NASPE Benchmarks/Outcomes/TEKS Physical Education Progressions

Transcription

1 NASPE Benchmarks/Outcomes/TEKS Physical Education Progressions 1 Movement Concepts Space Awareness (where the body moves general or personal space, direction, level, pathways, planes). Travel, in ways, in a large group without bumping into others or falling. Travel, in forward sideways directions, change direction quickly in response to a signal. Distinguish between straight, curved zigzag pathways while traveling in various ways. Place a body parts Show the boundaries or limits to their self-space, when alone when using equipment. Find a selfspace on their own in a large boundaried area. Stop start traveling in response to a signal, showing the ability to travel stop in selfspace. Move a ways in directions. Travels in ways in a large group. Travel in backward direction change direction quickly, safely, without falling. * Combine various traveling patterns in time to the music. * Travel, changing speeds directions, in response to a rhythms. * Combine shapes, levels, pathways into simple. Find selfspace in a boundaried area. Purposefully keep out of others selfspace as they travel with our without equipment. Stop start traveling at a given signal, showing the ability to stop travel in their own selfspace. Move a body parts objects into levels. Manipulate (1 st ) an awareness of personal general space while moving at directions levels (high, med, low). (1 st ) control in traveling balancing activities. Travels independently in a large group while safely quickly changing speed direction. Combines shapes, levels pathways into simple. While traveling, avoid or catch an individual or object. Change directions pathways as they move through general space, in order to not collide with others. Define, refine, perform dance gymnastics that focus on changes in direction, levels, pathways, extensions (using one or a combination of two at a time). (3 rd ) Travels in forward, backwards directions changes direction quickly safely in dynamic situations. * (4 th ) changes in speed during straight, curved zigzag pathways in dynamic situations. * Design perform gymnastics dance that combine traveling, rolling, balancing, weight transfer into smooth, flowing with intentional changes in direction, speed flow. Purposefully use pathways, levels, directions extensions to change the continuity or flow add variety to a gymnastics or dance sequence. Purposefully use general space to create or deny space when developing or using game strategies. appropriate use of levels in dynamic situations (jumping high for a rebound, bending knees lowering center of gravity when guarding an opponent). * (6 th ) Use relationships, levels, speed, direction, pathways effectively in complex group individual physical activities such as crouching low for

2 Movement Concepts Space Awareness (where the body moves general or personal space, direction, level, pathways, planes). into high, middle low levels. Put a variety of body parts objects into levels. Move on straight zigzag pathways. objects through levels. Travel change from one pathway to another at the signal. 7. Design perform simple that focus on changes in directions, levels, pathways, shapes (using one or a combination of two at a time). 8. Travel in ways while using large small extensions. 2 volleyball digs, stretching high during lay-ups, positioning for a soccer pass, or passing ahead of a receiver.

3 Movement Concepts Body Awareness (shapes, balance or weight bearing, transfer of body weight, flight). Make both large small body shapes while traveling. Without falling, walk forward sideways the length of a bench. Form round, narrow, wide, twisted body shapes alone with a partner. Make the body shapes. Travel while moving in a body shapes. Use combinations of body parts to balance on travel with. Move using various body s Maintains balance while bearing weight on a body parts. * Walks forward sideways the length of a beam without falling. Balance, demonstrating momentary stillness, in symmetrical asymmetrical shapes on a body parts. Combine shapes, levels pathways into simple. * Move feet into a high level by placing the weight on the hs ling with control. Use body parts required by challenges, alone with a partner. Mirror the symmetrical or nonsymmetrical shape of a partner. Use a variety of bases of support (body parts) to balance on. Make the body shapes, with without a partner. Perform body s (1 st ) control in balancing traveling activities. balance in symmetrical nonsymmetrical shapes from basis of support. controlled weight transfers with controlled ling. Transfer weight, from feet to hs, at fast slow speeds, using large extensions (mulekick, hst, cartwheel). Balance with control on a moving objects (balance boards, skates, scooters). Move the body in the air using various body s shapes after jumping off low or medium level equipment. Use body shapes body s to creatively express the various qualities of effort (force, flow, speed). Design, refine perform group dance gymnastics that focus on using symmetrical or nonsymmetrical body shapes. (3 rd ) moving in out of balance with control. (4 th ) Smoothly combines shapes, levels, pathways, locomotor patterns into repeatable. (4 th ) Performs that include traveling showing good body control combined w/ balances on a body parts. * (4 th ) * Design perform gymnastics dance that combine traveling, rolling, balancing weight transfer into smooth, flowing with intentional changes in direction, speed, flow. Design, refine perform dance or gymnastics in a small group focusing on using body shapes body s. 3 * controlled balance on a objects (balance board, stilts, scooters, skates). * Combines weight transfer balance on mats equipment. * (6 th ) Perform that combine traveling, rolling, balancing weight transfer into smooth, flowing.

4 Movement Concepts Body Awareness (shapes, balance or weight bearing, transfer of body weight, flight). to a series of beats of varying tempos (fast, slow etc.) Make the body shapes in the air when jumping off the ground or low-level equipment. 7. Design perform simple that focus on body shapes or body s. Transfers weight along over equipment with good body control. 4 Movement Concepts Qualities of Movement (how the body moves time, speed, force flow) * Demonstrate clear contrasts between slow fast Make fast slow s with various body parts. clear contrasts between slow fast Travel, changing speeds directions, in response to a Perform body s in time to a (1 st ) Claps in time to a simple 4/4 underlying * Transfer weight from feet to hs, at fast slow speeds, Move in a ways that focus on accelerating (3 rd ) Clap echoes a one measure rhythmical Describe ways to use the body activities to Use qualities of force, flow speed to creatively express * attention to form, power, accuracy,

5 Movement Concepts Qualities of Movement (how the body moves time, speed, force flow) speeds while traveling. Travel in various was at fast slow speeds. Travel change from one speed to another at a signal. while traveling. rhythms. * Combine various travel patterns in time to music. signal or music of varying tempos or speeds. Manipulate object in time to a signal or music of varying tempos or speeds. Safely changes from one speed to another when traveling to a signal or music of varying tempos. Move in various ways showing definite contrasts of light strong force. Express the qualities of beat. (1 st ) Creates imitates in response to selected rhythms. Walks in time to a 4/4 underlying beat. Performs rhythmical (simple folk, creative, ribbon routines). Travels (walk, run, skip) while changing speeds directions inn time to a rhythms. using large extensions (mulekick, hst, cartwheel). Develop patterns combinations of s into repeatable. decelerating their speed. Move in various ways using definite contrasts of bound free-flowing s. Use the specific qualities of force, flow or speed to creatively express feelings, ideas actions through dance other expressive. Design, refine perform dance gymnastics patterns. (3 rd ) various step patterns combinations of into repeatable. * (4 th ) changes in speed during straight, curved, zigzag pathways in dynamic situations. (4 th ) Creates a sequence with a beginning, middle end. (4 th ) Performs basic folk dance steps (grapevine, schottische, communicate ideas feelings. * Recognize that time effort are prerequisites for skill improvement fitness benefits. feelings, ideas actions of the self, others, or groups of others through the use of body shapes. Design, refine perform gymnastics dance that show smooth transitions between s varying in force, flow speed. Manipulate objects (kick, throw) using varied amounts of force, flow speed appropriate to the given situation. 5 followthough in the performance of skills. Performs simple folk dances. * (6 th ) Performs locomotor skills in dynamic, fitness, sport rhythmic activities. (6 th ) Move in time to complex rhythmical patterns such as 3/4 time or 6/8 time.

6 Movement Concepts Qualities of Movement (how the body moves time, speed, force flow) light strong force through a creative dance or gymnastics. Express the qualities of fast slow speed through a creative dance or gymnastics. that focus on changes in force, flow speed. Manipulate objects (kick, throw) using varied amounts of force speed. step-togetherstep). 6 Movement Concepts Relationships (to whom what the body relates among body parts, w/ objects /or people, with people) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 Travel, demonstrating a relationships with objects (over, under, around, through, behind, along-side). Demonstrate a relationships with a partner or object. Travel while demonstrating a relationships (under, over, around, through, alongside, behind, up, down, in front of). NONE Move in a ways in relations to a partner or object. Mirror the shape (1 st ) the ability to work with a partner (leading following). Recognize fundamental components strategies used in simple games activities. Identify ways Move in a ways in relation to a partner, either with or without a piece of equipment. (4 th ) Identifies ways concepts (time, effort, space, relationships) can be used to refine Design play smallgroup games that involve cooperating with others to keep an object away from opponents Use a variety of relationships with a partner or group when designing, refining, performing repeatable the ability to contrast a partner s. * (6 th ) Use relationships, levels, speed, direction,

7 Movement Concepts Relationships (to whom what the body relates among body parts, w/ objects /or people, with people) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 a relationships to objects. Move objects in a relationships to the self. Lead or follow a partner using a locomotor s. s of a partner. Change from leading to a following position in relation to a partner. a relationships in dynamic situations (under, over, behind, through, alongside, next to, up, down, in front of). the ability to mirror a partner. concepts can be used to refine skills. Mirror match the s of a traveling partner. Use matching or mirroring meeting or parting to design perform dance or gymnastics with a partner or small group. Design, refine, perform a repeatable sequence with a partner in which the s of an object (scarf, w) are matched as clearly as possible. motor skills. (4 th ) Makes appropriate changes in performance based on feedback. (basic offensive defensive strategies) by throwing, kicking or dribbling a ball). dance, gymnastics, or ropejumping (behind, beside, mirroring, matching). Use a variety of relationships with others in order to play or design a small-group game. 7 pathways effectively in complex group individual physical activities such as crouching low for volleyball digs, stretching high during layups, positioning for a soccer pass, or passing ahead of a receiver. (6 th ) Know that appropriate practice in static dynamic setting, attention effort are required when learning skills. (6 th ) Make appropriate changes in performance based on feedback to improve skills. (6 th ) Practice in ways that are appropriate for

8 8 Movement Concepts Relationships (to whom what the body relates among body parts, w/ objects /or people, with people) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 learning skills, such as whole/part/whole, shorter practice distributed over time is better than one long session, or practicing is best in game-like conditions. Movement Concepts Locomotor Skills (walking, running, hopping, skipping, jumping, leaping, sliding, galloping) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 Walk run using a mature motor pattern. March in step to a rhythmical (even) beat. Jump hop (using both feet) in place while traveling. Gallop forward using a basic or rhythmical galloping NONE Skip, hop, gallop slide, using mature motor patterns. * Jump l using a combination of one-foot two-foot takeoffs. Travel change from one locomotor to another at the signal. Travel to a signal or music with an even rhythm (walk, run, hop, jump march). (1 st ) proper foot patterns in hopping, jumping, skipping, leaping, galloping, sliding. mature form in walking, hopping Leap, leading w/ either foot. * Jump l for height as well as jump l for distance using a mature pattern. Leap a distances, leading with either leg. Run hurdle a succession of low to medium level obstacles, using either leg to lead. Travel (3 rd ) proper form smooth transitions during combinations of fundamental locomotor body control skills (running into jump) safely in dynamic situations. * Leap, roll, balance, transfer weight, bat, volley, h foot dribble, strike a ball with a paddle, using mature motor patterns. Run leap as far, as high as possible. Run leap a succession of mediumlevel obstacles without stopping between. Design, refine perform smooth combinations of fundamental locomotor skills (run dodge, hop-stepjump). simple stunts that exhibit

9 Movement Concepts Locomotor Skills (walking, running, hopping, skipping, jumping, leaping, sliding, galloping) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 pattern. Slide sideways using a basic or rhythmical skipping pattern. Skip forward using a basic or rhythmical skipping pattern. Leap from one foot to the other. Travel to a signal or music with an even rhythm (slide, gallop, skip). Perform given or selfdesignated simple that combine even uneven locomotor s into countedout groups of 3, 4, or 8 beats. Practice leaping, using either foot to lead. Jump hop in place while traveling in relation to an object. 7. Design a simple skipping. * simple stunts that exhibit personal agility (jumping-one foot two foot takeoffs ling with good control). smoothly change directions or s to music with sets (measures) of three or four beats. Combine tow or more even uneven locomotor s into a pattern that can be repeated to music with 3 or 4 beat groupings (1,2,3,4; 1,2,3,4). Combine tow or more patterns based on sets of either 3 or 4 beats into repeatable of traveling, manipulating (3 rd ) mature form in jogging, running leaping. * (4 th ) body control in jumping ling (l on feet, bends knees absorbs force). * (4 th ) Jumps ls for height jumps ls for distance using key elements for creating absorbing force (bending knees, swinging arms, extending, bending small-group comprised of even uneven rhythmic patterns of locomotor s, body s, the use of an object to groups of 3 or 4 beats (3/4 or 4/4 time). Follow (solo, with a partner, or with a group) given simple patterns of locomotor skills to 3/4 4/4 music from various cultures. 9 personal agility (jumping challenges with proper lings). * combinations of locomotor manipulative skills in complex /or gamelike situations (pivot throw, twist strike, run catch).

10 Movement Concepts Locomotor Skills (walking, running, hopping, skipping, jumping, leaping, sliding, galloping) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 sequence using locomotor body s to counted-out beats. an object, space awareness concepts (such as levels or pathways) to a counted-out beat or music. knees). 10 Movement Concepts Nonlocomotor Skills (bending, twisting, turning, rocking, swaying, pulling, pushing) Kindergarten Grades1/2 Grades 3/4 Grades 5/6 * Identify selected body parts, skills concepts. NONE nonlocomotor (axial) s. * Identifies selected body parts (head, ankle, back, chest, waist, hips, arms, elbows, wrist, h, knees, feet, toes). Move each joint through a full range of motion. * Participate in a activities that involve locomotion, nonlocomotion, the manipulation of various objects. NONE NONE Maintain proper body alignment in lifting, carrying, pushing, pulling. NONE (3 rd ) proper body alignment in lifting, carrying, pushing, pulling. NONE NONE combinations of locomotor manipulative skills in complex /or gamelike situations (pivot throw, twist strike, run catch).

11 Movement Concepts Jumping Ling Kindergarten Grades1/2 Grades 3/4 Grades 5/6 Continuously jump a swinging rope turned by others. Jump l using a takeoff ling patterns (two feet to two feet, two feet to one foot, one foot to one foot, one foot to two feet). Jump a slowly swimming rope using a two feet to two feet pattern. NONE Repeatedly jump a selfturned rope. Jump l using a takeoffs lings in relation to various equipment (hoops, low hurdles, rope shapes, carpet squares). Jump a swinging rope with yielding lings. Jump a selfturned rope both forward backward with yielding lings. Jump a selfturned rope in at least three ways (forwards, backwards, skip step, (1 st ) Jumps a long rope. Repeatedly jumps a selfturned rope. * Identifies similar concepts in a skills (straddle position, ready position, ready position, bending knees to Without hesitating, travel into out of a rope turned by others. * Jump l for height distance. Jump for distance. Jump for height. Jump a selfturned rope using buoyant lings. Jump a selfturned rope using at least five types of jumps (hop, skip, jump, skier etc.). Jump into out of a turning rope. * (4 th ) Jumps ls for height distance using key elements (bending knees, absorbing force, swinging arms). (4 th ) Without hesitating, travels into out of a rope turned by others. Design; refine a routine, combining various jump rope s to music, so that it can be repeated without error. Jump a self turned rope using as many types of jumps as possible (skier, bell etc.). Perform jumping skills in 3/4 or 4/4 time, using ropes, tinikling sticks etc. Design refine a repeatable routine with a partner or a small group using various jumping skills, other s, objects to 3/4 or 4/4 time. 11 Repeatedly jumps a rope using various rhythms foot patterns. (6 th ) Design refine a jump rope routine to music.

12 Movement Concepts Jumping Ling Kindergarten Grades1/2 Grades 3/4 Grades 5/6 fast, running skip-step). 12 Movement Concepts Chasing, Fleeing Dodging * Travel, in ways, in a large group without bumping into others or falling. Travel make straight, curved, zigzag pathways. Travel around obstacles without touching them. Follow the pathway that their partner makes. * Travels in ways in large group without bumping into others or falling. * Responds to starting stopping signals. Demonstrate skills of chasing, fleeing dodging to avoid or catch others. Follow a fleeing partner s pathways to catch or overtake them. Flee from a partner as quickly as possible at a signal. Travel change directions as quickly as possible at a signal. Quickly perform dodging skills at a signal. * (1 st ) control in balancing traveling activities. * (1 st ) the ability to work with a partner (leading following). * (1 st ) starting stopping signals, boundaries rules for simple games. While traveling, avoid or catch an individual or object. Travel dodge opponents. Use dodging skills in a small-group situation to avoid a thrown soft, object. * (3 rd ) Travels in forward, sideways backwards directions changes direction quickly safely in dynamic situations. (3 rd ) While traveling, appropriately avoids or catches an individual or object (catches a football on the run). * Consistently throw catch a ball while being guarded by an opponent. Cooperatively devise strategies to keep opponents from reaching a specified area, person, or object. Cooperatively play a designed or given smallgroup game w/ opponents that involves throwing catching with dodging, chasing fleeing. * Throw catch a ball consistently while guarded by an opponent.

13 Movement Concepts Chasing, Fleeing Dodging skills of chasing, fleeing dodging to avoid or catch others. * Identifies goals to be accomplished (not getting tagged) strategies (dodging to avoid tagging) in simple games activities. 13 Movement Concepts Rolling Roll sideways (right or left) without hesitating or stopping. Roll sideways consecutively. On the back, rock back forth side to side. Roll sideways (right or left) without hesitating. Roll smoothly in a forward direction without stopping or hesitating. Roll smoothly consecutively in a sideways direction. Rock smoothly repeatedly back smooth transition from one body part to the next in rolling activities (side roll, log Roll in backward direction without hesitating or stopping. Roll, starting ending in shapes using speeds. Roll forward over a low (3 rd ) control appropriate form (curled position, protection of neck) in rolling activities * Leap, roll, balance, transfer weight, bat, volley, h foot dribble, strike with a paddle, using mature motor Roll smoothly in a forward backward direction. Use shapes to begin end rolls when Combines traveling rolling with smooth transitions. * (6 th ) Perform that combine

14 Movement Concepts Rolling forth on the back. Roll forward smoothly. Roll in at least two directions. Starting from a squatting position, rock backward, placing hs in the appropriate position behind. Jump, l, roll in any direction. roll, balance/curl, roll/balance in a new position). * Identifies similar concepts in a skills (straddle position, ready position, ready position, bending knees to absorb force). hurdle, starting with hs on or off the floor. Jump off low equipment, l, roll. Design, refine, perform (alone or with a partner) simple involving rolling, weight transfers, balances concepts (levels, shapes, directions, speed). (forward roll, shoulder roll, safety rolls). patterns. rolling in directions. Balance in a upright or inverted positions, move smoothly into a roll, then balance again. Travel, jump over low equipment, l roll. Jump off the ground or low equipment to catch an object thrown directly to them, l roll. Roll forward or backward on low equipment (bench, beam or table). traveling, rolling, balancing, weight transfer into smooth, flowing. 14

15 Movement Concepts Rolling 7. Design, refine, perform repeatable (with a partner or in a small group) involving rolling other skills (such as traveling, balancing weight transfers. 15 Movement Concepts Balancing Kindergarten Grades ½ Grades 3/4 Grades 5/6 * Without falling, walk forwards sideways the length of a bench. Balance on a combinations of body parts. Travel stop in balanced positions. Follow pathways * Walks forward sideways the length of a beam without falling. * Balance, demonstrating momentary stillness, in symmetrical asymmetrical shapes on a body parts. Balance on numbers of bases of support. Balance using a symmetrical asymmetrical * (1 st ) control in balancing traveling activities. balance in symmetrical * Balance, with control on a variety of moving objects (balance boards, skates, scooters). Balance in a symmetrical or asymmetrical shape on large gymnastics equipment (beams, tables, benches). Move smoothly from one balanced * (3 rd ) moving in out of balance with control. * (4 th ) Performs that include traveling * Leap, roll, balance, transfer weight, bat, volley, h foot dribble, strike a ball with a paddle, using mature motor Balance on low equipment (tables, benches) in positions using a bases of support. Balance with * controlled balance on a objects (balance board, stilts, scooters, skates). * (6 th )

16 Movement Concepts Balancing Kindergarten Grades ½ Grades 3/4 Grades 5/6 while moving forward sideways on the ground or on low equipment. body shapes, either with or without a partner. Balance using a inverted symmetrical or asymmetrical body shapes. Balance while traveling changing directions levels on low or medium level equipment. Design perform simple involving balancing along with other skills (weight transfers, rolling) or nonsymmetrical shapes from bases of support. position to another in a ways. Balance on a moving other balancing objects (stilts, balance boards)(dynamic balance). Balance in inverted positions using the least number of bases of support possible. Balance in a positions using bases of support directions when on large gymnastics equipment. Cooperatively balance as part of a small group by connecting with or showing good body control combined with balances on a body parts. patterns. partners using principles of counterbalance (pushing) countertension (pulling). 16 Performs that combine traveling, rolling, balancing weight transfer into smooth, flowing.

17 Movement Concepts Balancing Kindergarten Grades ½ Grades 3/4 Grades 5/6 concepts (levels, shapes). supporting each other s body weight. 17 Movement Concepts Weight Transfer NONE Transfer weight from one body part to another in a ways, using rocking, rolling, feet-to-h actions with small extensions. Take weight momentarily onto the hs by transferring weight from feet-to-hs with large extensions. NONE * Move feet into a high level by placing the weight on the hs ling with control. Manage own body weight while hanging climbing. Transfer weight from one set of body parts to another in a ways. Transfer weight over low equipment (hurdles, hoops, mats) in a ways, beginning with hs on the opposite side of the hurdle. Transfer weight from feet-to-hs, * controlled weight transfers (feet to hs with controlled ling). * Transfer weight, from feet to hs, at fast slow speeds, using large extensions (mulekick, hst, cartwheel). Transfer weight from one body part to another (hs, knees, feet) in a ways when on a large apparatus (climbing apparatus, bars). Use safe methods to recover from unstable feetto-h transfers of weight. Use a variety of body actions to (3 rd ) Transfers on off equipment with good body control (boxes, benches, stacked mats, horizontal bar, balance beam). * (4 th ) Transfers weight along over equipment with good body control. * Design perform gymnastics dance that combine traveling, rolling, balancing weight transfer into smooth, flowing with intentional changes in direction, speed flow. Travel smoothly move into transfers of weight from feet-to-hs. Travel into a spring takeoff then transfer weight onto a large apparatus (bars, beam, vault box). Transfer weight off low apparatus (beam, bench, table) using a body actions, staring with * Combines weight transfer balances on mats equipment. * Identifies common phases (preparation,, follow through or recovery) in a skills (tennis serve, hst, free throw). * (6 th )

18 Movement Concepts Weight Transfer making the legs l in places around the body. Transfer weight across a mat in as many ways as possible. Transfer weight by traveling into a spring takeoff. move into out of a transfers of weight from feet-to-hs with large extensions (stretching legs wide, torso twisting, rolling curving feet over to l on one or two feet). Step into transfers of weight from feet-to-hs over low equipment or apparatus (box, crate, beam). Transfer weight in various ways off low equipment or apparatus (beam, bench, hs feet on the apparatus (stretching, twisting, turning). Transfer weight in a ways along low to medium level apparatus (beam, benches) in a ways, using changes in directions, levels, speeds, body shapes. 18 Performs that combine traveling, rolling, balancing weight transfer into smooth, flowing.

19 Movement Concepts Weight Transfer box) onto floor level, starting with hs on the floor. Use balances to move smoothly into out of transfers of weight. 7. Travel into a spring takeoff then transfer weight from the feet-tohs onto low to medium level equipment or apparatus (beam, bench, table). 8. Transfer weight onto low to medium level equipment or apparatus by placing the 19

20 Movement Concepts Weight Transfer hs on equipment springing off from two feed (l on hs feet or knees). 20 Movement Concepts Dribbling with the Hs * Toss catch a ball before it bounces twice. Use two hs to bounce catch a large playground ball. Use two hs to bounce catch a ball while slowly traveling forward. * Toss a ball catch it before it bounces twice. * Continuously dribble a ball, using the hs or feet without losing control. Dribble a ball in self-space using one, then the other h. Dribble a ball in self-space while switching from one h to the other. Dribble a ball in self-space at the levels. Dribble while * on cue, key elements of h dribble, foot dribble, kick strike (striking balloon or ball w/ h). * Recognizes that motor skill development requires correct practice. * H dribble foot dribble a ball maintain control while traveling within a group. Dribble a ball in self-space using one, then the other h. Dribble while moving to the right or left. Dribble change direction at the signal. Dribble change from one speed to another at the signal. * (3 rd ) Knows that practice time, attention effort are required to improve skills. (4 th ) key elements in manipulative skills: volleying, h dribble, foot dribble, punt, striking w/ body parts, racket, * H dribble foot dribble while preventing an opponent from stealing the ball. Leap, roll, balance, transfer weight, bat, volley, h foot dribble, strike a ball with a paddle, using mature motor patterns. Dribble while traveling in a group (in a large boundaried area) without touching others or objects. Dribble smoothly change from one direction to another without stopping. Dribble continuously * competence in manipulative skills in dynamic situations: overh throw, catch, shooting, h dribble, foot dribble, kick, stringing activities with without implements. * Chooses appropriate drills/activities

21 Movement Concepts Dribbling with the Hs slowly traveling in directions. Dribble while slowly traveling on pathways. Dribble change the pathway, moving on at the signal. Dribble while keeping the ball away from opponent. 7. Travel, dribble, chest bounce pass the ball to a partner. or bat. while stopping starting traveling at the signal. Dribble then throw a leading pass to a moving partner using a chest or bounce pass. Travel, dribble, pivot on one foot to begin dribbling in another direction. Shoot toward an appropriateheight goal from distances. 7. Dribble keep the ball away from an opponent in a 1 on 1 situation. 21 to enhance the learning of a specific skill. * (6 th ) H foot dribble while preventing an opponent from stealing the ball.

22 Movement Concepts Dribbling with the Hs Dribble passing a small group keep-away game. 8. Cooperate play a small group game using passing, receiving, shooting toward an appropriate height goal. 22 Movement Concepts Kicking Punting Kick a ball, using a smooth, continuous running approach prior to the kick. Walk roll the ball forward, using the inside of either foot. From a position kick a large playground NONE Use the inside or instep of the foot to kick a slowly rolling ball into the air or along the ground. Kick a slowly rolling ball by using the instep. Run up to kick a ball as far as possible with the instep. Kick a (1 st ) Kicks a ball using a smooth continuous running approach prior to the kick. * on cue, key * H dribble foot dribble a ball maintain control while traveling within a group. * Throw, catch kick using mature motor Run kick a ball that is moving slowly toward away from them, using the instep. Use the insides or outsides of the feet to * (3 rd ) key elements in manipulative skills: underh throw, overh throw, catch kick. * (4 th ) * H dribble foot dribble while preventing an opponent from stealing the ball. * In a small group, keep an object continuously in the air Dribble change speeds at the signal. Dribble with a group in a boundaried area, without losing control of the ball while avoiding * competence in manipulative skills in dynamic situations: overh throw, catch, shooting, h dribble, foot dribble,

23 Movement Concepts Kicking Punting ball, using any part of the foot. Move up to kick a ball, using any part of the foot. ball along the ground toward a partner or target while using inside of the foot. Dribble slowly jog while using the inside of either foot. Trap a slowly moving ball rolling toward away from them, contacting the ball with the ball of the foot. Punt a ball into the air using the instep. elements of h dribble, foot dribble, kick strike (striking balloon or ball w/ h). patterns. slowly dribble the ball. Dribble while changing pathways directions at the signal. Dribble in a group in a boundaried area without losing control of the ball or colliding with others. Dribble around opponents avoid losing the ball. Dribble then kick the ball to a large target area from a distance of choice, using the instep. key elements in manipulative skills: volleying, h dribble, foot dribble, punt, striking w/ body parts, racket, or bat. * (4 th ) Describes key elements of mature patterns for throw for distance or speed, catch, kick, strike jump. without catching it (volleyball, footbag). contact with others or opponents. Use the inside of the foot to dribble kick a leading pass to a moving partner. Punt a ball using a 2 or 3 step approach. Punt a ball to targets at varying distances. Collect a thrown or kicked ball using the thigh chest. 7. Defend a goal by catching or deflecting balls kicked to them with appropriate 23 kick, stringing activities with without implements. * Describes fundamental components strategies used in net/wall, invasion, target, fielding games (basic positions, goalie, offense, defense). * (6 th ) H foot dribble while preventing an opponent from stealing the ball. * (6 th ) In a small group, keep an object continuously

24 Movement Concepts Kicking Punting 7. Dribble then kick the ball to a target or partner while using the inside of the foot. 8. Use the inside of the foot to collect a ball coming toward them. 9. Punt a ball as high as far as possible. force. 8. Dribble pass in a small game keep-away situation. 9. Cooperate to play a designed or given small group game involving dribbling, passing kicking or punting to keep the ball away from opponents to reach a goal area. in the air without catching it (volleyball, footbag). 24 Movement Concepts Throwing Catching * Toss a ball catch it before it bounces twice. Catch a softly rolled large ball. Catch a self- * Toss a ball catch it before it bounces twice. Throw a ball hard, demonstrating an overh technique, a Catch a selftossed yarn or other soft ball. (1 st ) on cue key elements in overh * Throw, catch kick using mature motor patterns. Throw a objects to target areas using a * (3 rd ) key elements in manipulative * Consistently throw catch a ball while being guarded by an Throw to a partner or target, using varying degrees of * competence in manipulative

25 Movement Concepts Throwing Catching Demonstrate the difference between the overh the underh throw. tossed yarn or other soft ball. Throw to a large targets using an underh throwing motion. Throw a yarn or other soft ball using an overh arm motion. side orientation, opposition. Catch, using properly positioned hs, a gently thrown ball. Catch a softly thrown ball at levels. Catch a ball thrown softly to places around the body. Throw a objects using an underh motion. Throw as far as possible using an overh motion. Throw (underh) to themselves catch, using a scoop or other implement. throw, underh throw catch. smooth underh motion. Throw balls of various sizes weights to an appropriate target or partner using a smooth overh motion. Throw, using an overh throw, so that the ball travels in pathways in the air covers distances. Catch a ball, tossed by themselves or by others at levels. Move in skills: underh throw, overh throw, catch kick. * (4 th ) Identifies similar s in sports skills (underh throwing underh volleyball serving). opponent. Throw a objects demonstrating both accuracy distance (Frisbees, deck tennis rings, footballs). force speed. Throw catch a Frisbee. Using a objects, throw a leading pass overh to a moving partner. Catch objects of sizes weights while moving toward a specified area. Move in order to throw to a () partner while being guarded in a small-group keep-away situation. 25 skills in dynamic situations: overh throw, catch, shooting, h dribble, foot dribble, kick, stringing activities with without implements. (6 th ) Throw a objects demonstrating both accuracy distance such as a Frisbee, softball, basketball.

26 Movement Concepts Throwing Catching directions to catch a ball thrown by a partner. Move to catch an object in a small group (2 on 1) keepaway situation. Throw catch in a self-designed or given small-group game to keep the ball away from opponents or to reach a goal area. 26 Movement Concepts Volleying NONE Using both right left hs, continuously push a balloon upward with the hs, keeping off the ground. Using the palm, strike a balloon underh (upward) NONE Use at least 3 body parts to strike a ball toward a target. Strike a ball with at least three body parts (knee, foot, elbow) keeping it in self-space. Underhstrike a soft, ball or balloon * on cue, key elements of h dribble, foot dribble, strike (striking a balloon w/ h). Strike a softly thrown, ball back to a partner using a body parts combinations of body parts (the bump volley as in volleyball, the thigh as in soccer). Strike a ball in succession using at least two body parts, keeping it in self-space. Strike a lightly tossed ball back to a partner using a * (3 rd ) Identifies similar positions in a s (straddle position, ready position, bending knees to absorb force). (4 th ) key elements in * In a small group keep an object continuously in the air without catching it (ball, foot bag). Cooperate in a group to strike a ball with various body parts while keeping it off the ground. Underhstrike a ball over a medium level net or rope * competence in manipulative skills in dynamic situations: overh throw, catch, shooting, h dribble, foot dribble, kick, stringing activities with

27 Movement Concepts Volleying continuously. upward with the h, keeping it in self-space. Travel slowly underhstrike a soft, ball or balloon upward with the h or other body parts. body parts. Underhstrike a ball back forth across a line or low net to a partner after one bounce. Overheadvolley a selftossed ball to a wall or partner (to an appropriate height, if desired). Bump-pass a lightly tossed ball back to a partner. manipulative skills: volleying, h dribble, foot dribble, punt, striking w/ body parts, racket, or bat. * (4 th ) Distinguishes between compliance noncompliance with rules regulations. (from an appropriate distance). Overheadvolley a ball back forth with a partner across a mediumlevel net or rope. Move to bump-pass or overheadvolley a ball back to a partner. Bump-pass a ball to an area from where the ball was tossed from. Bump-pass a lightly tossed ball back to a partner across 27 without implements. (6 th ) Keep an object in the air without catching it in a small group such as a volleyball foot bag.

28 Movement Concepts Volleying a medium level rope or net. 7. Use underh overhead volleys bum passes to cooperatively keep a ball in play over a medium-level net or rope with a partner or a small group. 8. Use underh overhead volleys bum passes in a given or self-designed small-group game. 28 Movement Concepts Striking with Short-Hled Implements NONE Repeatedly NONE Strike a ball Strike a * * Consistently Bounce * (3 rd ) Continuously Strike a *

29 Movement Concepts Striking with Short-Hled Implements strike a balloon upward using a h or paddle. Repeatedly strike a small suspended ball with a h or other paddle. repeatedly with a paddle. small, ball upward with a h or paddle, letting it bounce between strikes (bounce, strike, bounce). Continuously strike a small, ball upward using a h or paddle. Continuously strike a suspended ball, using a foreh motion, with either a h or paddle. Bounce then strike a small, on cue, key elements of h dribble, foot dribble, strike (striking a balloon w/ h). strike a softly thrown, ball with a bat or paddle, demonstrating appropriate grip, side to the target, swing plane. then strike a small object to a wall or across a low net using an underh motion with a paddle or racket. Bounce then strike a small object using a foreh motion with a paddle or racket. Strike a small object with a foreh motion using both strong light force. Bounce then strike a small object using a backh motion with a Identifies components of games that can be modified to make the games participants more successful. (4 th ) key elements in manipulative skills: volleying, h dribble, foot dribble, punt, striking w/ body parts, racket, or bat. strike a ball to a wall or a partner, with a paddle, using foreh backh strokes. rebounding ball with a paddle or racket from a wall using a foreh stroke. Strike a gently tossed ball from a partner, using a backh motion. Repeatedly strike a rebounding ball from a wall using foreh or backh strokes, moving back to a ready position in between strokes. Strike a selfdropped ball with a racket over a lowlevel line or 29 competence in manipulative skills in dynamic situations: overh throw, catch, shooting, h dribble, foot dribble, kick, stringing activities with without implements. * Identifies common phases (preparation,, follow through or recovery) in a skills (tennis serve, hst, free throw). * For stages during

30 Movement Concepts Striking with Short-Hled Implements ball using a h or other paddle. paddle or racket. net to various designated areas, using a foreh stroke. 30 skill learning, identify the importance of various elements of performance (form, power, accuracy, consistency). (6 th ) Strike a ball to a wall or a partner with a paddle/racquet using foreh backh strokes continuously. Movement Concepts Striking with Long-Hled Implements NONE Strike a small playground ball off a tee or cone using the h. NONE Consistently strike a ball with a bat from a tee or cone, using a correct grip side orientation. Strike a waffle-type ball off a tee with a bat. Use an underh swing to * on cue, key elements of h dribble, foot dribble, strike (striking a * Consistently strike a softly thrown, ball with a bat or paddle, demonstrating Strike a softly pitched ball with a bat as far as possible. Dribble a waffle-type * (4 th ) key elements in manipulative skills: volleying, h dribble, Consistently strike a ball, using a golf club or a hockey stick, so that it travels in an intended Strike a gently tossed ball using a bat. In a large group, use a hockey stick * competence in manipulative skills in dynamic situations:

31 Movement Concepts Striking with Long-Hled Implements strike a waffle-type ball with a hockey stick or golf club. Travel slowly in directions dribble a waffle-type ball with a hockey stick. balloon w/ h). appropriate grip, side to the target, swing plane. ball with a hockey stick change directions pathways at the signal. Strike a waffle-type ball along the ground to a partner using a hockey stick. Strike a waffle-type ball in the air using a gold club or hockey stick. foot dribble, punt, striking w/ body parts, racket, or bat. direction height. to controldribble a ball so as to not collide w/ others or obstacles. Use a hockey stick to dribble a ball around obstacles without losing control of the ball. Dribble then strike a ball to a target or partner, using a hockey stick. Design play small group keepaway games involving dribbling shooting with a hockey stick toward a 31 overh throw, catch, shooting, h dribble, foot dribble, kick, stringing activities with without implements. (6 th ) Consistently strike a ball, using a golf club or a hockey stick, so that it travels in an intended direction height.

32 Movement Concepts Striking with Long-Hled Implements goal area. 32 Physical Activity, Health Safety Sustain moderate physical activity. * Identify selected body parts, skills concepts. Recognizes that skill development requires practice. Recognize that physical activity is good for personal well-being. State guidelines Learnable Pieces: Intro to Fitness Being active is good for your body. Playing is a fun way to be active. Being physically fit means your heart, bones, muscles are strong healthy. (1-2) Cardiorespiratory Fitness Your heart is special because it is always beating. Your heart is in your chest. Your heart is the size of your fist K.3A Describe select physical activities that provide opportunities for enjoyment challenge. K.3B Participate in moderate to vigorous physical activities on a daily basis that cause increased heart rate, breathing rate, perspiration. K.3C Participate in appropriate exercises for Recognize similar concepts in a skills. Identify changes in the body during physical activity. State reasons for safe controlled s. Learnable Pieces: Intro to Fitness Being active is a healthy habit. Moving, playing, working, exercising are ways you can be active. Being physically fit means your heart, bones, muscles are strong healthy. Cardiorespiratory Fitness Your heart is in your chest. Your heart is the size of your fist covered by your other h. 3A Describe select physical activities that provide opportunities for enjoyment challenge. 3B Participate in moderate to vigorous physical activities on a daily basis that cause increased heart rate, breathing rate, perspiration. 3C Participate in appropriate exercises for Demonstrate competence in basic swimming strokes survival skills in, on around the water. Maintain continuous activity for a specified period of time. Support, lift control body weight in a activities. Regularly participate in physical activity for the purpose of Learnable Pieces: Intro to Fitness Being active helps you look feel good, it helps your heart, bones muscles become strong healthy. Being active is the only way to become physically fit. Moving, playing, working exercising are ways you can be active. There are many fun ways to become active

33 Physical Activity, Health Safety behaviors fro the safe use of equipment apparatus. Identify feelings that result from participation in physical activities. 7. Enjoy participation alone with others. 8. Look forward to physical education lessons. 9. Participate daily in vigorous physical activity. covered by your other h. 7. You can feel your heart beat by putting your h on your chest. 8. Your heart beats slowly when you when you sit, sleep, rest. 9. Your heart beats fast when you move, play, exercise. Muscular Strength Endurance 10. You have hundreds of muscles in your body. 1 Playing, exercising, using your muscles can help make them big strong! Flexibility 1 flexibility in shoulders, legs, trunk. K.3D Lift support his/her own weight in muscular strength endurance of the arms, shoulders, abdomen, back, legs such as hanging, hopping jumping. K.3E Describe the benefits from involvement in daily physical activity such as feel better sleep better. K.4A Observe describe the immediate effect of Your heart is a strong, special muscle that is a pump. 7. Your heart bumps blood to your muscles your body. 8. Your heart grows bigger as you grow older. 9. You can feel your heart beat at your wrist, your neck, or your chest. 10. Your heart beats slowly when you sit, sleep rest. 1 Your heart beats fast when you move, play exercise. 1 Your heart gets stronger when you play exercise. 1 Running, playing tag, jumping flexibility in shoulders, legs trunk. 3D Lift support his/her own weight in selected activities that develop muscular strength endurance of the arms, shoulders, abdomen, back legs such as hanging, hopping, jumping. 4A Distinguish between active inactive lifestyles. 4B Describe the location function of the heart. 4C improving skillful performance physical fitness. Distinguish between compliance noncompliance with game rules fair play. Select categorize specialized equipment used for participation in a activities. 7. Identify activities that contribute to personal feelings of joy. 8. Describe essential elements of mature fit. Being physically fit means you look good, feel good, have lots of energy to play work at home in school. Fitness tests help you find out how fit your body is whether you need to improve your activity level. Cardiorespiratory Fitness 7. When you exercise, your muscles need more oxygen energy to keep moving. 8. Your heart rate tells you how hard your heart is working. 9. Your heart rate, 33

34 Physical Activity, Health Safety Your muscles like to be stretched everyday. 1 Stretching your muscles helps keep them from getting hurt makes them feel good. Training Conditioning 1 Your body your muscles feel best if you play exercise a little bit every day. Healthy Habits 1 Healthy habits include exercising, eating properly, brushing your teeth, getting enough sleep, washing well, saying no to drugs, smoking, alcohol. physical activity on the heart breathing rate perspiration. K.4B Locate the lungs explain their purpose. K.4C State that rest sleep are important in caring for the body. K.5A Use equipment space properly. K.5B Know apply safety practices associated with physical activity such as not pushing in line drinking water during activity. rope are things your heart likes for you to do. 1 Watching too much TV playing too many indoor games can keep you from having a strong heart. 1 You can take the mile-run test to see how strong your heart is. Muscular Strength Endurance 1 You have hundreds of muscles in your body. 17. Muscles help you move, st up straight, have good posture. 18. You help your muscles become strong healthy by playing, moving, Describe how muscles bones work together to produce. 4D Describe food as a source of energy. 4E Explain the negative effects of smoking, lack of sleep, poor dietary habits on physical performance on the body. 5A Use equipment space safely properly. 5B Describe the importance of protective equipment in patterns. 9. Describe healthful benefits that result from regular appropriate participation in physical activity. 10. Analyze potential risks associated with physical activities. 1 Design, games gymnastics dance that are personally interesting. 1 Enjoy feelings resulting from involvement in physical activity. or pulse, is how many times your heart beats in one minute. 10. You can find out your heart rate by counting how many times your heart beats in 6 seconds then multiplying this by Endurance means your heart muscles can move exercise for a long period of time like your PE time. 1 Just like your other muscles, your heart gets stronger has more endurance when you exercise gets weaker when you don t exercise. 1 Aerobic endurance helps 34