rope
up to 5 times con-
secutively with
student turners.
(S1.E27.2b)

Performs intermedi-
ate jump-rope skills
(e.g., a variety of
tricks, running in and
out of long rope) for
both long and short
ropes. (S1.E27.3)

Creates a jump-rope
routine with either a
short or long rope.
(S1.E27.4)

Creates a jump-rope
routine with a
partner, using either a
short or long rope.
(S1.E27.5)

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Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E1
Movement
concepts

Space

Differentiates
between movement
in personal (self-
space) and general
space. (S2.E1.Ka)

Moves in
personal space
to a rhythm.
(S2.E1.Kb)

Moves in self-
space and general
space in response
to designated
beats or rhythms.
(S2.E1.1)

Combines loco-
motor skills in
general space to a
rhythm. (S2.E1.2)

Recognizes the con-
cept of open spaces
in a movement con-
text. (S2.E1.3)

Applies the concept
of open spaces to
combination skills
involving traveling
(e.g., dribbling and
traveling). (S2.E1.4a)

Applies the concept
of closing spaces in
small-sided practice
tasks. (S2.E1.4b)

Dribbles in general
space with changes
in direction and
speed. (S2.E1.4c)

Combines spatial
concepts with loco-
motor and nonloco-
motor movements
for small groups in
gymnastics, dance
and games environ-
ments. (S2.E1.5)

S2.E2
Movement
concepts

Pathways, shapes,
levels

Travels in 3
different path-
ways. (S2.E2.K)

Travels demonstrat-
ing low, middle and
high levels.
(S2.E2.1a)

Travels demonstrat-
ing a variety of
relationships with
objects (e.g., over,
under, around,
through). (S2.E2.1b)

Combines shapes,
levels and pathways
into simple travel,
dance and gymnas-
tics sequences.2

(S2.E2.2)

Recognizes locomo-
tor skills specific to
a wide variety of
physical activities.
(S2.E2.3)

Combines move-
ment concepts with
skills in small-sided
practice tasks, gym-
nastics and dance
environments.
(S2.E2.4)

Combines movement
concepts with skills
in small-sided prac-
tice tasks in game
environments, gym-
nastics and dance
with self-direction.
(S2.E2.5)

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Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S2.E3
Movement
concepts

Speed, direction, force

Travels in general
space with differ-
ent speeds.
(S2.E3.K)

Differentiates be-
tween fast and slow
speeds. (S2.E3.1a)

Differentiates be-
tween strong and
light force. (S2.E3.1b)

Varies time and force
with gradual increas-
es and decreases.
(S2.E3.2)

Combines movement
concepts (direction,
levels, force, time)
with skills, as
directed by the
teacher. (S2.E3.3)

Applies the move-
ment concepts of
speed, endurance
and pacing for run-
ning. (S2.E3.4a)

Applies the con-
cepts of direction
and force when
striking an object
with a short-hand-
led implement,
sending it toward a
designated target.
(S2.E3.4b)

Applies movement
concepts to strategy
in game situations.
(S2.E3.5a)

Applies the concepts
of direction and
force to strike an
object with a long-
handled implement.
(S2.E3.5b)

Analyzes move-
ment situations and
applies movement
concepts (e.g., force,
direction, speed,
pathways, exten-
sions) in small-sided
practice tasks in
game environments,
dance and gymnas-
tics. (S2.E3.5c)

S2.E4
Movement
concepts

Alignment &
muscular tension

Employs the concept
of alignment in gym-
nastics and dance.
(S2.E4.3a)

Employs the concept
of muscular tension
with balance in gym-
nastics and dance.
(S2.E4.3b)

Applies skill. Applies skill.

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Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S2.E5
Movement
concepts

Strategies & tactics

Developmentally
appropriate/emerging
outcomes first appear
in Grade 3.

Applies simple
strategies and
tactics in chasing
activities.
(S2.E5.3a)

Applies simple
strategies in fleeing
activities.
(S2.E5.3b)

Applies simple offen-
sive strategies and
tactics in chasing and
fleeing activities.
(S2.E5.4a)

Applies simple defen-
sive strategies and
tactics in chasing and
fleeing activities.
(S2.E5.4b)

Recognizes the types
of kicks needed for
different games and
sports situations.
(S2.E5.4c)

Applies basic offen-
sive and defensive
strategies and
tactics in invasion
small-sided
practice tasks.
(S2.E5.5a)

Applies basic offen-
sive and defensive
strategies and tactics
in s m a l l – s i d e d
net/wall practice
tasks. (S2.E5.5b)

Recognizes the types
of throws, volleys or
striking actions need-
ed for different
games and sports
situations. (S2.E5.5c)

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Standard 3 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

S3.E1
Physical activity
knowledge

Identifies active-
play opportunities
outside physical
education class.
(S3.E1.K)

Discusses the bene-
fits of being active
and exercising and/
or playing. (S3.E1.1)

Describes large-mo-
tor and/or manipula-
tive physical activi-
ties for participation
outside physical edu-
cation class (e.g., be-
fore and after
school, at home, at
the park, with
friends, with the
family). (S3.E1.2)

Charts participation
in physical activities
outside physical edu-
cation class.
(S3.E1.3a)

Identifies physical
activity as a way
to become health-
ier. (S3.E1.3b)

Analyzes opportuni-
ties for participating
in physical activity
outside physical
education class.
(S3.E1.4)

Charts and analyzes
physical activity out-
side physical educa-
tion class for fitness
benefits of activities.
(S3.E1.5)

S3.E2
Engages in physical
activity

Participates active-
ly in physical
education class.
(S3.E2.K)

Engages actively in
physical education
class. (S3.E2.1)

Engages actively in
physical education
class in response to
instruction and prac-
tice. (S3.E2.2)

Engages actively in
the activ ities of
physical education
class without
teacher prompting.
(S3.E2.3)

Engages actively in
the activities of
physical education
class, both
teacher-directed
and independent.
(S3.E2.4)

Engages actively in
all of the activities
of physical educa-
tion. (S3.E2.5)

S3.E3
Fitness knowledge

Recognizes that
when you move
fast, your heart
beats faster and
you breathe faster.3

(S3.E3.K)

Identifies the heart
as a muscle that
grows stronger with
exercise, play and
physical activity.
(S3.E3.1)

Uses own body as
resistance (e.g.,
holds body in plank
position, animal
walks)4 for develop-
ing strength.
(S3.E3.2a)

Identifies physical
activities that con-
tribute to fitness.
(S3.E3.2b)

Describes the con-
cept of fitness and
provides examples
of physical activity to
enhance fitness.
(S3.E3.3)

Identifies the
components of
health-related fit-
ness.5 (S3.E3.4)

Differentiates be-
tween skill-related
and health-related
fitness.6 (S3.E3.5)

S3.E4
Fitness knowledge

Recognizes the im-
portance of warm-up
and cool-down rela-
tive to vigorous
physical activity.
(S3.E4.3)

Demonstrates
warm-up and cool-
down relative to the
cardiorespiratory
fitness assessment.
(S3.E4.4)

Identifies the need
for warm-up and
cool-down relative
to various physical
activities. (S3.E4.5)

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Standard 3 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S3.E5
Assessment &
program planning

Demonstrates, with
teacher direction,
the health-related
fitness components.
(S3.E5.3)

Completes fitness
assessments (pre
and post). (S3.E5.4a)

Identifies areas of
needed remediation
from personal test
and, with teacher
assistance, identifies
strategies for prog-
ress in those areas.
(S3.E5.4b)

Analyzes results of
fitness assessment
(pre and post), com-
paring results to
fitness components
for good health.
(S3.E5.5a)

Designs a fitness
plan to address
ways to use physical
activity to enhance
fitness. (S3.E5.5b)

S3.E6
Nutrition

Recognizes that
food provides
energy for physical
activity. (S3.E6.K)

Differentiates be-
tween healthy and
unhealthy foods.
(S3.E6.1)

Recognizes the “good
health balance” of
good nutrition with
physical activity.
(S3.E6.2)

Identifies foods that
are beneficial for
before and after
physical activity.
(S3.E6.3)

Discusses the im-
portance of hydra-
tion and hydration
choices relative to
physical activities.
(S3.E6.4)

Analyzes the impact
of food choices
relative to physical
activity, youth sports
and personal health.
(S3.E6.5)

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Standard 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

S4.E1
Personal
responsibility

Follows direc-
tions in group
settings (e.g.,
safe behaviors,
following rules,
taking turns).
(S4.E1.K)

Accepts personal
responsibility by
using equipment
and space
appropriately.
(S4.E1.1)

Practices skills with
minimal teacher
prompting.
(S4.E1.2)

Exhibits personal re-
sponsibility in teach-
er-directed activities.
(S4.E1.3)

Exhibits responsible
behavior in indepen-
dent group situa-
tions. (S4.E1.4)

Engages in physical
activity with res-
ponsible interper-
sonal behavior (e.g.,
peer to peer, stu-
dent to teacher,
student to referee).
(S4.E1.5)

S4.E2
Personal
responsibility

Acknowledges
responsibility for
behavior when
prompted. (S4.E2.K)

Follows the rules
and parameters of
the learning en-
vironment.
(S4.E2.1)

Accepts responsi-
bility for class proto-
cols with behavior
and performance
actions. (S4.E2.2)

Works independent-
ly for extended per-
i ods of time.
(S4.E2.3)

Reflects on
personal social
behavior in physical
activity. (S4.E2.4)

Participates with
responsible personal
behavior in a variety
of physical activity
contexts, environ-
ments and facilities.
(S4.E2.5a)

Exhibits respect for
self with appropri-
ate behavior while
engaging in physical
activity. (S4.E2.5b)

S4.E3
Accepting
feedback

Follows instruction
and directions
when prompted.
(S4.E3.K)

Responds approp-
riately to general
feedback from the
teacher. (S4.E3.1)

Accepts specific
corrective feed-
back from the
teacher. (S4.E3.2)

Accepts and imple-
ments specific
corrective feedback
from the teacher.
(S4.E3.3)

Listens respectfully
to corrective feed-
back from others
(e.g., peers, adults).
(S4.E3.4)

Gives corrective
feedback respectfully
to peers. (S4.E3.5)

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Standard 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S4.E4
Working with
others

Shares equipment
and space with
others. (S4.E4.K)

Works independent-
ly with others in a
variety of class envi-
ronments (e.g., small
and large groups).
(S4.E4.1)

Works independently
with others in part-
ner environments.
(S4.E4.2)

Works cooperatively
with others.
( S4.E4.3a)

Praises others for
their success in
movement perfor-
mance. (S4.E4.3b)

Praises the move-
ment performance
of others both more
skilled and less
skilled. (S4.E4.4a)

Accepts players of all
skill levels into the
physical activity.
(S4.E4.4b)

Accepts, recognizes
and actively involves
others with both
higher and lower skill
abilities into physical
activities and group
projects. (S4.E4.5)

S4.E5
Rules & etiquette

Recognizes the
established protocol
for class activities.
(S4.E5.K)

Exhibits the estab-
lished protocols for
class activities.
(S4.E5.1)

Recognizes the
role of rules and
etiquette in
teacher-designed
physical activities.
(S4.E5.2)

Recognizes the role
of rules and eti-
quette in physical
activity with peers.
(S4.E5.3)

Exhibits etiquette
and adherence to
rules in a variety of
physical activities.
(S4.E5.4)

Critiques the eti-
quette involved in
rules of various game
activities. (S4.E5.5)

S4.E6
Safety

Follows teacher
directions for safe
participation and
proper use of
equipment with
minimal reminders.
(S4.E6.K)

Follows teacher
directions for safe
participation and
proper use of
equipment without
teacher reminders.
(S4.E6.1)

Works independently
and safely in physical
education. (S4.E6.2a)

Works safely with
physical education
equipment.
(S4.E6.2b)

Works independent-
ly and safely in phys-
ical activity settings.
(S4.E6.3)

Works safely with
peers and equip-
ment in physical
activity settings.
(S4.E6.4)

Applies safety prin-
ciples with age-
appropriate physi-
cal activities.
(S4.E6.5)

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Standard 5 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

S5.E1 Recognizes that phys- Identifies physical Recognizes the value Discusses the rela- Examines the health Compares the health
Health ical activity is import- activity as a compo- of “good health tionship between benefits of partici- benefits of partici-

ant for good health. nent of good health. balance.” ( S5.E1.2) physical activity and pating in physical pating in selected
(S5.E1.K) (S5.E1.1) good health. activity. (S5.E1.4) physical activities.

(S5.E1.3) (S5.E1.5)

S5.E2 Acknowledges that

Recognizes that Compares physical Discusses the chal- Rates the enjoyment Expresses (via writ-
Challenge some physical activi- challenge in physical activities that bring lenge that comes of participating in ten essay, visual

art, ties are challenging/ activities can lead to confidence and chal- from learning a new challenging and creative dance) the
difficult. (S5.E2.K) success. (S5.E2.1) lenge. (S5.E2.2) physical activity. mastered physical enjoyment and/or

(S5.E2.3) activities. (S5.E2.4) challenge of partici-
pating in a favorite
physical activity.
(S5.E2.5)

S5.E3 Identifies physical Describes positive Identifies physical ac- Reflects on the Ranks the enjoyment Analyzes different
Self-expression & activities that are en- feelings that result tivities that provide reasons for enjoying of participating in physical activities
Enjoyment joyable.7 (S5.E3.Ka) from participating self-expression (e.g., selected physical different physical for enjoyment and

Discusses the
enjoyment of
playing with
friends. (S5.E3.Kb)

in physical activities.
(S5.E3.1a)

Discusses personal
reasons (i.e., the

dance, gymnastics
routines, practice
tasks in games
environments).
(S5.E3.2)

activities. (S5.E3.3) activities. (S5.E3.4) challenge, identifying
reasons for a positive
or negative response.
(S5.E3.5)

“why”) for enjoying
physical activities.
(S5.E3.1b)

S5.E4
Social interaction

Describes the posi-
tive social inter-
actions that come
when engaged with
others in physical
activity. (S5.E4.3)

Describes and com-
pares the positive
social interactions
when engaged in
partner, small-group
and large-group
physical activities.
(S5.E4.4)

Describes the social
benefits gained
from participating in
physical activity (e.g.,
recess, youth sport).
(S5.E4.5)

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Outcomes for Middle School Students
(Grades 6 – 8)

By the end of Grade 8, the learner will apply tactics and strategies to modified game play; demonstrate fundamental movement skills in a variety of contexts;
design and implement a health-enhancing fitness program; participate in self-selected physical activity; cooperate with and encourage classmates; accept individ-
ual differences and demonstrate inclusive behaviors; and engage in physical activity for enjoyment and self-expression. Note: Swimming skills and water-safety
activities should be taught if facilities permit.

Standard 1 Grade 6 Grade 7 Grade 8

Demonstrates competency in a variety of motor skills and movement patterns.

S1.M1
Dance & rhythms

Demonstrates correct rhythm and
pattern for 1 of the following dance
forms: folk, social, creative, line or
world dance. (S1.M1.6)

Demonstrates correct rhythm and
pattern for a different dance form from
among folk, social, creative, line and
world dance. (S1.M1.7)

Exhibits command of rhythm and
timing by creating a movement
sequence to music as an individual or
in a group. (S1.M1.8)

S1.M2
Games & sports
Invasion & field games

Throwing

Throws with a mature pattern for
distance or power appropriate to the
practice task (e.g., distance = outfield
to home plate; power = 2nd base to 1st

base). (S1.M2.6)

Throws with a mature pattern for
distance or power appropriate to the
activity in a dynamic environment.
(S1.M2.7)

Throws with a mature pattern for
distance or power appropriate to the
activity during small-sided game play.
(S1.M2.8)

S1.M3

Catching

Catches with a mature pattern from a
variety of trajectories using different
objects in varying practice tasks.
(S1.M3.6)

Catches with a mature pattern from a
variety of trajectories using different
objects in small-sided game play.
(S1.M3.7)

Catches using an implement in a
dynamic environment or modified
game play. (S1.M3.8)

S1.M4
Games & sports
Invasion games

Passing & receiving

Passes and receives with hands in
combination with locomotor patterns
of running and change of direction and
speed, with competency, in invasion
games such as basketball, flag football,
speedball or team handball. (S1.M4.6)

Passes and receives with feet in
combination with locomotor patterns
of running and change of direction and
speed, with competency, in invasion
games such as soccer or speedball.
(S1.M4.7)

Passes and receives with an imple-
ment in combination with locomotor
patterns of running and change of
direction, speed and/or level, with
competency, in invasion games such
as lacrosse or hockey (floor, field,
ice). (S1.M4.8)

Note: For operational definitions and examples of activity types, see end of middle school section (p. 32).

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Standard 1 Grade 6 Grade 7 Grade 8

S1.M5
Games & sports
Invasion games

Passing & receiving

Throws, while stationary, a leading
pass to a moving receiver. (S1.M5.6)

Throws, while moving, a leading pass
to a moving receiver. (S1.M5.7)

Throws a lead pass to a moving
partner off a dribble or pass.
(S1.M5.8)

S1.M6
Games & sports
Invasion games
Offensive skills

Performs pivots, fakes and jab steps
designed to create open space during
practice tasks. (S1.M6.6)

Executes at least 1 of the following
designed to create open space during
small-sided game play: pivots, fakes,
jab steps. (S1.M6.7)

Executes at least 2 of the following to
create open space during modified
game play: pivots, fakes, jab steps,
screens. (S1.M6.8)

S1.M7
Games & sports
Invasion games
Offensive skills

Performs the following offensive skills
without defensive pressure: pivot, give
and go, and fakes. (S1.M7.6)

Performs the following offensive skills
with defensive pressure: pivot, give
and go, and fakes. (S1.M7.7)

Executes the following offensive skills
during small-sided game play: pivot,
give and go, and fakes. (S1.M7.8)

S1.M8
Games & sports
Invasion games
Dribbling & ball control

Dribbles with dominant hand using a
change of speed and direction in a
variety of practice tasks. (S1.M8.6)

Dribbles with dominant and non-
dominant hands using a change of
speed and direction in a variety of
practice tasks. (S1.M8.7)

Dribbles with dominant and nondomi-
nant hands using a change of speed
and direction in small-sided game
play. (S1.M8.8)

S1.M9 Foot-dribbles or dribbles with an im- Foot-dribbles or dribbles with an Foot-dribbles or dribbles with an imple-
Games & sports plement with control, changing speed implement combined with passing in ment with control, changing speed and
Invasion games and direction in a variety of practice a variety of practice tasks. (S1.M9.7) direction during small-sided game play.
Dribbling & ball control tasks. (S1.M9.6) (S1.M9.8)

S1.M10
Games & sports
Invasion games
Shooting on goal

Shoots on goal with power in a dy-
namic environment as appropriate to
the activity. (S1.M10.6)

Shoots on goal with power and accu-
racy in small-sided game play.
(S1.M10.7)

Shoots on goal with a long-handled
implement for power and accuracy in
modified invasion games such as
hockey (floor, field, ice) or lacrosse.
(S1.M10.8)

S1.M11
Games & sports
Invasion games
Defensive skills

Maintains defensive-ready position,
with weight on balls of feet, arms
extended and eyes on midsection of
the offensive player. (S1.M11.6)

Slides in all directions while on defense
without crossing feet. (S1.M11.7)

Drop-steps in the direction of the pass
during player-to-player defense.
(S1.M11.8)

S1.M12
Games & sports
Net/wall games
Serving

Performs a legal underhand serve with
control for net/wall games such as
badminton, volleyball or pickleball.
(S1.M12.6)

Executes consistently (at least 70 per-
cent of the time) a legal underhand
serve to a predetermined target for
net/wall games such as badminton,
volleyball or pickleball. (S1.M12.7)

Executes consistently (at least 70 per-
cent of the time) a legal underhand
serve for distance and accuracy for
net/wall games such as badminton,
volleyball or pickleball. (S1.M12.8)

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Standard 1 Grade 6 Grade 7 Grade 8

S1.M13
Games & sports
Net/wall games

Striking

Strikes with a mature overhand pattern
in a nondynamic environment for
net/wall games such as volleyball,
handball, badminton or tennis.
(S1.M13.6)

Strikes with a mature overhand pattern
in a dynamic environment for net/wall
games such as volleyball, handball,
badminton or tennis. (S1.M13.7)

Strikes with a mature overhand
pattern in a modified net/wall game
such as volleyball, handball,
badminton or tennis. (S1.M13.8)

S1.M14
Games & sports
Net/wall games

Forehand & backhand

Demonstrates the mature form of the
forehand and backhand strokes with a
short-handled implement in net games
such as paddle ball, pickleball or short-
handled racket tennis. (S1.M14.6)

Demonstrates the mature form of
forehand and backhand strokes with a
long-handled implement in net games
such as badminton or tennis.
(S1.M14.7)

Demonstrates the mature form of
fore- hand and backhand strokes
with a short- or long-handled imple-
ment with power and accuracy in net
games such as pickleball, tennis,
badminton or paddle ball. (S1.M14.8)

S1.M15
Games & sports
Net/wall games

Weight transfer

Transfers weight with correct timing
for the striking pattern. (S1.M15.6)

Transfers weight with correct timing
using low to high striking pattern with
a short-handled implement on the
forehand side. (S1.M15.7)

Transfers weight with correct timing
using low to high striking pattern with
a long-handled implement on the
forehand and backhand sides.
(S1.M15.8)

S1.M16
Games & sports
Net/wall games

Volleying

Forehand-volleys with a mature form
and control using a short-handled
implement. (S1.M16.6)

Forehand- and backhand-volleys with a
mature form and control using a short-
handled implement. (S1.M16.7)

Forehand- and backhand-volleys with
a mature form and control using a
short-handled implement during
modified game play. (S1.M16.8)

S1.M17
Games & sports
Net/wall games

Two-hand volley

Two-hand volleys with control in a
variety of practice tasks. (S1.M17.6)

Two-hand volleys with control in a
dynamic environment. (S1.M17.7)

Two-hand volleys with control in a
small-sided game. (S1.M17.8)

S1.M18

Games & sports
Target games

Throwing

Demonstrates a mature throwing
pattern for a modified target game such
as bowling, bocce or horseshoes.
(S1.M18.6)

Executes consistently (70 percent or
more of the time) a mature throwing
pattern for target games such as
bowling, bocce or horseshoes.
(S1.M18.7)

Performs consistently (70 percent or
more of the time) a mature throwing
pattern, with accuracy and control, for
target games such as bowling, bocce or
horseshoes. (S1.M18.8)

S1.M19
Games & sports
Target games

Striking

Strikes, with an implement, a station-
ary object for accuracy and distance in
activities such as croquet, shuffle-
board and golf. (S1.M19.6)

Strikes, with an implement, a station-
ary object for accuracy and distance in
activities such as croquet, shuffle-
board and golf. (S1.M19.7)

Strikes, with an implement, a
stationary object for accuracy and
power in activities such as croquet,
shuffleboard and golf. (S1.M19.8)

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Standard 1 Grade 6 Grade 7 Grade 8

S1.M20
Games & sports
Fielding/striking games

Throwing

Strikes a pitched ball with an implement
with force in a variety of practice tasks.
(S1.M20.6)

Strikes a pitched ball with an implement
to open space in a variety of practice
tasks. (S1.M20.7)

Strikes a pitched ball with an imple-
ment for power to open space in a
variety of small-sided games.
(S1.M20.8)

S1.M21
Games & sports
Fielding/striking games

Catching

Catches, with a mature pattern, from
different trajectories using a variety of
objects in a varying practice tasks.
(S1.M21.6)

Catches, with a mature pattern, from
different trajectories using a variety of
objects in small-sided game play.
(S1.M21.7)

Catches, using an implement, from
different trajectories and speeds in a
dynamic environment or modified
game play. (S1.M21.8)

S1.M22
Outdoor pursuits
(See p. 32 for examples)

Demonstrates correct technique for
basic skills in 1 self-selected outdoor
activity. (S1.M22.6)

Demonstrates correct technique for a
variety of skills in 1 self-selected
outdoor activity. (S1.M22.7)

Demonstrates correct technique for
basic skills in at least 2 self-selected
outdoor activities. (S1.M22.8)

S1.M23
Aquatics

Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and
water safety are offered in the curriculum.

S1.M24
Individual-performance activities
(See p. 32 for examples)

Demonstrates correct technique for
basic skills in 1 self-selected
individual-performance activity.
(S1.M24.6)

Demonstrates correct technique for a
variety of skills in 1 self-selected
individual-performance activity.
(S1.M24.7)

Demonstrates correct technique for
basic skills in at least 2 self-selected
individual-performance activities.
(S1.M24.8)

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Standard 2 Grade 6 Grade 7 Grade 8

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.M1
Games & sports8
Invasion games

Creating space with movement

Creates open space by using locomo-
tor movements (e.g., walking, running,
jumping and landing) in combination
with movement (e.g., varying path-
ways; change of speed, direction or
pace). (S2.M1.6)

Reduces open space by using locomotor
movements (e.g., walking, running,
jumping and landing, changing size and
shape of the body) in combination with
movement concepts (e.g., reducing the
angle in the space, reducing distance
between player and goal). (S2.M1.7)

Opens and closes space during small-
sided game play by combining
locomotor movements with move-
ment concepts. (S2.M1.8)

S2.M2
Games & sports
Invasion games

Creating space with offensive tactics

Executes at least 1 of the following
offensive tactics to create open space:
moves to open space without the ball;
uses a variety of passes, pivots and
fakes; give and go. (S2.M2.6)

Executes at least 2 of the following
offensive tactics to create open space:
uses a variety of passes, pivots and
fakes; give and go. (S2.M2.7)

Executes at least 3 of the following
offensive tactics to create open space:
moves to create open space on and off
the ball; uses a variety of passes, fakes
and pathways; give and go. (S2.M2.8)

S2.M3
Games & sports
Invasion games

Creating space using width and length

Creates open space by using the width
and length of the field or court on
offense. (S2.M3.6)

Creates open space by staying spread
on offense, and cutting and passing
quickly. (S2.M3.7)

Creates open space by staying spread
on offense, cutting and passing quickly,
and using fakes off the ball. (S2.M3.8)

S2.M4
Games & sports
Invasion games

Reducing space by changing size & shape

Reduces open space on defense by
making the body larger and reducing
passing angles. (S2.M4.6)

Reduces open space on defense by
staying close to the opponent as he/
she nears the goal. (S2.M4.7)

Reduces open space on defense by
staying on the goal side of the offensive
player and reducing the distance to
him/ her (third-party perspective).
(S2.M4.8)

S2.M5
Games & sports
Invasion games

Reducing space using denial

Reduces open space by not allowing
the catch (denial) or by allowing the
catch but not the return pass.
(S2.M5.6)

Reduces open space by not allowing
the catch (denial) or anticipating the
speed of the object and person for the
purpose of interception or deflection.
(S2.M5.7)

Reduces open space by not allowing the
catch (denial) and anticipating the
speed of the object and person for the
purpose of interception or deflection.
(S2.M5.8)

S2.M6
Games & sports
Invasion games

Transitions

Transitions from offense to defense or
defense to offense by recovering
quickly. (S2.M6.6)

Transitions from offense to defense
or defense to offense by recovering
quickly and communicating with
teammates. (S2.M6.7)

Transitions from offense to defense or
defense to offense by recovering
quickly, communicating with team-
mates and capitalizing on an ad-
vantage. (S2.M6.8)

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Standard 2 Grade 6 Grade 7 Grade 8

S2.M7
Games & sports
Net/wall games

Creating space through variation

Creates open space in net/wall games
with a short-handled implement by
varying force and direction. (S2.M7.6)

Creates open space in net/wall games
with a long-handled implement by
varying force and direction, and by
moving opponent from side to side.
(S2.M7.7)

Creates open space in net/wall games
with either a long- or short-handled
implement by varying force or
direction, or by moving opponent from
side to side and/or forward and back.
(S2.M7.8)

S2.M8
Games & sports
Net/wall games

Using tactics & shots

Reduces offensive options for oppo-
nents by returning to mid-court
position. (S2.M8.6)

Selects offensive shot based on oppo-
nent’s location (hit where opponent is
not). (S2.M8.7)

Varies placement, force and timing of
return to prevent anticipation by
opponent. (S2.M8.8)

S2.M9
Games & sports
Target games

Shot selection

Selects appropriate shot and/or club
based on location of the object in
relation to the target. (S2.M9.6)

Varies the speed and/or trajectory of
the shot based on location of the
object in relation to the target.
(S2.M9.7)

Varies the speed, force and trajectory
of the shot based on location of the
object in relation to the target.
(S2.M9.8)

S2.M10
Games & sports
Fielding/striking games

Offensive strategies

Identifies open spaces and attempts
to strike object into that space.
(S2.M10.6)

Uses a variety of shots (e.g., slap and
run, bunt, line drive, high arc) to hit
to open space. (S2.M10.7)

Identifies sacrifice situations and at-
tempt to advance a teammate.
(S2.M10.8)

S2.M11
Games & sports
Fielding/striking games

Reducing space

Identifies the correct defensive play
based on the situation (e.g., number
of outs). (S2.M11.6)

Selects the correct defensive play
based on the situation (e.g., number
of outs). (S2.M11.7)

Reduces open spaces in the field by
working with teammates to
maximize coverage. (S2.M11.8)

S2.M12
Individual-performance
activities, dance & rhythms

Movement concepts

Varies application of force during
dance or gymnastic activities.
(S2.M12.6)

Identifies and applies Newton’s laws
of motion to various dance or
movement activities. (S2.M12.7)

Describes and applies mechanical
advantage(s) for a variety of
movement patterns. (S2.M12.8)

S2.M13
Outdoor pursuits

Movement concepts

Makes appropriate decisions based on
the weather, level of difficulty due to
conditions or ability to ensure the
safety of self and others. (S2.M13.6)

Analyzes the situation and makes
adjustments to ensure the safety of
self and others. (S2.M13.7)

Implements safe protocols in self-
selected outdoor activities. (S2.M13.8)

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Standard 3 Grade 6 Grade 7 Grade 8

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

S3.M1
Physical activity knowledge

Is able to identify 3 influences on
physical activity (e.g., school, family
and peers; community and built
environment; policy). (S3.M1.6)

Identifies barriers related to maintain-
ing a physically active lifestyle and
seeks solutions for eliminating those
barriers. (S3.M1.7)

Develops a plan to address 1 of the
barriers within one’s family, school or
community to maintaining a physically
active lifestyle. (S3.M1.8)

S3.M2
Engages in physical activity

Participates in self-selected physical
activity outside of physical education
class. (S3.M2.6)

Participates in a physical activity
2 times a week outside of physical
education class. (S3.M2.7)

Participates in a physical activity
3 times a week outside of physical
education class. (S3.M2.8)

S3.M3
Engages in physical activity

Participates in a variety of aerobic
fitness activities such as cardio-kick,
step aerobics and aerobic dance.
(S3.M3.6)

Participates in a variety of strength
and endurance fitness activities such
as Pilates, resistance training, body-
weight training and light free-weight
training. (S3.M3.7)

Participates in a variety of self-
selected aerobic fitness activities
outside of school such as walking,
jogging, biking, skating, dancing and
swimming. (S3.M3.8)

S3.M4
Engages in physical activity

Participates in a variety of aerobic-fit-
ness activities using technology such
as Dance Dance Revolution® or Wii
Fit®. (S3.M4.6)

Participates in a variety of strength
and endurance fitness activities such
as weight or resistance training.
(S3.M4.7)

Plans and implements a program of
cross-training to include aerobic,
strength and endurance, and flexibility
training. (S3.M4.8)

S3.M5
Engages in physical activity

Participates in a variety of lifetime
recreational team sports, outdoor
pursuits or dance activities. (S3.M5.6)

Participates in a variety of lifetime
dual and individual sports, martial
arts or aquatic activities. (S3.M5.7)

Participates in a self-selected lifetime
sport, dance, aquatic or outdoor
activity outside of the school day.
(S3.M5.8)

S3.M6
Engages in physical activity

Participates in moderate to vigorous
aerobic physical activity that includes
intermittent or continuous aerobic
physical activity of both moderate and
vigorous intensity for at least 60
minutes per day. (S3.M6.6)

Participates in moderate to vigorous
muscle- and bone-strengthening
physical activity at least 3 times a
week. (S3.M6.7)

Participates in moderate to vigorous
aerobic and/or muscle- and bone-
strengthening physical activity for at
least 60 minutes per day at least 5
times a week. (S3.M6.8)

S3.M7
Fitness knowledge

Identifies the components of skill-
related fitness. (S3.M7.6)

Distinguishes between health-related
and skill-related fitness.9 (S3.M7.7)

Compares and contrasts health-
related fitness components.10

(S3.M7.8)

S3.M8
Fitness knowledge

Sets and monitors a self-selected
physical activity goal for aerobic and/
or muscle- and bone-strengthening
activity based on current fitness level.
(S3.M8.6)

Adjusts physical activity based on
quantity of exercise needed for a mini-
mal health standard and/or optimal
functioning based on current fitness
level. (S3.M8.7)

Uses available technology to self-
monitor quantity of exercise needed
for a minimal health standard and/or
optimal functioning based on current
fitness level. (S3.M8.8)

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Standard 3 Grade 6 Grade 7 Grade 8

S3.M9
Fitness knowledge

Employs correct techniques and
methods of stretching.11 (S3.M9.6)

Describes and demonstrates the dif-
ference between dynamic and static
stretches.12 (S3.M9.7)

Employs a variety of appropriate static
stretching techniques for all major
muscle groups. (S3.M9.8)

S3.M10
Fitness knowledge

Differentiates between aerobic and
anaerobic capacity, and between
muscular strength and endurance.
(S3.M10.6)

Describes the role of exercise and
nutrition in weight management.
(S3.M10.7)

Describes the role of flexibility in
injury prevention. (S3.M10.8)

S3.M11
Fitness knowledge

Identifies each of the components of
the overload principle (FITT formula:
frequency, intensity, time, type) for
different types of physical activity
(aerobic, muscular fitness and flexi-
bility). (S3.M11.6)

Describes overload principle (FITT
formula) for different types of physi-
cal activity, the training principles on
which the formula is based and
how the formula and principles affect
fitness.13 (S3.M11.7)

Uses the overload principle (FITT form-
ula) in preparing a personal workout.14

(S3.M11.8)

S3.M12
Fitness knowledge

Describes the role of warm-ups and
cool-downs before and after physical
activity. (S3.M12.6)

Designs a warm-up and cool-down
regimen for a self-selected physical
activity. (S3.M12.7)

Designs and implements a warm-up
and cool-down regimen for a self-
selected physical activity. (S3.M12.8)

S3.M13
Fitness knowledge

Defines resting heart rate and de-
scribes its relationship to aerobic fit-
ness and the Borg rating of perceived
exertion (RPE) scale.15 (S3.M13.6)

Defines how the RPE scale can be
used to determine the perception of
the work effort or intensity of exer-
cise. (S3.M13.7)

Defines how the RPE scale can be used
to adjust workout intensity during
physical activity. (S3.M13.8)

S3.M14
Fitness knowledge

Identifies major muscles used in
selected physical activities.16

(S3.M14.6)

Describes how muscles pull on bones
to create movement in pairs by relax-
ing and contracting.17 (S3.M14.7)

Explains how body systems interact
with one another (e.g., blood trans-
ports nutrients from the digestive
system, oxygen from the respiratory
system) during physical activity.18

(S3.M14.8)

S3.M15
Assessment & program planning

Designs and implements a program
of remediation for an area of weak-
ness based on the results of health-
related fitness assessment.
(S3.M15.6)

Designs and implements a program of
remediation for 2 areas of weakness
based on the results of health-related
fitness assessment. (S3.M15.7)

Designs and implements a program of
remediation for 3 areas of weakness
based on the results of health-related
fitness assessment. (S3.M15.8)

S3.M16
Assessment & program planning

Maintains a physical activity log for at
least 2 weeks, and reflects on activity
levels as documented in the log.
(S3.M16.6)

Maintains a physical activity and
nutrition log for at least 2 weeks, and
reflects on activity levels and nutrition
as documented in the log. (S3.M16.7)

Designs and implements a program to
improve levels of health-related
fitness and nutrition. (S3.M16.8)

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Standard 3 Grade 6 Grade 7 Grade 8

S3.M17
Nutrition

Identifies foods within each of the
basic food groups and selects approp-
riate servings and portions for his or
her age and physical activity levels.19

(S3.M17.6)

Develops strategies for balancing
healthy food, snacks and water intake,
along with daily physical activity.20

(S3.M17.7)

Describes the relationship between
poor nutrition and health risk
factors.21 (S3.M17.8)

S3.M18
Stress management

Identifies positive and negative results
of stress and appropriate ways of
dealing with each.22 (S3.M18.6)

Practices strategies for dealing with
stress, such as deep breathing, guided
visualization and aerobic exercise.23

(S3.M18.7)

Demonstrates basic movements used
in other stress-reducing activities such
as yoga and tai chi. (S3.M18.8)

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Standard 4 Grade 6 Grade 7 Grade 8

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

S4.M1
Personal responsibility

Exhibits personal responsibility by using
appropriate etiquette, demonstrating
respect for facilities and exhibiting safe
behaviors. (S4.M1.6)

Exhibits responsible social behaviors
by cooperating with classmates,
demonstrating inclusive behaviors and
supporting classmates. (S4.M1.7)

Accepts responsibility for improving
one’s own levels of physical activity
and fitness. (S4.M1.8)

S4.M2
Personal responsibility

Identifies and uses appropriate
strategies to self-reinforce positive
fitness behaviors, such as positive self-
talk. (S4.M2.6)

Demonstrates both intrinsic and
extrinsic motivation by selecting
opportunities to participate in physical
activity outside of class. (S4.M2.7)

Uses effective self-monitoring skills
to incorporate opportunities for
physical activity in and outside of
school. (S4.M2.8)

S4.M3
Accepting feedback

Demonstrates self-responsibility by
implementing specific corrective
feedback to improve performance.
(S4.M3.6)

Provides corrective feedback to a peer,
using teacher-generated guidelines,
and incorporating appropriate tone
and other communication skills.
(S4.M3.7)

Provides encouragement and feed-
back to peers without prompting
from the teacher. (S4.M3.8)

S4.M4
Working with others

Accepts differences among classmates
in physical development, maturation
and varying skill levels by providing
encouragement and positive feedback.
(S4.M4.6)

Demonstrates cooperation skills by
establishing rules and guidelines for
resolving conflicts. (S4.M4.7)

Responds appropriately to participants’
ethical and unethical behavior during
physical activity by using rules and
guidelines for resolving conflicts.
(S4.M4.8)

S4.M5
Working with others

Cooperates with a small group of
classmates during adventure activi-
ties, game play or team-building
activities. (S4.M5.6)

Problem-solves with a small group of
classmates during adventure activities,
small-group initiatives or game play.
(S4.M5.7)

Cooperates with multiple classmates
on problem-solving initiatives including
adventure activities, large-group
initiatives and game play. (S4.M5.8)

S4.M6
Rules & etiquette

Identifies the rules and etiquette for
physical activities, games and dance
activities. (S4.M6.6)

Demonstrates knowledge of rules and
etiquette by self-officiating modified
physical activities and games or by fol-
lowing parameters to create or modify
a dance. (S4.M6.7)

Applies rules and etiquette by acting as
an official for modified physical activi-
ties and games and creating dance
routines within a given set of
parameters. (S4.M6.8)

S4.M7
Safety

Uses physical activity and fitness
equipment appropriately and safely,
with the teacher’s guidance. (S4.M7.6)

Independently uses physical activity
and exercise equipment appropriately
and safely. (S4.M7.7)

Independently uses physical activity
and fitness equipment appropriately,
and identifies specific safety concerns
associated with the activity. (S4.M7.8)

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Standard 5 Grade 6 Grade 7 Grade 8

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

S5.M1
Health

Describes how being physically active
leads to a healthy body. (S5.M1.6)

Identifies different types of physical
activities and describes how each
exerts a positive effect on health.
(S5.M1.7)

Identifies the 5 components of health-
related fitness (muscular strength,
muscular endurance, flexibility,
cardiorespiratory endurance and body
composition) and explains the
connections between fitness and
overall physical and mental health.
(S5.M1.8)

S5.M2
Health

Identifies components of physical
activity that provide opportunities for
reducing stress and for social
interaction. (S5.M2.6)

Identifies positive mental and emo-
tional aspects of participating in a
variety of physical activities. (S5.M2.7)

Analyzes the empowering conse-
quences of being physically active.
(S5.M2.8)

S5.M3
Challenge

Recognizes individual challenges and
copes in a positive way, such as extend-
ing effort, asking for help or feedback,
and/or modifying the tasks. (S5.M3.6)

Generates positive strategies such as
offering suggestions or assistance,
leading or following others and pro-
viding possible solutions when faced
with a group challenge. (S5.M3.7)

Develops a plan of action and makes
appropriate decisions based on that
plan when faced with an individual
challenge. (S5.M3.8)

S5.M4
Self-expression & enjoyment

Describes how moving competently
in a physical activity setting creates
enjoyment. (S5.M4.6)

Identifies why self-selected physical
activities create

enjoyment.

( S5.M4.7)

Discusses how enjoyment could be
increased in self-selected physical
activities. (S5.M4.8)

S5.M5
Self-expression & enjoyment

Identifies how self-expression and
physical activity are related. (S5.M5.6)

Explains the relationship between self-
expression and lifelong enjoyment
through physical activity. (S5.M5.7)

Identifies and participates in an
enjoyable activity that prompts
individual self-expression. (S5.M5.8)

S5.M6
Social interaction

Demonstrates respect for self and
others in activities and games by
following the rules, encouraging others
and playing in the spirit of the game or
activity. (S5.M6.6)

Demonstrates the importance of social
interaction by helping and encouraging
others, avoiding trash talk and provid-
ing support to classmates. (S5.M6.7)

Demonstrates respect for self by
asking for help and helping others in
various physical activities. (S5.M6.8)

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Operational Definition of Activity Categories

Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the activity. Activities might include, but are not limited to
recreational boating (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water
skiing, snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure activities and ropes courses. Selection of activities
depends on the environmental opportunities within the geographical region.

Fitness Activities: Activities with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training, spinning,
running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.

Dance & Rhythmic Activities: Activities that focus on dance or rhythms and might include, but are not limited to dance forms such as creative movement and
dance, ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Aquatics: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.

Individual-Performance Activities: Might include, but are not limited to gymnastics, figure skating, track and field, multi-sport events, in-line skating, wrestling,
self-defense and skateboarding.

Games & Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.

Lifetime Activities: Includes the categories of outdoor pursuits, selected individual performance activities, aquatics and net/wall and target games.

Note: Invasion games and fielding/striking games are not addressed in the secondary outcomes because those activities require team participation and are not
well suited to lifelong participation.

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Outcomes for High School Students
(Grades 9 – 12)

By the end of high school, the learner will be college- or career-ready, as demonstrated by the ability to plan and implement different types of personal fitness

programs; demonstrate competency in two or more lifetime activities; describe key concepts associated with successful participation in physical activity; model
responsible behavior while engaged in physical activity; and engage in physical activities that meet the need for self-expression, challenge, social interaction and

enjoyment.

Note: Outcomes for high school students have been organized into two levels. Level 1 indicates the minimum knowledge and skills that students must attain to
be college- or career-ready. Level 2 allows students to build on Level 1 competencies by augmenting knowledge and skills considered desirable for college or
career readiness.

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1 Level 1 Level 2

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

S1.H1
Lifetime activities

Demonstrates competency and/or refines activity-specific
movement skills in 2 or more lifetime activities (outdoor
pursuits, individual-performance activities, aquatics,
net/wall games or target games).24 (S1.H1.L1)

Refines activity-specific movement skills in 1 or more
lifetime activities (outdoor pursuits, individual-perform-
ance activities, aquatics, net/wall games, or target
games).25 (S1.H1.L2)

S1.H2
Dance & rhythms

Demonstrates competency in dance forms used in cultural
and social occasions (e.g., weddings, parties), or demon-
strates competency in 1 form of dance (e.g., ballet, mod-
ern, hip hop, tap). (S1.H2.L1)

Demonstrates competency in a form of dance by choreo-
graphing a dance or by giving a performance. (S1.H2.L2)

S1.H3
Fitness activities

Demonstrates competency in 1 or more specialized skills
in health-related fitness activities. (S1.H3.L1)

Demonstrates competency in 2 or more specialized skills in
health-related fitness activities. (S1.H3.L2)

Note: For operational definitions and examples of activity types, see end of high school section (p. 39).

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Standard 2 Level 1 Level 2

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.H1
Movement concepts, principles
& knowledge

Applies the terminology associated with exercise and
partic ipation in selected individual-performance activities,
dance, net/wall games, target games, aquatics and/or
outdoor pursuits appropriately. (S2.H1.L1)

Identifies and discusses the historical and cultural roles of
games, sports and dance in a society.26 (S2.H1.L2)

S2.H2
Movement concepts, principles
& knowledge

Uses movement concepts and principles (e.g., force,
motion, rotation) to analyze and improve performance of
self and/or others in a selected skill.27 (S2.H2.L1)

Describes the speed vs. accuracy trade-off in throwing
and striking skills.28 (S2.H2.L2)

S2.H3
Movement concepts, principles &
knowledge

Creates a practice plan to improve performance for a
self-selected skill. (S2.H3.L1)

Identifies the stages of learning a motor skill. (S2.H3.L2)

S2.H4
Movement concepts, principles
& knowledge

Identifies examples of social and technical dance
forms. (S2.H4.L1)

Compares similarities and differences in various dance
forms. (S2.H4.L2)

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Standard 3 Level 1 Level 2

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

S3.H1
Physical activity knowledge

Discusses the benefits of a physically active lifestyle as it
relates to college or career productivity. (S3.H1.L1)

Investigates the relationships among physical activity,
nutrition and body composition. (S3.H1.L2)

S3.H2
Physical activity knowledge

Evaluates the validity of claims made by commercial products
and programs pertaining to fitness and a healthy, active
lifestyle.29 (S3.H2.L1)

Analyzes and applies technology and social media as tools
for supporting a healthy, active lifestyle.30 (S3.H2.L2)

S3.H3
Physical activity knowledge

Identifies issues associated with exercising in heat,
humidity and cold.31 (S3.H3.L1)

Applies rates of perceived exertion and pacing.32 (S3.H3.L2)

S3.H4
Physical activity knowledge

Evaluates — according to their benefits, social support net-
work and participation requirements — activities that can
be pursued in the local environment.33 (S3.H4.L1)

If the outcome was not attained in Level 1, it should be a focus
in Level 2.

S3.H5
Physical activity knowledge

Evaluates risks and safety factors that might affect
physical activity preferences throughout the life cycle.34

(S3.H5.L1)

Analyzes the impact of life choices, economics, motivation
and accessibility on exercise adherence and participation in
physical activity in college or career settings. (S3.H5.L2)

S3.H6
Engages in physical activity

Participates several times a week in a self-selected
lifetime activity, dance or fitness activity outside of the
school day. (S3.H6.L1)

Creates a plan, trains for and participates in a community
event with a focus on physical activity (e.g., 5K, triathlon,
tournament, dance performance, cycling event).35

(S3.H6.L2)

S3.H7
Fitness knowledge

Demonstrates appropriate technique on resistance-

training machines and with free weights.36 (S3.H7.L1)
Designs and implements a strength and conditioning pro-
gram that develops balance in opposing muscle groups
(agonist/antagonist) and supports a healthy, active lifestyle.37

(S3.H7.L2)

S3.H8
Fitness knowledge

Relates physiological responses to individual levels of
fitness and nutritional balance.38 (S3.H8.L1)

Identifies the different energy systems used in a selected
physical activity (e.g., adenosine triphosphate and phos-
phocreatine, anaerobic glycolysis, aerobic).39 (S3.H8.L2)

S3.H9
Fitness knowledge

Identifies types of strength exercises (isometric,
concentric, eccentric) and stretching exercises (static,
proprioceptive neuromuscular facilitation (PNF),
dynamic) for personal fitness development (e.g.,
strength, endurance, range of motion).40 (S3.H9.L1)

Identifies the structure of skeletal muscle and fiber types
as they relate to muscle development.41 (S3.H9.L2)

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Standard 3 Level 1 Level 2

S3.H10
Fitness knowledge

Calculates target heart rate and applies that information
to personal fitness plan. (S3.H10.L1)

Adjusts pacing to keep heart rate in the target zone, using
available technology (e.g., pedometer, heart rate monitor),
to self-monitor aerobic intensity. (S3.H10.L2) 42

S3.H11
Assessment & program planning

Creates and implements a behavior-modification plan
that enhances a healthy, active lifestyle in college or
career settings. (S3.H11.L1)

Develops and maintains a fitness portfolio (e.g., assess-
ment scores, goals for improvement, plan of activities for
improvement, log of activities being done to reach goals,
timeline for improvement).43 (S3.H11.L2)

S3.H12
Assessment & program planning

Designs a fitness program, including all components of
health-related fitness, for a college student and an
employee in the learner’s chosen field of work. (S3.H12.L1)

Analyzes the components of skill-related fitness in relation
to life and career goals, and designs an appropriate fitness
program for those goals.44 (S3.H12.L2)

S3.H13
Nutrition

Designs and implements a nutrition plan to maintain
an appropriate energy balance for a healthy, active
lifestyle. (S3.H13.L1)

Creates a snack plan for before, during and after exercise
that addresses nutrition needs for each phase. (S3.H13.L2)

S3.H14
Stress management

Identifies stress-management strategies (e.g., mental
imagery, relaxation techniques, deep breathing, aerobic
exercise, meditation) to reduce stress.45 (S3.H14.L1)

Applies stress-management strategies (e.g., mental
imagery, relaxation techniques, deep breathing, aerobic
exercise, meditation) to reduce stress.46 (S3.H14.L2)

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Standard 4 Level 1 Level 2

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

S4.H1
Personal responsibility

Employs effective self-management skills to analyze
barriers and modify physical activity patterns
appropriately, as needed.47 (S4.H1.L1)

Accepts differences between personal characteristics and
the idealized body images and elite performance levels
portrayed in various media.48 (S4.H1.L2)

S4.H2
Rules & etiquette

Exhibits proper etiquette, respect for others and team-
work while engaging in physical activity and/or social
dance. (S4.H2.L1)

Examines moral and ethical conduct in specific competitive
situations (e.g., intentional fouls, performance-enhancing
substances, gambling, current events in sport).49 (S4.H2.L2)

S4.H3
Working with others

Uses communication skills and strategies that promote
team or group dynamics.50 (S4.H3.L1)

Assumes a leadership role (e.g., task or group leader, referee,
coach) in a physical activity setting. (S4.H3.L2)

S4.H4
Working with others

Solves problems and thinks critically in physical activity
and/or dance settings, both as an individual and in groups.
(S4.H4.L1)

Accepts others’ ideas, cultural diversity and body types
by engaging in cooperative and collaborative movement
projects. (S4.H4.L2)

S4.H5
Safety

Applies best practices for participating safely in physical
activity, exercise and dance (e.g., injury prevention,
proper alignment, hydration, use of equipment,
implementation of rules, sun protection). (S4.H5.L1)

If the learner did not attain the outcome in Level 1, it should be
a focus in Level 2.

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Standard 5 Level 1 Level 2

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

S5.H1
Health

Analyzes the health benefits of a self-selected physical
activity. (S5.H1.L1)

If the learner did not attain the outcome in Level 1, it should be
a focus in Level 2.

S5.H2
Challenge

Challenge is a focus in Level 2. Chooses an appropriate level of challenge to experience
success and desire to participate in a self-selected physical
activity.51 (S5.H2.L2)

S5.H3
Self-expression & enjoyment

Selects and participates in physical activities or dance that
meet the need for self-expression and enjoyment.
(S5.H3.L1)

Identifies the uniqueness of creative dance as a means of
self-expression. (S5.H3.L2)

S5.H4
Social interaction

Identifies the opportunity for social support in a self-
selected physical activity or dance. (S5.H4.L1)

Evaluates the opportunity for social interaction and social
support in a self-selected physical activity or dance.52

(S5.H4.L2)

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Operational Definition of Activity Categories

Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the activity. Activities might include, but are not limited to
recreational boating (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or
water skiing, snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure activities and ropes courses. Selection of
activities depends on the environmental opportunities within the geographical region.

Fitness Activities: Activities with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training,
spinning, running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.

Dance & Rhythmic Activities: Activities that focus on dance or rhythms and might include, but are not limited to dance forms such as creative movement/
dance, ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Aquatics: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.

Individual-Performance Activities: Might include, but are not limited to gymnastics, figure skating, track and field, multi-sport events, in-line skating,
wrestling, self-defense and skateboarding.

Games & Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.

Lifetime Activities: Includes the categories of outdoor pursuits, selected individual-performance activities, aquatics, and net/wall and target games.

Note: Invasion games and fielding/striking games are not addressed in the secondary outcomes because those activities require team participation and are
not well suited to lifelong participation.

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References

1 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 12).

2 Ibid., p. 11.

3 Society of Health and Physical Educators. (2012). Instructional framework for fitness education in physical education, p. 14 [Guidance document]. Available at
http://www.shapeamerica.org

4 Ibid., p. 6.

5 Ibid., p. 16.

6 Ibid.

7 Ibid., p. 19.

8 The foundation for this section comes from Griffin, L. L. & Butler, J. I. (2005). Teaching games for understanding: Theory, research and practice. Champaign, IL:

Human Kinetics; Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (2006). Teaching sport concepts and skills: A tactical games approach. Windsor, Ontario: Human Kinetics;
and Rovegno, I. & Banderhauer, D. (2013). Elementary physical education: Curriculum and instruction. Burlington, MA: Jones & Bartlett Publishing.

9 Society of Health and Physical Educators. (2012, p. 16). Instructional framework for fitness education in physical education [Guidance document]. Available at

http://www.shapeamerica.org

10 Ibid.

11 Ibid., p. 7.

12 Ibid.

13 Ibid., p. 17.

14 Ibid.

15 Ibid., p. 14.

16 Ibid., p. 13.

17 Ibid.

18 Ibid.

19 Ibid., p. 42.

20 Ibid., p. 45.

21 Ibid., p. 40.

22 Ibid., p. 35.

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23 Ibid.
24 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles.

http://www.edu.gov.mb.ca/k12/cur/physhlth/index.html, Accessed 1/9/12.

25 Ibid.

26 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p.15).

27 Ibid.

28 Mohnsen, B (ed.). (2010). Concepts and principles of physical education: What every student needs to know. Reston, VA: NASPE.

29 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 16).

30 Society of Health and Physical Educators. (2012, p. 20). Instructional framework for fitness education in physical education [Guidance document]. Available at

http://www.shapeamerica.org

31 Ibid., p. 9.

32 Ibid., p. 5.

33 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p.15).

34 Ibid.

35 Society of Health and Physical Educators. (2012. P. 27). Instructional framework for fitness education in physical education [Guidance document]. Available at

http://www.shapeamerica.org

36 Ibid., p. 6.

37 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles.
www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print, Accessed 1/9/12.

38 Society of Health and Physical Educators. (2012. P. 15). Instructional framework for fitness education in physical education [Guidance Document]. Available at

http://www.shapeamerica.org

39 Ibid., p. 16.

40 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles.
www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print, Accessed 1/9/12.

41 Ibid.

42 Society of Health and Physical Educators. (2012. P. 23). Instructional framework for fitness education in physical education [Guidance document]. Available at

http://www.shapeamerica.org

43 (Ohio) Physical Education Standards: Grade Band Overview by Standard and Organizers. (p. 113)

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http://www.edu.gov.mb.ca/k12/cur/physhlth/index.html

http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

http://www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print

http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

http://www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print

http://www.shapeamerica.org/standards/guidelines/loader.cfm?csModule=security/getfile&pageid=9264

44 Superintendent of Public Instruction. (2008). Washington State k-12 health and fitness learning standards. Olympia, WA: Author. (p. 101).

45 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_10.htm-
l?print. Accessed 1/9/12.

46 Ibid.

47 Society of Health and Physical Educators. (2012. P. 25). Instructional framework for fitness education in physical education [Guidance document]. Available at

http://www.shapeamerica.org

48 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 16).

49 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles,
www.edu.gov.mb.ca/k12/cur/physhlth/grade_10html?print. Accessed 1/9/12.

50 Ibid.

51 (Ohio) Physical Education Standards: Grade Band Overview by Standard and Organizers. (p. 115).

52 Ibid.

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Alabama A & M University

College of Education, Humanities, and Behavioral Sciences

Educator Preparation Program (EPP) Lesson Plan Template

· Lesson plans are tailored to the specific content area. Sections of the lesson plan template will include elements for different content areas.

Before you begin, here are some reminders:

· Lessons should not exceed four pages

· Identify learning segment to plan, teach, and analyze

· Provide detailed and specific content information

· Your lesson should be detailed enough that a substitute or other teachers could understand them well enough to use them.

· The italicized material included in this template is for your learning purposes; make sure to delete the highlighted content before any submissions.

Teacher (Candidate) Name:

Grade Level:

Date of Lesson:

Subject:

Select a Class:

Whole Class or Group (4 students minimum)

Central Focus:

The Central Focus is a description of what the lesson or unit is trying to accomplish. It conveys the

core concepts that you want students to develop in the learning section of the lesson plan. It is not simply listing skills students will acquire.

Academic Content Standards (ALCOS; include number and text):

Use the Alabama Course of Study/College & Career Ready Standards

Lesson Title:

Student Learning Objective (s):

Objectives are written in behavioral terms (e.g., What do you want to see/hear students do/say so that you know that they have mastered the standard?). They should also be aligned to the CCRS/ALCOS Standards.

List the related IEP goals for today’s lesson.

“I can” statement for students.

These statements should be written in ‘student-friendly’ language

Essential Question(s) for the Lesson:

These questions are non-judgmental, open-ended, meaningful and purposeful. They readily invite the exploration of ideas. These are questions that ask students to develop their own thoughts and provoke inquiry. 1-3 Big ideas! How can these questions be used to guide your instruction?

Prior Knowledge:

What pertinent objectives did you already teach before beginning this lesson?

What should your students already know before being taught this lesson?

Academic Language

1. Language Function: Identify the purpose for which the language is being used, with attention to goal and audience.

What are the Key Communication Skills related to the learning objectives (e.g., reading, writing, listening, re-telling, answering, selecting, responding, demonstrating/performing, collaboration, etc use BLOOMS TAXONOMY chart for active verbs).)?

2. Language Vocabulary:

What Vocabulary/or symbols will you teach or develop (key words specific to the content you are teaching)?

What opportunities will you provide for students to practice the communication skills and vocabulary? What are your Planned Supports for assisting students (e.g., vocabulary development, modeling, guided practice, graphic organizers, etc.)

List Key Instructional Materials/Technology/Equipment:

What resources are required for this lesson in order to engage students?

Examples: handouts, assignments, slides, websites, interactive whiteboard images and other resources

Promoting Safety in Physical
Education
Dr. Conkle ADDITION – Teacher Risk Management/Risk Identification/Risk Prevention/Warnings to Students):
– How will you introduce strategies to promote safety?

Activity

Description of Activities and Setting (Instructional Strategies and Learning Tasks Task Presentation
( instructional, cues, strategies,
Task Structure (
organization of students, equipment, space
/ – Discuss what you and the students will be doing) that supports diverse student needs.

Introduction to the lesson/ Instant Activity

1. Focus and Review

State your behavioral expectations for students.

How does today’s lesson relate to what students learned previously? This should tie into the lesson’s objective and standard.

2. Energy and Engaging Activity

Introduction/ Set induction

How will you introduce the lesson? What is your “hook”? How will you motivate students?

(What is the “hook” for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard and should promote higher-level thinking. How will you introduce the content specific vocabulary words? *** Use knowledge of students’ academic, social, and cultural characteristics.)

Body of the Lesson/Teaching Strategies

3. Guided Practice

What will you have the students do after you introduce the lesson to learn the standards? What questions will you ask to promote higher level thinking?

List all your activities/Tasks here in a sequential /developmental manner such that students are challenged to move on to the next level. Include varied activities allowing for explorations, enjoyment and maximum participation. Graham et al. ( 2013) recommends 10-15 tasks for a 30 min elementary school PE Lesson

How will you introduce and model new knowledge?

What opportunities will you provide for students to practice content language/vocabulary? What language supports will you offer?

Accommodation(s): A change that helps a student overcome or work around the disability.

Modification(s): A change in what being taught or what is expected from the student.

Differentiation: Tailoring instruction to meet individual needs; differentiating the content, process, and/or product):

Low Skilled Level:

these are at the pre-control level of skills Example: Students will be challenged to connect the term with the pictures instead of memorizing the definition. Students will be asked to raise their hands if they need clarity.

Medium Skilled Level

: These are students at the control level of skill proficiency

High Skilled level : ( Majority y are at the utilization level/ while those on sports teams being at the proficiency level Students will be challenged to identify a definition for each term and give an example before seeing the images.

Language Syntax: Set of conventions for organizing symbols, words, phrases into structures, and sentences.

Language Discourse: Structures of written or oral language; how participants of the content area speak, write, and participate.

Closure/Summarizing Strategies

4. Independent Practice

How will students summarize and/or share what they have learned to prove they know and understand the standard(s) and its vocabulary? Will you provide opportunities for students to apply new knowledge while making connections to prior learning?

How will students practice independently?

Accommodation(s): A change that helps a student overcome or work around the disability.

Modification(s): A change in what being taught or what is expected from the student.

Differentiation: Tailoring instruction to meet individual needs; differentiating the content, process, and/or product):

Below Grade Level: Low Skilled: these are at the pre-control level of skills Example: Students will be challenged to connect the term with the pictures instead of memorizing the definition. Students will be asked to raise their hands if they need clarity.

Medium Skilled Level : These are students at the control level of skill proficiency

Above Grade Level: S: High Skilled level : ( Majority y are at the utilization level/ while those on sports teams being at the proficiency level Students will be challenged to identify a definition for each term and give an example before seeing the images.

Language Syntax: Set of conventions for organizing symbols, words, phrases into structures, and sentences.

Language Discourse: Structures of written or oral language; how participants of the content area speak, write, and participate.

5. Evaluation, Review, and Closure

How will you review the standard and close the lesson?

How does today’s lesson connect to what students will be doing next (e.g., tomorrow’s lesson)? (Let students see that your lessons are connected.)

6. Principles, Research, or Theory

What principles, research, or theory support the activities and assessments in this lesson?

Examples:
http://www.emtech.net/learning_theories.htm#Cooperative%20Learning

Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Assessment

(e.g. Rubrics, checklists, journals, self & peer assessments)

7. Assessments Type of assessment (Informal or Formal)	Description of assessment	Modifications to the assessment so that all students could demonstrate their learning.	Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?
Psychomotor domain Assessment
Cognitive domain assessment
Affective domain Assessment

Targeted Students Accommodations, Differentiated Instruction, Assessment & Data Decisions

Student/Small Group Accommodations –

How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).

To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the material will be taught and learned), product (what the students produce at the end of the lesson to demonstrate mastery), and/or learning environment (physical layout of the classroom, use of space, groupings, etc.) to account for the diversity in your classroom.

How will you measure the learning objective(s) for this lesson? How will students demonstrate mastery? What evidence of learning do you need to see?

Proposed Changes:

If you could teach this lesson again to this group of students in your class, what changes would you make to your instruction?

Whole Class:

Analyzing Teaching:
What changes would you make to your instruction-for the whole class and/or for students who need greater support or challenge-to better support student learning of the central focus? Assess Student Learning: Select one assessment, give feedback to at least 3 (high, medium & low) students, and discuss next steps

How will you provide specific, written feedback on assessments that will guide further learning? Be sure to address students’ individual strengths (what they did well) AND continuous needs (what they can focus on next time) relative to the learning objective.

Groups of students:

Individual students:

Reflection of the Lesson (Commentary)

Task One: I will teach …

Promote a Positive Learning Environment

How will you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? (What will work? After the lesson: What didn’t, for whom?)

Engaging Students in Learning

Describe how your instruction will link students’ prior academic learning to personal, cultural, and/or community assets with new learning.

Deepening Student Learning During the Instruction

Explain how you elicited and built on student responses to promote thinking and develop conceptual understanding, reasoning, and/or problem-solving skills.

Explain how you used representations to support students’ understanding and use of concepts and procedures

· Attach written assessments and/or directions for any oral or performance assessments (blank copy only).

· Attach blank copies of handouts and information you will provided to students during the lesson.

· Provide a citation for the sources of all materials that you did not create. (Examples: e.g., published texts, websites, and material from other educators)

· List all citations by lesson number.

· Graham, G., Halt-Hale, A.., & Parker, M. ( 2013). Children moving: A reflective approach to teaching physical education

( 9th ed). New York, NY: McGraw -Hill.

PHYSICAL EDUCATION LESSON PLAN TEMPLATE

Teacher Candidate Name: __________________________________________

Lesson Focus ________________________________ Grade:______________________

Number of Students: ______________ ____________ # IEP/504____________________

Lesson #: ___________________________________ Date:_______________________

STUDENT LEARNING OBJECTIVES:

RUBRIC#1

Assessment ( e.g. Rubrics, checklists, journals, self & peer assessments) RURIC #5

1. Psychomotor: SWBA to demonstrate the correct form while throwing at a target.
2. Cognitive : The student will identify cues words for throwing at targets
SWBA to recall the various cues for throwing and catching

. Affective:
SWBA to demonstrate respect, participating with others, caring and self-direction in class.

1. Peer observation List – Critical elements for throwing as taught
2. Pen and paper- identify cues for throwing at targets or True –False questions
3. Observation rubric on personal and social responsibility or levels of responsibility checklist for each student

Grade level Outcomes & National / State Standards Met In This Lesson :

Throws underhand to a large target with accuracy ( S. 1 E13. 5b)
Recognizes locomotor skills used for a wide variety of physical activities ( S2.E2.3)
Reflects on personal and social responsibility in physical activity (S4. E2.4)

Equipment & Materials

Nerf balls, balls of various sizes and materials, hula hoops, cones

Strategies To Promote Safety

Student to follow rules- observe start and stop cues, spacing out students for safety , use of various balls that are appropriate for various learners, constant observation by teacher to ensure student are on task at all times. Provide student with activities that are suitable to their various skill and ability levels.

Academic Language Demands

RUBRIC# 4

Vocabulary
: underhand throw, overhand throw, side throw, side, arm, step., follow

Language function
: SWBA to demonstrate the correct form while throwing at a target
The student will identify cues words for throwing at targets
SWBA to recall the various cues for throwing and catching

Syntax:

CUES for Throwing underhand to target:
Eyes on target; face, arm, step, follow

Students Prior knowledge

RUBRIC# 3

In the previous lesson student have already learned how to throw the ball at pre-control level. Some of the student play on the youth sports teams and can be able to throw and catch at various levels.

INSTRUCTIONAL ACTIVITIES

Progression Levels

Activity Segment

Task Presentation

( instructional, cues, strategies, tasks)

Task Structure (
organization of students, equipment, space)

Assessment (
Write the question, task, or informal assessment you will use to document student understanding of this task)
RUBRIC #5

Instant Activity

As they enter they gym, music will be playing. student will perform the various skills posted around the gym 10 times before moving to the next

6 activity cards are posted on the wall and include – jumping jacks, sit-ups, and pushups, running on the spot, galloping, and hopping.

Teacher checks to see if student are on task

Introduction/ set induction

Today we are going to learn how to throw the ball at various targets. You already learned different ways of throwing the ball. Can you mention three different ways that you can throw the ball? Can you recall the cues used in throwing/

Student are standing sitting in their designated spots and listening to the teacher.

Throwing underhand

Teacher demonstrates the throw using skill cues for underhand
Face to wall, arm way back , step with opposite foot, follow through
Instead of throwing overhand you are going to throw as if you were bowling. You are going to throw against the wall. See if you can throw and catch five times without dropping
– then move back three steps and practice again – five times
– move back to your first spot ad try to throw with the other hand
– move back and try to throw with the hand you don’t write with.

Take marks on the floor 15 feet from the wall , one ball per child

Student practice individually and will only be able to move to the next task as soon as they feel ready to do so.

Teacher observe and checks for understanding

Throwing overhand

Throwing sidearm

Throwing over, under and side

Teacher observation checklist for cues

Throwing and object at different levels and catching

Modifications ( RUBRIC #2)
IEP
504
low skill levels
high skill levels

Describe modifications /accommodations you will make for various skill levels & learning abilities
· Use of various size balls, weight and softness.
· Student only move to the next activity when ready
· Those that cannot throw and catch successfully at 15 fee can move nearer to the wall.
· The use of both hands for those not able to cat with one hand
· High skilled level student can throw from further distance and also throw and catch while in motion

Principles, Research, Theory

Evaluation, Review and closure

Reflections

-Individual students
-Large groups
-Whole class

(How did the lesson go., what went right, what can I change in future, impact on student learning, plan for next lesson)

References( include references used APA style)

Graham, G., Halt-Hale, A.., & Parker, M. ( 2013). Children moving: A reflective approach to teaching physical education (9th ed). New York, NY: McGraw -Hill.

Lesson Plan #10

Select a Class:
Gold Blocks 1&2

Central Focus:
To learn the rules, skills, and game concepts to successfully play team handball.

NASPE Standards:
S1.H1.L1: Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
S2.H1.L1: Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net and wall games, target games, aquatics and/or outdoor pursuits appropriately.
S4.H3.L1: Uses communication skills and strategies that promote team or group dynamics.

Date of Lesson:
April 16, 2018

Learning Objective:
By the end of the lesson, the student will be able to demonstrate the ability to defend the goal and to shoot on goal.
By the end of the lesson, the student will be able to define the vocabulary words using technology as a resource.
By the end of the lesson, the student will be able to communicate with peers in order to successfully participate in team handball practice tasks.

“I can” statement for students.
I can shoot the ball into the goal and defend my peers’ shots into the goal.

Essential Question(s) for the Lesson:
Will students be able to defend the goal in the game of team handball?
Will students be able to shoot the ball into the goal during a game of team handball?
Will students be able to communicate effectively in order to have success in a game of team handball?

Academic Language Demand (Language Function and Vocabulary):
Vocabulary:
Penalty throw: the penalty shot is thrown from a mark at a distance of 7 meters from the goal after an infraction of the rules has been committed
Goal: a pair of posts linked by a crossbar, with a net attached behind it, forming a space into which the ball has to be sent into in order to score
Throw-off: throw taken by the team that wins the coin toss and chooses to start the game with the ball; player starting at center court passes the ball to a teammate once the whistle is blow to start play; repeated after every goal scored and after half-time
Throw-in: player throws the ball back into the court after it has crossed one of the side lines
Function:
Students will be able to
demonstrate
the ability to defend the goal and to shoot on goal.
Students will be able to
define
the vocabulary words using technology as a resource.
Students will be able to
communicate
with peers in order to successfully participate in team handball practice tasks.
Syntax:
The diamond shapes represent the players of each team, six court players and one goalie (inside the crease). The crease is designated by the blue semi-circle on each end of the court, represented by the black box.

Prior Knowledge:
Students know how to use technology to complete their “Do Now” activity. Students know the basic rules to team handball. Students know how to pass.

List Key Instructional Materials and Technology for Students and Teacher.
Do Now word wall, marker, soft foam balls, soccer style nets, cones, Daily Lesson Board, Gold roster sheets, jerseys, time clock, stereo

Activity

Description of Activities and Setting (Instructional Strategies and Learning Tasks-Discuss what you and the students will be doing) that supports diverse student needs.

1. Focus and Review

Students will have 10 minutes to complete their Do Now activity. The teacher will use the Daily Lesson Board to go over the day’s activities with students. The teacher will quickly explain the warm up, passing activities, and culminating activity with students.

The teacher will sign students’ Do Now activities. The teacher will use the Daily Lesson Board to go over the day’s activities with students.

2. Warm Up: Walk/Jog

Students will walk or jog around the perimeter of the gymnasium for 4 minutes or the duration of one song.

The teacher will encourage, supervise, and play music. The teacher will also make sure all equipment is set up properly.

3. Level/Task 1: Intro to Goal Tending & Defending

Students will meet the teacher in the center of the gymnasium to discuss goal tending and goal defending. The teacher will ask students to review the basic rules they have learned so far and the teacher will fill in the gaps so that everyone is on the same page. The teacher will highlight the rules about the crease, as this lesson will be the first that students will be playing using the crease and the goals.

The teacher will explain the goal tending and defending drills that students will perform to practice their goal tending and defending skills.

4. Transition: Small Groups

Students will be split by the teacher into two small groups. One group will practice at one goal and the other group will practice at the other goal.

The teacher will use a previously developed list to divide students into 2 groups, making adjustments as necessary to account for absences.

5. Task 2: Small Group Shooting

Each student in each group will pick up a ball from their goal and practice using the different passes they learned to shoot the ball into the goal. The passes most likely used to shoot the ball into the goal, which are the ones students will practice, are the baseball, sidearm, and jump.

The teacher will provide direction and feedback to students as they practice their goal shooting.

6. Task 3: Small Group Goal Tending/Defending

Each group will divide themselves into half, one half will put on a blue or purple jersey and the other half will put on a red or black jersey. The blue/purple students will start as the defenders, with one blue/purple student acting as the goalie. The red/black students will be on offense first, working to pass the ball back and forth and working to shoot into the goal. Offensive students will be given different criteria they must meet before attempting to shoot so that the defense will remain engaged in the drill as well. At the teacher’s signal the students will switch roles and the blue/purple students will be on offense and the red/black students will be on defense. During this drill, each group of students will only be working with one ball at a time, the others will be nearby in case the one the group is working with gets away.

The teacher will provide direction, helping each group to divide themselves into half. The teacher will give the offensive teams specific criteria they must meet before they can shoot the ball.

7. Task 4: Team Handball Mini Game

Students will complete the same drill, but now will be competing for points. The offense scores a point when they shoot the ball into the goal and the defense scores a point if they make an interception or the goalie blocks the ball from going into the goal. The teacher will no longer provide criteria for the offensive team to meet. Whichever team (at either goal) has the most points after 5 minutes wins. Then teams will switch roles and play for another 5 minutes.

The teacher will provide supervision and feedback to students as they work on their goal shooting and goal defending skills.

8. Task 5: Team Handball

All the students with a blue/purple jersey will play on one team and all the students with a red/black jersey will play on the other team. Students will use the basic rules of team handball that they have learned, as well as the different passes, goal shooting, and goal defending techniques they have learned. Students will play games of 10 minutes.

The teacher will serve as the referee for the game, providing direction and feedback to help students learn the game of team handball.

IEP/504 Accommodations

Low-skilled students: These students will be allowed to play in the drills and game with modified rules, such as taking 4 steps instead of 3 and stepping 1 step inside the crease to make a goal.
High-skilled students: These students will serve as team captains/group leaders in both the drill and gameplay, working to help develop the team strategy and assist the low-skilled players on their team.

Closure

The teacher will discuss with students what they learned about goal shooting and goal defending. The teacher will ask students to review the rules and different passes they have learned, specifically the passes they have learned that also double as methods of shooting the ball into the goal.

The teacher will ask questions to guide students as they discuss what they have learned about team handball so far as a means of review and informal assessment.

Type of assessment (Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Informal-Cognitive

Discussion
The teacher will engage students in a discussion that allows students to verbalize their knowledge of the basic rules of team handball and the passes involved, specifically those passes that can be used to attack the goal.
Do Now Words
Students will use technology to define team handball vocabulary terms.

The teacher will provide additional guiding questions to students who are not adept at answering questions aloud in a group.

This assessment will provide evidence of whether or not students are able to use technology to define team handball vocabulary words and whether or not students are able to retain the knowledge they’ve learned about the basic rules and skills used to play team handball.

Informal-Psychomotor, Affective

Observation
The teacher will observe students as they perform the goal shooting and defending drills and as they play team handball and their ability to communicate with peers.

The teacher will modify observation criteria for those students with an IEP or other special circumstances requiring modifications.

This assessment provides evidence of whether or not students are able to demonstrate the ability to goal tend and defend the goal and whether or not students are able to communicate with their peers in order to successfully participate in team handball practice tasks.

Targeted Students Accommodations
As demonstrated in “IEP/504 Accommodations.”

Student/Small Group Accommodations – How are you grouping your students based on the assessments?
Students will be grouped into heterogenous groups based on informal assessments in this lesson.

Research & Theory:
Constructivism
Students will learn to internalize and apply the basic skills and rules of team handball, particularly the skills of goal tending and goal shooting and the rules regarding the crease.

Sources:
Darst, Paul W., and Robert P. Pangrazi. Dynamic Physical Education: for Secondary School Students. 6th ed., Pearson Education, 2015.
“‘Team Handball’ Written Test.” Team Handball Vocabulary Test, LCMR School District, lcmrschooldistrict.com/curriculum/pe/15 .

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