K-12 Physical Education Motor Skills Performance Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Grade K-2 Competency K-2 Benchmarks K-2 Student Evidence • Able to use basic locomotion movements (i.e. skipping, hopping, galloping) • Able to use non-locomotor skills (i.e. stretching, bending, balancing) • Able to use control skills (i.e. throwing, catching, kicking) • Bounce, catch, toss object without moving from self-space • Dribble using both hands in self-space or general space • Kick stationary object using dominant foot • Throw an object underhand and overhand • Attempt to use different locomotor skills • Teacher Observation • Formal Skill Test using performance rubrics • Peer Observation K-12 Physical Education Motor Skills Performance Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Grade 3-5 Competency Grade 3-5 Benchmarks Grade 3-5 Student Evidence • Able to use mature form of control skills • Able to use basic sport specific skills • Able to use appropriate sequence in counteraction of locomotion, object control, rhythmical skills from selected games, dances, and sports. • Performs mature patterns of locomotor movements(e.g. underhand/overhand throw, hand dribble, batting) • Performs basic sport specific skills(e.g. basketball, chess pass, serve a volley ball, field a ball) • Demonstrates proper form and transition when using a combination of locomotion and body control skills (e.g. running into a leap) • Demonstrates key elements when doing manipulative task (e.g. catches variety of objects, appropriate follow through when tossing object • Demonstrates ability to change directions while manipulating an object (e.g. hand dribble around cones • Teacher Observation • Peer Observation • Check List (Use of Performance Rubric) *Indicates Evidence collected K-12 Physical Education Motor Skills Performance Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence • Uses intermediate sport-specific skills for individual and team sports indoor and outdoor activities • Uses intermediate sport-specific skill for dance and rhythmical activities • Demonstrates proficiency of critical movement elements in skills related to specific sports • Demonstrates competency in accuracy, power and follow-through in movement skills • Demonstrates understanding and is able to combine rhythmic movements and foot patterns into a routine • Teacher Observation • Formal Skill Test using performance rubrics • Peer Observation • Student Project K-12 Physical Education Motor Skills Performance Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence • Uses advance sport-specific skills in physical activity • Uses advance skills in complex rather than modified versions of physical activity • Uses advance sport-specific skill for dance and rhythmical activities • Performs advance sport-specific skills in physical activity (e.g. dance, indoor/outdoor sports) • Uses skills in complex rather than modified versions of physical activity (e.g. more players, complex rules, use of game strategies) • Dribble ball with right and left foot while moving and changing directions • Move to a rhythmic beat individual, with a partner • Uses appropriate locomotor techniques where required during physical activity in a variety of activities to enhance performance and safety • Uses balance skills in a variety of activities to enhance performance and safety • Teacher Observation • Formal Skill Test using performance rubrics • Peer Observation • Student Project K-12 Physical Education Motor Learning Concepts Performance Standard 2: Applies movement concepts and principles to the learning and development of motor skills K-2 Competency K-2 Benchmarks K-2 Student Evidence Applies age appropriate knowledge of movement concepts and principles (i.e. safety, motor performance, biomechanics, exercise physiology, sport psychology and sociology) to refine motor performance and is able to translate learned concepts to the acquisition of new skills • Develops a vocabulary of basic movement concepts (e.g., personal space, fast/slow speeds, balance, twist) • Develops relationships with objects (e.g., over/under, behind, alongside, through) • Uses concepts of space awareness and movement control (e.g., running, hopping, skipping) while interacting with others • Uses feedback to improve performance (e.g., peer/coach review) • Write or draw three class rules, safety rules and game rules • Teacher observation K-12 Physical Education Motor Learning Concepts Performance Standard 2: Applies movement concepts and principles to the learning and development of motor skills Grade 3-5 Competency Grade 3-5 Benchmarks 3-5 Student Evidence Applies age appropriate knowledge of movement concepts and principles (i.e. safety, motor performance, biomechanics, exercise physiology, sport psychology and sociology) to refine motor performance and is able to translate learned concepts to the acquisition of new skills • Utilize strategies used in games and activities • Provide appropriate feedback to enhance the performance of others • Continue to increase movement vocabulary • Listen and respond appropriately to feedback in regard to motor skills • Develop a basic movement vocabulary (space awareness, effort, relationships, locomotor skills, non-manipulative, manipulative) • Understands principles of practice and conditioning that improve performance • Understands proper warm-up and cool-down techniques and reasons for using them • Write or draw three class rules, safety rules and game rules • Teacher Observation • Write ideas to improve skill development. Describe 2 drills used to improve critical element of skill • Small group presentation that demonstrates safe practices in an activity of choice that is well thought out and organized K-12 Physical Education Motor Learning Concepts Performance Standard 2: Applies movement concepts and principles to the learning and development of motor skills Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence Applies age appropriate knowledge of movement concepts and principles (i.e. safety, motor performance, biomechanics, exercise physiology, sport psychology and sociology) to refine motor performance and is able to translate learned concepts to the acquisition of new skills • Provide appropriate feedback to enhance the performance of self and others • Continue to increase movement vocabulary • Uses basic offensive and defensive strategies in a modified version of team and individual sports • Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in a volleyball game) • Provide appropriate feedback to enhance the performance of self, others and groups • Research current issues of sports publications around critical elements of skills that includes practice ideas for skill improvement, training and conditioning necessary for activity chosen and biomechanical principles involved. • Teacher Observation • Peer Observation K-12 Physical Education Motor Learning Concepts Performance Standard 2: Applies movement concepts and principles to the learning and development of motor skills Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence Applies age appropriate knowledge of movement concepts and principles (i.e. safety, motor performance, biomechanics, exercise physiology, sport psychology and sociology) to refine motor performance and is able to translate learned concepts to the acquisition of new skills • Identify concepts that affect the quality of performance in self and others in individual or group activities • Understands biomechanical concepts that govern different types of movement (e.g., gymnastics skills) • Understands how sport psychology affects the performance of physical activities (e.g., the effect of anxiety on performance) • Understands the physiological principles governing fitness maintenance and improvement (e.g., overload principle, law of specificity) • Uses offensive and defensive strategies and appropriate rules for sports and other physical activities • Teacher Observation • Critique an activity of choice looking for skills and strategies involved, appropriate practice procedures, conditioning necessary for ideal performance, incorporating movement concepts and principles. (4-8 page paper) K-12 Physical Education Active Lifestyle Performance Standard 3: Exhibits a physically active lifestyle K-2 Competency K-2 Benchmarks K-2 Student Evidence Applies knowledge of how fitness and an active lifestyle reduces health risk factors (i.e. obesity, smoking, sedentary lifestyle, family health history and stress) • Develops understanding of activities that are healthy and not healthy • Identify at least three healthy activities in which they participate • Explain why it is important to participate in healthy activities • Write or draw 3 activities that are healthy and 3 that are not healthy. K-12 Physical Education Active Lifestyle Performance Standard 3: Exhibits a physically active lifestyle Grade 3-5 Competency Grade 3-5 Benchmarks Grade 3-5 Student Evidence • Applies knowledge of how fitness and an active lifestyle reduces health risk factors (i.e. obesity, smoking, sedentary lifestyle, family health history and stress) • Identifies opportunities for participation in physical activities (e.g., recreational leagues, intramural sports, clubs) • Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment) • Understands factors that inhibit physical activity (e.g., substance abuse) • Wears proper attire for physical activity, (e.g., shoes, non-restrictive clothing, safety equipment) • Teacher Observation • Responses on test or game results • Log of individual fitness K-12 Physical Education Active Lifestyle Performance Standard 3: Exhibits a physically active lifestyle Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence • Applies knowledge of how fitness and an active lifestyle reduces health risk factors (i.e. obesity, smoking, sedentary lifestyle, family health history and stress) • Understand the importance of participating in physical activity outside of physical education class three to four times a week • Understand the importance of making positive decisions to improve and maintain a healthy lifestyle on a regular basis • Prepares for physical activity by wearing proper attire (e.g. shoes, non-restrictive clothing and safety equipment) • Demonstrates knowledge of opportunities for participation in and out of school activities (e.g. intramural, recreation leagues) • Teacher Observation • Responses on test or game results • Log of individual fitness • Performance log • Descriptive paper on active lifestyle incorporating school and community activities K-12 Physical Education Active Lifestyle Performance Standard 3: Exhibits a physically active lifestyle Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence • Applies knowledge of how fitness and an active lifestyle reduces health risk factors (i.e. obesity, smoking, sedentary lifestyle, family health history and stress) • Understand the importance of utilizing community resources as opportunities for physical activities outside of physical education • Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) • Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) • Accumulates 30 minutes of daily, health-enhancing activities in addition to a personal fitness program • Teacher Observation • Group Project • Open-ended question (discussion, written, stations) • Community Interview (research of resources) • Goal-Setting Plan K-12 Physical Education Physical Fitness Performance Standard 4: Achieves and maintains a health enhancing level of physical fitness K-2 Competency K-2 Benchmarks K-2 Student Evidence • Shows evidence of engaging in a variety of physical activities that improves and maintains health enhancing levels of physical fitness in and beyond the physical education setting • Participate in physical activity that increases the heart rate • Identify heart healthy components of fitness • Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands) • Engages in activities that require flexibility • Teacher Observation • Guided Discovery Stations K-12 Physical Education Physical Fitness Performance Standard 4: Achieves and maintains a health enhancing level of physical fitness Grade 3-5 Competency Grade 3-5 Benchmarks Grade 3-5 Student Evidence • Shows evidence of engaging in a variety of physical activities that improves and maintains health enhancing levels of physical fitness in and beyond the physical education setting • Figure their personal target heart rate • Monitor heart rate before, during, and after activity • Participate in vigorous activity for a sustained period of time while maintaining a target heart rate and be aware of appropriate recovery time • Engages in activities that develop and maintain muscular strength (e.g., pushups, pull-ups, curl-ups, isometric strength activities, jump rope) • Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches) • Knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition) • Teacher Observation • Group Self-Testing • Charting • Activity Log • Guided Discovery Stations K-12 Physical Education Physical Fitness Performance Standard 4: Achieves and maintains a health enhancing level of physical fitness Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence • Shows evidence of engaging in a variety of physical activities that improves and maintains health enhancing levels of physical fitness in and beyond the physical education setting • Information to develop individual fitness goals • Self-assess the health-related components of physical fitness • Design a personal fitness plan that identifies the five health-related components of fitness • Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance) • Engages in more advanced levels of activity that develop and maintain flexibility • Understands the role of exercise and other factors in weight control and body composition • Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity. Body composition, muscle strength, endurance, and flexibility) • Knows how to interpret the results of physical fitness assessments and use the data to revise physical fitness plans • Teacher Observation • Group Self-Testing • Charting • Activity Log • Guided Discovery Stations • Individual goal setting K-12 Physical Education Physical Fitness Performance Standard 4: Achieves and maintains a health enhancing level of physical fitness Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence • Shows evidence of engaging in a variety of physical activities that improves and maintains health enhancing levels of physical fitness in and beyond the physical education setting • Self-test, understand, and interpret personal fitness status related to cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition • Meets health-related fitness standards for appropriate level of a physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility) • Knows how to monitor and adjust activity levels to meet personal fitness needs • Understands how to maintain an active lifestyle throughout life (e.g., participate regularly in physical activities that reflect personal interests) • Teacher Observation • Group Self-Testing • Charting • Fitness Participation/Activity Log • Fitness Performance Tasks/Stations • Guided Discovery Stations • Individual goal setting K-12 Physical Education Personal and Social Skills Performance Standard 5: Demonstrates responsible personal and social behavior in physical activity settings K-2 Competency K-2 Benchmarks K-2 Student Evidence • Knowledge of appropriate strategies and rules of structured physical activities. • Knowledge of positive social and management skills needed to work independently and with other • Applies knowledge of safe practice in physical activities • Respect the rights and feelings of others • Show self-control • Participate in class activities • Follow safety rules and procedures • Understands the purpose of rules in games • Teacher Observation • Peer Observation K-12 Physical Education Personal and Social Skills Performance Standard 5: Demonstrates responsible personal and social behavior in physical activity settings Grade 3-5 Competency Grade 3-5 Benchmarks Grade 3-5 Student Evidence • Knowledge of appropriate strategies and rules of structured physical activities. • Knowledge of positive social and management skills needed to work independently and with other • Applies knowledge of safe practice in physical activities • Respect the rights and feelings of others • Demonstrate peaceful conflict resolution • Show self-control • Participate in class activities • Follow safety rules and procedures • Is self-directed during skill practice time • Participate in activities with goals for personal success • Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) • Understands the origins of different sports and how they have evolved • Resolves conflict with a sensitivity to rights and feelings of others • Teacher Observation • Peer Observation • Written test • Group Project to brain storm conflicts and how to resolve them K-12 Physical Education Personal and Social Skills Performance Standard 5: Demonstrates responsible personal and social behavior in physical activity settings Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence • Knowledge of appropriate strategies and rules of structured physical activities. • Knowledge of positive social and management skills needed to work independently and with other • Applies knowledge of safe practice in physical activities • Understands the importance of rules, procedures, and safe practice in physical activity settings • Understands proper attitudes toward both winning and losing • Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) • Respect the rights and feelings of others • Demonstrate peaceful conflict resolution with sensitivity to rights and feelings of others • Show self-control • Participate in class activities • Follow safety rules and procedures • Is self-directed during skill practice time • Show concern for the progress of others • Demonstrate cooperation and teamwork • Understands consequences associated with a behavior choice • Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) • Teacher Observation • Peer Observation • Journal Writing • Portfolio (volunteer assistance, officiating, PE/recreation teacher assistant) • Self-Assessment K-12 Physical Education Personal and Social Skills Performance Standard 5: Demonstrates responsible personal and social behavior in physical activity settings Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence • Applies appropriate strategies and rules of structured physical activities. • Develops positive social and management skills needed to work independently and with other • Applies knowledge of safe practice in physical activities • Respect the rights and feelings of others • Demonstrate peaceful conflict resolution with sensitivity to rights and feelings of others • Show self-control • Participate in class activities • Follow safety rules and procedures • Is self-directed during skill practice time • Show concern for the progress of others • Demonstrate cooperation and teamwork • Understands consequences associated with a behavior choice • Includes persons of diverse backgrounds and abilities in physical activity • Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) • Understands the history and purpose of international competitions (e.g., Olympics Special Olympics, Pan American Games, World Cup Soccer) • Understands the concept of "sportsmanship" and the importance of responsible behavior while participating • Teacher Observation • Peer Observation • Journal Writing • Portfolio (volunteer assistance, officiating, PE/recreation teacher assistant) • Self-Assessment K-12 Physical Education Diversity Performance Standard 6: Demonstrates understanding and respect for differences among people in physical activity settings K-2 Competency Grade K-2 Benchmarks K-2 Student Evidence • Appreciation for diversity by demonstrating inclusion regardless of personal characteristics (e.g. gender, ethnicity, disabilities, differences in physical attributes, socio-economic status) • Share and take turns while participating in organized physical activities • Treat others with respect because of the differences and similarities that they share • Teacher observation • Peer observation K-12 Physical Education Diversity Performance Standard 6: Demonstrates understanding and respect for differences among people in physical activity settings Grade 3-5 Competency Grade 3-5 Benchmarks Grade 3-5 Student Evidence • Appreciation for diversity by demonstrating inclusion regardless of personal characteristics (e.g. gender, ethnicity, disabilities, differences in physical attributes, socio-economic status) • Demonstrate acceptance of the skills, abilities, and differences of others through verbal and non-verbal behaviors • Demonstrates inclusion for all class members • Demonstrates cooperation in physical activity setting despite differences (e.g. gender, race, abilities, and ethnicity). • Develops a respect for individuals whose skills, interests, physical strengths and limitations are different from their own (e.g. initiates and/demonstrates positive interaction and inclusion) • Teacher Observation • Peer Observation • Student Report K-12 Physical Education Diversity Performance Standard 6 Demonstrates understanding and respect for differences among people in physical activity settings Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence • Appreciation for diversity by demonstrating inclusion regardless of personal characteristics (e.g. gender, ethnicity, disabilities, differences in physical attributes, socio-economic status) • Demonstrates cooperation in physical activity setting despite differences (e.g. gender, race abilities, and ethnicity) • Describes attributes individuals with differences can bring to a group activity • Includes others of diverse culture, ethnicity, ability, and race during physical activity settings • Demonstrates a respect for individuals whose skills, interests, physical strengths and limitations are difference from their own (e.g. initiates and/demonstrates positive interaction and inclusion) • Develops strategies for including persons from diverse backgrounds and characteristics in a physical activity which extends beyond the school setting • Teacher Observation • Peer Observation • Student Report • Group Project K-12 Physical Education Diversity Performance Standard 6: Demonstrates understanding and respect for differences among people in physical activity settings Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence • Appreciation for diversity by demonstrating inclusion regardless of personal characteristics (e.g. gender, ethnicity, disabilities, differences in physical attributes, socio-economic status) • Demonstrates cooperation in physical activity setting despite differences (e.g. gender, race abilities, and ethnicity) • Describes attributes individuals with differences can bring to a group activity • Includes others of diverse culture, ethnicity, ability, and race during physical activity settings • Demonstrates a respect for individuals whose skills, interests, physical strengths and limitations are difference from their own (e.g. initiates and/demonstrates positive interaction and inclusion) • Develops strategies for including persons from diverse backgrounds and characteristics in a physical activity which extends beyond the school setting • Teacher Observation • Peer Observation • Student Report • Group Project • Student Portfolio K-12 Physical Education Values Physical Activity Performance Standard 7: Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction K-2 Competency K-2 Benchmarks K-2 Student Evidence • Understanding of the positive benefits gained by participation in physical activity • Participate in a variety of activities, alone or with others • Demonstrate a willingness to try new activities and identify those which are enjoyable • Express the benefits that accompany cooperation and sharing during physical activity • Teacher Observation • Journal K-12 Physical Education Values Physical Activity Performance Standard 7: Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction Grade 3-5 Competency Grade 3-5 Benchmarks Grade 3-5 Student Evidence • Understanding of the positive benefits gained by participation in physical activity • Celebrate successes and achievements of self and others • Recognize the benefits for self and others that result from participation in different forms of physical activity • Identify activities that are personally enjoyable and beneficial Teacher Observation Journal K-12 Physical Education Values Physical Activity Performance Standard 7: Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction Grade 6-8 Competency Grade 6-8 Benchmarks Grade 6-8 Student Evidence • Understanding of the positive benefits gained by participation in physical activity • Participate in exercise and activities that are enjoyable and beneficial • Identify the positive benefits that are gained by their participation in physical activity and encourage others to participate • Reflective Journal • Student Report • Presentation K-12 Physical Education Values Physical Activity Performance Standard 7: Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction Grade 9-12 Competency Grade 9-12 Benchmarks Grade 9-12 Student Evidence • Understanding of the positive benefits gained by participation in physical activity • Identify the positive factors and long term physiological, psychological, cultural, and social benefits which are gained from participating in a sport or physical activity • Actively participate in games, sports, and outdoor pursuits and other physical activities which contribute to the attainment of personal goals and the maintenance of health and wellness • Describe ways to use movement activities to deal with feelings of stress and help with conflict management • Reflective Journal • Student Report • Presentation