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800 copies printed by the South Dakota Department of Education on recycled paper at a cost of $4.46/piece
This publication was supported by Grant/Cooperative Agreement Number U87DP001247 from the Centers for Disease Control and Preven-tion, Division of Population Health. Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the Centers for Disease Control and Prevention.
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Table of Contents Introduction …………………………………………………………………………………………………… pg. 1‐3
Background: National Standards for K‐12 Physical Education ……………….. pg. 1
Background: South Dakota Standards for K‐12 Physical Education ……….. pg. 2‐3
Acknowledgements………………………………………………………………………………………… pg. 4‐5 Goal of Physical Education………………………………………………………………………………. pg. 6 South Dakota Standards for K‐12 Physical Education At‐a‐Glance…………………… pg. 7‐8 Reading the Grade‐level Outcomes for K‐12 Physical Education …………………….. pg. 9‐10
Grade Spans……………………………………………………………………………………………. pg. 9
Color Codes…………………………………………………………………………………………….. pg. 9
Guide to Number and Symbol System…………………………………………………….. pg. 10
Elementary Grade‐level Outcomes………………………………………………………………….. pg. 11‐31
Standard 1………………………………………………………………………………………………. pg. 11‐21
Standard 2………………………………………………………………………………………………. pg. 22‐24
Standard 3………………………………………………………………………………………………. pg. 25‐26
Standard 4………………………………………………………………………………………………. pg. 27‐28
Standard 5 ……………………………………………………………………………………………… pg. 29‐30
Middle School Grade‐level Outcomes……………………………………………………………… pg. 31‐45
Standard 1………………………………………………………………………………………………. pg. 31‐35
Standard 2………………………………………………………………………………………………. pg. 36‐38
Standard 3………………………………………………………………………………………………. pg. 39‐41
Standard 4………………………………………………………………………………………………. pg. 42‐43
Standard 5 ……………………………………………………………………………………………… pg. 44
Operational Definition of Activity Categories…………………………………………. pg. 45
High School Grade‐level Outcomes…………………………………………………………………. pg. 47‐54
Standard 1……………………………………………………………………………………………… pg. 47‐48
Standard 2……………………………………………………………………………………………… pg. 49
Standard 3……………………………………………………………………………………………… pg. 50‐51
Standard 4……………………………………………………………………………………………… pg. 52
Standard 5 …………………………………………………………………………………………….. pg. 53
Operational Definition of Activity Categories…………………………………………. pg. 54
Resources………………………………………………………………………………………………………. pg. 55‐59
1
Introduction and Acknow
ledgements
Introduction
Background: National Standards for K‐12 Physical Education
In August 2011, the National Association for Sport and Physical Education (NASPE) established a national task force to begin work on a curriculum framework for physical education based on the national standards for K‐12 physical education. Because the national standards for K‐12 physical education were up for review on NASPE’s periodic review cycle, the task force was also charged with leading the national standards for K‐12 physical education review and revision. The task force spent a great deal of time reviewing the literature and examining curriculum frameworks from other countries, states and content areas. The task force used this research to inform revisions to the national standards for K‐12 physical education and to develop grade‐level outcomes for curriculum framework. Key findings from the literature include:
Several factors influence levels of student engagement, including perceived competence, activity choice, and cognitive demand of the task.
Motor skill competency is the underlying mechanism that promotes engagement in physical activity and adequate health‐related fitness through adulthood.
Intrinsic motivation is increased if students can choose the activity (autonomy), master the activity (competency), and participate in a supportive environment (relatedness).
Competitive, full‐sided games appeal mainly to boys and highly skilled girls, other students are often passive participants.
After age 14, there is a significant decline in physical activity for all students, particularly for girls.
As a result of these findings, the task force developed grade‐level outcomes that will lead to competency, particularly in fundamental motor skills; address the needs of less skilled students through a mastery‐oriented environment, and that de‐emphasize full‐sided games and competitive activities. In addition, the national task force sought to ensure that:
the standards reflect the content we teach and what we expect students to learn; the standards and grade‐level outcomes are measureable; the grade‐level outcomes are comprehensive and developmentally appropriate across
the grade levels; the standards parallel common core standards language/structure; materials are produced in formats that serve practitioners effectively.
2
Intro
duct
ion
and
Ac
know
ledg
emen
ts
After being subjected to several member reviews (May 2012, November 2012, and February 2013) as well as targeted reviews by groups with specific expertise in physical education, the (new) National Standards and Grade‐level Outcomes for K‐12 Physical Education were released in 2013.
Background: South Dakota Standards for K‐12 Physical Education
The last review of the South Dakota Standards for K‐12 Physical Education (SDSPE) was conducted in 2000 with the development of the South Dakota Physical Education Course Standards for High School Graduation to follow in 2006.
Following NASPE’s lead, in 2014 the SDSPE were reviewed and revised using the newly released National Standards and Grade‐level Outcomes for K‐12 Physical Education as a model.
The School Health program in the South Dakota Department of Education (SD DOE) lead the review and revision process, which included the selection of committee members to develop the SDSPE. The SDSPE committee consisted of teachers from the elementary through post‐secondary levels as well as individuals from outside agencies with an interest in physical activity and fitness.
The SDSPE, which were approved by the South Dakota Board of Education in September 2014, include student outcomes (what students should know and be able to do) in each grade from kindergarten through grades 8, and for two grade levels at high school. The standards reflect the following ideas:
Elementary Level – the focus is on fundamental motor skills as the foundation for movement competency. Middle School Level ‐ the focus is on application of fundamental motor skills and improving the balance of activities to retain interest of all students. High School Level – the focus is on fitness/wellness, lifetime activities and personal choice.
While the standards identify what knowledge and skills students should know and be able to do, they leave precisely how this is to be accomplished to teachers and other local specialist who formulate, deliver, and evaluate curricula. The SDSPE are designed to provide a framework for curriculum, instruction, and assessment practices.
The revision of the SDSPE makes a number of important contributions to the potential for the delivery of improved physical education across the state. Implementation of the SDSPE with a commitment to providing qualified teachers, adequate instructional time, and increased
3
Introduction and Acknow
ledgements
linkages to other school curricular areas significantly increases the likelihood that schools will provide high‐quality physical education instruction to all young people. The intention of this document is for it to become an essential resource for physical educators, both new and experienced, in creating and enhancing high‐quality programs that promote student learning.
4
Intro
duct
ion
and
Ac
know
ledg
emen
ts
Acknowledgements
The creation of the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education would not have been possible without the support and efforts of many individuals. A special thank you is extended to:
Teri Bauer ‐ 6‐8 Physical Education and Health Teacher, Rapid City Area Schools
Tina Birgen ‐ High School Health and Physical Education Teacher, Aberdeen School District
Laura Bonsness ‐ Physical Therapist, Rapid City Area Schools
Michele Davis ‐ Learning Specialist, Technology and Innovation in Education, Rapid City
Brock Enderson ‐ K‐5 Elementary Physical Education Teacher, Hamlin Education Center
Holly Evans ‐ K‐6 Elementary Physical Education Teacher, Chamberlain School District
Jonel Geske ‐ High School Physical Education Teacher, Rapid City Area Schools
Paula Gordon ‐ Jr. K‐5 Elementary Physical Education Teacher, Brandon School District
Karen Keyser ‐ Health and Physical Education Specialist, South Dakota Department of Education
Kelly Knutson ‐ K‐5 Elementary Physical Education Teacher, Beresford School District
Bailey Kowalski ‐ Learning Specialist, Technology and Innovation in Education, Rapid City
Kim Kuefler ‐ K‐6 Elementary Physical Education Teacher, St. Francis Indian School
Tim Leibel ‐ K‐3 Elementary Physical Education Teacher, Todd County School District
Marty Morlock ‐ K‐12 Physical Education Teacher, Frederick Area School District
Dr. Tracy Nelson ‐ Physical Education Teacher Education Lecturer, South Dakota State University, Brookings
Jacob Pettengill ‐ Middle School/High School Physical Education Teacher, Sioux Falls Christian Schools
Tari Phares ‐ K‐5 Elementary Physical Education Teacher, Rapid City Area Schools
Nikki Prosch ‐ Health and Physical Activity Field Specialist, SDSU Extension/South Dakota Department of Health
Leonard Schroeder, K‐12 Principal, Canistota School District
Dr. Betsy Silva ‐ Professor of Physical Education Teacher Education, Black Hills State University, Spearfish
5
Introduction and Acknow
ledgements
Acknowledgements, cont.
Shannon Tjaden ‐ K‐4 Elementary Physical Education Teacher, Dell Rapids Public Schools
Stephen Vernon ‐ K‐5 Elementary Physical Education Teacher, Rapid City Area Schools
LeAnn Vette ‐ 6‐8 Physical Education and Health Teacher, Spearfish Middle School
Jennifer Vis ‐ Adapted Physical Education Teacher, Children’s Care, Sioux Falls
Tracy Lahr Wolf ‐ National Board Certified Physical Education Teacher, Nemo, SD
Shelly Wolfe ‐ High School Physical Education Teacher, Rapid City Area Schools
6
Intro
duct
ion
and
Ac
know
ledg
emen
ts
The Goal of Physical Education The goal of physical education is to develop physically literate individuals who have the knowledge, health and skill related fitness, and confidence to enjoy a lifetime of healthful physical activity. A physically literate individual is someone who exhibits responsible personal and social behaviors that respects self, others, and environment.
To pursue a lifetime of healthful physical activity, a physically literate individual:
has learned the skills necessary to participate in a variety of physical activities; knows the implications of and the benefits from involvement in various types
of physical activities; participates regularly in physical activity; is physically fit; values physical activity and its contributions to a healthful lifestyle.
7
Guide to Reading the
Grade-level O
utcomes
The South Dakota Standards for K‐12 Physical Education The SDSPE broadly and collectively articulate what students should know and be able to do to become a physically literate individual. The SDSPE are: Standard 1: The physically literate individual demonstrates proficiency in a variety of motor skills and movement patterns. Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics to enhance movement and performance. Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health‐enhancing level of physical activity and fitness. Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self, others, and environment.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self‐expression, employment opportunities, and social interaction. Note: The standards are not prioritized in a particular order.
8
TH
Thdewhcohe To act
• H p a
• K o p
• P
• Is
• V c
HE GOe goal of pvelop physho have thenfidence toalthful phy
pursue a ltivity, a ph
Has learnedparticipate activities.
Knows the of involvemphysical act
Participate
s physically
Values phycontributio
S
OAL physical edsically litere knowledo enjoy a lysical activ
lifetime of ysically lite
d the skills in a variet
implicatioment in vartivities.
s regularly
y fit.
ysical activions to a he
SouthK‐12
ucation is rate individge, skills aifetime of vity.
healthful erate indiv
necessaryty of physic
ns and therious types
y in physica
ty and its althful life
Dako2 Phys
to duals nd
physical vidual:
y to cal
e benefits s of
al activity.
style.
ota Stasical E
andarEducat
TH
Standdemomoto
Standapplistratand p
Standdemoachielevel
Standexhibbehaenvir
Standrecoghealtexpresocia
rds fortion
E STANdard 1. Thonstrates por skills and
dard 2. Thies knowleegies and tperforman
dard 3. Thonstrates teve and ma of physica
dard 4. Thbits responavior that rronment.
dard 5. Thgnizes the th, enjoymession, emal interactio
r
NDARe physicalproficiencyd moveme
e physicaledge of contactics to ence.
e physicalthe knowleaintain a hal activity a
e physicalnsible persrespects se
e physicalvalue of p
ment, challemployment on.
DS ly literate y in a varieent pattern
ly literate ncepts, prienhance m
ly literate edge and shealth‐enhaand fitness
ly literate onal and self, others
ly literate physical actenge, self‐opportun
individualety of ns.
individualnciples, movement
individualskills to ancing s.
individualsocial and
individualtivity for
ities and
9
Guide to Reading the
Grade-level O
utcomes
Reading the Grade‐level Outcomes for K‐12 Physical Education The SDSPE and grade‐level outcomes are organized and displayed as follows:
by grade span; with the each of the 5 physical education standards listed for that grade span; with a chart listing the grade‐level outcomes for each of the 5 physical education
standards in that grade span; with each of the 5 physical education standards and the grade‐level outcomes for that
standard assigned a specific color; with a label to indicate a national grade‐level outcome was revised to be South Dakota
specific (“SD Revised”). The Grade Spans
The SDSPE include student outcomes (what students should know and be able to do) for the following grade spans:
Kindergarten through grade 5; Grades 6 through 8; and Two levels at high school.
The Color Codes
Each of the 5 physical education standards and the grade‐level outcomes for that standard are assigned a specific color so as to simplify finding a specific standard and the grade‐level outcomes for that standard throughout the document. Standard 1 =
Standard 2 =
Standard 3 =
Standard 4 =
Standard 5 =
10
Gui
de to
Rea
ding
the
G
rade
-leve
l Out
com
es
Guide to the Number and Symbol System
The SDSPE are coded to cross‐reference the Grade Span, the Performance Outcome, and the Grade Level.
Example: S1.E12.4 Combines traveling with balance and weight transfers to create a gymnastics sequence with and without equipment/apparatus.
S 1 E 12 4 Standard Grade Span Performance Outcome Grade Level
11
Elementary
Grade-level O
utcomes
Elem
enta
ry S
choo
l Out
com
es (K
– G
rade
5)
By
the
end
of G
rade
5, t
he le
arne
r will
dem
onst
rate
pro
ficie
ncy
in fu
ndam
enta
l mot
or s
kills
and
sel
ecte
d co
mbi
natio
ns o
f ski
lls; u
se b
asic
mov
e-m
ent c
once
pts
in rh
ythm
ic a
ctiv
ity/d
ance
, gym
nast
ics
and
smal
l-sid
ed p
ract
ice
task
s; id
entif
y ba
sic
heal
th-r
elat
ed fi
tnes
s co
ncep
ts; e
xhib
it ac
cept
ance
of s
elf a
nd o
ther
s in
phy
sica
l act
iviti
es; a
nd id
entif
y th
e be
nefit
s of
a p
hysi
cally
act
ive
lifes
tyle
.
**S
wim
min
g sk
ills a
nd w
ater
saf
ety
activ
ities
sho
uld
be ta
ught
if fa
cilit
ies
perm
it.
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
The
phys
ical
ly li
tera
te in
divi
dual
dem
onst
rate
s pr
ofic
ienc
y in
a v
arie
ty o
f mot
or s
kills
and
mov
emen
t pat
tern
s.
S1.E
1 SD
Rev
ised
Lo
com
otor
Hop
ping
G
allo
ping
R
unni
ng
Slid
ing
Ski
ppin
g Le
apin
g
Perfo
rms
loco
mot
or s
kills
(h
oppi
ng,
gallo
ping
, run
ning
, sl
idin
g, s
kipp
ing)
w
hile
mai
ntai
ning
ba
lanc
e.
(S1.
E1.
K)
Hop
s, g
allo
ps, r
uns
and
slid
es u
sing
a
mat
ure
patte
rn.
(S1.
E1.
1)
Ski
ps u
sing
a
mat
ure
patte
rn.
(S1.
E1.
2)
Leap
s us
ing
a m
atur
e pa
ttern
. (S
1.E
1.3)
Use
s va
rious
lo
com
otor
ski
lls
in a
var
iety
of
smal
l-sid
ed
prac
tice
task
s,
danc
e an
d ed
ucat
iona
l gy
mna
stic
s ex
perie
nces
. (S
1.E
1.4)
Dem
onst
rate
s m
atur
e pa
ttern
s of
lo
com
otor
ski
lls in
dy
nam
ic s
mal
l-si
ded
prac
tice
task
s, g
ymna
stic
s an
d da
nce.
(S
1.E
1.5a
) C
ombi
nes
loco
mot
or a
nd
man
ipul
ativ
e sk
ills
in a
var
iety
of
smal
l-sid
ed
prac
tice
task
s/ga
mes
en
viro
nmen
ts.
(S1.
E1.
5b)
Com
bine
s tra
velin
g w
ith m
anip
ulat
ive
skills
for e
xecu
tion
to a
targ
et (e
.g.,
scor
ing
in s
occe
r, ho
ckey
and
basketba
ll).
(S1.
E1.
5c)
12
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
2SD
Rev
ised
Lo
com
otor
Run
ning
: Jo
g vs
Spr
int
Run
s w
ith a
m
atur
e pa
ttern
. (S
1.E
2.2a
) Tr
avel
s sh
owin
g di
ffere
ntia
tion
betw
een
jogg
ing
and
sprin
ting.
(S
1.E
2.2b
)
Trav
els
show
ing
diffe
rent
iatio
n be
twee
n sp
rintin
g an
d ru
nnin
g.
(S1.
E2.
3)
Run
s fo
r di
stan
ce u
sing
a
mat
ure
patte
rn.
(S1.
E2.
4)
Use
s ap
prop
riate
pa
cing
for a
var
iety
of
runn
ing
dist
ance
s.
(S1.
E2.
5)
S1.E
3 Lo
com
otor
Jum
ping
and
La
ndin
g:
Hor
izon
tal
Perfo
rms
jum
ping
/land
ing
actio
ns w
ith
bala
nce.
(S
1.E
3.K
)
Dem
onst
rate
s tw
o of
the
five
criti
cal
elem
ents
for
jum
ping
and
la
ndin
g in
a
horiz
onta
l pla
ne
usin
g tw
o-fo
ot
take
-offs
and
la
ndin
gs.
(S1.
E3.
1)
Dem
onst
rate
s fo
ur
of th
e fiv
e cr
itica
l el
emen
ts fo
r ju
mpi
ng a
nd
land
ing
in a
ho
rizon
tal p
lane
us
ing
a va
riety
of
one-
and
two-
foot
ta
ke-o
ffs a
nd
land
ings
. Tw
o fe
et
mus
t be
used
in
eith
er ta
ke-o
ff or
la
ndin
g.
(S1.
E3.
2)
Jum
ps a
nd la
nds
in
the
horiz
onta
l and
ve
rtica
l pla
nes
usin
g a
mat
ure
patte
rn.
(S1.
E3.
3)
Use
s sp
ring-
and-
step
take
-of
fs a
nd
land
ings
sp
ecifi
c to
gy
mna
stic
s.
(S1.
E3.
4)
Com
bine
s ju
mpi
ng
and
land
ing
patte
rns
with
lo
com
otor
s an
d m
anip
ulat
ive
skills
in
dan
ce,
gym
nast
ics
and
smal
l-sid
ed
prac
tice
task
s/ga
mes
en
viro
nmen
ts.
(S1.
E3.
5)
S1.E
4 Lo
com
otor
Jum
ping
and
La
ndin
g:
Ver
tical
D
emon
stra
tes
two
of th
e fiv
e cr
itica
l el
emen
ts fo
r ju
mpi
ng a
nd
land
ing
in a
ver
tical
pl
ane.
(S
1.E
4.1)
Dem
onst
rate
s fo
ur
of th
e fiv
e cr
itica
l el
emen
ts fo
r ju
mpi
ng a
nd
land
ing
in a
ver
tical
pl
ane.
(S
1.E
4.2)
S1.E
5 Lo
com
otor
Rhy
thm
ic
Act
ivity
/Dan
ce
Perfo
rms
loco
mot
or s
kills
in
resp
onse
to
teac
her-
led
crea
tive
rhyt
hmic
ac
tivity
/dan
ce.
(S1.
E5.
K)
Com
bine
s lo
com
otor
and
no
n-lo
com
otor
sk
ills in
a te
ache
r-de
sign
ed rh
ythm
ic
activ
ity/d
ance
. (S
1.E
5.1)
Per
form
s a
teac
her/s
tude
nt-
desi
gned
rhyt
hmic
ac
tivity
/dan
ce w
ith
corre
ct re
spon
se to
si
mpl
e rh
ythm
s.
(S1.
E5.
2)
Per
form
s te
ache
r-se
lect
ed a
nd
deve
lopm
enta
lly
appr
opria
te rh
ythm
ic
activ
ity/d
ance
ste
ps
and
mov
emen
t pa
ttern
s.
(S1.
E5.
3)
Com
bine
s lo
com
otor
m
ovem
ent
patte
rns
and
danc
e st
eps
to
crea
te a
nd
perfo
rm a
n or
igin
al rh
ythm
ic
activ
ity/d
ance
. (S
1.E
5.4)
Com
bine
s lo
com
otor
ski
lls in
cu
ltura
l as
wel
l as
crea
tive
danc
es
(sel
f and
gro
up)
with
cor
rect
rhyt
hm
and
patte
rn.
(S1.
E5.
5)
13
Elementary
Grade-level O
utcomes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
6 Lo
com
otor
Com
bina
tions
P
erfo
rms
a se
quen
ce
of lo
com
otor
ski
lls,
trans
ition
ing
from
one
sk
ill to
ano
ther
sm
ooth
ly/w
ithou
t he
sita
tion.
(S
1.E
6.3)
Com
bine
s tra
velin
g w
ith
man
ipul
ativ
e sk
ills o
f dr
ibbl
ing,
th
row
ing,
ca
tchi
ng a
nd
strik
ing
in
teac
her-
and
/or
stud
ent-
desi
gned
sm
all-
side
d pr
actic
e ta
sks.
(S
1.E
6.4)
App
lies
skill
.
Com
bine
s tra
velin
g w
ith m
anip
ulat
ive
skills
of d
ribbl
ing,
th
row
ing,
cat
chin
g an
d st
rikin
g in
te
ache
r- a
nd/o
r st
uden
t-des
igne
d sm
all-s
ided
pr
actic
e ta
sks
at
vario
us s
peed
s.
(S1.
E6.
5)
S1
.E7
Non
-lo
com
otor
*(S
tabi
lity)
Bal
ance
Mai
ntai
nsm
omen
tary
still
ness
on
diffe
rent
bas
es o
f su
ppor
t. (S
1.E
7.K
a)
Form
s w
ide,
na
rrow
, cur
led
and
twis
ted
body
sh
apes
. (S
1.E
7.K
b)
Mai
ntai
ns s
tilln
ess
on d
iffer
ent b
ases
of
sup
port
with
di
ffere
nt b
ody
shap
es.
(S1.
E7.
1)
Bal
ance
s on
di
ffere
nt b
ases
of
supp
ort,
com
bini
ng
leve
ls a
nd s
hape
s.
(S1.
E7.
2a)
Bal
ance
s in
an
inve
rted
posi
tion
with
stil
lnes
s an
d su
ppor
tive
base
. (S
1.E
7.2b
)
Bal
ance
s on
diff
eren
t ba
ses
of s
uppo
rt,
dem
onst
ratin
g m
uscl
e te
nsio
n an
d ex
tens
ions
of fr
ee
body
par
ts.
(S1.
E7.
3)
Bal
ance
s on
di
ffere
nt b
ases
of
sup
port
on
appa
ratu
s,
dem
onst
ratin
g le
vels
and
sh
apes
. (S
1.E
7.4)
Com
bine
s ba
lanc
e an
d tra
nsfe
rrin
g w
eigh
t in
a gy
mna
stic
s se
quen
ce o
r dan
ce
with
a p
artn
er.
(S1.
E7.
5)
S1.E
8 N
on-
loco
mot
or*
(Sta
bilit
y)
Wei
ght
Tran
sfer
Tr
ansf
ers
wei
ght
from
one
bod
y pa
rt to
ano
ther
in s
elf-
spac
e in
dan
ce
and
gym
nast
ics
envi
ronm
ents
. (S
1.E
8.1)
Tran
sfer
s w
eigh
t fro
m fe
et to
di
ffere
nt b
ody
parts
/bas
es o
f su
ppor
t for
ba
lanc
es a
nd/o
r tra
vel.
(S1.
E8.
2)
Tran
sfer
s w
eigh
t fro
m
feet
to h
ands
for
mom
enta
ry w
eigh
t su
ppor
t.
(S1.
E8.
3)
Tran
sfer
s w
eigh
t fro
m fe
et
to h
ands
va
ryin
g sp
eed
and
usin
g la
rge
exte
nsio
ns
(e.g
., m
ule
kick
, ha
ndst
and,
ca
rtwhe
el).
(S1.
E8.
4)
Tran
sfer
s w
eigh
t in
gym
nast
ics
and
danc
e en
viro
nmen
ts.
(S1.
E8.
5)
14
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
9 N
on-
loco
mot
or*
(Sta
bilit
y)
Wei
ght
Tran
sfer
, R
ollin
g
Rol
ls s
idew
ays
in a
na
rrow
bod
y sh
ape.
(S
1.E
9.K
)
Rol
ls w
ith e
ither
a
narr
ow o
r cur
led
body
sha
pe.
(S1.
E9.
1)
Rol
ls in
diff
eren
t di
rect
ions
with
ei
ther
a n
arro
w o
r cu
rled
body
sha
pe
and
rega
ins
verti
cal p
ostu
re.
(S1.
E9.
2)
App
lies
skills
. A
pplie
s sk
ills.
App
lies
skills
.
S1.E
10 N
on-
loco
mot
or*
(Sta
bilit
y)
Cur
ling
and
S
tretc
hing
; Tw
istin
g an
d B
endi
ng
Con
trast
s th
e ac
tions
of c
urlin
g an
d st
retc
hing
. (S
1.E
10.K
)
Dem
onst
rate
s tw
istin
g, c
urlin
g,
bend
ing
and
stre
tchi
ng a
ctio
ns.
(S1.
E10
.1)
Diff
eren
tiate
sam
ong
twis
ting,
cu
rling
, ben
ding
an
d st
retc
hing
ac
tions
. (S
1.E
10.2
)
Mov
es in
to a
nd o
ut o
f gy
mna
stic
s ba
lanc
es
with
cur
ling,
twis
ting
and
stre
tchi
ng
actio
ns.
(S1.
E10
.3)
Mov
es in
to a
nd
out o
f bal
ance
s on
app
arat
us
with
cur
ling,
tw
istin
g an
d st
retc
hing
ac
tions
. (S
1.E
10.4
)
Per
form
s cu
rling
, tw
istin
g an
d st
retc
hing
act
ions
w
ith c
orre
ct
appl
icat
ion
in
danc
e, g
ymna
stic
s an
d sm
all-s
ided
pr
actic
e ta
sks
in
gam
een
viro
nmen
ts.
(S1.
E10
.5)
S1
.E11
Non
-lo
com
otor
Com
bina
tions
Com
bine
s ba
lanc
es a
nd
trans
fers
into
a
thre
e-pa
rt se
quen
ce (e
.g.,
danc
e,
gym
nast
ics)
. (S
1.E
11.2
)
Com
bine
s lo
com
otor
sk
ills a
nd m
ovem
ent
conc
epts
(lev
els,
sh
apes
, ext
ensi
ons,
pa
thw
ays,
forc
e, ti
me,
flo
w) t
o cr
eate
and
pe
rform
a d
ance
. (S
1.E
11.3
)
Com
bine
s lo
com
otor
and
m
ovem
ent
conc
epts
(le
vels
, sha
pes,
ex
tens
ions
, pa
thw
ays,
forc
e,
time,
flow
) to
crea
te a
nd
perfo
rm a
dan
ce
with
a p
artn
er.
(S1.
E11
.4)
Com
bine
s lo
com
otor
ski
lls
and
mov
emen
t co
ncep
ts (l
evel
s,
shap
es,
exte
nsio
ns,
path
way
s, fo
rce,
tim
e, fl
ow) t
o cr
eate
and
per
form
a
danc
e w
ith a
gr
oup.
(S
1.E
11.5
)
15
Elementary
Grade-level O
utcomes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
12SD
Rev
ised
N
on-
loco
mot
or
Bal
ance
and
W
eigh
t Tr
ansf
ers
C
ombi
nes
bala
nce
and
wei
ght t
rans
fers
w
ith m
ovem
ent
conc
epts
to c
reat
e an
d pe
rform
a
mov
emen
t pat
tern
. (S
1.E
12.3
)
Com
bine
s tra
velin
g w
ith
bala
nce
and
wei
ght t
rans
fers
to
cre
ate
a m
ovem
ent
sequ
ence
with
an
d w
ithou
t eq
uipm
ent o
r ap
para
tus.
(S
1.E
12.4
)
Com
bine
s ac
tions
, ba
lanc
es a
nd
wei
ght t
rans
fers
to
crea
te a
mov
emen
t se
quen
ce w
ith a
pa
rtner
on
equi
pmen
t or
appa
ratu
s.
(S1.
E12
.5)
S1
.E13
SD
Rev
ised
M
anip
ulat
ive
Und
erha
nd
Thro
w
Thro
ws
unde
rhan
d w
ith o
ppos
ite fo
ot
forw
ard.
(S
1.E
13.K
)
Thro
ws
unde
rhan
d,
dem
onst
ratin
g tw
o of
the
five
criti
cal
elem
ents
of a
m
atur
e pa
ttern
. (S
1.E
13.1
)
Thro
ws
unde
rhan
d us
ing
a m
atur
e pa
ttern
. (S
1.E
13.2
)
Thro
ws
unde
rhan
d to
a
partn
er o
r tar
get
with
reas
onab
le
accu
racy
. (S
1.E
13.3
)
App
lies
skill
. Th
row
s un
derh
and
to a
pa
rtner
or t
arge
t w
ith re
ason
able
fo
rce
and
accu
racy
. (S
1.E
13.4
)
Thro
ws
(und
erha
nd a
nd
over
hand
) usi
ng a
m
atur
e pa
ttern
in
non-
dyna
mic
en
viro
nmen
ts, w
ith
diffe
rent
siz
es a
nd
type
s of
obj
ects
. (S
1.E
13.5
a)
Thro
ws
(bot
h un
derh
and
and
over
hand
) to
a la
rge
targ
et w
ith
accu
racy
. (S
1.E
13.5
b)
16
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
14
SD Rev
ised
Man
ipul
ativ
e O
verh
and
Thro
w
Thro
ws
over
hand
dem
onst
ratin
g tw
o of
the
five
criti
cal
elem
ents
of a
m
atur
e pa
ttern
. (S
1.E
14.2
)
Thro
ws
over
hand
, de
mon
stra
ting
thre
e of
the
five
criti
cal
elem
ents
of a
mat
ure
patte
rn, i
n no
n-dy
nam
icen
viro
nmen
ts, f
or
dist
ance
and
/or f
orce
. (S
1.E
14.3
)
Thro
ws
over
hand
usi
ng
a m
atur
e pa
ttern
in n
on-
dyna
mic
envi
ronm
ents
. (S
1.E
14.4
a)
Thro
ws
over
hand
to a
pa
rtner
or a
t a
targ
et w
ith
accu
racy
at a
re
ason
able
di
stan
ce.
(S1.
E14
.4b)
App
lies
skills
.
S1.E
15
Man
ipul
ativ
e Pa
ssin
g W
ith
Han
ds
Thro
ws
to a
m
ovin
g pa
rtner
w
ith re
ason
able
ac
cura
cy in
a
non-
dyna
mic
en
viro
nmen
t. (S
1.E
15.4
)
Thro
ws
with
ac
cura
cy, b
oth
partn
ers
mov
ing.
(S
1.E
15.5
a)
Thro
ws
with
re
ason
able
ac
cura
cy in
dy
nam
ic, s
mal
l-si
ded
prac
tice
task
s.
(S1.
E15
.5b)
17
Elementary
Grade-level O
utcomes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
16
SD Rev
ised
Man
ipul
ativ
e C
atch
ing
Dro
ps a
bal
l and
ca
tche
s* it
bef
ore
it bo
unce
s tw
ice.
(S
1.E
16.K
a)
Cat
ches
a la
rge
ball
toss
ed b
y a
skille
d th
row
er.
(S1.
E16
.Kb)
*K a
nd 1
cat
ch
incl
udes
cr
adlin
g/tra
ppin
g.
Cat
ches
* a s
oft
obje
ct fr
om a
sel
f-to
ss b
efor
e it
boun
ces.
(S
1.E
16.1
a)
Cat
ches
var
ious
si
zes
of b
alls
sel
f-to
ssed
/toss
ed b
y a
skille
d th
row
er.
(S1.
E16
.1b)
*K a
nd 1
cat
ch
incl
udes
cr
adlin
g/tra
ppin
g.
Cat
ches
a s
elf-
toss
ed o
r wel
l-th
row
n la
rge
ball
with
han
ds, n
ot
trapp
ing
or c
radl
ing
agai
nst t
he b
ody.
(S
1.E
16.2
)
Cat
ches
a g
ently
to
ssed
han
d-si
zed
ball
from
a p
artn
er,
dem
onst
ratin
g fo
ur o
f th
e fiv
e cr
itica
l el
emen
ts o
f a m
atur
e pa
ttern
.(S
1.E
16.3
)
Cat
ches
a
thro
wn
ball
abov
e th
e he
ad,
at c
hest
/wai
st
leve
l and
bel
ow
the
wai
st u
sing
a
mat
ure
patte
rn in
a n
on-
dyna
mic
envi
ronm
ent.
(S1.
E16
.4)
Cat
ches
a b
atte
d ba
ll ab
ove
the
head
, at
ches
t/wai
st le
vel
and
alon
g th
e gr
ound
usi
ng a
m
atur
e pa
ttern
in a
no
n-dy
nam
ic
envi
ronm
ent.
(S1.
E16
.5a)
Cat
ches
with
re
ason
able
acc
urac
y in
one
-on-
one
prac
tice
task
s.(S
1.E
16.5
b)
Cat
ches
with
co
nsis
tent
con
trol
with
bot
h pa
rtner
s
mov
ing
in d
ynam
ic,
smal
l-sid
ed p
ract
ice
task
s.(S
1.E
16.5
c)S1
.E17
SD
Rev
ised
M
anip
ulat
ive
Drib
blin
g/B
all
Con
trol W
ith
Han
ds
Drib
bles
a b
all w
ith
one
hand
, at
tem
ptin
g th
e se
cond
con
tact
. (S
1.E
17.K
)
Drib
bles
co
ntin
uous
ly in
se
lf-sp
ace
usin
g th
e do
min
ant h
and.
(S
1.E
17.1
)
Drib
bles
in s
elf-
spac
e w
ith
dom
inan
t han
d de
mon
stra
ting
a m
atur
e pa
ttern
. (S
1.E
17.2
a)
Drib
bles
usi
ng th
e do
min
ant h
and
whi
le w
alki
ng in
ge
nera
l spa
ce.
(S1.
E17
.2b)
Drib
bles
and
trav
els
in g
ener
al s
pace
at
slow
to m
oder
ate
jogg
ing
spee
d w
ith
cont
rol o
f bal
l and
bo
dy.
(S1.
E17
.3)
Drib
bles
in s
elf-
spac
e w
ith b
oth
the
dom
inan
t an
d th
e no
n-do
min
ant h
and
usin
g a
mat
ure
patte
rn.
(S1.
E17
.4a)
D
ribbl
es in
ge
nera
l spa
ce
with
con
trol o
f ba
ll an
d bo
dy
whi
le in
crea
sing
an
d de
crea
sing
sp
eed.
(S
1.E
17.4
b)
Com
bine
s ha
nd
drib
blin
g w
ith o
ther
sk
ills d
urin
g m
ovin
g.
(S1.
E17
.5)
18
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
18 M
anip
ulat
ive
Drib
blin
g/B
all
Con
trol W
ith
Feet
Taps
a b
all u
sing
th
e in
side
of t
he
foot
, sen
ding
it
forw
ard.
(S1.
E18
.K)
Taps
/drib
bles
a
ball
usin
g th
e in
side
of t
he fo
ot
whi
le w
alki
ng in
ge
nera
l spa
ce.
(S1.
E18
.1)
Drib
bles
with
the
feet
in g
ener
al
spac
e w
ith c
ontro
l of
bal
l and
bod
y.
(S1.
E18
.2)
Drib
bles
with
the
feet
in
gen
eral
spa
ce a
t sl
ow to
mod
erat
e jo
ggin
g sp
eed
with
co
ntro
l of b
all a
nd
body
.(S
1.E
18.3
)
Drib
bles
with
th
e fe
et in
ge
nera
l spa
ce
with
con
trol o
f ba
ll an
d bo
dy
whi
le in
crea
sing
an
d de
crea
sing
sp
eed.
(S
1.E
18.4
)
Com
bine
s fo
ot
drib
blin
g w
ith o
ther
sk
ills in
one
-on-
one
prac
tice
task
s.
(S1.
E18
.5)
S1.E
19
Man
ipul
ativ
e P
assi
ng a
nd
Rec
eivi
ngW
ith F
eet
R
ecei
ves
and
pass
es
a ba
ll w
ith th
e in
side
of
the
foot
to a
st
atio
nary
par
tner
, “g
ivin
g” o
n re
cept
ion
befo
re re
turn
ing
the
pass
.(S
1.E
19.3
)
Rec
eive
s an
d pa
sses
a b
all
with
the
insi
des
of th
e fe
et to
a
mov
ing
partn
er
in a
non
-dy
nam
icen
viro
nmen
t. (S
1.E
19.4
a)
Rec
eive
s an
d pa
sses
a b
all
with
the
outs
ides
and
in
side
s of
the
feet
to a
st
atio
nary
pa
rtner
, “gi
ving
” on
rece
ptio
n be
fore
retu
rnin
g th
e pa
ss.
(S1.
E19
.4b)
Pas
ses
with
the
feet
, usi
ng a
m
atur
e pa
ttern
, as
both
par
tner
s tra
vel.
(S1.
E19
.5a)
Rec
eive
s a
pass
w
ith th
e fe
et, u
sing
a
mat
ure
patte
rn,
as b
oth
partn
ers
trave
l.(S
1.E
19.5
b)
19
Elementary
Grade-level O
utcomes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
20
Man
ipul
ativ
e D
ribbl
ing
In
Com
bina
tion
Drib
bles
with
ha
nds
or fe
et in
co
mbi
natio
n w
ith o
ther
ski
lls
(e.g
., pa
ssin
g,
rece
ivin
g,sh
ootin
g).
(S1.
E20
.4)
Drib
bles
with
ha
nds
or fe
et w
ith
mat
ure
patte
rns
in
a va
riety
of s
mal
l-si
ded
gam
e fo
rms.
(S
1.E
20.5
)
S1.E
21
Man
ipul
ativ
e Ki
ckin
g
Kic
ks a
sta
tiona
ry
ball
from
a
stat
iona
ry p
ositi
on,
dem
onst
ratin
g tw
o of
the
five
elem
ents
of a
m
atur
e ki
ckin
g pa
ttern
.(S
1.E
21.K
)
App
roac
hes
a st
atio
nary
bal
l and
ki
cks
it fo
rwar
d,
dem
onst
ratin
g tw
o of
the
five
criti
cal
elem
ents
of a
m
atur
e pa
ttern
. (S
1.E
21.1
)
Use
s a
cont
inuo
us
runn
ing
appr
oach
an
d ki
cks
a m
ovin
g ba
ll, d
emon
stra
ting
thre
e of
the
five
criti
cal e
lem
ents
of
a m
atur
e pa
ttern
. (S
1.E
21.2
)
Use
s a
cont
inuo
us
runn
ing
appr
oach
and
in
tent
iona
lly p
erfo
rms
a ki
ck a
long
the
grou
nd a
nd a
kic
k in
th
e ai
r, de
mon
stra
ting
four
of t
he fi
ve c
ritic
al
elem
ents
of a
mat
ure
patte
rn fo
r eac
h.
(S1.
E21
.3a)
Use
s a
cont
inuo
us
runn
ing
appr
oach
and
ki
cks
a st
atio
nary
bal
l fo
r acc
urac
y.
(S1.
E21
.3b)
Kic
ks a
long
the
grou
nd a
nd in
th
e ai
r, an
d pu
nts
usin
g m
atur
e pa
ttern
s.
(S1.
E21
.4)
Dem
onst
rate
s m
atur
e pa
ttern
s in
ki
ckin
g an
d pu
ntin
g in
sm
all-s
ided
pr
actic
e ta
sk
envi
ronm
ents
. (S
1.E
21.5
)
S1.E
22
SD Rev
ised
M
anip
ulat
ive
Vol
ley,
Und
erha
nd/
Ove
rhea
d
Vol
leys
a
light
wei
ght o
bjec
t (b
allo
on),
send
ing
it up
war
d.
(S1.
E22
.K)
Vol
leys
an
obje
ct
with
an
open
pal
m,
send
ing
it up
war
d.
(S1.
E22
.1)
Vol
leys
an
obje
ct
upw
ard
with
co
nsec
utiv
e hi
ts.
(S1.
E22
.2)
Vol
leys
an
obje
ct w
ith
an u
nder
hand
or
side
arm
stri
king
pa
ttern
, sen
ding
it
forw
ard
over
a n
et, t
o th
e w
all o
r ove
r a li
ne
to a
par
tner
, whi
le
dem
onst
ratin
g th
ree
of th
e fiv
e cr
itica
l el
emen
ts o
f a m
atur
e pa
ttern
. (S
1.E
22.3
)
Strik
es/v
olle
ys
with
a tw
o-ha
nd
over
head
pa
ttern
, sen
ding
a
ball
upw
ard
whi
lede
mon
stra
ting
four
of t
he fi
ve
criti
cal e
lem
ents
of
a m
atur
e pa
ttern
.(S
1.E
23.4
)
Strik
es/v
olle
ys a
ba
ll us
ing
a tw
o-ha
nd o
verh
ead
patte
rn, s
endi
ng it
up
war
d to
a ta
rget
. (S
1.E
23.5
)
20
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
23
Man
ipul
ativ
e V
olle
y,
Ove
rhea
d
SD
: Del
eted
In
tegr
ated
into
S
1.E
22
S1.E
24
SD Rev
ised
M
anip
ulat
ive
Strik
ing,
Sho
rt Im
plem
ent
Strik
es a
lig
htw
eigh
t obj
ect
with
a p
addl
e or
sh
ort-h
andl
ed
impl
emen
t.(S
1.E
24.K
)
Strik
es a
bal
l with
a
shor
t-han
dled
im
plem
ent,
send
ing
it in
a
varie
ty o
f dire
ctio
ns.
(S1.
E24
.1)
Stri
kes
an o
bjec
t in
a va
riety
of
dire
ctio
ns w
ith a
sh
ort-h
andl
ed
impl
emen
t, us
ing
cons
ecut
ive
hits
. (S
1.E
24.2
)
Stri
kes
an o
bjec
t with
a
shor
t-han
dled
im
plem
ent,
send
ing
it fo
rwar
d ov
er a
low
net
or
to a
wal
l. (S
1.E
24.3
a)
Stri
kes
an o
bjec
t with
a
shor
t-han
dled
im
plem
ent w
hile
de
mon
stra
ting
thre
e of
the
five
criti
cal
elem
ents
of a
mat
ure
patte
rn.
(S1.
E24
.3b)
Strik
es a
n ob
ject
with
a
shor
t-han
dled
im
plem
ent w
hile
de
mon
stra
ting
a m
atur
e pa
ttern
. (S
1.E
24.4
a)
Strik
es a
n ob
ject
with
a
shor
t- ha
ndle
d im
plem
ent,
alte
rnat
ing
hits
w
ith a
par
tner
ov
er a
low
net
or
aga
inst
a
wal
l. (S
1.E
24.4
b)
Stri
kes
an o
bjec
t co
nsec
utiv
ely,
with
a
partn
er, u
sing
a
shor
t-han
dled
im
plem
ent,
over
a
net o
r aga
inst
a
wal
l, in
eith
er a
co
mpe
titiv
e or
co
oper
ativ
e ga
me
envi
ronm
ent.
(S1.
E24
.5)
S1.E
25
SD Rev
ised
M
anip
ulat
ive
Stri
king
, Lon
g Im
plem
ent
Stri
kes
an o
bjec
t of
f a te
e or
con
e w
ith a
n im
plem
ent,
usin
g co
rrec
t grip
an
d si
de-
orie
ntat
ion/
prop
er
body
orie
ntat
ion.
(S
1.E
25.2
)
Stri
kes
an o
bjec
t with
a
long
-han
dled
im
plem
ent,
send
ing
it fo
rwar
d, w
hile
usi
ng
prop
er g
rip fo
r the
im
plem
ent (
e.g.
, ho
ckey
stic
k, b
at, g
olf
club
). (S
1.E
25.3
)
Strik
es a
n ob
ject
with
a
long
-han
dled
im
plem
ent (
e.g.
, ho
ckey
stic
k,
golf
club
, bat
, te
nnis
rac
ket),
w
hile
dem
on-
stra
ting
thre
e of
th
e fiv
e cr
itica
l el
emen
ts o
f a
mat
ure
patte
rn
for t
he
impl
emen
t. (S
1.E
25.4
)
Stri
kes
a pi
tche
d ba
ll w
ith a
bat
us
ing
a m
atur
e pa
ttern
. (S
1E25
.5a)
Com
bine
s st
rikin
g w
ith a
long
im
plem
ent (
e.g.
, ba
t, ho
ckey
stic
k)
with
rece
ivin
g an
d tra
velin
g sk
ills in
a
smal
l-sid
ed g
ame.
(S
1.E
25.5
b)
21
Elementary
Grade-level O
utcomes
Stan
dard
1
Kin
derg
arte
n G
rade
1G
rade
2G
rade
3G
rade
4G
rade
5
S1.E
26
Man
ipul
ativ
e In
Com
bina
tion
With
Loc
omot
or
SD
: Del
eted
D
ue to
redu
ndan
cy
to S
1.E
16
S1.E
27
SD Rev
ised
M
anip
ulat
ive
Jum
ping
Rop
e
Exe
cute
s a
sing
le
jum
p w
ith s
elf-
turn
ed ro
pe.
(S1.
E27
.Ka)
Jum
ps a
long
rope
w
ith te
ache
r-as
sist
ed tu
rnin
g.
(S1.
E27
.Kb)
Jum
ps fo
rwar
d or
ba
ckw
ard
cons
ecut
ivel
y us
ing
a se
lf-tu
rned
ro
pe.
(S1.
E27
.1a)
Jum
ps a
long
rope
up
to fi
ve ti
mes
co
nsec
utiv
ely
with
te
ache
r-as
sist
ed
turn
ing.
(S
1.E
27.1
b)
Exe
cute
s a
sing
le
jum
p w
ith s
elf-
turn
ed ro
pe w
ith a
m
atur
e pa
ttern
. (S
1.E
27.2
a)
Jum
ps a
long
rope
fiv
e tim
es
cons
ecut
ivel
y w
ith
stud
ent t
urne
rs.
(S1.
E27
.2b)
Per
form
s in
term
edia
te
jum
p-ro
pe s
kills
(e.g
., a
varie
ty o
f tric
ks,
runn
ing
in/o
ut o
f lon
g ro
pe) f
or b
oth
long
an
d sh
ort r
opes
. (S
1.E
27.3
)
Cre
ates
a ju
mp-
rope
rout
ine
with
eith
er a
sh
ort o
r lon
g ro
pe.
(S1.
E27
.4)
Cre
ates
a ju
mp-
rope
rout
ine
with
a
partn
er, u
sing
ei
ther
a s
hort
or
long
rope
. (S
1.E
27.5
)
*Non
loco
mot
or (s
tabi
lity)
Teac
hers
mus
t use
diff
eren
tial i
nstru
ctio
ns a
nd d
evel
opm
enta
lly a
ppro
pria
te p
ract
ice
task
for i
ndiv
idua
l lea
rner
s w
hen
pres
entin
g tra
nsfe
rs o
f
wei
ght f
rom
feet
to o
ther
bod
y pa
rts.
22
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
2
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
The
phys
ical
ly li
tera
te in
divi
dual
app
lies
know
ledg
e of
con
cept
s, p
rinci
ples
, str
ateg
ies
and
tact
ics
to e
nhan
ce m
ovem
ent a
nd
perf
orm
ance
. S2
.E1
SD Rev
ised
M
ovem
ent
Con
cept
s/M
otor
Pl
anni
ng
Spa
ce/L
ocat
ion
Dire
ctio
n E
xten
sion
s
Diff
eren
tiate
s be
twee
n m
ovem
ent i
n sp
ace/
loca
tion,
di
rect
ion,
and
ex
tens
ions
. (S
2.E
1.K
a)
Mov
es in
pe
rson
al s
pace
to
a
rhyt
hm/b
eat.
(S2.
E1.
Kb)
Mov
es in
sel
f-sp
ace
and
gene
ral
spac
e in
resp
onse
to
des
igna
ted
rhyt
hms/
beat
s.
(S2.
E1.
1)
Com
bine
s lo
com
otor
ski
lls in
ge
nera
l spa
ce to
a
rhyt
hm/b
eat.
(S2.
E1.
2)
Rec
ogni
zes
the
conc
ept o
f ope
n sp
aces
in a
m
ovem
ent c
onte
xt.
(S2.
E1.
3)
App
lies
skill
co
ncep
ts in
spa
ces
to c
ombi
natio
n sk
ills in
volv
ing
trave
ling,
(e.g
., dr
ibbl
ing
and
trave
ling)
. (S
2.E
1.4a
) A
pplie
s th
e co
ncep
t of c
losi
ng
spac
es in
sm
all-
side
d pr
actic
e ta
sks.
(S
2.E
1.4b
) D
ribbl
es in
gen
eral
sp
ace
with
ch
ange
s in
di
rect
ion
and
spee
d.
(S2.
E1.
4c)
Com
bine
s sp
atia
l co
ncep
ts w
ith
loco
mot
or a
nd
nonl
ocom
otor
m
ovem
ents
for
smal
l gro
ups
(e.g
., gy
mna
stic
s, d
ance
an
d ga
me
envi
ronm
ents
). (S
2.E
1.5)
S2.E
2 SD
Rev
ised
Mov
emen
t C
once
pts/
Mot
or
Plan
ning
P
athw
ays
Leve
ls
Trav
els
in th
ree
diffe
rent
pa
thw
ays.
(S
2.E
2.K
)
Trav
els
in d
iffer
ent
leve
ls o
r pat
hway
s.
(S2.
E2.
1a)
Trav
els
dem
onst
ratin
g a
varie
ty o
f re
latio
nshi
ps w
ith
obje
cts
(e.g
., ov
er,
unde
r, ar
ound
, th
roug
h).
(S2.
E2.
1b)
Com
bine
s le
vels
an
d pa
thw
ays
into
si
mpl
e tra
vel,
danc
e an
d gy
mna
stic
s se
quen
ces.
(S2.
E2.
2)
Util
izes
leve
ls a
nd
path
way
s du
ring
loco
mot
or s
kills
sp
ecifi
c to
a w
ide
varie
ty o
f phy
sica
l ac
tiviti
es.
(S2.
E2.
3)
Com
bine
s m
ovem
ent
conc
epts
with
ski
lls
in s
mal
l-sid
ed
prac
tice
phys
ical
ac
tiviti
es.
(S2.
E2.
4)
Com
bine
s m
ovem
ent
conc
epts
with
ski
lls
in a
var
iety
of
phys
ical
act
iviti
es.
(S2.
E2.
5)
23
Elementary
Grade-level O
utcomes
Stan
dard
2
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
S2.E
3SD
Rev
ised
Ef
fort
Con
cept
s Ti
me
Forc
e
Flow
Trav
els
in s
pace
w
ith ti
me,
forc
e,
and
flow
. (S
2.E
3.K
)
Diff
eren
tiate
sbe
twee
n fa
st a
nd
slow
spe
eds.
(S
2.E
3.1a
) D
iffer
entia
tes
betw
een
stro
ng
and
light
forc
e.
(S2.
E3.
1b)
Var
ies
time
and
forc
e w
ith g
radu
al
incr
ease
s an
d de
crea
ses.
(S
2.E
3.2)
Com
bine
s m
ovem
ent
conc
epts
with
ef
fort
conc
epts
. (S
2.E
3.3)
App
lies
the
mov
emen
tco
ncep
ts w
ith
effo
rt co
ncep
ts a
nd
loco
mot
or o
r m
anip
ulat
ive
conc
epts
. (S
2.E
3.4a
) A
pplie
s ef
fort
conc
epts
whe
n st
rikin
g an
obj
ect
with
a s
hort-
hand
led
impl
emen
t, se
ndin
g it
tow
ard
a de
sign
ated
targ
et.
(S2.
E3.
4b)
App
lies
mov
emen
t an
d ef
fort
conc
epts
to
stra
tegy
in g
ame
situ
atio
ns.
(S2.
E3.
5a)
App
lies
effo
rt co
ncep
ts to
stri
ke
an o
bjec
t with
a
long
-han
dled
im
plem
ent.
(S2.
E3.
5b)
Ana
lyze
s m
ovem
ent
situ
atio
ns a
nd
appl
ies
effo
rt co
ncep
ts in
sm
all-
side
d pr
actic
e ta
sk/g
ame
envi
ronm
ents
, rh
ythm
ic
activ
ity/d
ance
and
gy
mna
stic
s.
(S2.
E3.
5c)
S2.E
4 A
lignm
ent a
nd
Mus
cula
rTe
nsio
n
SD
:D
elet
ed S
2.E
4 A
lignm
ent a
nd
Mus
cula
rTe
nsio
n
Ren
amed
it:
Rel
atio
nshi
pC
once
pt
24
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
2
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
S2.E
4SD
Rev
ised
Rel
atio
nshi
pC
once
pts
Sel
f P
eopl
e O
bjec
ts
Dem
onst
rate
s tra
velin
g in
pr
oxim
ity to
sel
f, ot
her p
eopl
e,
and
othe
r ob
ject
s sa
fely
. (S
2.E
4.K
)
Dem
onst
rate
s re
latio
nshi
p co
ncep
ts in
m
ovem
ent
patte
rns.
(S2.
E4.
1)
Util
izes
re
latio
nshi
p co
ncep
ts in
sm
all
grou
ps.
(S2.
E4.
2)
Util
izes
re
latio
nshi
p co
ncep
ts in
larg
e gr
oups
. (S
2.E
4.3)
Appl
ies
sim
ply
stra
tegi
es/ta
ctic
s to
re
latio
nshi
p co
ncep
ts in
sm
all-
side
d ph
ysic
al
activ
ities
. (S
2.E
4.4)
App
lies
rela
tions
hip
conc
epts
to
stra
tegi
es/ta
ctic
s in
co
mpl
ex p
hysi
cal
activ
ities
. (S
2.E
4.5)
S2.E
5 M
ovem
ents
C
once
pts
Stra
tegi
es a
nd
Tact
ics
SD
:
Add
ed a
nd
imbe
dded
S
2.E
5 in
to
S2.E
3
S2.E
6 SD
Rev
ised
Fi
tnes
s Pr
inci
ples
(FIT
T Fo
rmul
a =
Freq
uenc
y,
Inte
nsity
, Tim
e,
Type
)
Rec
ogni
zes
tech
nolo
gy o
r ot
her r
esou
rces
th
at a
ffect
fit
ness
. (S
2.E
6.K
)
Iden
tifie
s te
chno
logy
or o
ther
re
sour
ce
com
pone
nts
that
in
crea
se o
r de
crea
se fi
tnes
s.
(S2.
E6.
1)
Util
izes
tech
nolo
gy
or o
ther
reso
urce
s to
enh
ance
ex
perie
nces
in
fitne
ss
(S2.
E6.
2)
Ack
now
ledg
es
tech
nolo
gy o
r oth
er
reso
urce
s ca
n be
ut
ilize
d to
gat
her
info
rmat
ion
abou
t fit
ness
. (S
2.E
6.3)
Use
s te
chno
logy
or
othe
r res
ourc
es to
re
cogn
ize
diffe
rent
le
vels
of f
itnes
s.
(S2.
E6.
4)
App
lies
tech
nolo
gy
or o
ther
reso
urce
s w
hich
can
be
used
to
det
erm
ine
the
FITT
prin
cipl
e.
(S2.
E6.
5)
25
Elementary
Grade-level O
utcomes
Stan
dard
3
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
The
phys
ical
ly li
tera
te in
divi
dual
dem
onst
rate
s th
e kn
owle
dge
and
skill
s to
ach
ieve
and
mai
ntai
n a
heal
th-e
nhan
cing
leve
l of p
hysi
cal
activ
ity a
nd fi
tnes
s.
S3.E
1 SD
Rev
ised
Ph
ysic
al
Act
ivity
K
now
ledg
e
Iden
tifie
s ac
tive
play
opp
ortu
nitie
s ou
tsid
e ph
ysic
al
educ
atio
n cl
ass.
(S
3.E
1.K
)
Dis
cuss
es th
e be
nefit
s of
bei
ng
activ
e an
d ex
erci
sing
and
/or
play
ing.
(S
3.E
1.1)
Des
crib
es la
rge-
mot
or a
nd/o
r m
anip
ulat
ive
phys
ical
act
iviti
es
for p
artic
ipat
ion
outs
ide
phys
ical
ed
ucat
ion
clas
s (e
.g.,
befo
re a
nd
afte
r sch
ool,
at
hom
e, a
t the
par
k,
with
frie
nds,
with
th
e fa
mily
). (S
3.E
1.2)
Iden
tifie
s ph
ysic
al
activ
ity b
enef
its a
s a
way
to b
ecom
e he
alth
ier.
(S3.
E1.
3)
Ana
lyze
s op
portu
nitie
s fo
r pa
rtici
patin
g in
ph
ysic
al a
ctiv
ity
outs
ide
phys
ical
ed
ucat
ion
clas
s.
(S3.
E1.
4)
Cha
rts a
nd
anal
yzes
phy
sica
l ac
tivity
out
side
ph
ysic
al e
duca
tion
clas
s fo
r fitn
ess
bene
fits
of
activ
ities
. (S
3.E
1.5)
S3.E
2 SD
Rev
ised
En
gage
s In
Ph
ysic
al
Act
ivity
Par
ticip
ates
in
phys
ical
edu
catio
n cl
ass
in re
spon
se
to in
stru
ctio
n an
d pr
actic
e.
(S3.
E2.
K)
Activ
ely
parti
cipa
tes
in
phys
ical
edu
catio
n cl
ass
in re
spon
se
to in
stru
ctio
n an
d pr
actic
e.
(S3.
E2.
1)
Act
ivel
y en
gage
s in
phy
sica
l ed
ucat
ion
clas
s in
re
spon
se to
in
stru
ctio
n an
d pr
actic
e.
(S3.
E2.
2)
Eng
ages
in th
e ac
tiviti
es o
f ph
ysic
al e
duca
tion
clas
s w
ith te
ache
r gu
idan
ce.
(S3.
E2.
3)
Act
ivel
y en
gage
s in
the
activ
ities
of
phys
ical
edu
catio
n cl
ass,
bot
h te
ache
r-di
rect
ed
and
inde
pend
ent.
(S3.
E2.
4)
Act
ivel
y en
gage
s in
all
the
activ
ities
of
phy
sica
l ed
ucat
ion.
(S
3.E
2.5)
S3.E
3 Fi
tnes
s K
now
ledg
e
Rec
ogni
zes
that
w
hen
you
mov
e fa
st, y
our h
eart
beat
s fa
ster
and
yo
u br
eath
e fa
ster
. (S
3.E
3.K
)
Iden
tifie
s th
e he
art
as a
mus
cle
that
gr
ows
stro
nger
w
ith e
xerc
ise/
play
an
d ph
ysic
al
activ
ity.
(Se.
E3.
1)
Use
s ow
n bo
dy a
s re
sist
ance
(e.g
., ho
lds
body
in p
lank
po
sitio
n, a
nim
al
wal
ks) f
or
deve
lopi
ng
stre
ngth
. (S
3.E
3.2a
) Id
entif
ies
phys
ical
ac
tiviti
es th
at
cont
ribut
e to
fit
ness
. (S
3.E
3.2b
)
Des
crib
es th
e co
ncep
t of f
itnes
s an
d pr
ovid
es
exam
ples
of
phys
ical
act
ivity
to
enha
nce
fitne
ss.
(S3.
E3.
3)
Iden
tifie
s th
e co
mpo
nent
s of
he
alth
-rel
ated
fit
ness
. (S
3.E
3.4)
Diff
eren
tiate
s be
twee
n sk
ill-
rela
ted
and
heal
th-
rela
ted
fitne
ss.
(S3.
E3.
5)
26
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
3
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
S3.E
4 Fi
tnes
s K
now
ledg
e
R
ecog
nize
s th
e im
porta
nce
of
war
m-u
p an
d co
ol-
dow
n re
lativ
e to
vi
goro
us p
hysi
cal
activ
ity.
(S3.
E4.
3)
Dem
onst
rate
s w
arm
-up
and
cool
-do
wn
rela
tive
to
the
card
io-
resp
irato
ry fi
tnes
s as
sess
men
t. (S
3.E
4.4)
Iden
tifie
s th
e ne
ed
for w
arm
-up
and
cool
-dow
n re
lativ
e to
var
ious
phy
sica
l ac
tiviti
es.
(S3.
E4.
5)
S3.E
5 A
sses
smen
t an
d Pr
ogra
m
Plan
ning
D
emon
stra
tes,
with
te
ache
r dire
ctio
n,
the
heal
th-r
elat
ed
fitne
ss
com
pone
nts.
(S
3.E
5.3)
Com
plet
es fi
tnes
s as
sess
men
ts (p
re-
and
post
-).
(S3.
E5.
4a)
Iden
tifie
s ar
eas
of
need
ed
rem
edia
tion
from
pe
rson
al te
st a
nd,
with
teac
her
assi
stan
ce,
iden
tifie
s st
rate
gies
fo
r pro
gres
s in
th
ose
area
s.
(S3.
E5.
4b)
Ana
lyze
s re
sults
of
fitne
ss a
sses
smen
t (p
re- a
nd p
ost-)
, co
mpa
ring
resu
lts
to fi
tnes
s co
mpo
nent
s fo
r go
od h
ealth
. (S
3.E
5.5a
) D
esig
ns a
fitn
ess
plan
, with
teac
her
assi
stan
ce, t
o ad
dres
s w
ays
to
use
phys
ical
ac
tivity
to e
nhan
ce
fitne
ss.
(S3.
E5.
5b)
S3.E
6 N
utrit
ion
Rec
ogni
zes
that
fo
od p
rovi
des
ener
gy fo
r phy
sica
l ac
tivity
. (S
3.E
6.K
)
Diff
eren
tiate
sbe
twee
n he
alth
y an
d un
heal
thy
food
s.
(S3.
E6.
1)
Rec
ogni
zes
the
“goo
d he
alth
ba
lanc
e” o
f goo
d nu
tritio
n w
ith
phys
ical
act
ivity
. (S
3.E
6.2)
Iden
tifie
s fo
ods
that
are
ben
efic
ial
for p
re- a
nd p
ost-
phys
ical
act
ivity
. (S
3.E
6.3)
Dis
cuss
es th
e im
porta
nce
of
hydr
atio
n an
d hy
drat
ion
choi
ces
rela
tive
to p
hysi
cal
activ
ities
. (S
3.E
6.4)
Ana
lyze
s th
e im
pact
of f
ood
choi
ces
rela
tive
to
phys
ical
act
ivity
, yo
uth
spor
ts a
nd
pers
onal
hea
lth.
(S3.
E6.
5)
S3.E
7 SD
Rev
ised
St
ress
Man
agem
ent
Id
entif
y w
hat s
tress
is
.(S
3.E
7.3)
Dis
cuss
wha
t typ
es
of s
ituat
ions
cau
se
stre
ss.
(S3.
E7.
4)
Ana
lyze
the
impa
ct
that
stre
ss h
as o
n th
e br
ain
and
the
body
.(S
3.E
7.5)
27
Elementary
Grade-level O
utcomes
Stan
dard
4
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
The
phys
ical
ly li
tera
te in
divi
dual
exh
ibits
resp
onsi
ble
pers
onal
and
soc
ial b
ehav
ior t
hat r
espe
cts
self,
oth
ers
and
envi
ronm
ent.
S4.E
1
Pers
onal
Res
pons
ibili
ty
Follo
ws
dire
ctio
ns
in g
roup
set
tings
(e
.g.,
safe
be
havi
ors,
fo
llow
ing
rule
s,
taki
ng tu
rns)
. (S
4.E
1.K
)
Acc
epts
per
sona
l re
spon
sibi
lity
by
usin
g eq
uipm
ent
and
spac
e ap
prop
riate
ly.
(S4.
E1.
1)
Prac
tices
ski
lls
with
min
imal
te
ache
r pro
mpt
ing.
(S
4.E
1.2)
Exh
ibits
per
sona
l re
spon
sibi
lity
in
teac
her-
dire
cted
ac
tiviti
es.
(S4.
E1.
3)
Exh
ibits
resp
onsi
ble
beha
vior
in
inde
pend
ent g
roup
si
tuat
ions
. (S
4.E
1.4)
Eng
ages
in
phys
ical
act
ivity
w
ith re
spon
sibl
e in
terp
erso
nal
beha
vior
(e.g
., pe
er to
pee
r, st
uden
t to
teac
her,
stud
ent t
o re
fere
e).
(S4.
E1.
5)
S4
.E2
SD Rev
ised
Pe
rson
alR
espo
nsib
ility
Ack
now
ledg
es
resp
onsi
bilit
y fo
r be
havi
or w
hen
prom
pted
. (S
4.E
2.K
a)
Exh
ibits
resp
ect
for s
elf w
ith
deve
lopm
enta
lly
appr
opria
te
beha
vior
whi
le
enga
ging
in
phys
ical
act
ivity
. (S
4.E
2.K
b)
Acce
pts
resp
onsi
bilit
y fo
r cl
ass
prot
ocol
s w
ith
beha
vior
and
pe
rform
ance
ac
tions
. (S
4.E
2.1a
)
Exh
ibits
resp
ect f
or
self
with
de
velo
pmen
tally
ap
prop
riate
be
havi
or w
hile
en
gagi
ng in
ph
ysic
al a
ctiv
ity.
(S4.
E2.
1b)
Par
ticip
ates
inde
pend
ently
for
exte
nded
per
iods
of
tim
e.
(S4.
E2.
2a)
Exh
ibits
resp
ect
for s
elf w
ith
deve
lopm
enta
lly
appr
opria
te
beha
vior
whi
le
enga
ging
in
phys
ical
act
ivity
. (S
4.E
2.2b
)
Ref
lect
s on
pe
rson
al s
ocia
l be
havi
or in
ph
ysic
al a
ctiv
ity.
(S4.
E2.
3a)
Exh
ibits
resp
ect f
or
self
with
de
velo
pmen
tally
ap
prop
riate
be
havi
or w
hile
en
gagi
ng in
ph
ysic
al a
ctiv
ity.
(S4.
E2.
3b)
Res
olve
s co
nflic
ts
in a
soc
ially
ac
cept
able
m
anne
r. (S
4.E
2.4a
)
Exh
ibits
resp
ect f
or
self
with
de
velo
pmen
tally
ap
prop
riate
be
havi
or w
hile
en
gagi
ng in
ph
ysic
al a
ctiv
ity.
(S4.
E2.
4b)
Par
ticip
ates
with
re
spon
sibl
e pe
rson
al b
ehav
ior
in a
var
iety
of
phys
ical
act
ivity
co
ntex
ts,
envi
ronm
ents
and
fa
cilit
ies.
(S4.
E2.
5a)
Exh
ibits
resp
ect f
or
self
with
de
velo
pmen
tally
ap
prop
riate
be
havi
or w
hile
en
gagi
ng in
ph
ysic
al a
ctiv
ity.
(S4.
E2.
5b)
S4
.E3
SD Rev
ised
Acc
eptin
g Fe
edba
ck
List
ens
resp
ectfu
lly to
ge
nera
l fee
dbac
k fro
m th
e te
ache
r. (S
4.E
3.K
)
Res
pond
s ap
prop
riate
ly to
ge
nera
l fee
dbac
k fro
m th
e te
ache
r. (S
4.E
3.1)
Acce
pts
spec
ific
corre
ctiv
e fe
edba
ck fr
om th
e te
ache
r.
(S4.
E3.
2)
Acc
epts
and
im
plem
ents
sp
ecifi
c co
rrec
tive
teac
her f
eedb
ack.
(S
4.E
3.3)
List
ens
resp
ectfu
lly
to c
orre
ctiv
e fe
edba
ck fr
om
othe
rs (e
.g.,
peer
s,
adul
ts).
(S4.
E3.
4)
Giv
es c
orre
ctiv
e fe
edba
ck
resp
ectfu
lly to
pe
ers.
(S4.
E3.
5)
28
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
4
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
S4.E
4 SD
Rev
ised
W
orki
ng W
ith
Oth
ers
Sha
res
equi
pmen
t and
sp
ace
with
ot
hers
.(S
4.E
4.K
a)
Rec
ogni
zes
and
unde
rsta
nds
indi
vidu
alun
ique
ness
and
di
vers
ity.
(S4.
E4.
Kb)
Wor
ks
inde
pend
ently
with
ot
hers
in p
artn
er
envi
ronm
ents
. (S
4.E
4.1a
) R
ecog
nize
s an
d un
ders
tand
s in
divi
dual
uniq
uene
ss a
nd
dive
rsity
. (S
4.E
4.1b
)
Wor
ks
inde
pend
ently
with
ot
hers
in a
var
iety
of
cla
ss
envi
ronm
ents
(e
.g.,
smal
l and
la
rge
grou
ps).
(S4.
E4.
2a)
Rec
ogni
zes
and
unde
rsta
nds
indi
vidu
alun
ique
ness
and
di
vers
ity.
(S4.
E4.
2b)
Wor
ks
coop
erat
ivel
y w
ith
othe
rs.
(S4.
E4.
3a)
Pra
ises
oth
ers
for
thei
r suc
cess
in
mov
emen
tpe
rform
ance
. (S
4.E
4.3b
)
Rec
ogni
zes
and
unde
rsta
nds
indi
vidu
alun
ique
ness
and
di
vers
ity.
(S4.
E4.
3c)
Pra
ises
the
mov
emen
tpe
rform
ance
of
othe
rs b
oth
mor
e-
and
less
-ski
lled.
(S
4.E
4.4a
) Ac
cept
s “p
laye
rs”
of a
ll sk
ill le
vels
in
to th
e ph
ysic
al
activ
ity.
(S4.
E4.
4b)
Rec
ogni
zes
and
unde
rsta
nds
indi
vidu
alun
ique
ness
and
di
vers
ity.
(S4.
E4.
4c)
Acce
pts,
re
cogn
izes
and
ac
tivel
y in
volv
es
othe
rs w
ith b
oth
high
er a
nd lo
wer
sk
ill a
bilit
ies
into
ph
ysic
al a
ctiv
ities
an
d gr
oup
proj
ects
. (S
4.E
4.5a
)
Rec
ogni
zes
and
unde
rsta
nds
indi
vidu
alun
ique
ness
and
di
vers
ity.
(S4.
E4.
5b)
S4.E
5 SD
Rev
ised
R
ules
and
Et
ique
tte
Rec
ogni
zes
the
esta
blis
hed
prot
ocol
for c
lass
ac
tiviti
es.
(S4.
E5.
Ka)
Rec
ogni
zes
the
fund
amen
tals
of
good
spor
tsm
ansh
ip.
(S4.
E5.
Kb)
Exh
ibits
the
esta
blis
hed
prot
ocol
s fo
r cla
ss
activ
ities
. (S
4.E
5.1a
)
Exh
ibits
the
fund
amen
tals
of
good
spor
tsm
ansh
ip.
(S4.
E5.
1b)
Rec
ogni
zes
the
role
of r
ules
and
et
ique
tte in
te
ache
r-de
sign
ed
phys
ical
act
iviti
es.
(S4.
E5.
2a)
Exh
ibits
the
fund
amen
tals
of
good
spor
tsm
ansh
ip.
(S4.
E5.
2b)
Rec
ogni
zes
the
role
of r
ules
and
et
ique
tte in
ph
ysic
al a
ctiv
ity
with
pee
rs.
(S4.
E5.
3a)
Exh
ibits
the
fund
amen
tals
of
good
spor
tsm
ansh
ip.
(S4.
E5.
3b)
Exh
ibits
etiq
uette
an
d ad
here
nce
to
rule
s in
a v
arie
ty o
f ph
ysic
al a
ctiv
ities
. (S
4.E
5.4a
)
Exh
ibits
the
fund
amen
tals
of
good
spor
tsm
ansh
ip.
(S4.
E5.
4b)
Crit
ique
s th
e et
ique
tte in
volv
ed
in ru
les
of v
ario
us
gam
e ac
tiviti
es.
(S4.
E5.
5a)
Exh
ibits
the
fund
amen
tals
of
good
spor
tsm
ansh
ip.
(S4.
E5.
5b)
S4.E
6 SD
Rev
ised
Sa
fety
Follo
ws
teac
her
dire
ctio
ns fo
r saf
e pa
rtici
patio
n an
d pr
oper
use
of
equi
pmen
t with
te
ache
r re
min
ders
. (S
4.E
6.K
)
Follo
ws
teac
her
dire
ctio
ns fo
r saf
e pa
rtici
patio
n an
d pr
oper
use
of
equi
pmen
t with
te
ache
r rem
inde
rs.
(S4.
E6.
1)
Wor
ks
inde
pend
ently
and
sa
fely
with
eq
uipm
ent w
ith
teac
her r
emin
ders
. (S
4.E
6.2)
Wor
ks
inde
pend
ently
and
sa
fely
with
eq
uipm
ent w
ith
min
imal
teac
her
rem
inde
rs.
(S4.
E6.
3)
Wor
ks s
afel
y w
ith
peer
s an
d eq
uipm
ent i
n ph
ysic
al a
ctiv
ity
setti
ngs.
(S
4.E
6.4)
Appl
ies
safe
ty
prin
cipl
es w
ith a
ge-
appr
opria
te
phys
ical
act
iviti
es.
(S4.
E6.
5)
29
Elementary
Grade-level O
utcomes
Stan
dard
5
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
The
phys
ical
ly li
tera
te in
divi
dual
reco
gniz
es th
e va
lue
of p
hysi
cal a
ctiv
ity fo
r hea
lth, e
njoy
men
t, ch
alle
nge,
sel
f-exp
ress
ion,
em
ploy
men
t op
port
uniti
es a
nd s
ocia
l int
erac
tion.
S5
.E1
SD Rev
ised
H
ealth
Rec
ogni
zes
that
ph
ysic
al a
ctiv
ity is
im
porta
nt fo
r a
heal
thy
lifes
tyle
an
d fo
r bra
in
heal
th.
(S5.
E1.
K)
Iden
tifie
s ph
ysic
al
activ
ity a
s a
com
pone
nt o
f a
heal
thy
lifes
tyle
an
d fo
r bra
in
heal
th.
(S5.
E1.
1)
Rec
ogni
zes
and
valu
es th
e ba
lanc
e be
twee
n ph
ysic
al
activ
ity a
nd
nutri
tion
for a
he
alth
y lif
esty
le
and
for
brai
n he
alth
. (S
5.E
1.2)
Dis
cuss
es th
e re
latio
nshi
p be
twee
n ph
ysic
al
activ
ity, h
ealth
y lif
esty
le, a
nd b
rain
he
alth
. (S
5.E
1.3)
Exa
min
es th
e he
alth
ben
efits
of
parti
cipa
ting
in
phys
ical
act
ivity
. (S
5.E
1.4)
Com
pare
s th
e he
alth
ben
efits
of
parti
cipa
ting
in
vario
us p
hysi
cal
activ
ities
. (S
5.E
1.5)
S5.E
2 SD
Rev
ised
C
halle
nge
Ack
now
ledg
es th
at
som
e ph
ysic
al
activ
ities
are
ch
alle
ngin
g/di
fficu
lt.
(S5.
E2.
K)
Rec
ogni
zes
that
ch
alle
nges
and
/or
diffi
culti
es in
ph
ysic
al a
ctiv
ities
ca
n le
ad to
su
cces
s.
(S5.
E2.
1)
Com
pare
s ph
ysic
al
activ
ities
that
brin
g co
nfid
ence
and
ch
alle
nge.
(S
5.E
2.2.
)
Dis
cuss
es th
e ch
alle
nge
that
co
mes
from
le
arni
ng a
new
ph
ysic
al a
ctiv
ity.
(S5.
E2.
3)
Rec
ogni
zes
the
enjo
ymen
t of
parti
cipa
ting
in
chal
leng
ing
and
mas
tere
d ph
ysic
al
activ
ities
. (S
5.E
2.4)
Exp
ress
es (e
.g.,
writ
ten
essa
y,
visu
al a
rt, d
ance
) th
e en
joym
ent
and/
or c
halle
nge
of
parti
cipa
ting
in a
fa
vorit
e ph
ysic
al
activ
ity.
(S5.
E2.
5)
S5
.E3
SD Rev
ised
Se
lf-Ex
pres
sion
/En
joym
ent
Iden
tifie
s ph
ysic
al
activ
ities
that
are
en
joya
ble.
(S5.
E3.
Ka)
Dem
onst
rate
s th
e en
joym
ent o
f pl
ayin
g w
ith
frien
ds.
(S5.
E3.
Kb)
Des
crib
es p
ositi
ve
feel
ings
that
resu
lt fro
m p
artic
ipat
ing
in
phys
ical
act
iviti
es.
(S5.
E3.
1a)
Dis
cuss
es p
erso
nal
reas
ons
for
enjo
ying
phy
sica
l ac
tiviti
es.
(S5.
E3.
1b)
Iden
tifie
s ph
ysic
al
activ
ities
that
pr
ovid
e se
lf-ex
pres
sion
(e.g
., da
nce,
gym
nast
ics
rout
ines
, pra
ctic
e ta
sks
in g
ames
en
viro
nmen
t).
(S5.
E3.
2)
Ref
lect
s on
the
reas
ons
for
enjo
ying
var
ious
ph
ysic
al a
ctiv
ities
. (S
5.E
3.3)
Rec
ogni
zes
the
enjo
ymen
t of
parti
cipa
ting
in
diffe
rent
phy
sica
l ac
tiviti
es.
(S5.
E3.
4)
Ana
lyze
s di
ffere
nt
phys
ical
act
iviti
es
for e
njoy
men
t and
ch
alle
nge,
id
entif
ying
reas
ons
for a
pos
itive
or
nega
tive
resp
onse
. (S
5.E
3.5)
30
Elem
enta
ry
Gra
de-le
vel O
utco
mes
Stan
dard
5
Kin
derg
arte
n G
rade
1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
S5.E
4 SD
Rev
ised
So
cial
Inte
ract
ion
Ref
lect
s on
the
posi
tive
soci
al
inte
ract
ions
that
co
me
whe
n en
gage
d w
ith
othe
rs in
phy
sica
l ac
tivity
(S
5.E
4.K
)
Rec
ogni
zes
the
posi
tive
soci
al
inte
ract
ions
that
co
me
whe
n en
gage
d w
ith
othe
rs in
phy
sica
l ac
tivity
. (S
5.E
4.1)
Iden
tifie
s th
e po
sitiv
e so
cial
in
tera
ctio
ns th
at
com
e w
hen
enga
ged
with
ot
hers
in p
hysi
cal
activ
ity.
(S5.
E4.
2)
Des
crib
es th
e po
sitiv
e so
cial
in
tera
ctio
ns th
at
com
e w
hen
enga
ged
with
ot
hers
in p
hysi
cal
activ
ity.
(S5.
E4.
3)
Des
crib
es a
nd
com
pare
s th
e po
sitiv
e so
cial
in
tera
ctio
ns w
hen
enga
ged
in p
artn
er,
smal
l-gro
up a
nd
larg
e-gr
oup
phys
ical
act
iviti
es.
(S5.
E4.
4)
Des
crib
es th
e so
cial
ben
efits
ga
ined
from
pa
rtici
patin
g in
ph
ysic
al a
ctiv
ity
(e.g
., re
cess
, you
th
spor
t).
(S5.
E4.
5)
31
Middle School
Grade-level O
utcomes
Mid
dle
Scho
ol O
utco
mes
(Gra
des
6 –
8)
By
the
end
of G
rade
8, t
he le
arne
r will
app
ly ta
ctic
s an
d st
rate
gies
to m
odifi
ed g
ame
play
; dem
onst
rate
a m
atur
e le
vel o
f fun
dam
enta
l mov
emen
t sk
ills in
a v
arie
ty o
f con
text
s; d
esig
n an
d im
plem
ent a
hea
lth-e
nhan
cing
fitn
ess
prog
ram
; par
ticip
ate
in s
elf-s
elec
ted
phys
ical
act
ivity
; coo
pera
te
with
and
enc
oura
ge c
lass
mat
es; a
ccep
t ind
ivid
ual d
iffer
ence
s an
d de
mon
stra
te in
clus
ive
beha
vior
s; a
nd e
ngag
e in
phy
sica
l act
ivity
for e
njoy
men
t an
d se
lf-ex
pres
sion
.
Stan
dard
1
Gra
de 6
Gra
de 7
Gra
de 8
The
phys
ical
ly li
tera
te in
divi
dual
dem
onst
rate
s pr
ofic
ienc
y in
a v
arie
ty o
f mot
or s
kills
and
mov
emen
t pat
tern
s.
S1.M
1SD
Rev
ised
R
hyth
mic
A
ctiv
ities
/Dan
ce
Dem
onst
rate
s co
rrec
t rhy
thm
and
pa
ttern
for o
ne o
f the
follo
win
g da
nce
form
s: fo
lk, s
ocia
l, cr
eativ
e, li
ne o
r w
orld
dan
ce.
(S1.
M1.
6)
Dem
onst
rate
s co
rrec
t rhy
thm
and
pa
ttern
for a
diff
eren
t dan
ce fo
rm fr
om
amon
g fo
lk, s
ocia
l, cr
eativ
e, li
ne a
nd
wor
ld d
ance
. (S
1.M
1.7)
Exh
ibits
con
sist
ent e
ffect
ive
use
of
rhyt
hm a
nd ti
min
g by
cre
atin
g a
mov
emen
t seq
uenc
e to
mus
ic a
s an
in
divi
dual
or i
n a
grou
p.
(S1.
M1.
8)
S1.M
2SD
Rev
ised
G
ames
and
Spo
rts
Inva
sion
Gam
es
Thro
win
g
Thro
ws
with
a m
atur
e pa
ttern
for
dist
ance
or p
ower
app
ropr
iate
to th
e ac
tivity
in a
dyn
amic
env
ironm
ent.
(S1.
M2.
6)
Thro
ws
with
a m
atur
e pa
ttern
for
dist
ance
or p
ower
app
ropr
iate
to th
e ac
tivity
dur
ing
smal
l-sid
ed g
ame
play
. (S
1.M
2.7)
Thro
ws
with
a m
atur
e pa
ttern
st
rate
gica
lly a
ppro
pria
te to
the
activ
ity.
(S1.
M2.
8)
S1.M
3
Gam
es a
nd S
port
s In
vasi
on G
ames
Cat
chin
g
Cat
ches
with
a m
atur
e pa
ttern
from
a
varie
ty o
f tra
ject
orie
s us
ing
diffe
rent
ob
ject
s in
var
ying
pra
ctic
e ta
sks.
(S
1.M
3.6)
Cat
ches
with
a m
atur
e pa
ttern
from
a
varie
ty o
f tra
ject
orie
s us
ing
diffe
rent
ob
ject
s in
sm
all-s
ided
gam
e pl
ay.
(S1.
M3.
7)
Cat
ches
usi
ng a
n im
plem
ent i
n a
dyna
mic
env
ironm
ent o
r mod
ified
ga
me
play
. (S
1.M
3.8)
S1.M
4SD
Rev
ised
G
ames
and
Spo
rts
Inva
sion
Gam
es
Pas
sing
and
Rec
eivi
ng
Pas
ses
and
rece
ives
with
han
ds in
co
mbi
natio
n w
ith lo
com
otor
pat
tern
s of
runn
ing
and
chan
ge o
f dire
ctio
n an
d sp
eed
with
com
pete
ncy
in
vary
ing
prac
tice
task
s.
(S1.
M4.
6)
Pas
ses
and
rece
ives
with
feet
in
com
bina
tion
with
loco
mot
or p
atte
rns
of ru
nnin
g an
d ch
ange
of d
irect
ion
and
spee
d w
ith c
ompe
tenc
y in
sm
all
side
d in
vasi
on g
ames
. (S
1.M
4.7)
Pas
ses
and
rece
ives
with
an
impl
emen
t in
com
bina
tion
with
lo
com
otor
pat
tern
s of
runn
ing
and
chan
ge o
f dire
ctio
n, s
peed
and
/or
leve
l with
com
pete
ncy
in s
mal
l sid
ed
inva
sion
gam
es.
(S1.
M4.
8)
32
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
1
Gra
de 6
Gra
de 7
Gra
de 8
S1.M
5SD
Rev
ised
SD
: Del
eted
Inte
grat
ed in
to S
1.M
2 an
d S
1.M
3
S1.M
6
Gam
es a
nd S
port
s In
vasi
on G
ames
O
ffens
ive
Ski
lls
Per
form
s pi
vots
, fak
es a
nd ja
b st
eps
desi
gned
to c
reat
e op
en s
pace
dur
ing
prac
tice
task
s.
(S1.
M6.
6)
Exe
cute
s at
leas
t one
of t
he fo
llow
ing
desi
gned
to c
reat
e op
en s
pace
dur
ing
smal
l-sid
ed g
ame
play
: piv
ots,
fake
s,
jab
step
s.
(S1.
M6.
7)
Exe
cute
s at
leas
t tw
o of
the
follo
win
g to
cre
ate
open
spa
ce d
urin
g m
odifi
ed
gam
e pl
ay: p
ivot
s, fa
kes,
jab
step
s,
scre
ens.
(S
1.M
6.8)
S1.M
7 G
ames
and
Spo
rts
Inva
sion
Gam
es
Offe
nsiv
e S
kills
Per
form
s th
e fo
llow
ing
offe
nsiv
e sk
ills
with
out d
efen
sive
pre
ssur
e: p
ivot
, gi
ve a
nd g
o, a
nd fa
kes.
(S
1.M
7.6)
Per
form
s th
e fo
llow
ing
offe
nsiv
e sk
ills
with
def
ensi
ve p
ress
ure:
piv
ot, g
ive
and
go, a
nd fa
kes.
(S
1.M
7.7)
Exe
cute
s th
e fo
llow
ing
offe
nsiv
e sk
ills
durin
g sm
all-s
ided
gam
e pl
ay: p
ivot
, gi
ve a
nd g
o, a
nd fa
kes.
(S
1.M
7.8)
S1.M
8 G
ames
and
Spo
rts
Inva
sion
Gam
es
Drib
blin
g/B
all C
ontro
l
Drib
bles
with
dom
inan
t han
d us
ing
a ch
ange
of s
peed
and
dire
ctio
n in
a
varie
ty o
f pra
ctic
e ta
sks.
(S
1.M
8.6)
Drib
bles
with
dom
inan
t and
non
-do
min
ant h
and
usin
g a
chan
ge o
f sp
eed
and
dire
ctio
n in
a v
arie
ty o
f pr
actic
e ta
sks.
(S
1.M
8.7)
Drib
bles
with
dom
inan
t and
non
-do
min
ant h
and
usin
g a
chan
ge o
f sp
eed
and
dire
ctio
n in
sm
all-s
ided
ga
me
play
. (S
1.M
8.8)
S1.M
9 G
ames
and
Spo
rts
Inva
sion
Gam
es
Drib
blin
g/B
all C
ontro
l
Foot
-drib
bles
or d
ribbl
es w
ith a
n im
plem
ent w
ith c
ontro
l, ch
angi
ng
spee
d an
d di
rect
ion
in a
var
iety
of
prac
tice
task
s.
(S1.
M9.
6)
Foot
-drib
bles
or d
ribbl
es w
ith a
n im
plem
ent c
ombi
ned
with
pas
sing
in a
va
riety
of p
ract
ice
task
s.
(S1.
M9.
7)
Foot
-drib
bles
or d
ribbl
es w
ith a
n im
plem
ent w
ith c
ontro
l, ch
angi
ng
spee
d an
d di
rect
ion
durin
g sm
all-
side
d ga
me
play
. (S
1.M
9.8)
S1.M
10
SD Rev
ised
G
ames
and
Spo
rts
Inva
sion
Gam
es
Sho
otin
g O
n G
oal
Sho
ots
on g
oal w
ith c
orre
ct te
chni
que
in a
dyn
amic
env
ironm
ent a
s ap
prop
riate
to th
e ac
tivity
. (S
1.M
10.6
)
Sho
ots
on g
oal w
ith c
orre
ct te
chni
que
and
accu
racy
in s
mal
l-sid
ed g
ame
play
.(S
1.M
10.7
)
Sho
ots
on g
oal w
ith a
long
-han
dled
im
plem
ent w
ith c
ontro
lled
tech
niqu
e an
d ac
cura
cy in
mod
ified
inva
sion
ga
mes
suc
h as
hoc
key
(floo
r, fie
ld,
ice)
or l
acro
sse.
(S
1.M
10.8
)
33
Middle School
Grade-level O
utcomes
Stan
dard
1
Gra
de 6
Gra
de 7
Gra
de 8
S1.M
11
SD Rev
ised
G
ames
and
Spo
rts
Inva
sion
Gam
es
Def
ensi
ve S
kills
Mai
ntai
ns d
efen
sive
read
y po
sitio
n,
with
wei
ght o
n ba
lls o
f fee
t, ar
ms
exte
nded
and
eye
s on
mid
sect
ion
of
the
offe
nsiv
e pl
ayer
. (S
1.M
11.6
)
Slid
es in
any
dire
ctio
ns w
hile
on
defe
nse
with
out c
ross
ing
feet
. (S
1.M
11.7
)
Dro
p-st
eps
in th
e di
rect
ion
of th
e pa
ss
durin
g pl
ayer
-to-p
laye
r def
ense
. (S
1.M
11.8
)
S1.M
12
SD Rev
ised
G
ames
and
Spo
rts
Net
/Wal
l Gam
es
Ser
ving
Per
form
s a
lega
l und
erha
nd s
erve
w
ith c
ontro
l for
net
/wal
l gam
es (e
.g.,
ba
dmin
ton,
vol
leyb
all,
pick
leba
ll).
(S1.
M12
.6)
Exe
cute
s co
nsis
tent
ly a
lega
l ser
ve to
a
pred
eter
min
ed ta
rget
for n
et/w
all
gam
es (e
.g.,
badm
into
n, v
olle
ybal
l, pi
ckle
ball)
. (S
1.M
12.7
)
Exe
cute
s co
nsis
tent
ly a
lega
l ser
ve
for d
ista
nce
and
accu
racy
for n
et/w
all
gam
es (e
.g.,
badm
into
n, v
olle
ybal
l, pi
ckle
ball)
. (S
1.M
12.8
)
S1.M
13
SD Rev
ised
G
ames
and
Spo
rts
Net
/Wal
l Gam
es
Stri
king
Stri
kes,
with
a m
atur
e ov
erha
nd
patte
rn, i
n a
non-
dyna
mic
en
viro
nmen
t for
net
/wal
l gam
es (e
.g.,
volle
ybal
l, ha
ndba
ll, b
adm
into
n,
tenn
is).
(S
1.M
13.6
)
Stri
kes,
with
a m
atur
e ov
erha
nd
patte
rn, i
n a
dyna
mic
env
ironm
ent f
or
net/w
all g
ames
(e.g
., vo
lleyb
all,
hand
ball,
bad
min
ton,
tenn
is).
(S1.
M13
.7)
Stri
kes,
with
a m
atur
e ov
erha
nd
patte
rn, i
n a
mod
ified
gam
e fo
r ne
t/wal
l gam
es (e
.g.,
volle
ybal
l, ha
ndba
ll, b
adm
into
n, te
nnis
). (S
1.M
13.8
)
S1.M
14
Gam
es a
nd S
port
s N
et/W
all G
ames
Fo
reha
nd/B
ackh
and
Dem
onst
rate
s th
e m
atur
e fo
rm o
f the
fo
reha
nd a
nd b
ackh
and
stro
kes
with
a
shor
t-han
dled
impl
emen
t in
net
gam
es (e
.g.,
padd
leba
ll, p
ickl
ebal
l, sh
ort-h
andl
ed ra
cket
tenn
is).
(S1.
M14
.6)
Dem
onst
rate
s th
e m
atur
e fo
rm o
f fo
reha
nd a
nd b
ackh
and
stro
kes
with
a
long
-han
dled
impl
emen
t in
net g
ames
(e
.g.,
badm
into
n, te
nnis
).
(S1.
M14
.7)
Dem
onst
rate
s th
e m
atur
e fo
rm o
f fo
reha
nd a
nd b
ackh
and
stro
kes
with
a
shor
t- or
long
-han
dled
impl
emen
t with
po
wer
and
acc
urac
y in
net
gam
es
(e.g
., pi
ckle
ball,
tenn
is, b
adm
into
n,
padd
le b
all).
(S
1.M
14.8
)
S1.M
15
Gam
es a
nd S
port
s N
et/W
all G
ames
W
eigh
t Tra
nsfe
r
Tran
sfer
s w
eigh
t with
cor
rect
tim
ing
for t
he s
triki
ng p
atte
rn.
(S1.
M15
.6)
Tran
sfer
s w
eigh
t with
cor
rect
tim
ing
usin
g a
low
to h
igh
strik
ing
patte
rn
with
a s
hort-
hand
led
impl
emen
t on
the
fore
hand
sid
e.
(S1.
M15
.7)
Tran
sfer
s w
eigh
t with
cor
rect
tim
ing
usin
g lo
w to
hig
h st
rikin
g pa
ttern
with
a
long
-han
dled
impl
emen
t on
the
back
hand
sid
e.
(S1.
M15
.8)
34
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
1
Gra
de 6
Gra
de 7
Gra
de 8
S1.M
16
Gam
es a
nd S
port
s N
et/W
all G
ames
Vol
ley
Fore
hand
vol
leys
with
a m
atur
e fo
rm
and
cont
rol u
sing
a s
hort-
hand
led
impl
emen
t.
(S1.
M16
.6)
Fore
hand
and
bac
khan
d vo
lleys
with
a
mat
ure
form
and
con
trol u
sing
a
shor
t-han
dled
impl
emen
t.
(S1.
M16
.7)
Fore
hand
and
bac
khan
d vo
lleys
with
a
mat
ure
form
and
con
trol u
sing
a
shor
t-han
dled
impl
emen
t dur
ing
mod
ified
gam
e pl
ay.
(S1.
M16
.8)
S1.M
17
Gam
es a
nd S
port
s N
et/W
all G
ames
Two-
Han
d V
olle
y
Two-
hand
vol
leys
with
con
trol i
n a
varie
ty o
f pra
ctic
e ta
sks.
(S
1.M
17.6
)
Two-
hand
-vol
leys
with
con
trol i
n a
dyna
mic
env
ironm
ent.
(S
1.M
17.7
)
Two-
hand
-vol
leys
with
con
trol i
n a
smal
l-sid
ed g
ame.
(S
1.M
17.8
)
S1.M
18
SD Rev
ised
G
ames
and
Spo
rts
Targ
et G
ames
Und
erha
nd T
hrow
Exe
cute
s co
nsis
tent
ly a
mat
ure
unde
rhan
d pa
ttern
for t
arge
t gam
es
(e.g
., bo
wlin
g, b
occi
, hor
sesh
oes)
. (S
1.M
18.6
)
Per
form
s co
nsis
tent
ly a
mat
ure
unde
rhan
d pa
ttern
with
acc
urac
y an
d co
ntro
l for
one
targ
et g
ame
(e.g
., bo
wlin
g, b
occi
, hor
sesh
oes)
. (S
1.M
18.7
)
App
lies
cons
iste
ntly
a m
atur
e un
derh
and
patte
rn w
ith a
ccur
acy
and
cont
rol i
n m
ore
than
one
targ
et g
ame
(e.g
., bo
wlin
g, b
occi
, hor
sesh
oes)
. (S
1.M
18.8
)
S1.M
19
Gam
es a
nd S
port
s Ta
rget
Gam
es
Stri
king
Stri
kes,
with
an
impl
emen
t, a
stat
iona
ry o
bjec
t for
acc
urac
y in
ac
tiviti
es (e
.g.,
croq
uet,
shuf
flebo
ard,
go
lf).
(S1.
M19
.6)
Stri
kes,
with
an
impl
emen
t, a
stat
iona
ry o
bjec
t for
acc
urac
y an
d di
stan
ce in
act
iviti
es (e
.g.,
croq
uet,
shuf
flebo
ard,
gol
f).
(S1.
M19
.7)
Stri
kes,
with
an
impl
emen
t, a
stat
iona
ry o
bjec
t for
acc
urac
y an
d po
wer
in a
ctiv
ities
(e.g
., cr
oque
t, sh
uffle
boar
d, g
olf).
(S
1.M
19.8
)
S1.M
20
Gam
es a
nd S
port
s Fi
eldi
ng/S
trik
ing
Gam
es
Stri
king
Stri
kes
a pi
tche
d ba
ll w
ith a
n im
plem
ent w
ith fo
rce
in a
var
iety
of
prac
tice
task
s.
(S1.
M20
.6)
Stri
kes
a pi
tche
d ba
ll w
ith a
n im
plem
ent t
o op
en s
pace
in a
var
iety
of
pra
ctic
e ta
sks.
(S
1.M
20.7
)
Stri
kes
a pi
tche
d ba
ll w
ith a
n im
plem
ent f
or p
ower
to o
pen
spac
e in
a
varie
ty o
f sm
all-s
ided
gam
es.
(S1.
M20
.8)
35
Middle School
Grade-level O
utcomes
Stan
dard
1
Gra
de 6
Gra
de 7
Gra
de 8
S1.M
21
Gam
es a
nd S
port
s Fi
eldi
ng/S
trik
ing
Gam
es
Cat
chin
g
Cat
ches
, with
a m
atur
e pa
ttern
, fro
m
diffe
rent
traj
ecto
ries
usin
g a
varie
ty o
f ob
ject
s in
var
ying
pra
ctic
e ta
sks.
(S
1.M
21.6
)
Cat
ches
, with
a m
atur
e pa
ttern
, fro
m
diffe
rent
traj
ecto
ries
usin
g a
varie
ty o
f ob
ject
s in
sm
all-s
ided
gam
e pl
ay.
(S1.
M21
.7)
Cat
ches
, usi
ng a
n im
plem
ent,
from
di
ffere
nt tr
ajec
torie
s an
d sp
eeds
in a
dy
nam
ic e
nviro
nmen
t or m
odifi
ed
gam
e pl
ay.
(S1.
M21
.8)
S1.M
22
Gam
es a
nd S
port
s O
utdo
or E
duca
tion
(See
end
of s
ectio
n fo
r ex
ampl
es.)
Dem
onst
rate
s co
rrec
t tec
hniq
ue fo
r ba
sic
skills
in o
ne s
elf-s
elec
ted
outd
oor a
ctiv
ity.
(S1.
M22
.6)
Dem
onst
rate
s co
rrec
t tec
hniq
ue fo
r a
varie
ty o
f ski
lls in
one
sel
f-sel
ecte
d ou
tdoo
r act
ivity
. (S
1.M
22.7
)
Dem
onst
rate
s co
rrec
t tec
hniq
ue fo
r ba
sic
skills
in a
t lea
st tw
o se
lf-se
lect
ed o
utdo
or a
ctiv
ities
. (S
1.M
22.8
)
S1
.M23
Aqu
atic
s
Pre
fera
bly
taug
ht a
t ele
men
tary
or s
econ
dary
leve
ls. H
owev
er, a
vaila
bilit
y of
faci
litie
s m
ight
dic
tate
whe
n sw
imm
ing
and
wat
er s
afet
y ar
e of
fere
d in
the
curr
icul
um.
S1
.M24
SD Rev
ised
In
divi
dual
-Pe
rfor
man
ceA
ctiv
ities
(See
end
of s
ectio
n fo
r ex
ampl
es)
Dem
onst
rate
s co
rrec
t tec
hniq
ue fo
r ba
sic
skills
in o
ne s
elf-s
elec
ted
indi
vidu
al-p
erfo
rman
ce a
ctiv
ity.
(S1.
M24
.6a)
Dem
onst
rate
s ag
e-ap
prop
riate
targ
et
zone
s fo
r thr
ee o
f the
five
hea
lth-
rela
ted
fitne
ss c
ompo
nent
s.
(S1.
M24
.6b)
Dem
onst
rate
s co
rrec
t tec
hniq
ue fo
r a
varie
ty o
f ski
lls in
one
sel
f-sel
ecte
d in
divi
dual
-per
form
ance
act
ivity
. (S
1.M
24.7
a)
Dem
onst
rate
age
-app
ropr
iate
targ
et
zone
s fo
r eac
h of
the
heal
th-r
elat
ed
fitne
ss c
ompo
nent
s.
(S1.
M24
.7b)
Dem
onst
rate
s co
rrec
t tec
hniq
ue fo
r ba
sic
skills
in a
t lea
st tw
o se
lf-se
lect
ed in
divi
dual
-per
form
ance
ac
tiviti
es. (
S1.
M24
.8a)
Dem
onst
rate
age
-app
ropr
iate
th
resh
old
zone
s fo
r one
and
targ
et
zone
for t
he re
mai
ning
four
he
alth
-rel
ated
fitn
ess
com
pone
nts.
(S
1.M
24.8
b)
36
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
2
Gra
de 6
Gra
de 7
Gra
de 8
The
phys
ical
ly li
tera
te in
divi
dual
app
lies
know
ledg
e of
con
cept
s, p
rinci
ples
, str
ateg
ies
and
tact
ics
to e
nhan
ce m
ovem
ent a
nd
perf
orm
ance
. S2
.M1
SD Rev
ised
Gam
es a
nd S
port
s
Inva
sion
(Tac
tical
) G
ames
C
reat
ing
Spa
ce W
ith
Mov
emen
t
Cre
ates
ope
n sp
ace
by u
sing
lo
com
otor
mov
emen
ts (e
.g.,
wal
king
, ru
nnin
g, ju
mpi
ng a
nd la
ndin
g) in
co
mbi
natio
n w
ith m
ovem
ent (
e.g.
, va
ryin
g pa
thw
ays;
cha
nge
of s
peed
, di
rect
ion
or p
ace)
. (S
2.M
1.6)
Red
uces
ope
n sp
ace
by u
sing
lo
com
otor
mov
emen
ts (e
.g.,
wal
king
, ru
nnin
g, ju
mpi
ng a
nd la
ndin
g,
chan
ging
siz
e an
d sh
ape
of th
e bo
dy)
in c
ombi
natio
n w
ith m
ovem
ent
conc
epts
(e.g
., re
duci
ng th
e an
gle
in
the
spac
e, re
duci
ng d
ista
nce
betw
een
play
er a
nd g
oal).
(S
2.M
1.7)
Ope
ns a
nd c
lose
s sp
ace
durin
g sm
all-s
ided
gam
e pl
ay b
y co
mbi
ning
lo
com
otor
mov
emen
ts w
ith m
ovem
ent
conc
epts
. (S
2.M
1.8)
S2.M
2 SD
Rev
ised
Gam
es a
nd S
port
s
Inva
sion
(Tac
tical
) G
ames
C
reat
ing
Spa
ce W
ith
Offe
nsiv
e Ta
ctic
s
Exe
cute
s at
leas
t one
of t
he fo
llow
ing
offe
nsiv
e ta
ctic
s to
cre
ate
open
sp
ace:
mov
es to
ope
n sp
ace
with
out
the
ball;
use
s a
varie
ty o
f pas
ses,
pi
vots
and
fake
s; g
ive
and
go.
(S2.
M2.
6)
Exe
cute
s va
rious
offe
nsiv
e ta
ctic
s to
cr
eate
ope
n sp
ace
(e.g
., us
es a
va
riety
of p
asse
s, p
ivot
s an
d fa
kes;
gi
ve a
nd g
o).
(S2.
M2.
7)
Exe
cute
s se
vera
l of t
he fo
llow
ing
offe
nsiv
e ta
ctic
s to
cre
ate
open
sp
ace:
mov
es to
cre
ate
open
spa
ce
on a
nd o
ff th
e ba
ll; u
ses
a va
riety
of
pass
es, f
akes
and
pat
hway
s; g
ive
and
go.
(S2.
M2.
8)
S2.M
3 SD
Rev
ised
Gam
es a
nd S
port
s
Inva
sion
(Tac
tical
) G
ames
C
reat
ing
Spa
ce U
sing
W
idth
and
Len
gth
Cre
ates
ope
n sp
ace
by u
sing
the
wid
th a
nd le
ngth
of t
he fi
eld/
cour
t on
offe
nse.
(S
2.M
3.6)
Exe
cute
s va
rious
offe
nsiv
e ta
ctic
s to
cr
eate
ope
n sp
ace
(e.g
., us
es a
va
riety
of p
asse
s, p
ivot
s an
d fa
kes;
gi
ve a
nd g
o).
(S2.
M3.
7)
Cre
ates
offe
nse
tact
ics
in d
ynam
ic
activ
ities
(e.g
., cu
tting
and
pas
sing
qu
ickl
y, a
nd u
sing
fake
s of
f the
bal
l).
(S2.
M3.
8)
S2.M
4 SD
Rev
ised
G
ames
and
Spo
rts
In
vasi
on (T
actic
al)
Gam
es
Red
ucin
g S
pace
By
Cha
ngin
g S
ize
and
S
hape
Red
uces
ope
n sp
ace
on d
efen
se b
y m
akin
g th
e bo
dy la
rger
and
redu
cing
pa
ssin
g an
gles
. (S
2.M
4.6)
Red
uces
ope
n sp
ace
on d
efen
se b
y st
ayin
g cl
ose
to th
e op
pone
nt a
s he
/she
nea
rs th
e go
al.
(S2.
M4.
7)
Red
uces
ope
n sp
ace
on d
efen
se b
y st
ayin
g on
the
goal
sid
e of
the
offe
nsiv
e pl
ayer
and
redu
cing
the
dist
ance
to h
im/h
er (t
hird
-par
ty
pers
pect
ive)
. (S
2.M
4.8)
37
Middle School
Grade-level O
utcomes
Stan
dard
2
Gra
de 6
Gra
de 7
Gra
de 8
S2.M
5 SD
Rev
ised
G
ames
and
Spo
rts
Inva
sion
(Tac
tical
) G
ames
R
educ
ing
Spa
ce U
sing
D
enia
l
Red
uces
ope
n sp
ace
by n
ot a
llow
ing
the
catc
h (d
enia
l) or
by
allo
win
g th
e ca
tch
but n
ot th
e re
turn
pas
s.
(S2.
M5.
6)
Red
uces
ope
n sp
ace
by n
ot a
llow
ing
the
catc
h (d
enia
l) or
ant
icip
atin
g th
e sp
eed
of th
e ob
ject
or p
erso
n fo
r the
pu
rpos
e of
inte
rcep
tion
or d
efle
ctio
n.
(S2.
M5.
7)
Red
uces
ope
n sp
ace
by n
ot a
llow
ing
the
catc
h (d
enia
l) an
d an
ticip
atin
g th
e sp
eed
of th
e ob
ject
or p
erso
n fo
r the
pu
rpos
e of
inte
rcep
tion
or d
efle
ctio
n.
(S2.
M5.
8)
S2.M
6SD
Rev
ised
G
ames
and
Spo
rts
Inva
sion
(Tac
tical
) G
ames
Tr
ansi
tions
Tran
sitio
ns fr
om o
ffens
e to
def
ense
or
defe
nse
to o
ffens
e by
reco
verin
g qu
ickl
y.
(S2.
M6.
6)
Tran
sitio
ns fr
om o
ffens
e to
def
ense
or
defe
nse
to o
ffens
e by
reco
verin
g qu
ickl
y an
d co
mm
unic
atin
g w
ith
team
mat
es.
(S2.
M6.
7)
Tran
sitio
ns fr
om o
ffens
e to
def
ense
or
defe
nse
to o
ffens
e by
reco
verin
g qu
ickl
y, c
omm
unic
atin
g w
ith
team
mat
es a
nd c
apita
lizin
g on
an
adva
ntag
e.
(S2.
M6.
8)
S2.M
7 G
ames
and
Spo
rts
Net
/Wal
l Gam
es
Cre
atin
g S
pace
Th
roug
h V
aria
tion
Cre
ates
ope
n sp
ace
in n
et/w
all
gam
es w
ith a
sho
rt-ha
ndle
d im
plem
ent b
y va
ryin
g fo
rce
and
dire
ctio
n.
(S2.
M7.
6)
Cre
ates
ope
n sp
ace
in n
et/w
all
gam
es w
ith a
long
-han
dled
impl
emen
t by
var
ying
forc
e, d
irect
ion
and
mov
ing
oppo
nent
from
sid
e to
sid
e.
(S2.
M7.
7)
Cre
ates
ope
n sp
ace
in n
et/w
all
gam
es w
ith e
ither
a lo
ng- o
r sho
rt-ha
ndle
d im
plem
ent b
y va
ryin
g fo
rce
or d
irect
ion,
or m
ovin
g op
pone
nt s
ide
to s
ide
and/
or fo
rwar
d an
d ba
ck.
(S2.
M7.
8)
S2
.M8
Gam
es a
nd S
port
s
Net
/Wal
l Gam
es
Usi
ng T
actic
s an
d Sh
ots
Red
uces
offe
nsiv
e op
tions
for
oppo
nent
s by
retu
rnin
g to
mid
-cou
rt po
sitio
n.
(S2.
M8.
6)
Sel
ects
offe
nsiv
e sh
ot b
ased
on
oppo
nent
’s lo
catio
n (h
it w
here
op
pone
nt is
not
). (S
2.M
8.7)
Var
ies
plac
emen
t, fo
rce
and
timin
g of
re
turn
to p
reve
nt a
ntic
ipat
ion
by
oppo
nent
. (S
2.M
8.8)
S2.M
9
Gam
es a
nd S
port
s
Targ
et G
ames
S
hot S
elec
tion
Sel
ects
app
ropr
iate
sho
t and
/or c
lub
base
d on
loca
tion
of th
e ob
ject
in
rela
tion
to th
e ta
rget
. (S
2.M
9.6)
Var
ies
the
spee
d an
d/or
traj
ecto
ry o
f th
e sh
ot b
ased
on
loca
tion
of th
e ob
ject
in re
latio
n to
the
targ
et.
(S2.
M9.
7)
Var
ies
the
spee
d, fo
rce
and
traje
ctor
y of
the
shot
bas
ed o
n lo
catio
n of
the
obje
ct in
rela
tion
to th
e ta
rget
. (S
2.M
9.8)
38
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
2
Gra
de 6
Gra
de 7
Gra
de 8
S2.M
10
Gam
es a
nd S
port
s
Fiel
ding
/Str
ikin
gG
ames
O
ffens
ive
Stra
tegi
es
Iden
tifie
s op
en s
pace
s an
d at
tem
pts
to s
trike
obj
ect i
nto
that
spa
ce.
(S2.
M10
.6)
Use
s a
varie
ty o
f sho
ts (e
.g.,
slap
and
ru
n, b
unt,
line
driv
e, h
igh
arc)
to h
it to
op
en s
pace
. (S
2.M
10.7
)
Iden
tifie
s sa
crifi
ce s
ituat
ions
and
at
tem
pt to
adv
ance
a te
amm
ate.
(S
2.M
10.8
)
S2.M
11
Gam
es a
nd S
port
s
Fiel
ding
/Str
ikin
gG
ames
R
educ
ing
Spa
ce
Iden
tifie
s th
e co
rrec
t def
ensi
ve p
lay
base
d on
the
situ
atio
n (e
.g.,
num
ber
of o
uts)
. (S
2.M
11.6
)
Sel
ects
the
corr
ect d
efen
sive
pla
y ba
sed
on th
e si
tuat
ion
(e.g
., nu
mbe
r of
out
s).
(S2.
M11
.7)
Red
uces
ope
n sp
aces
in th
e fie
ld b
y w
orki
ng w
ith te
amm
ates
to m
axim
ize
cove
rage
. (S
2.M
11.8
)
S2.M
12
SD Rev
ised
Indi
vidu
al
Perf
orm
ance
Act
iviti
es, R
hyth
mic
A
ctiv
ity/D
ance
M
ovem
ent C
once
pts
Var
ies
appl
icat
ion
of fo
rce
durin
g va
rious
act
iviti
es.
(S2.
M12
.6)
Iden
tifie
s N
ewto
n’s
law
s of
mot
ion
to
vario
us a
ctiv
ities
. (S
2.M
12.7
)
App
ly a
nd in
corp
orat
e N
ewto
n’s
law
s of
mot
ion
to v
ario
us a
ctiv
ities
. (S
2.M
12.8
)
S2.M
13
SD Rev
ised
R
ecre
atio
n/O
utdo
or
Educ
atio
n
Iden
tify
and
use
appr
opria
te
equi
pmen
t or t
echn
olog
y fo
r a v
arie
ty
of a
ctiv
ities
. (S
2.M
13.6
)
Dem
onst
rate
app
ropr
iate
ski
lls a
nd
use
of e
quip
men
t for
a v
arie
ty o
f ac
tiviti
es.
(S2.
M13
.7)
Impl
emen
ts s
afe
prot
ocol
s in
a v
arie
ty
of a
ctiv
ities
. (S
2.M
13.8
)
S2.M
14
SD Rev
ised
Fi
tnes
s Pr
inci
ples
(F
ITT
Form
ula
= Fr
eque
ncy,
Inte
nsity
, Ti
me,
Typ
e)
Util
ize
the
basi
cs o
f the
FIT
T P
rinci
ples
in a
var
iety
of a
ctiv
ities
. (S
2.M
14.6
)
Det
erm
ine
FITT
com
pone
nts
achi
eved
dur
ing
a va
riety
of a
ctiv
ities
. (S
2.M
14.7
)
Ana
lyze
and
est
ablis
h pe
rson
al F
ITT
Prin
cipl
es g
oals
. (S
2.M
14.8
)
39
Middle School
Grade-level O
utcomes
Stan
dard
3
Gra
de 6
Gra
de 7
Gra
de 8
The
phys
ical
ly li
tera
te in
divi
dual
dem
onst
rate
s th
e kn
owle
dge
and
skill
s to
ach
ieve
and
mai
ntai
n a
heal
th-e
nhan
cing
leve
l of p
hysi
cal
activ
ity a
nd fi
tnes
s.S3
.M1
Phys
ical
Act
ivity
K
now
ledg
e
Des
crib
es h
ow b
eing
phy
sica
lly a
ctiv
e le
ads
to a
hea
lthy
body
. (S
3.M
1.6)
Iden
tifie
s ba
rrie
rs re
late
d to
m
aint
aini
ng a
phy
sica
lly a
ctiv
e lif
esty
le a
nd s
eeks
sol
utio
ns fo
r el
imin
atin
g th
ose
barr
iers
. (S
3.M
1.7)
Iden
tifie
s th
e fiv
e co
mpo
nent
s of
he
alth
-rel
ated
fitn
ess
(mus
cula
r st
reng
th, m
uscu
lar e
ndur
ance
, fle
xibi
lity,
car
diov
ascu
lar e
ndur
ance
, bo
dy c
ompo
sitio
n) a
nd e
xpla
ins
the
conn
ectio
ns b
etw
een
fitne
ss a
nd
over
all p
hysi
cal a
nd m
enta
l hea
lth.
(S3.
M1.
8)S3
.M2
SD Rev
ised
Enga
ges
In P
hysi
cal
Act
ivity
SD
: Del
eted
S
3.M
2
S3.M
3 SD
Rev
ised
Enga
ges
In P
hysi
cal
Act
ivity
Par
ticip
ates
in a
var
iety
of
card
iova
scul
ar, m
uscu
lar s
treng
th,
mus
cula
r end
uran
ce a
nd fl
exib
ility
activ
ities
with
teac
her d
irect
ion.
(S
3.M
3.6)
Cho
oses
to p
artic
ipat
e in
a v
arie
ty o
f ca
rdio
vasc
ular
, mus
cula
r stre
ngth
, m
uscu
lar e
ndur
ance
and
flex
ibilit
y ac
tiviti
es w
ith te
ache
r gui
danc
e.
(S3.
M3.
7)
Par
ticip
ates
in a
var
iety
of s
elf-
sele
cted
car
diov
ascu
lar,
mus
cula
r st
reng
th, m
uscu
lar e
ndur
ance
and
fle
xibi
lity
activ
ities
. (S
3.M
3.8)
S3.M
4 SD
Rev
ised
Enga
ges
In P
hysi
cal
Act
ivity
Par
ticip
ates
in a
var
iety
of a
erob
ic
and
stre
ngth
act
iviti
es u
sing
te
chno
logy
. (S
3.M
4.6)
Act
ivel
y en
gage
s in
a v
arie
ty o
f ae
robi
c an
d st
reng
th a
ctiv
ities
usi
ng
tech
nolo
gy.
(S3.
M4.
7)
Act
ivel
y pa
rtici
pate
s in
and
ana
lyze
s a
varie
ty o
f sel
f cho
sen
aero
bic
and
stre
ngth
act
iviti
es u
sing
tech
nolo
gy.
(S3.
M4.
8)
S3
.M5
SD Rev
ised
Enga
ges
In P
hysi
cal
Act
ivity
Par
ticip
ates
in a
var
iety
of l
ifetim
e re
crea
tiona
l ind
ivid
ual,
dual
, and
team
ac
tiviti
es.
(S3.
M5.
6)
Par
ticip
ates
in a
nd a
naly
zes
a va
riety
of
life
time
recr
eatio
nal i
ndiv
idua
l, du
al, a
nd te
am a
ctiv
ities
. (S
3.M
5.7)
Par
ticip
ates
in a
var
iety
of s
elf-
sele
cted
life
time
recr
eatio
nal
indi
vidu
al, d
ual,
and
team
act
iviti
es.
(S3.
M5.
8)
S3.M
6
SD Rev
ised
S
D: D
elet
ed
S3.
M6
Inte
grat
ed in
to S
3.M
11
40
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
3
Gra
de 6
Gra
de 7
Gra
de 8
S3.M
7 Fi
tnes
s K
now
ledg
e
Iden
tifie
s th
e co
mpo
nent
s of
ski
ll-
rela
ted
fitne
ss.
(S3.
M7.
6)
Dis
tingu
ishe
s be
twee
n he
alth
-rel
ated
an
d sk
ill-r
elat
ed fi
tnes
s.
(S3.
M7.
7)
Com
pare
s an
d co
ntra
sts
heal
th-
rela
ted
fitne
ss c
ompo
nent
s.
(S3.
M7.
8)
S3
.M8
Fitn
ess
Kno
wle
dge
Set
s an
d m
onito
rs a
sel
f-sel
ecte
d ph
ysic
al a
ctiv
ity g
oal f
or a
erob
ic
and/
or m
uscl
e- a
nd b
one-
stre
ngth
enin
g ac
tivity
bas
ed o
n cu
rrent
fitn
ess
leve
l. (S
3.M
8.6)
Adj
usts
phy
sica
l act
ivity
bas
ed o
n qu
antit
y of
exe
rcis
e ne
eded
for a
m
inim
al h
ealth
sta
ndar
d an
d/or
op
timal
func
tioni
ng b
ased
on
curr
ent
fitne
ss le
vel.
(S
3.M
8.7)
Use
s av
aila
ble
tech
nolo
gy to
sel
f-m
onito
r qua
ntity
of e
xerc
ise
need
ed
for a
min
imal
hea
lth s
tand
ard
and/
or
optim
al fu
nctio
ning
bas
ed o
n cu
rren
t fit
ness
leve
l.
(S3.
M8.
8)
S3.M
9 SD
Rev
ised
Fitn
ess
Kno
wle
dge
Em
ploy
s co
rrec
t tec
hniq
ues
and
met
hods
of s
tretc
hing
. (S
3.M
9.6)
Des
crib
es a
nd d
emon
stra
tes
the
diffe
renc
e be
twee
n dy
nam
ic a
nd
stat
ic s
tretc
hes.
(S
3.M
9.7)
Em
ploy
s a
varie
ty o
f app
ropr
iate
st
atic
and
dyn
amic
stre
tchi
ng
tech
niqu
es fo
r all
maj
or m
uscl
e gr
oups
. (S
3.M
9.8)
S3.M
10
SD Rev
ised
Fitn
ess
Kno
wle
dge
Diff
eren
tiate
s be
twee
n ae
robi
c an
d an
aero
bic
capa
city
, and
mus
cula
r st
reng
th a
nd e
ndur
ance
. (S
3.M
10.6
)
Des
crib
es th
e ro
le o
f exe
rcis
e an
d nu
tritio
n in
wei
ght m
anag
emen
t. (S
3.M
10.7
)
Des
crib
e th
e im
porta
nce
of p
rope
r m
ovem
ent a
nd m
ovem
ent p
atte
rns
for
the
prev
entio
n of
inju
ry.
(S3.
M10
.8)
S3.M
11
Fitn
ess
Kno
wle
dge
Iden
tifie
s ea
ch o
f the
com
pone
nts
of
the
over
load
prin
cipl
e (F
ITT
form
ula)
fo
r diff
eren
t typ
es o
f phy
sica
l act
ivity
(a
erob
ic, m
uscu
lar f
itnes
s an
d fle
xibi
lity)
. (S
3.M
11.6
)
Des
crib
es th
e ov
erlo
ad p
rinci
ple
(FIT
T fo
rmul
a) fo
r diff
eren
t typ
es o
f ph
ysic
al a
ctiv
ity, t
he tr
aini
ng
prin
cipl
es o
n w
hich
the
form
ula
is
base
d an
d ho
w th
e fo
rmul
a an
d pr
inci
ples
affe
ct fi
tnes
s.
(S3.
M11
.7)
Use
s th
e ov
erlo
ad p
rinci
ple
(FIT
T fo
rmul
a) in
pre
parin
g a
pers
onal
w
orko
ut.
(S3.
M11
.8)
S3.M
12
Fitn
ess
Kno
wle
dge
Des
crib
es th
e ro
le o
f war
m-u
ps a
nd
cool
-dow
ns b
efor
e an
d af
ter p
hysi
cal
activ
ity.
(S3.
M12
.6)
Des
igns
a w
arm
-up/
cool
-dow
n re
gim
en fo
r a s
elf-s
elec
ted
phys
ical
ac
tivity
. (S
3.M
12.7
)
Des
igns
and
impl
emen
ts a
war
m-u
p/
cool
-dow
n re
gim
en fo
r a s
elf-s
elec
ted
phys
ical
act
ivity
. (S
3.M
12.8
)
S3.M
13
SD Rev
ised
Fitn
ess
Kno
wle
dge
Def
ines
rest
ing
hear
t rat
e (R
HR
) and
de
scrib
es it
s re
latio
nshi
p to
aer
obic
fit
ness
and
per
ceiv
ed e
xerti
on.
(S3.
M13
.6)
Def
ines
how
per
ceiv
ed e
xerti
on c
an
be u
sed
to d
eter
min
e w
ork
effo
rt or
in
tens
ity o
f exe
rcis
e.
(S3.
M13
.7)
Def
ines
how
per
ceiv
ed e
xerti
on c
an
be u
sed
to a
djus
t wor
kout
inte
nsity
du
ring
phys
ical
act
ivity
. (S
3.M
13.8
)
41
Middle School
Grade-level O
utcomes
Stan
dard
3
Gra
de 6
Gra
de 7
Gra
de 8
S3.M
14
Fitn
ess
Kno
wle
dge
Iden
tifie
s m
ajor
mus
cles
use
d in
se
lect
ed p
hysi
cal a
ctiv
ities
. (S
3.M
14.6
)
Des
crib
es h
ow m
uscl
es p
ull o
n bo
nes
to c
reat
e m
ovem
ent i
n pa
irs b
y re
laxi
ng a
nd c
ontra
ctin
g.
(S3.
M14
.7)
Exp
lain
s ho
w b
ody
syst
ems
inte
ract
w
ith o
ne a
noth
er (e
.g.,
bloo
d tra
nspo
rts n
utrie
nts
from
the
dige
stiv
e sy
stem
, oxy
gen
from
the
resp
irato
ry
syst
em) d
urin
g ph
ysic
al a
ctiv
ity.
(S3.
M14
.8)
S3
.M15
SD
Rev
ised
Ass
essm
ent a
nd
Prog
ram
Pla
nnin
g
Des
igns
and
impl
emen
ts a
pro
gram
of
rem
edia
tion
for a
ny a
reas
of
wea
knes
s ba
sed
on th
e re
sults
of
heal
th-r
elat
ed fi
tnes
s as
sess
men
t w
ith te
ache
r ass
ista
nce.
(S
3.M
15.6
)
Des
igns
and
impl
emen
ts a
pro
gram
of
rem
edia
tion
for t
wo
area
s of
w
eakn
ess
base
d on
the
resu
lts o
f he
alth
-rel
ated
fitn
ess
asse
ssm
ent.
(S3.
M15
.7)
Des
igns
and
impl
emen
ts a
pro
gram
of
rem
edia
tion
for t
hree
are
as o
f w
eakn
ess
base
d on
the
resu
lts o
f he
alth
-rel
ated
fitn
ess
asse
ssm
ent.
(S3.
M15
.8)
S3.M
16
Ass
essm
ent a
nd
Prog
ram
Pla
nnin
g
Mai
ntai
ns a
phy
sica
l act
ivity
log
for a
t le
ast t
wo
wee
ks a
nd re
flect
s on
ac
tivity
leve
ls a
s do
cum
ente
d in
the
log.
(S3.
M16
.6)
Mai
ntai
ns a
phy
sica
l act
ivity
and
nu
tritio
n lo
g fo
r at l
east
two
wee
ks
and
refle
cts
on a
ctiv
ity le
vels
and
nu
tritio
n as
doc
umen
ted
in th
e lo
g.
(S3.
M16
.7)
Des
igns
and
impl
emen
ts a
pro
gram
to
impr
ove
leve
ls o
f hea
lth-r
elat
ed
fitne
ss a
nd n
utrit
ion.
(S
3.M
16.8
)
S3.M
17
Nut
ritio
n
Iden
tifie
s fo
ods
with
in e
ach
of th
e ba
sic
food
gro
ups
and
sele
cts
appr
opria
te s
ervi
ngs
and
porti
ons
for
his/
her a
ge a
nd p
hysi
cal a
ctiv
ity
leve
ls.
(S3.
M17
.6)
Dev
elop
s st
rate
gies
to b
alan
ce
heal
thy
food
, sna
cks
and
wat
er
inta
ke, a
long
with
dai
ly p
hysi
cal
activ
ity.
(S3.
M17
.7)
Des
crib
es th
e re
latio
nshi
p be
twee
n po
or n
utrit
ion
and
heal
th ri
sk fa
ctor
s.
(S3.
M17
.8)
S3.M
18
Stre
ss M
anag
emen
t
Iden
tifie
s po
sitiv
e an
d ne
gativ
e re
sults
of
stre
ss a
nd a
ppro
pria
te w
ays
of
deal
ing
with
eac
h.
(S3.
M18
.6)
Pra
ctic
es s
trate
gies
for d
ealin
g w
ith
stre
ss, s
uch
as d
eep
brea
thin
g,
guid
ed v
isua
lizat
ion
and
aero
bic
exer
cise
.(S
3.M
18.7
)
Dem
onst
rate
s ba
sic
mov
emen
ts u
sed
in o
ther
stre
ss-r
educ
ing
activ
ities
su
ch a
s yo
ga a
nd T
ai C
hi.
(S3.
M18
.8)
42
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
4
Gra
de 6
Gra
de 7
Gra
de 8
The
phys
ical
ly li
tera
te in
divi
dual
exh
ibits
resp
onsi
ble
pers
onal
and
soc
ial b
ehav
ior t
hat r
espe
cts
self,
oth
ers
and
envi
ronm
ent.
S4.M
1 SD
Rev
ised
Pe
rson
alR
espo
nsib
ility
Exh
ibits
resp
onsi
bilit
y by
usi
ng
appr
opria
te e
tique
tte, d
emon
stra
ting
resp
ect f
or fa
cilit
ies
and
exhi
bitin
g sa
fe b
ehav
iors
. (S
4.M
1.6)
Exh
ibits
resp
onsi
ble
soci
al b
ehav
iors
by
coo
pera
ting
with
cla
ssm
ates
, de
mon
stra
ting
incl
usiv
e be
havi
ors
and
supp
ortin
g cl
assm
ates
. (S
4.M
1.7)
Acc
epts
resp
onsi
bilit
y fo
r im
prov
ing
one’
s ow
n le
vels
of p
hysi
cal a
ctiv
ity
and
fitne
ss w
hile
sup
porti
ng th
e ef
forts
of o
ther
s.
(S4.
M1.
8)
S4
.M2
Pers
onal
Res
pons
ibili
ty
Iden
tifie
s an
d us
es a
ppro
pria
te
stra
tegi
es to
sel
f-rei
nfor
ce p
ositi
ve
fitne
ss b
ehav
iors
, suc
h as
pos
itive
se
lf-ta
lk.
(S4.
M2.
6)
Dem
onst
rate
s bo
th in
trins
ic a
nd
extri
nsic
mot
ivat
ion
by s
elec
ting
oppo
rtuni
ties
to p
artic
ipat
e in
phy
sica
l ac
tivity
out
side
of c
lass
. (S
4.M
2.7)
Use
s ef
fect
ive
self-
mon
itorin
g sk
ills
to
inco
rpor
ate
oppo
rtuni
ties
for p
hysi
cal
activ
ity in
and
out
side
of s
choo
l. (S
4.M
2.8)
S4.M
3 A
ccep
ting
Feed
back
Dem
onst
rate
s se
lf-re
spon
sibi
lity
by
impl
emen
ting
spec
ific
corre
ctiv
e fe
edba
ck to
impr
ove
perfo
rman
ce.
(S4.
M3.
6)
Pro
vide
s co
rrec
tive
feed
back
to a
pe
er, u
sing
teac
her-
gene
rate
d gu
idel
ines
, and
inco
rpor
atin
g ap
prop
riate
tone
and
oth
er
com
mun
icat
ion
skill
s.
(S4.
M3.
7)
Pro
vide
s en
cour
agem
ent a
nd
appr
opria
te fe
edba
ck to
pee
rs w
ithou
t pr
ompt
ing
from
the
teac
her.
(S4.
M3.
8)
S4.M
4 W
orki
ng W
ith O
ther
s
Acc
epts
diff
eren
ces
amon
g cl
assm
ates
in p
hysi
cal d
evel
opm
ent,
mat
urat
ion
and
vary
ing
skill
leve
ls b
y pr
ovid
ing
enco
urag
emen
t and
pos
itive
fe
edba
ck.
(S4.
M4.
6)
Dem
onst
rate
s co
oper
atio
n sk
ills b
y es
tabl
ishi
ng ru
les
and
guid
elin
es fo
r re
solv
ing
conf
licts
.(S
4.M
4.7)
Res
pond
s ap
prop
riate
ly to
pa
rtici
pant
s’ e
thic
al a
nd u
neth
ical
be
havi
or d
urin
g ph
ysic
al a
ctiv
ity b
y us
ing
rule
s an
d gu
idel
ines
for
reso
lvin
g co
nflic
ts.
(S4.
M4.
8)
S4
.M5
SD Rev
ised
Wor
king
With
Oth
ers
Coo
pera
tes
with
a s
mal
l gro
up o
f cl
assm
ates
dur
ing
adve
ntur
e ac
tiviti
es, g
ame
play
or t
eam
-bui
ldin
g ac
tiviti
es.
(S4.
M5.
6)
Pro
blem
-sol
ves
with
a s
mal
l gro
up o
f cl
assm
ates
dur
ing
adve
ntur
e ac
tiviti
es, s
mal
l-gro
up in
itiat
ives
or
gam
e pl
ay.
(S4.
M5.
7)
Coo
pera
tes
and
dist
ribut
es le
ader
ship
re
spon
sibi
litie
s w
ith m
ultip
le
clas
smat
es o
n pr
oble
m-s
olvi
ng
initi
ativ
es in
clud
ing
adve
ntur
e ac
tiviti
es, l
arge
-gro
up in
itiat
ives
and
ga
me
play
.(S
4.M
5.8)
43
Middle School
Grade-level O
utcomes
Stan
dard
4
Gra
de 6
Gra
de 7
Gra
de 8
S4.M
6 SD
Rev
ised
R
ules
and
Etiq
uette
Iden
tifie
s th
e ru
les
and
etiq
uette
for
phys
ical
act
iviti
es/g
ames
. (S
4.M
6.6a
) E
xhib
its th
e fu
ndam
enta
ls o
f goo
d sp
orts
man
ship
. (S
4.M
6.6b
)
Dem
onst
rate
s kn
owle
dge
of ru
les
and
etiq
uette
by
self-
offic
iatin
g m
odifi
ed
phys
ical
act
iviti
es/g
ames
or f
ollo
win
g pa
ram
eter
s to
cre
ate
or m
odify
a
danc
e.
(S4.
M6.
7a)
Exh
ibits
the
fund
amen
tals
of g
ood
spor
tsm
ansh
ip.
(S4.
M6.
7b)
App
lies
rule
s an
d et
ique
tte b
y ac
ting
as a
n of
ficia
l for
mod
ified
phy
sica
l ac
tiviti
es/g
ames
and
/or c
reat
ing
danc
e ro
utin
es w
ithin
a g
iven
set
of
para
met
ers.
(S
4.M
6.8a
) E
xhib
its th
e fu
ndam
enta
ls o
f goo
d sp
orts
man
ship
. (S
4.M
6.8b
)
S4.M
7 Sa
fety
Use
s ph
ysic
al a
ctiv
ity a
nd fi
tnes
s eq
uipm
ent a
ppro
pria
tely
and
saf
ely,
w
ith m
inim
al te
ache
r’s g
uida
nce.
(S1.
M7.
6)
Inde
pend
ently
use
s ph
ysic
al a
ctiv
ity
and
exer
cise
equ
ipm
ent a
ppro
pria
tely
an
d sa
fely
.(S
1.M
7.7)
Inde
pend
ently
use
s ph
ysic
al a
ctiv
ity
and
fitne
ss e
quip
men
t app
ropr
iate
ly,
and
iden
tifie
s sp
ecifi
c sa
fety
con
cern
s as
soci
ated
with
the
activ
ity.
(S1.
M7.
8)
44
Mid
dle
Scho
ol
Gra
de-le
vel O
utco
mes
Stan
dard
5
Gra
de 6
Gra
de 7
Gra
de 8
The
phys
ical
ly li
tera
te in
divi
dual
reco
gniz
es th
e va
lue
of p
hysi
cal a
ctiv
ity fo
r hea
lth, e
njoy
men
t, ch
alle
nge,
sel
f-exp
ress
ion,
em
ploy
men
t op
port
uniti
es a
nd s
ocia
l int
erac
tion.
S5
.M1
SD Rev
ised
H
ealth
Des
crib
es h
ow b
eing
phy
sica
lly a
ctiv
e le
ads
to a
hea
lthy
brai
n an
d bo
dy.
(S5.
M1.
6)
Iden
tifie
s di
ffere
nt ty
pes
of p
hysi
cal
activ
ities
and
des
crib
es h
ow e
ach
exer
ts a
pos
itive
impa
ct o
n ov
eral
l ph
ysic
al a
nd m
enta
l hea
lth.
(S5.
M1.
7)
Iden
tifie
s th
e fiv
e co
mpo
nent
s of
he
alth
-rel
ated
fitn
ess
(mus
cula
r st
reng
th, m
uscu
lar e
ndur
ance
, fle
xibi
lity,
car
diov
ascu
lar e
ndur
ance
an
d bo
dy c
ompo
sitio
n) a
nd e
xpla
ins
the
conn
ectio
ns b
etw
een
fitne
ss a
nd
over
all p
hysi
cal a
nd m
enta
l hea
lth.
(S5.
M1.
8)
S5
.M2
SD Rev
ised
H
ealth
Iden
tifie
s co
mpo
nent
s of
phy
sica
l ac
tivity
that
pro
vide
opp
ortu
nitie
s fo
r re
duci
ng s
tress
and
for s
ocia
l in
tera
ctio
n.(S
5.M
2.6)
Iden
tifie
s po
sitiv
e m
enta
l and
em
otio
nal a
spec
ts o
f par
ticip
atin
g in
a
varie
ty o
f phy
sica
l act
iviti
es.
(S5.
M2.
7)
Ana
lyze
s th
e em
pow
erin
g be
nefit
s of
be
ing
phys
ical
ly a
ctiv
e.
(S5.
M2.
8)
S5.M
3 SD
Rev
ised
C
halle
nge
Rec
ogni
zes
indi
vidu
al c
halle
nges
and
co
pes
in a
pos
itive
way
. (e.
g.,
exte
ndin
g ef
fort,
ask
ing
for h
elp
or
feed
back
and
/or m
odify
ing
the
task
s.)
(S5.
M3.
6)
Gen
erat
es p
ositi
ve s
trate
gies
(e.g
., of
ferin
g su
gges
tions
or a
ssis
tanc
e,
lead
ing
or fo
llow
ing
othe
rs) a
nd
prov
idin
g po
ssib
le s
olut
ions
whe
n fa
ced
with
a g
roup
cha
lleng
e.
(S5.
M3.
7)
Dev
elop
s a
plan
of a
ctio
n an
d m
akes
ap
prop
riate
dec
isio
ns b
ased
on
that
pl
an w
hen
face
d w
ith a
n in
divi
dual
ch
alle
nge.
(S
5.M
3.8)
S5.M
4 SD
Rev
ised
Self-
Expr
essi
on a
nd
Enjo
ymen
t
Des
crib
es h
ow m
ovin
g pr
ofic
ient
ly in
a
phys
ical
act
ivity
set
ting
crea
tes
enjo
ymen
t.(S
5.M
4.6)
Iden
tifie
s w
hy s
elf-s
elec
ted
phys
ical
ac
tiviti
es c
reat
e en
joym
ent.
(S
5.M
4.7)
Dis
cuss
es h
ow e
njoy
men
t cou
ld b
e in
crea
sed
in s
elf-s
elec
ted
phys
ical
ac
tiviti
es.
(S5.
M4.
8)
S5.M
5 Se
lf-Ex
pres
sion
and
En
joym
ent
Iden
tifie
s ho
w s
elf-e
xpre
ssio
n an
d ph
ysic
al a
ctiv
ity a
re re
late
d.
(S5.
M5.
6)
Exp
lain
s th
e re
latio
nshi
p be
twee
n se
lf-ex
pres
sion
and
life
long
en
joym
ent t
hrou
gh p
hysi
cal a
ctiv
ity.
(S5.
M5.
7)
Iden
tifie
s an
d pa
rtici
pate
s in
an
enjo
yabl
e ac
tivity
that
pro
mpt
s in
divi
dual
sel
f-exp
ress
ion.
(S
5.M
5.8)
S5.M
6 So
cial
Inte
ract
ion
Dem
onst
rate
s re
spec
t for
sel
f and
ot
hers
in a
ctiv
ities
and
gam
es b
y fo
llow
ing
the
rule
s, e
ncou
ragi
ng
othe
rs a
nd p
layi
ng in
the
spiri
t of t
he
gam
e or
act
ivity
. (S
5.M
6.6)
Dem
onst
rate
s th
e im
porta
nce
of
soci
al in
tera
ctio
n by
hel
ping
and
en
cour
agin
g ot
hers
, avo
idin
g tra
sh
talk
and
pro
vidi
ng s
uppo
rt to
cl
assm
ates
. (S
5.M
6.7)
Dem
onst
rate
s re
spec
t for
sel
f by
aski
ng fo
r hel
p an
d he
lpin
g ot
hers
in
vario
us p
hysi
cal a
ctiv
ities
. (S
5.M
6.8)
45
Middle School
Grade-level O
utcomes
Ope
ratio
nal D
efin
ition
of A
ctiv
ity C
ateg
orie
s
Rec
reat
ion/
Out
door
Edu
catio
n: T
he o
utdo
or e
nviro
nmen
t is
an im
porta
nt fa
ctor
in s
tude
nt e
ngag
emen
t in
the
activ
ity. A
ctiv
ities
mig
ht in
clud
e,
but a
re n
ot li
mite
d to
recr
eatio
nal b
oatin
g (e
.g.,
kaya
king
, can
oein
g, s
ailin
g, ro
win
g), h
ikin
g, b
ackp
acki
ng, f
ishi
ng, o
rient
eerin
g/ge
ocac
hing
, ice
sk
atin
g, s
kate
boar
ding
, sno
w o
r wat
er s
kiin
g, s
now
boar
ding
, sno
wsh
oein
g, s
urfin
g, b
ould
erin
g/tra
vers
ing/
clim
bing
, mou
ntai
n bi
king
, adv
entu
re
activ
ities
and
rope
s co
urse
s. S
elec
tion
of a
ctiv
ities
dep
ends
on
the
envi
ronm
enta
l opp
ortu
nitie
s w
ithin
the
geog
raph
ical
regi
on.
Fitn
ess
Act
iviti
es: A
ctiv
ities
with
a fo
cus
on im
prov
ing
or m
aint
aini
ng fi
tnes
s an
d m
ight
incl
ude,
but
are
not
lim
ited
to y
oga,
pila
tes,
resi
stan
cetra
inin
g, s
pinn
ing,
runn
ing,
fitn
ess
wal
king
, fitn
ess
swim
min
g, k
ickb
oxin
g, c
ardi
o-ki
ck, z
umba
and
exe
rgam
ing.
Rhy
thm
ic A
ctiv
ity/D
ance
: Act
iviti
es th
at fo
cus
on d
ance
or r
hyth
ms
and
mig
ht in
clud
e: ri
bbon
s, ju
mpi
ng, d
ribbl
ing
and
leap
ing;
and
are
not
lim
ited
to d
ance
form
s su
ch a
s cr
eativ
e m
ovem
ent/d
ance
, bal
let,
mod
ern,
eth
nic/
folk
, hip
hop
, Lat
in, l
ine,
bal
lroom
, soc
ial a
nd s
quar
e.
Aqu
atic
s: M
ight
incl
ude,
but
are
not
lim
ited
to s
wim
min
g, d
ivin
g, s
ynch
roni
zed
swim
min
g an
d w
ater
pol
o.
Indi
vidu
al P
erfo
rman
ce A
ctiv
ities
: Mig
ht in
clud
e, b
ut a
re n
ot li
mite
d to
gym
nast
ics,
figu
re s
katin
g, tr
ack
and
field
, mul
ti-sp
ort e
vent
s, in
-line
sk
atin
g, w
rest
ling,
sel
f-def
ense
and
ska
tebo
ardi
ng.
Gam
es a
ndSp
orts
: Inc
lude
s th
e ga
mes
cat
egor
ies
of in
vasi
on, n
et/w
all,
targ
et a
nd fi
eldi
ng/s
triki
ng.
Life
time
Act
iviti
es: I
nclu
des
the
cate
gorie
s of
out
door
pur
suits
, sel
ecte
d in
divi
dual
per
form
ance
act
iviti
es, a
quat
ics
and
net/w
all a
nd ta
rget
ga
mes
.
46
47
High School
Grade-level O
utcomes
Hig
h Sc
hool
Out
com
es (G
rade
s 9
– 12
)
By
the
end
of h
igh
scho
ol, t
he le
arne
r will
be c
olle
ge o
r car
eer-
read
y as
dem
onst
rate
d by
the
abili
ty to
pla
n an
d im
plem
ent d
iffer
ent t
ypes
of
pers
onal
fitn
ess
prog
ram
s; d
emon
stra
te p
rofic
ienc
y in
two
or m
ore
lifet
ime
activ
ities
; des
crib
e ke
y co
ncep
ts a
ssoc
iate
d w
ith s
ucce
ssfu
l pa
rtici
patio
n in
phy
sica
l act
ivity
; mod
el re
spon
sibl
e be
havi
or w
hile
eng
aged
in p
hysi
cal a
ctiv
ity; a
nd e
ngag
e in
phy
sica
l act
iviti
es th
at m
eet t
he
need
for s
elf-e
xpre
ssio
n, c
halle
nge,
em
ploy
men
t opp
ortu
nitie
s, s
ocia
l int
erac
tion
and
enjo
ymen
t.
Not
e: H
igh
scho
ol o
utco
mes
hav
e be
en o
rgan
ized
into
two
leve
ls. L
evel
1 in
dica
tes
the
min
imum
kno
wle
dge
and
skill
s th
at s
tude
nts
mus
t atta
in to
be
col
lege
or c
aree
r-re
ady.
Lev
el 2
allo
ws
stud
ents
to b
uild
on
Leve
l 1 c
ompe
tenc
ies
by a
ugm
entin
g kn
owle
dge
and
skill
s co
nsid
ered
des
irabl
e fo
r col
lege
or c
aree
r rea
dine
ss.
Stan
dard
1
Leve
l 1
Leve
l 2
The
phys
ical
ly li
tera
te in
divi
dual
dem
onst
rate
s pr
ofic
ienc
y in
a v
arie
ty o
f mot
or s
kills
and
mov
emen
t pat
tern
s.
S1.H
1 SD
Rev
ised
Li
fetim
e A
ctiv
ities
Dem
onst
rate
s pr
ofic
ienc
y an
d/or
refin
es a
ctiv
ity-s
peci
fic
mov
emen
t ski
lls in
two
or m
ore
lifet
ime
activ
ities
(out
door
ed
ucat
ion,
indi
vidu
al-p
erfo
rman
ce a
ctiv
ities
, aqu
atic
s,
net/w
all g
ames
or t
arge
t gam
es).
(S1.
H1.
L1)
Ref
ines
act
ivity
-spe
cific
mov
emen
t ski
lls in
one
or m
ore
lifet
ime
activ
ities
(out
door
edu
catio
n, in
divi
dual
-pe
rform
ance
act
iviti
es, a
quat
ics,
net
/wal
l gam
es o
r tar
get
gam
es).
(S
1.H
1.L2
)
S1.H
2 SD
Rev
ised
Li
fetim
e A
ctiv
ities
R
hyth
mic
A
ctiv
ities
/Dan
ce
Dem
onst
rate
s pr
ofic
ienc
y in
rhyt
hmic
mov
emen
t pa
ttern
s/da
nce.
(e.g
., Ju
mp
rope
s, P
arko
ur, Z
umba
, D
ance
, Yog
a, A
erob
ics)
(S
1.H
2.L1
)
Dem
onst
rate
s cr
eativ
ity in
rhyt
hmic
mov
emen
t pat
tern
s
by c
hore
ogra
phin
g a
danc
e or
per
form
ing
a rh
ythm
ic
rout
ine.
(S
1.H
2.L2
)
S1.H
3 SD
Rev
ised
Fi
tnes
s A
ctiv
ities
Dem
onst
rate
s pr
ofic
ienc
y in
spe
cial
ized
ski
lls in
hea
lth-
rela
ted
fitne
ss a
ctiv
ities
. (S
1.H
3.L1
a)
Dem
onst
rate
s ta
rget
zon
es o
f hea
lth-r
elat
ed fi
tnes
s co
mpo
nent
s th
roug
h pa
rtici
patio
n in
indi
vidu
al a
nd/o
r te
am p
erfo
rman
ce a
ctiv
ities
. (S
1.H
3.L1
b)
Dem
onst
rate
s pr
ofic
ient
spe
cial
ized
ski
lls in
hea
lth-r
elat
ed
fitne
ss a
ctiv
ities
. (S
1.H
3.L2
a)
Dem
onst
rate
s th
resh
old
zone
s of
hea
lth-r
elat
ed fi
tnes
s co
mpo
nent
s th
roug
h pa
rtici
patio
n in
indi
vidu
al a
nd/o
r te
am p
erfo
rman
ce a
ctiv
ities
. (S
1.H
3.L2
b)
48
Hig
h Sc
hool
G
rade
-leve
l Out
com
es
Stan
dard
1
Leve
l 1
Leve
l 2
S1.H
4SD
Rev
ised
Fi
tnes
s A
ctiv
ities
In
divi
dual
/Tea
m
Per
form
ance
Act
iviti
es
Exe
cute
s ef
fect
ive
stra
tegi
es fo
r var
ious
indi
vidu
al a
nd/o
r te
am p
erfo
rman
ce a
ctiv
ities
. (S
1.H
4.L1
)
Cre
ate
and
exec
ute
effe
ctiv
e of
fens
ive
and
defe
nsiv
e st
rate
gies
in a
t lea
st th
ree
self-
sele
cted
indi
vidu
al a
nd/o
r te
am p
erfo
rman
ce a
ctiv
ities
. (S
1.H
4.L2
)
49
High School
Grade-level O
utcomes
Stan
dard
2
Leve
l 1
Leve
l 2
The
phys
ical
ly li
tera
te in
divi
dual
app
lies
know
ledg
e of
con
cept
s, p
rinci
ples
, str
ateg
ies
and
tact
ics
to e
nhan
ce m
ovem
ent a
nd
perf
orm
ance
.
S2.H
1 SD
Rev
ised
M
ovem
ent C
once
pts
App
lies
the
term
inol
ogy
asso
ciat
ed w
ith e
xerc
ise
and
parti
cipa
tion
in a
var
iety
of a
ctiv
ities
. (e.
g., i
ndiv
idua
l-pe
rform
ance
act
iviti
es, t
eam
act
iviti
es, n
et/w
all g
ames
, ta
rget
gam
es, a
quat
ics
and/
or o
utdo
or p
ursu
its)
appr
opria
tely
. (S
2.H
1.L1
)
Cre
ates
, per
form
s, a
nd d
iscu
sses
an
activ
ity re
leva
nt to
hi
stor
ical
and
cul
tura
l per
spec
tives
. (S
2.H
1.L2
)
S2.H
2SD
Rev
ised
Pr
inci
ples
Pra
ctic
e m
ovem
ent c
once
pts,
prin
cipl
es, s
trate
gies
, and
ta
ctic
s (e
.g.,
forc
e, m
otio
n, ro
tatio
n) to
ana
lyze
and
im
prov
e pe
rform
ance
of s
elf a
nd/o
r oth
ers
in a
sel
ecte
d ac
tivity
(e.g
., in
divi
dual
-per
form
ance
, tea
m a
ctiv
ities
, ne
t/wal
l gam
es, t
arge
t gam
es, a
quat
ics
and/
or o
utdo
or
purs
uits
).(S
2.H
2.L1
)
App
ly p
rinci
ples
and
con
cept
s to
the
spee
d/ac
cura
cy
trade
-off
in th
row
ing
and
strik
ing
in a
var
iety
of a
ctiv
ities
. (S
2.H
2.L2
)
S2.H
3SD
Rev
ised
Kno
wle
dge,
Str
ateg
y an
d Ta
ctic
s
Cre
ates
a p
ract
ice
plan
to im
prov
e pe
rform
ance
for a
sel
f-se
lect
ed s
kill.
(S
2.H
3.L1
)
Iden
tifie
s th
e st
ages
of l
earn
ing
a m
otor
ski
ll.
(S2.
H3.
L2)
S2.H
4 SD
Rev
ised
Fi
tnes
s Pr
inci
ples
(F
ITT
Form
ula
= Fr
eque
ncy,
Inte
nsity
, Ti
me
and
Type
)
Dis
cuss
es h
ow o
verlo
ad, p
rogr
essi
on, a
nd s
peci
ficity
will
enha
nce
a pe
rson
al fi
tnes
s pr
ogra
m.
(S2.
H4.
L1)
Dem
onst
rate
s pr
ogra
m p
lann
ing
skills
by
setti
ng g
oals
and
de
visi
ng s
trate
gies
for l
ifetim
e fit
ness
. (S
2.H
4.L2
)
50
Hig
h Sc
hool
G
rade
-leve
l Out
com
es
Stan
dard
3
Leve
l 1
Leve
l 2
The
phys
ical
ly li
tera
te in
divi
dual
dem
onst
rate
s th
e kn
owle
dge
and
skill
s to
ach
ieve
and
mai
ntai
n a
heal
th-e
nhan
cing
leve
l of p
hysi
cal a
ctiv
ity a
nd
fitne
ss.
S3
.H1
SD Rev
ised
Phys
ical
Act
ivity
K
now
ledg
e
Inve
stig
ates
the
rela
tions
hips
am
ong
phys
ical
act
ivity
, nu
tritio
n an
d bo
dy c
ompo
sitio
n.
(S3.
H1.
L1)
Dis
cuss
es th
e be
nefit
s of
a p
hysi
cally
act
ive
lifes
tyle
as
it re
late
s to
col
lege
/car
eer p
rodu
ctiv
ity.
(S3.
H1.
L2)
S3.H
2 SD
Rev
ised
Phys
ical
Act
ivity
K
now
ledg
e
SD
: Del
eted
S3
.H2
Ref
er to
Sou
th D
akot
a H
ealth
Edu
catio
n S
tand
ard
3: S
tude
nts
will
dem
onst
rate
the
abili
ty to
acc
ess
valid
info
rmat
ion
and
prod
ucts
and
ser
vice
s to
enh
ance
hea
lth.
S3.H
3 SD
Rev
ised
Phys
ical
Act
ivity
K
now
ledg
e
App
lies
rate
s of
per
ceiv
ed e
xerti
on a
nd p
acin
g.(S
3.H
3.L1
) Id
entif
ies
issu
es a
ssoc
iate
d w
ith e
xerc
isin
g in
hea
t, hu
mid
ity a
nd c
old.
(S
3.H
3.L2
)
S3.H
4 Ph
ysic
al A
ctiv
ity
Kno
wle
dge
Eva
luat
es –
acc
ordi
ng to
thei
r ben
efits
, soc
ial s
uppo
rt ne
twor
k an
d pa
rtici
patio
n re
quire
men
ts –
act
iviti
es th
at
can
be p
ursu
ed in
the
loca
l env
ironm
ent.
(S3.
H4.
L1)
If th
e ou
tcom
e w
as n
ot a
chie
ved
in L
evel
1, i
t sho
uld
be a
fo
cus
in L
evel
2.
S3.H
5 SD
Rev
ised
Phys
ical
Act
ivity
K
now
ledg
e
Iden
tifie
s th
e im
pact
of l
ife c
hoic
es, e
cono
mic
s, m
otiv
atio
n an
d ac
cess
ibilit
y on
exe
rcis
e ad
here
nce
and
parti
cipa
tion
in p
hysi
cal a
ctiv
ity in
col
lege
or c
aree
r set
tings
. (S
3.H
5.L1
)
Ana
lyze
s th
e im
pact
of l
ife c
hoic
es, e
cono
mic
s, m
otiv
atio
n an
d ac
cess
ibilit
y on
exe
rcis
e ad
here
nce
and
parti
cipa
tion
in p
hysi
cal a
ctiv
ity in
col
lege
or c
aree
r set
tings
. (S
3.H
5.L2
)
S3.H
6 SD
Rev
ised
Enga
ges
In P
hysi
cal
Act
ivity
SD
: Del
eted
S3
.H6
S3.H
7 SD
Rev
ised
Fitn
ess
Kno
wle
dge
Dem
onst
rate
mat
ure
tech
niqu
e in
resi
stan
ce-tr
aini
ng
mac
hine
s an
d fre
e w
eigh
ts.
(S3.
H7.
L1)
Des
igns
and
impl
emen
ts a
stre
ngth
and
con
ditio
ning
pr
ogra
m th
at d
evel
ops
bala
nce
in o
ppos
ing
mus
cle
grou
ps
(ago
nist
/ant
agon
ist)
and
supp
orts
a h
ealth
y, a
ctiv
e lif
esty
le.
(S3.
H7.
L2)
51
High School
Grade-level O
utcomes
Stan
dard
3
Leve
l 1
Leve
l 2
S3.H
8 SD
Rev
ised
Fitn
ess
Kno
wle
dge
Rel
ates
phy
siol
ogic
al re
spon
ses
to in
divi
dual
leve
ls o
f fit
ness
. (S
3.H
8.L1
)
Iden
tifie
s th
e di
ffere
nt e
nerg
y sy
stem
s us
ed in
a s
elec
ted
phys
ical
act
ivity
(e.g
., ad
enos
ine
triph
osph
ate
and
phos
phoc
reat
ine,
ana
erob
ic g
lyco
lysi
s, a
erob
ic).
(S
3.H
8.L2
)
S3.H
9 SD
Rev
ised
Fitn
ess
Kno
wle
dge
Iden
tifie
s an
d pa
rtici
pate
s in
var
ious
type
s of
stre
ngth
ex
erci
ses
(isom
etric
, con
cent
ric, e
ccen
tric)
and
stre
tchi
ng
exer
cise
s (s
tatic
, pro
prio
cept
ive
neur
omus
cula
r fac
ilitat
ion
(PN
F), d
ynam
ic) f
or p
erso
nal f
itnes
s de
velo
pmen
t (e.
g.,
stre
ngth
, end
uran
ce, r
ange
of m
otio
n).
(S3.
H9.
L1)
Cre
ates
and
util
izes
an
activ
ity p
lan
for s
treng
th a
nd
stre
tchi
ng fo
r per
sona
l fitn
ess
deve
lopm
ent.
(S
3.H
9.L2
)
S3.H
10
Fitn
ess
Kno
wle
dge
Cal
cula
tes
targ
et h
eart
rate
and
app
lies
hear
t rat
e in
form
atio
n to
a p
erso
nal f
itnes
s pl
an.
(S3.
H10
.L1)
Adj
usts
pac
ing
to k
eep
hear
t rat
e in
the
targ
et z
one,
usi
ng
avai
labl
e te
chno
logy
(e.g
., pe
dom
eter
, hea
rt ra
te m
onito
r),
to s
elf-m
onito
r aer
obic
inte
nsity
. (S
3.H
10.L
2)
S3
.H11
SD
Rev
ised
Ass
essm
ent a
nd
Prog
ram
Pla
nnin
g
SD
: Del
eted
(D
ue to
diff
icul
ty w
ith s
tude
nt a
ccou
ntab
ility.
)
S3.H
12SD
Rev
ised
Ass
essm
ent a
nd
Prog
ram
Pla
nnin
g
Ana
lyze
s th
e co
mpo
nent
s of
ski
ll-re
late
d fit
ness
in re
latio
n to
life
and
car
eer g
oals
, and
des
igns
an
appr
opria
te fi
tnes
s pr
ogra
m fo
r tho
se g
oals
. (S
3.H
12.L
1)
S3.H
13SD
Rev
ised
Nut
ritio
n
SD
: Del
eted
Ref
er to
Sou
th D
akot
a H
ealth
Edu
catio
n S
tand
ard
6: S
tude
nts
will
dem
onst
rate
the
abili
ty to
use
goal
-set
ting
skills
to
enh
ance
hea
lth.
S3.H
14SD
Rev
ised
Stre
ss M
anag
emen
t
SD
: Del
eted
Ref
er to
Sou
th D
akot
a H
ealth
Edu
catio
n S
tand
ard
7: S
tude
nts
will
dem
onst
rate
the
abili
ty to
pra
ctic
e he
alth
-en
hanc
ing
beha
vior
s an
d av
oid
or re
duce
hea
lth ri
sk.
52
Hig
h Sc
hool
G
rade
-leve
l Out
com
es
Stan
dard
4
Leve
l 1Le
vel 2
The
phys
ical
ly li
tera
te in
divi
dual
exh
ibits
resp
onsi
ble
pers
onal
and
soc
ial b
ehav
ior t
hat r
espe
cts
self,
oth
ers
and
envi
ronm
ent.
S4.H
1 SD
Rev
ised
Pe
rson
alR
espo
nsib
ility
App
lies
effe
ctiv
e se
lf-m
anag
emen
t ski
lls to
ana
lyze
ba
rrie
rs a
nd m
odify
phy
sica
l act
ivity
pat
tern
s ap
prop
riate
ly
as n
eede
d.
(S4.
H1.
L1)
Acc
epts
diff
eren
ces
betw
een
pers
onal
cha
ract
eris
tics,
id
ealiz
ed b
ody
imag
es, a
nd e
lite
perfo
rman
ce le
vels
po
rtray
ed in
var
ious
med
ia.
(S4.
H1.
L2)
S4.H
2 SD
Rev
ised
R
ules
and
Etiq
uette
Exh
ibits
pro
per e
tique
tte, r
espe
ct fo
r oth
ers
and
team
wor
k w
hile
eng
agin
g in
phy
sica
l act
ivity
. (S
4.H
2.L1
a)
Exh
ibits
the
fund
amen
tals
of g
ood
spor
tsm
ansh
ip.
(S4.
H2.
L1b)
Exa
min
es m
oral
and
eth
ical
con
duct
in s
peci
fic
com
petit
ive
situ
atio
ns (e
.g.,
inte
ntio
nal f
ouls
, per
form
ance
-en
hanc
ing
subs
tanc
es, g
ambl
ing,
cur
rent
eve
nts
in s
port)
. (S
4.H
2.L2
)
S4.H
3 W
orki
ng W
ith O
ther
s
Use
s co
mm
unic
atio
n sk
ills
and
stra
tegi
es th
at p
rom
ote
team
or g
roup
dyn
amic
s.
(S4.
H3.
L1)
Ass
umes
a le
ader
ship
role
(e.g
., ta
sk o
r gro
up le
ader
, re
fere
e, c
oach
) in
a ph
ysic
al a
ctiv
ity s
ettin
g.
(S4.
H3.
L2)
S4
.H4
SD Rev
ised
W
orki
ng W
ith O
ther
s
Sol
ves
prob
lem
s an
d th
inks
crit
ical
ly in
phy
sica
l act
ivity
se
tting
s, b
oth
as a
n in
divi
dual
and
in g
roup
s.
(S4.
H4.
L1)
Acc
epts
oth
ers’
idea
s, c
ultu
ral d
iver
sity
and
bod
y ty
pes
by
enga
ging
in c
oope
rativ
e an
d co
llabo
rativ
e m
ovem
ent
proj
ects
. (S
4.H
4.L2
)
S4.H
5 SD
Rev
ised
Sa
fety
App
lies
best
pra
ctic
es fo
r par
ticip
atin
g sa
fely
in p
hysi
cal
activ
ity. (
e.g.
, inj
ury
prev
entio
n, p
rope
r alig
nmen
t, hy
drat
ion,
use
of e
quip
men
t, im
plem
enta
tion
of ru
les,
sun
pr
otec
tion)
. (S
4.H
5.L1
)
If th
e ou
tcom
e w
as n
ot a
chie
ved
in L
evel
1, i
t sho
uld
be a
fo
cus
in L
evel
2.
53
High School
Grade-level O
utcomes
Stan
dard
5
Leve
l 1
Leve
l 2
The
phys
ical
ly li
tera
te in
divi
dual
reco
gniz
es th
e va
lue
of p
hysi
cal a
ctiv
ity fo
r hea
lth, e
njoy
men
t, ch
alle
nge,
sel
f-exp
ress
ion,
em
ploy
men
t op
port
uniti
es a
nd s
ocia
l int
erac
tion.
S5.H
1 SD
Rev
ised
H
ealth
Exa
min
es th
e he
alth
ben
efits
of p
hysi
cal,
men
tal,
and
soci
al h
ealth
.
(S5.
H1.
L1)
Ana
lyze
s th
e he
alth
ben
efits
of p
hysi
cal a
ctiv
ity, m
enta
l he
alth
, and
soc
ial i
nter
actio
n.
(S5.
H1.
L2)
S5.H
2 SD
Rev
ised
C
halle
nge
Fully
eng
ages
in a
cha
lleng
ing
phys
ical
act
ivity
.
(S5.
H2.
L1)
Cho
oses
an
appr
opria
te le
vel o
f cha
lleng
e to
exp
erie
nce
succ
ess
and
desi
re to
par
ticip
ate
in a
sel
f-sel
ecte
d ph
ysic
al a
ctiv
ity.
(S5.
H2.
L2)
S5
.H3
SD Rev
ised
Se
lf-Ex
pres
sion
and
En
joym
ent
Sel
ects
and
par
ticip
ates
in p
hysi
cal a
ctiv
ities
that
mee
t the
ne
ed fo
r sel
f-exp
ress
ion
and
enjo
ymen
t.
(S5.
H3.
L1)
Iden
tifie
s th
e un
ique
ness
of v
ario
us p
hysi
cal a
ctiv
ities
as
a m
eans
of s
elf-e
xpre
ssio
n.
(S5.
H3.
L2)
S5.H
4 SD
Rev
ised
So
cial
Inte
ract
ion
Iden
tifie
s th
e op
portu
nity
for s
ocia
l int
erac
tion
in a
sel
f-se
lect
ed p
hysi
cal a
ctiv
ity.
(S5.
H4.
L1)
Eva
luat
es th
e op
portu
nity
for s
ocia
l int
erac
tion
and
soci
al
supp
ort i
n a
self-
sele
cted
phy
sica
l act
ivity
.(S
5.H
4.L2
)
S5.H
5 SD
Rev
ised
Em
ploy
men
t
Iden
tifie
s va
rious
em
ploy
men
t and
car
eer o
ppor
tuni
ties
asso
ciat
ed w
ith th
e ph
ysic
al e
duca
tion
and
fitne
ss fi
elds
. (S
5.H
5.L1
)
Ana
lyze
s ho
w e
mpl
oym
ent o
ppor
tuni
ties
asso
ciat
ed w
ith
the
phys
ical
edu
catio
n an
d fit
ness
fiel
ds s
uppo
rt an
d in
terr
elat
e w
ith o
ther
em
ploy
men
t fie
lds.
(e.
g., h
ealth
ca
re).
(S
5.H
5.L2
)
54
Hig
h Sc
hool
G
rade
-leve
l Out
com
es
Ope
ratio
nal D
efin
ition
of A
ctiv
ity C
ateg
orie
s
Rec
reat
ion/
Out
door
Edu
catio
n: T
he o
utdo
or e
nviro
nmen
t is
an im
porta
nt fa
ctor
in s
tude
nt e
ngag
emen
t in
the
activ
ity. A
ctiv
ities
mig
ht in
clud
e,
but a
re n
ot li
mite
d to
recr
eatio
nal b
oatin
g (e
.g.,
kaya
king
, can
oein
g, s
ailin
g, ro
win
g), h
ikin
g, b
ackp
acki
ng, f
ishi
ng, o
rient
eerin
g/ge
ocac
hing
, ice
sk
atin
g, s
kate
boar
ding
, sno
w o
r wat
er s
kiin
g, s
now
boar
ding
, sno
wsh
oein
g, s
urfin
g, b
ould
erin
g/tra
vers
ing/
clim
bing
, mou
ntai
n bi
king
, adv
entu
re
activ
ities
and
rope
s co
urse
s. S
elec
tion
of a
ctiv
ities
dep
ends
on
the
envi
ronm
enta
l opp
ortu
nitie
s w
ithin
the
geog
raph
ical
regi
on.
Fitn
ess
Act
iviti
es: A
ctiv
ities
with
a fo
cus
on im
prov
ing
or m
aint
aini
ng fi
tnes
s an
d m
ight
incl
ude,
but
are
not
lim
ited
to y
oga,
pila
tes,
resi
stan
cetra
inin
g, s
pinn
ing,
runn
ing,
fitn
ess
wal
king
, fitn
ess
swim
min
g, k
ickb
oxin
g, c
ardi
o-ki
ck, z
umba
and
exe
rgam
ing.
Rhy
thm
ic A
ctiv
ity/D
ance
: Act
iviti
es th
at fo
cus
on d
ance
or r
hyth
ms
and
mig
ht in
clud
e: ri
bbon
s, ju
mpi
ng, d
ribbl
ing
and
leap
ing;
and
are
not
lim
ited
to d
ance
form
s su
ch a
s cr
eativ
e m
ovem
ent/d
ance
, bal
let,
mod
ern,
eth
nic/
folk
, hip
hop
, Lat
in, l
ine,
bal
lroom
, soc
ial a
nd s
quar
e.
Aqu
atic
s: M
ight
incl
ude,
but
are
not
lim
ited
to s
wim
min
g, d
ivin
g, s
ynch
roni
zed
swim
min
g an
d w
ater
pol
o.
Indi
vidu
al P
erfo
rman
ce A
ctiv
ities
: Mig
ht in
clud
e, b
ut a
re n
ot li
mite
d to
gym
nast
ics,
figu
re s
katin
g, tr
ack
and
field
, mul
ti-sp
ort e
vent
s, in
-line
sk
atin
g, w
rest
ling,
sel
f-def
ense
and
ska
tebo
ardi
ng.
Gam
es a
ndSp
orts
: Inc
lude
s th
e ga
mes
cat
egor
ies
of in
vasi
on, n
et/w
all,
targ
et a
nd fi
eldi
ng/s
triki
ng.
Life
time
Act
iviti
es: I
nclu
des
the
cate
gorie
s of
out
door
pur
suits
, sel
ecte
d in
divi
dual
per
form
ance
act
iviti
es, a
quat
ics
and
net/w
all a
nd ta
rget
ga
mes
.
Not
e: I
nvas
ion
and
field
ing/
strik
ing
gam
es h
ave
been
exc
lude
d fro
m th
e hi
gh s
choo
l out
com
es b
ecau
se th
ese
activ
ities
requ
ire te
am p
artic
ipat
ion
and
less
sui
ted
to li
felo
ng p
artic
ipat
ion.
55
Resources
SHAPE America Resources for Teaching to the Standards and Grade‐level Outcomes for K‐12 Physical Education
The Society of Health and Physical Education (SHAPE America) offers numerous resources to assist practitioners with appropriate instructional practices as well as with developing standards‐based curricula and assessments that will help implement the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education.
Visit www.shapeamerica.org to find information about SHAPE America books, as well as to download free copies of position statements and guidance documents on various topics of interest to physical educators, including Appropriate Instructional Practices Guidelines and Opportunity to Learn Guidelines for elementary, middle and high school.
The following is a sample listing of these resources, which will support teachers in implementing the standards and outcomes.
National Standards and Grade‐Level Outcomes for K‐12 Physical Education
Smart PE Moves for Middle School Students: Ready to Use Lesson Plans and Assessment Tools for Standards‐Based Physical Education (2012)
PE Metrics: Assessing National Standards 1‐6 in Secondary School (2011)
PE Metrics: Assessing National Standards 1‐6 in Elementary School (2010)
Flash Fitness and the Incredible Physical Activities: A Super‐Hero Approach to Meeting the National PE Standards in Grades K‐5 (2010)
Concepts and Principles of Physical Education: What Every Student Needs to Know (2010)
Movement‐Based Learning for Children: Academic Concepts and Physical Activity for Ages 3‐8 (2006)
Physical Activity for Children: A Statement of Guidelines for Children Ages 5‐12 (2004)
56
Reso
urce
s
Appropriate Instructional Practices
Appropriate Instructional Practice Guidelines for Elementary School Physical Education (2009)
Appropriate Instructional Practice Guidelines for Middle School Physical Education (2009)
Appropriate Instructional Practice Guidelines for High School Physical Education (2009)
Opportunity to Learn
Opportunity to Learn Guidelines for Elementary School Physical Education (2009)
Opportunity to Learn Guidelines for Middle School Physical Education (2009)
Opportunity to Learn Guidelines for High School Physical Education (2009)
SHAPE America Assessment Series
Assessment for Everyone: Modifying NASPE Assessments to Include All Elementary School Children (2011)
Assessing and Improving Fitness in Elementary Physical Education (2008)
Standards‐Based Assessment of Student Learning: A Comprehensive Approach (2007)
Assessing Dance in Elementary Physical Education (2005)
Assessment of Swimming in Physical Education (2005)
Assessing Concepts: Secondary Biomechanics (2004)
Assessment in Outdoor Adventure Physical Education (2003)
Assessing Student Outcomes in Sport Education (2003)
Authentic Assessment of Physical Activity for High School Students (2002)
Creating Rubrics for Physical Education (2000)
Assessing Motor Skills in Elementary Physical Education (1999)
Assessment in Games Teaching (1999)
57
Resources
Position Statements
Physical Education is Critical to Educating the Whole Child (2011)
Appropriate Uses of Fitness Measurement (2010)
Appropriate Use of Instructional Technology in Physical Education (2009)
Appropriate Maximum Class Length for Elementary Physical Education (2008)
Physical Activity Used as Punishment and/or Behavior Management (2009)
Resource Briefs
School Physical Education Program Checklist: How Does Your Program Rate? (2009) Physical Education Teacher Evaluation Tool (2007)
Teaching Large Class Sizes in Physical Education: Guidelines and Strategies (2006) Top Ten Reasons for Quality Physical Education (2006) The Difference Between Physical Education and Physical Activity (2005) Code of Conduct for P‐12 Physical Education Teachers (2011)
What Constitutes a Highly Qualified Physical Education Teacher (2007)
Opposing Substitution and Waiver/Exemptions For Required Physical Education (2006)
58
59
60