Rolette Public School

Physical Education

K-3 Benchmarks

Movement

Students use a variety of movement forms.

Students will:

· use control in balance activities.

· know how to combine shapes, levels, directions, pathways into simple sequences.

· demonstrate control in traveling activities.

· know how to demonstrate object control skills.

Movement Concepts

Students use movement concepts and principles in the development of motor skills.

Students will:

· understand the vocabulary of basic movement concepts.

· understand the critical elements of a variety of basic movement patterns.

· understand the importance of practice in learning motor skills.

· use feedback to improve performance.

Benefits of Physical Activity

Students understand the benefits of regular physical activity.

Students will:

· understand the personal health benefits of physical activity.

· use the terms associated with the benefits of physical activities.

Maintaining Physical Fitness

Students understand how to maintain a health-enhancing level of physical fitness

Students will:

· understand that regular participation in physical activity improves physical fitness.

· understand how to apply the results of fitness testing to set personal fitness goals.

· understand that physical activities cause positive physiological changes

Behavior and Physical Fitness

Students use responsible personal and social behavior in physical activity settings.

Students will:

· use positive social interaction during physical activities.

· understand that physical activities play a part in learning about others of like and different backgrounds.

· know how to seek out, participate with, and show respect for people of like and different physical abilities.

· be introduced to the concept of sportsmanship.

 

 

4-6 Benchmarks

Movement Forms

Students use a variety of movement forms.

Students will:

· know how to combine shapes, levels, directions, and pathways into simple sequences.

· demonstrate control in traveling activities.

· know how to demonstrate object control skills.

· understand and combine skills to participate in a modified version of team and individual sports.

· know and use basic offensive and defensive positioning in a modified version of individual, dual, and team sports.

· know and perform a variety of dance and rhythmical activities.

· know basic skills to participate in adventure programs and outdoor pursuits.

Movement Concepts

Students use movement concepts and principles in the development of motor skills.

Students will:

· understand the critical elements of a variety of basic movement patterns.

· understand the importance of practice in learning motor skills.

· use feedback to improve performance.

· understand teaching cues and apply them to movement skills.

· understand and use movement concepts and principles to develop game strategies.

· understand how to use movement concepts and principles to design movement activities

Benefits of Physical Activity

Students understand the benefits of physical activity.

Students will:

· understand the personal health benefits of physical activity.

· use the terms associated with the benefits of physical activities.

· understand long-term psychological benefits of regular participation in physical activity.

· understand long-term physiological benefits of regular participation in physical activity.

· know the community resources available that allow participation in physical activity.

 

 

 

 

 

 

 

 

 

 

4-6 Benchmarks

Maintaining Physical Fitness

Students understand how to maintain a health-enhancing level of physical fitness.

Students will:

· understand that regular participation in physical activity improves physical fitness.

· understand how to apply the results of fitness testing to set personal fitness goals.

· know activities that develop and maintain cardiorespiratory exercises.

· know activities that develop and maintain muscular strength and endurance.

· know activities that develop and maintain flexibility.

· understand that exercise and other factors influence weight and body composition.

· understand how to interpret the results of physical fitness assessments and use the information to develop individual fitness plans.

Behavior and Physical Activity

Students use responsible personal and social behavior in physical activity settings.

Students will:

· use positive social interaction during physical activities.

· understand that physical activities play a part in learning about others of like and different backgrounds.

· know how to seek out, participate with, and show respect for people of like and different physical abilities.

· understand the need for including everyone in physical activities.

· understand appropriate safety precautions and responses to emergency situations in a physical activity setting.

· use self control when engaging in physical activity.

· understand reasons for compliance with rules in physical activity settings.

· understand how the use of harmful practices/substances affects personal health and performance in physical activity.

· understand the potentially dangerous consequences of participation in physical activities.

· understand and demonstrate the characteristics of good sportsmanship.

 

 

 

 

 

 

 

 

 

 

 

 

7-8 Benchmarks

Movement Forms

Students use a variety of movement forms.

Students will:

· understand and combine skills to participate in a modified version of team and individual sports.

· know and use basic offensive and defensive positioning in a modified version of individual, dual,and team sports.

· know and perform a variety of dance and rhythmical activities.

· know basic skills to participate in adventure programs and outdoor pursuits.

Movement Concepts

Students use movement concepts and principles in the development of motor skills.

Students will:

· understand the various ways in which biomechanical principles are applied to physical activities.

· understand teaching cues and apply them to movement skills.

· understand principles of training and conditioning for specific physical activities.

· understand and use movement concepts and principles to develop game strategies.

· understand how to use movement concepts and principles to design movement activities.

Benefits of Physical Activity

Students understand the benefits of regular physical activity.

Students will:

· understand the long term physiological benefits of regular participation in physical activity.

· understand the long-term psychological benefits of regular participation in physical activity.

· know the community resources available that allow participation in physical activity.

Maintaining Physical Fitness

Students understand how to maintain a health-enhancing level of physical fitness.

Students will:

· understand the body's response to physical activities of various intensities.

· know activities that develop and maintain cardiorespiratory endurance.

· know activities that develop and maintain muscular strength and endurance.

· know activities that develop and maintain flexibility.

· understand that exercise and other factors influence weight and body composition.

· understand how to interpret the results of physical fitness assessments and use the information to develop individual fitness plans

 

 

7-8 Benchmarks

Behavior and Physical Activity

Students use responsible personal and social behavior in physical settings.

Students will:

· understand the need for including everyone in physical activities.

· understand appropriate safety precautions and responses to emergency situations in a physical activity setting.

· use self-control when engaging in physical activity.

· understand reasons for compliance with rules in physical activity settings.

· understand how the use of harmful practices/substances affects personal health and performance in physical activity.

· understand the potentially dangerous consequences of participation in physical activity.

· understand the concept of sportsmanship and the importance of responsible behavior.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9-12 Benchmarks

Movement Forms

Students use a variety of movement forms.

Students will:

· use advanced sport-specific skills in selected physical activities.

· use skills in complex physical activities rather than modified version.

Movement Concepts

Students use movement concepts and principles in the development of motor skills.

Students will:

· understand biochemical concepts that govern different types of movement.

· understand how sport psychology affects the performance of physical activities.

· understand the physiological principles governing fitness maintenance and improvement.

Benefits of Physical Activity

Students understand the benefits of regular physical activity.

Students will:

· understand factors that impact participation in physical activity.

· understand how factors affect physical activity preferences.

· understand that physical activity reduces certain health risk factors.

Maintaining Physical Fitness

Students understand how to maintain a health-enhancing level of physical fitness.

Students will:

· understand components of health-related fitness and their relationship to gender and age.

· know how to monitor and adjust activity levels to meet personal fitness needs.

· understand how to maintain an active lifestyle.

 

 

 

 

 

 

 

 

 

 

 

 

9-12 Benchmarks

Behavior and Physical Activity

Students use responsible personal and social behavior in physical activity settings.

Students will:

· use leadership and follower roles, when appropriate, in accomplishing group goals in physical activities.

· use principles of teamwork to achieve a common goal.

· understand the potentially dangerous consequences of participation in physical activity.

· understand the role of sport and physical activities in a diverse world.

· understand the concept of sportsmanship and the importance of responsible behavior.

 

 

 

 

 

 

K-3 Activities

Movement Activities

◊ animal movements and stunts

◊ hula hoop skills

◊ follow the leader

◊ obstacle course

◊ beanbag skills

◊ parachute play

◊ indoor ski school (using a carpet square)

◊ Pio balls (teach beginning jump roping skills)

◊ movement exploration (specific movement sequences)

◊ dance

◊ soccer skills

◊ basketball skills

◊ human letters

◊ scooter relays and games

◊ low organizational games (Midnight, Car Lot, etc.)

Movement Concepts

◊ soccer

◊ motor skills: walking, jogging, running, skipping, galloping, hopping , jumping, leaping

◊ various sports drills (i.e. dribbling, passing)

◊ gymnastics: forward and backward rolls, handstands, cartwheels, arch up

◊ line dancing, folk dancing, square dance, etc.

◊ volleyball

◊ track and field events

◊ steal the pin

◊ treasure hunt (memory game: finding hidden cards)

K-3 Activities

Benefits of Physical Activity

◊ jogging for time (building up time)

◊ circuit training

◊ taking pulse (compare sedentary with active pulse)

◊ aerobic activity

Maintaining Physical Fitness

◊ opening exercises and laps

◊ time build up for running

◊ fitness goal setting

◊ heart rate, endorphins

Behavior and Physical Fitness

◊ rules, sportsmanship, teamwork

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4-6 Activities

Movement Forms

◊ pass and catch a football

◊ 3 on 3 basketball

◊ square dance, line dance

◊ rope skills

◊ life long skills (hiking, fishing, skiing, orienteering)

◊ badminton

◊ tennis

◊ soccer

◊ hockey

◊ volleyball

◊ capture the flag

 

Movement Concepts

◊ weight lifting

◊ aerobics

◊ Tae Bo

◊ dance

◊ 3 on 3 basketball

◊ soccer

◊ obstacle course

◊ cross the river

 

 

 

 

 

 

 

 

4-6 Activities

Benefits of Physical Activity

◊ physical fitness testing

◊ interview health professionals

◊ reports on various health related subjects

◊ compile a list of school and community resources which support physical fitness

◊ discuss the benefits of joining a health club

◊ bowling

◊ intramural sports activities

Maintaining Physical Fitness

◊ aerobic activities

◊ circuit training

◊ develop flexibility through stretching exercises

◊ strength training

◊ monitoring food and calorie intake

◊ weight lifting programs

◊ planning healthy diets

Behavior and Physical Activity

◊ team games

◊ discuss guidelines, rules, characteristics of good sportsmanship

◊ team concept activities

◊ team building

◊ trust activities

◊ first aid techniques

◊ sports versus physical education in regards to purpose and benefits

◊ research and discuss characteristics of healthy lifestyles

7-8 Activities

Movement Forms

Lead in games to team and individual sports:

◊ flag football

◊ ring hockey

◊ crab soccer

◊ basketball; H-O-R-S-E; Lightning

◊ golf

◊ square dance, line dance

◊ jump rope

Movement Concepts

◊ students modify traditional games and demonstrate to class

◊ students create their own game and demonstrate to class

◊ demonstrate proper lifting techniques and describe the mechanical principles involved

◊ observe a team playing and analyze the sport skills that enable success in that sport

◊ participate in aerobic activity while watching a video and following the cues (for example, Tae Bo)

◊ engage in aerobic and anaerobic activity and compare physical responses (heart rate, respiration rate)

◊ create and demonstrate exercises, obstacle courses, or warm-up activities

◊ follow the leader warm ups

Benefits of Physical Activity

◊ write essays about their current physical activity and the long-term physiological benefits of that activity

◊ identify benefits of participation through interviews, surveys, or reports

◊ compile a list of school and community resources which support physical fitness

◊ develop a matrix of school and community resources

Maintaining Physical Fitness

◊ participate in physical fitness activities for community organizations such as Jump Rope for Heart, walk-a-thons, and bike-a-thons

◊ assist elementary students with play day activities

◊ career and recreation exploration to identify life long interests in physical fitness

◊ charades: students demonstrate normal daily activities and identify which activities are strength or endurance ones

◊ participate in a stride matching activity (count the number of strides per minute in relation to lower and higher heart rates)

◊ play 5-zone Bingo

◊ participate in various aerobic activities

◊ maintain a log of food intake and caloric expenditure through activity and explain what they learned from the log

◊ identify the characteristics of a healthy diet

Behavior and Physical Fitness

◊ observe interactions with others for one week and describe a situation where people were included or excluded

◊ participate in a cooperative activity (passing a student through a suspended hoop)

◊ demonstrate how to approach an injured victim

◊ invite EMT's to discuss their jobs

◊ create a poster on sportsmanship that list ways to be a supportive team player

◊ work in groups to develop a video or role-play to show a rule, the official's signal for violation of the rule, and the result of the violation

◊ write essays about the negative effects of performance-enhancing drugs or practices

◊ identify unsafe stretches and demonstrate a safe and effective stretching program

◊ perform a skit or other type of presentation on the affects of alcohol, drugs, and tobacco on an individual's physical performance

 

 

9-12 Activities

Movement Forms

◊ foot dribble a ball through a series of cones

◊ while playing volleyball, students serve overhand within the proper service court

◊ demonstrate the sport-specific skills of passing, shooting, dribbling, and guarding in a regulation game of basketball

 

Movement Concepts

◊ create a poster or other visual representation that explains how friction relates to athletic footwear-this presentation should include sports or activities where friction is desirable (such as basketball, football, track) and how it is increased by the footwear and sports or activities where friction needs to be reduced (such as skiing or skating)

◊ use proper running form to jog in a single file around a rectangular area-on cue, the last participant sprints, using the most direct cut (angle of pursuit) to become first in line--repeat this sequence for all students

◊ assess the effects of anxiety on shooting performance by completing a timed, required short course (place shooting markers on the floor around the basketball key) as compared to a shot course individually selected

◊ design a strength-training routine for general health and fitness that incorporates the overload principle, includes all body areas in the proper sequence and meets accepted guidelines for sets and repetitions

Benefits of Physical Activity

◊ prepare a budget for participating in a downhill ski trip--include travel, lodging, equipment purchase or rental as well as other related costs

◊ prepare a report discussing how factors such as age, gender, socioeconomic status, and cultural background affect the choices one makes with regard to sports and physical activities

◊ participate in a presentation given by a local medical professional on the importance of weight bearing exercise for prevention of osteoporosis

 

 

 

 

 

 

 

 

 

9-12 Activities

Maintaining Physical Fitness

◊ identify target heart rate, rate of perceived exertion, overload principle, frequency-intensity-time-type (F.I.T.T.)

◊ participate in an appropriate physical fitness test and interpret the results for age and gender

◊ design personal fitness programs for individuals of various ages and genders based on the principles of training that encompass all components of fitness

◊ adjust level of intensity as fitness level improves in own personal fitness program

Behavior and Physical Activity

◊ assume the role of leader and/or follower in management of equipment and activities

◊ exhibit the principles of teamwork in applying game strategies to accomplish a common goal (i.e. scoring and/or winning the game)

◊ explain how an activity/rules can be adjusted so that all participants can be included (i.e. multiple passes before scoring, alternate boy/girl)

◊ prepare a list of questions about potential injuries from participating in a variety of sports and physical activities to ask an athletic trainer or other sports medicine professional

◊ after viewing a videotape of a group interacting on a playing field, look for evidence of inclusive and discriminatory behavior and suggest ways that the discriminatory behavior could have been handled differently

◊ demonstrate courtesy in the playing of a game

 

 

 

 

 

 

 

 

 

 

 

 

 

Adaptations for Physical Activities

Understanding that good adapted physical education involves "adapting, modifying, and changing" a physical activity so it is as appropriate for the person with a disability (or anyone for that matter), we are providing numerous ways that some sports and activities can be modified and/or changed. The goal is to have an activity where all students can be successful.

 

 

 

Equipment Rules, Prompts, Cues

Larger/lighter ball Demonstrate/model activity

Use of velcro Partner assisted

Larger goal/target Disregard time limits

Mark positions on playing field Oral prompt

Lower goal/target More space between students

Scoops for catching Eliminate outs/strike-outs

Vary balls (size, weight, color, Allow ball to remain stationary

texture) Allow batter to sit in chair

Place student with disability near teacher

Boundary/Playing Field Actions

Decrease distance Change locomotor patterns

Use well-defined boundaries Modify grasps

Simplify patterns Modify body positions

Adapt playing area (smaller, Reduce number of actions

obstacles removed) Use different body parts

Time Bowling

Vary the tempo Simplify/reduce the number of

Slow the activity pace steps

Lengthen the time Use two hands instead of one

Shorten the time Remain in stationary position

Provide frequent rest periods Use a ramp

Use a partner

Give continuous verbal cues

 

 

 

 

 

Adaptations for Physical Activities

Soccer Golf

Use walking instead of running Use a club with a larger head

Have well defined boundaries Use shorter/lighter club

Reduce playing area Use colored/larger balls

Play a six-a-side soccer Practice without a ball

If student uses a wheelchair, Use tee for all shots

allow him/her to hold ball on Shorten distance to hole

his/her lap while pushing the

wheelchair

Basketball Softball

Use various size balls Use velcro balls and mitts

Allow traveling Use larger or smaller bats

Allow two hand dribble Use a batting tee

Disregard three second lane violation Reduce the base distances

Use larger/lower goal Use Incrediballs

Slow the pace, especially when Shorten the pitching distance

first learning If individual is in wheelchair, allow

If student uses wheelchair, allow them to push ball off ramp, off

him/her to hold ball on his/her lap lap, or from tee

while pushing wheelchair Use beeper balls

Use beeper ball, radio under basket Provide a peer to assist

for individual with visual impairment Players without disabilities play

regular depth defense

Tennis Students without disabilities count

to ten before tagging out a person

Use larger, lighter balls with a disability

Use shorter, lighter racquets

Use larger head racquets Volleyball

Slow down the ball Use larger, lighter, softer, bright

Lower the net or do use a net colored balls

Use brightly colored balls Allow players to catch ball instead

Hit ball off tee of volleying

Allow a drop serve Allow student to self toss and set

Stand closer to net on serve ball

Do not use service court Lower the net

Use a peer for assistance Reduce the playing court

Stand close to net on serve

Allow ball to bounce first

Hold ball and have student hit it

Adaptations for Physical Activities

Throwing and Catching Balls

· Have a wide selection

· Yarn balls do not bounce or roll away easily, they can be caught by a strand

· of yarn

· Whiffle balls of different colors and sizes

· Multi-colored balls for students with visual impairments

· Beach balls are large and soft to catch

· Balloons for slower action and easier targets

· Bell balls for goal ball (students with visual impairments)

· Balls from panty hose, foam, tape: they are lightweight and will not roll away

· Paper balls made of crushed paper bound with masking tape

· Sock ball made of a sock stuffed with other socks or paper and tied off

· Garbage bag ball made of a garbage bag filled with balloons or crumbled newspaper

Kicking

· Use large light balls (balloons, beach balls) for the student in a wheelchair or using a walker and crutches

· Tether a ball to the wheelchair using elastic

· Place beanbags on students' feet and ask them to try and kick them off

· Remove foot plates on wheelchairs (when appropriate)

Students who use power wheelchairs or manual wheelchairs with assistance have limited movement or no movement of their legs. These students may kick using a two foot thrusting motion. This forward motion of the legs can be developed to perform the skill on request with increasing accuracy and timing:

· Use a ball larger than a soccer ball

· Move the legs through the kicking action so they understand the concept

· Stabilize the ball to be kicked

· Have students focus on their leg actions

· Try the chairs in different positions (i.e., facing the direction of the kick or sideways to the direction of the kick

Ambulatory students with cerebral palsy may be able to run and kick stationary and moving balls. These students may have limited preparatory leg swing and follow through as well as limited trunk rotation. With practice, range of motion and trunk rotation will occur.

 

 

Adaptations for Physical Activities

Encourage and assist the students with disabilities to generate concepts and skill development strategies that will allow them to participate more fully in the specified activities.

Resources for Adapting Activities for

Students with Disabilities

Web sites

· www.pecentral.org/adapted/adaptedactivities.html

· www.asd.k12.ak.us/Depts/ape/adaptations/index.html

· http://specialed.miningco.com/education/specialed/gi/dynamic/offsite.htm?site

· www.lyris.sportime.com/ a list-serve for discussion/help from other teachers

"adapt-talk"--list for adapted PE

"pe-talk"--list for general PE

· http://pe.central.vt.edu/ site by Flaghouse, you can pose questions if you need help

· www.pecentral.org/adapted/adaptedmenu2.html provides links and you can have questions answered

 

Texts

Addams, R.C., & McCubbin, J.A. Games, sports, and exercises for the

physically disabled (4th Ed.). Philadelphia, PA: Lea & Febiger.

Block, M. A teacher's guide to including students with disabilities in regular

PE. Baltimore, MD: Paul H. Brookes Publishing Company.

Huettig, C., & Pyffer, J. Gross motor activities for young children with

special needs.

Winnick, J. (1990). Adapted physical education and sport (2nd Ed).

Champaign, IL: Human Kinetics Book

Resources

Web Sites

Adapted Physical Education:

www.hhs.csus.edu/modells/TheClass/APE

Aerobics Links

www.turnstep.com/links.html

American Master Teacher Program

http://pe.central.ct.edu/amtp.html

Bicycle Helmet Safety Institute

http://www.bhsi.org

Center for Disease Control

www.cdc.gov

Country Barn Line Dances

www.countrybarn.com.08dil.htm

Dole Company Web Sites

http://dole5aday.com/

Fast Food Facts

http://www.olen.com/food/book.html

The Fitness Education Pyramid

http://www.corpcomm.net/~mauch

Grants Web Site

http://www.nih.gov/grants/oer.htm

HealthFIRST-TriFIT Electronic Fitness System, Wellness Center, and Handheld Exer Trac

www.healthfirstusa.com

National Association for Sport and Physical Education

http://www.aahperd.org

 

Resources

NASPE Listserv

NASPE-L@LISTSERV.VT.EDU

North Dakota Association of Health, Physical Education, Recreation, and Dance

http://205.198.55.6/ndhper/peindex.htm

North Dakota Curriculum Web Site

www.dpi.state.nd.us

PE Central

http://pecentral.vt.edu

PE Sample Assessments

http://infoserver.etl.vt.edu/~rkimball/sampass.html

PE_TALK DIGEST

http://www.sportime.com

Physical Education Lesson Plans

www.ping.be/sportsmedia

Pedometer

www.walk4life.com

Polar-Heart Rate Monitors, Class Management System, and Handheld Exer Trac

www.polarusa.com

President's Council on Physical Fitness and Sport

http://www.indiana.edu/~preschal/

Roller Blading Lessons

http://www.howtobefit.com/coahccor

Seat Aerobics

www.seat-a-robics.com

US Olympic Committee

www.olympic-usa/fitkids/

 

Resources

We Need PE

http://www.weneedpe.com

Young People's Healthy Hearts Grades K-6

www.healthyheartprogram.com

Texts

Barbarach, L. (1997). Multicultural games. Champaign, IL: Human Kinetics

Books.

Burton, B., & Kirkpatrick, B. (1997). Lessons from the heart. Champaign, IL:

Human Kinetics Books.

Corbin, C., & Lindsey, R. (1994). Concepts of fitness and wellness with

laboratories. Madison, WI: Brown and Benchmark.

Corbin, C., & Pangrazi, R. (1989). Teaching strategies for improving youth

fitness. Dallas, TX: Institute for Aerobics Research.

Glover, D., & Midura, D. (1992).Team building through physical challenges.

Champaign, IL: Human Kinetics Books.

Hinson, C. (1995). Fitness for children. Champaign, IL: Human Kinetics

Books.

Hoeger, W. (1982). Principles and labs for physical fitness and wellness.

Englewood, CA: M.P. Morton Publishing Company.

Kuntzleman, C. (1990). Fitness discovery activities. Reston, VA: American

Alliance for Health, Physical Education, Recreation, and Dance.

Kuntzleman, C., & McGlynn, M. (1983). Fitness for Jr. High schoolers.

Spring Arbor, MI: Fitness Finders, Inc.

Midura, D., & Glover, D. (1995). More team building challenges. Champaign,

IL: Human Kinetics Books.

Orlick, T. (1978). The cooperative sports and games book. New York, NY:
Pantheon Books.

Orlick, T. (1982). The second cooperative sports and games book. New York,

NY: Pantheon Books.

Resources

Pangrazi, R., & Hastad, D. (1989). Physical fitness in the elementary school

(2nd Ed). Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance.

 

Smith, T., & Cestaro, N. (1998). Student-centered physical education.

Champaign, IL: Human Kinetics Books.

Spindt, G., Weinberg, H., Hennesy, B., Holyoak, C., & Monti, W. (1993).

Moving with confidence. Dubuque, IA: Kendall/Hunt.

Strand, B., Scantling, E., & Johnson, M. (1997). Fitness education: Teaching

concepts-based fitness in the schools. Needham Heights, MA: Allyn &

Bacon.

Thompson, J., & Hazel, N. (1998). Making a difference in physical education.

Louisville, KY: UNEEDPE.

Winnick, J. (1990). Adapted physical education and sport (2nd Ed).

Champaign, IL: Human Kinetics Books.

Other Print Resources

The Great Activities Newspaper, PO Box 51158, Durham, NC 27717-1158.

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources

 

NATIONAL PHYSICAL EDUCATION STANDARDS

A physically educated student:

1. Demonstrates competency in many movement forms and proficiency in a few movement forms.

2. Applies movement concepts and principles to the learning and development of motor skills.

3. Exhibits a physically active lifestyle.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Demonstrates responsible personal and social behavior in physical activity settings.

6. Demonstrates understanding and respect for differences among people in physical activity settings.

7. Understands that physical activity provides opportunties for enjoyment, challenge, self-expression, and social interaction.

 

 

 

 

NORTH DAKOTA PHYSICAL EDUCATION STANDARDS

Standard 1: MOVEMENT FORMS

Students use a variety of movement forms.

Standard 2: MOVEMENT CONCEPTS

Students use movement concepts and principles in the development of motor skills.

Standard 3: BENEFITS OF PHYSICAL ACTIVITY

Students understand the benefits of regular physical activity.

Standard 4: MAINTAINING PHYSICAL FITNESS

Students undnerstand how to maintain a health-enhancing level of physical fitness.

Standard 5: BEHAVIOR AND PHYSICAL ACTIVITY

Students use responsible personal and social behavior in physical activity settings.