Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
Grade 6
Grade 7
Grade 8
1. Dance and rhythms:
Demonstrates correct rhythm and pattern for 1 of the following dance forms: folk, social, creative, line, or world dance.
Demonstrate correct rhythm and pattern for a
different dance form from among folk, social, creative, line, or world dance.
Exhibits command of rhythm and timing by
creating a movement sequence to music as an individual or in a group.
2. Games & sports. Invasion and field games – Throwing:
Throws with a mature pattern for distance or power appropriate to the practice task (e.g., distance = outfield to home plate; power = 2nd base to 1st base).
Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment.
Throws with a mature pattern for distance or power appropriate to the activity during small- sided game play.
3. Catching:
Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks.
Catches with a mature pattern from a variety of trajectories using a different objects in small-sided game play.
Catches using an implement in a dynamic environment or modified game play.
4. Games & sports. Invasion games – Passing and Receiving:
Passes and receives with hands in combination with locomotor patterns of running and changing direction and speed with competency in modified invasion games such as basketball, flag football, speedball, or team handball.
Passes and receives with feet in combination with locomotor patterns of running and change of direction and speed with competency in modified invasion games such as soccer or speedball.
Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed and/or level with competency in modified invasion games such as lacrosse or hockey (floor, field, ice).
5. Passing and Receiving:
Throws while stationary, a leading pass to a moving receiver.
Throws, while moving, a leading pass to a moving receiver.
Throws a lead pass to a moving partner off a dribble or pass.
6. Offensive skills:
Executes at least 1 of the following designed to create open space during small-sided game play: pivots, fakes, jab steps.
Executes at least 2 of the following to create open space during modified game play: pivots, fakes, jab steps, screens.
25
K-12 PE STANDARDS MAY 2017
Performs pivots, fakes, and jab steps designed to create open space during practice tasks.
7. Offensive skills:
Performs the following offensive skills without defensive pressure: pivot, give and go, and fakes.
Performs the following offensive skills with defensive pressure: pivot, give and go, and fakes.
Executes the following offensive skills during small-sided game play: pivot, give and go, and fakes.
8. Dribbling/Ball Control:
Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks.
Dribbles with dominant and non-dominant hands using a change of speed and direction in a variety of practice tasks.
Dribbles with dominant and non-dominant hands using a change of speed and direction in small-sided game play.
9. Dribbling/Ball Control:
Foot-dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks.
Foot-dribbles or dribbles with an implement combined with passing in a variety of practice tasks.
Foot-dribbles or dribbles with an implement with control, changing speed and direction during small-sided game play.
10. Shooting on goal:
Shoots on goal with power in a dynamic environment as appropriate to the activity.
Shoots on goal with power and accuracy in small-sided game-play.
Shoots on goal with a long-handled implement for power and accuracy in modified invasion games such as hockey (floor, field, or ice) or lacrosse.
11. Defensive Skills:
Maintains defensive ready position with weight on balls of feet, arms extended, and eyes on midsection of the offensive player.
Slides in all directions while on defense without crossing feet.
Drop-steps in the direction of the pass during player-to-player defense.
12. Games and sports. Net/Wall Games Serving:
Performs a legal underhand serve with control for net/wall games such as badminton, volleyball, or pickleball.
Executes consistently (at least 70% of the time) a legal underhand serve to a predetermined target for net/wall games such as badminton, volleyball, or pickleball.
Executes consistently (at least 70% of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball, or pickleball.
13. Striking:
Strikes with a mature overhand pattern in a nondynamic environment (closed skills) for
Strikes with a mature overhand pattern in a dynamic environment for net/wall games such as volleyball, handball, badminton, or tennis.
Strikes with a mature overhand pattern in a modified game for net/wall games such as volleyball, handball, badminton, or tennis.
K-12 PE STANDARDS MAY 2017 26
net/wall games such as volleyball, handball, badminton, or tennis.
14. Forehand and backhand:
Demonstrates the mature form of the forehand and backhand strokes with a short- handled implement in net games such as paddleball, pickleball, or short-handled racket tennis.
Demonstrates the mature form of forehand and backhand strokes with a long-handled implement in net games such as badminton or tennis.
Demonstrates the mature form of forehand and backhand strokes with a short- or long- handled implement with power and accuracy in net games, such as pickleball, tennis, badminton, or paddleball.
15. Weight Transfer:
Transfers weight with correct timing for the striking pattern.
Transfers weight with correct timing using low-to-high striking pattern with a short- handled implement on the forehand side.
Transfers weight with correct timing using low-to-high striking pattern with a long- handled implement on the backhand side.
16. Volley:
Forehand volleys with a mature form and control using a short-handled implement.
Forehand and backhand volleys with a mature form and control using a short-handled implement.
Forehand and backhand volleys with a mature form and control using a short-handled implement during modified game play.
17. Two handed volley:
Two-handed volleys with control in a variety of practice tasks.
Two-hand-volleys with control in a dynamic environment.
Two-hand-volleys with control in a small-sided game.
18. Games and sports. Target Games:
Demonstrates a mature underhand pattern for a modified target game such as bowling, bocce, or horseshoes.
Executes consistently (70% of the time) a mature underhand pattern for target games such as bowling, bocce, or horseshoes.
Performs consistently (70% of the time) a mature underhand pattern with accuracy and control for 1 target game such as bowling or bocce.
19. Striking:
Strikes, with an implement, a stationary object for accuracy in activities such as croquet, shuffleboard, or golf.
Strikes, with an implement, a stationary object
for accuracy and distance in activities such as croquet, shuffleboard, or golf.
Strikes with an implement, a stationary object
for accuracy and power in such activities as croquet, shuffleboard, or golf.
20. Games and Sports. Fielding/striking games –Striking:
Strikes a pitched ball with an implement with force in a variety of practice tasks.
Strikes a pitched ball with an implement to open space in a variety of practice tasks.
Strikes a pitched ball with an implement for power to open space in a variety of small- sided games.
K-12 PE STANDARDS MAY 2017 27
21. Catching:
Catches, with a mature pattern, from different trajectories using a variety of objects in varying practice tasks.
Catches, with a mature pattern, from different trajectories using a variety of objects in small- sided game play.
Catches, using an implement, from different trajectories and speeds in a dynamic environment or modified game play.
22. Outdoor pursuits:
Demonstrates correct technique for basic skills in 1 self-selected outdoor activity.
Demonstrates correct technique for a variety of skills in 1 self-selected outdoor activity.
Demonstrates correct technique for basic skills in 2 self-selected outdoor activities.
23. Aquatics:
Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.
24. Individual-performance activities:
Demonstrates correct technique for basic skills in 1 self-directed individual-performance activity.
Demonstrates correct technique for a variety of skills in 1 self-selected individual- performance activity.
Demonstrates correct technique for basic skills in at least 2 self-selected individual- performance activities.
Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Grade 6
Grade 7
Grade 8
1. Games and Sports. Invasion Games
Creating space with movement:
Creates open space by using locomotor movements (e.g. walking, running, jumping, and landing) in combination with movement (e.g. varying pathways; change of speed; direction or pace).
Reduces open space by using locomotor
movements (e.g. walking, running, jumping, and landing, changing size and shape of the body) in combination with movement concepts (e.g. reducing the angle in space, reducing distance between player and goal).
Opens and closes space during small-sided
game play by combining locomotor movements with movement concepts.
2. Creating space with offensive tactics:
Executes at least 1 of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots, and fakes; give and go.
Executes at least 2 of the following offensive tactics to create open space: uses a variety of passes, pivots, and fakes; give and go.
Executes at least 3 of the following offensive tactics to create an open space: moves to create open space on and off the ball; uses a variety of passes, fakes, and pathways; give and go.
K-12 PE STANDARDS MAY 2017 28
3. Creating space using width and length:
Creates open space by using the width and length of the field/court on offense.
Creates open space by staying spread on offense and cutting and passing quickly.
Creates open space by staying spread on offense, cutting and passing quickly, and using fakes off the ball.
4. Games and Sports. Invasion Games- Reducing space by changing size and shape:
Reduces open space on defense by making the body larger or reducing passing angles.
Reduces open space on defense by staying close to the opponent as he/she nears the goal.
Reduces open space on defense by staying on the goal side of the offensive player and reducing the distance to him/her (third-party perspective).
5. Reducing space using denial:
Reduces open space by not allowing the catch (denial) or by allowing the catch but not the return pass.
Reduces open space by not allowing the catch (denial) or anticipating the speed of the object or person for the purpose of interception or deflection.
Reduces open space by not allowing the catch (denial) and anticipating the speed of the object or person for the purpose of interception or deflection.
6. Transitions:
Transitions from offense to defense or defense to offense by recovering quickly.
Transitions from offense to defense or defense to offense by recovering quickly and communicating with team-mates.
Transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates, and capitalizing on an advantage.
7. Games and Sports. Net/Wall games - Creating Space through variation:
Creates open space in net/wall games with a short-handled implement by varying force and direction.
Creates open space in net/wall games with a long-handled implement by varying force and direction, and moving opponent from side to side.
Creates open space in net/wall games with either a long- or short-handled implement by varying force or direction or by moving opponent side to side and/or forward and back.
8. Using tactics and shots:
Reduces offensive options for opponents by returning to midcourt position.
Selects offensive shot based on opponent’s location (hit where opponent is not).
Varies placement, force, and timing of return to prevent anticipation by opponent.
9. Games and Sports. Target games -Shot selection:
Selects appropriate shot and/or club based on location of the object in relation to the target.
Varies the speed and/or trajectory of the shot based on location of the object in relation to the target.
Varies the speed, force, and trajectory of the shot based on location of the object in relation to the target.
10. Games and sports. Fielding and Striking games- Offensive strategies:
Identifies open spaces and attempts to strike object into that space.
Uses a variety of shots (e.g. slap & run, bunt, line drive, high arc) to hit to open space.
Identifies sacrifice situations and attempt to advance a teammate.
K-12 PE STANDARDS MAY 2017 29
11. Reducing space:
Identifies the correct defensive play based on the situation (e.g. number of outs).
Selects the correct defensive play based on the situation (e.g. number of outs).
Reduces open spaces in the field by working with teammates to maximize coverage.
12. Individual-performance activities, dance and rhythms- Movement concepts:
Varies application of force during dance or gymnastic activities.
Identifies and applies Newton’s law of motion to various dance or movement activities.
Describes and applies mechanical advantage(s) for a variety of movement patterns.
13. Outdoor Pursuits -Movement concepts:
Makes appropriate decisions based on the weather, level of difficulty due to conditions, or ability to ensure safety of self and others.
Analyzes the situation and makes adjustments to ensure the safety of self and others.
Implements safe protocols in self-selected outdoor activities.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Grade 6
Grade 7
Grade 8
1. Physical activity knowledge:
Describes how being physically active leads to a healthy body
Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.
Identifies the 5 components of health-related fitness (muscular strength, muscular endurance, flexibility, cardiorespiratory endurance, body composition) and explains the connections between fitness and overall physical and mental health.
2. Engages in physical activity:
Participates in self-selected physical activity outside of physical education class.
Participates in a physical activity twice a week
outside of physical education class.
Participates in a physical activity 3 times a
week outside of physical education class.
3. Engages in physical activity:
Participates in a variety of aerobic-fitness activities such as cardio-kick, step aerobics, and aerobic dance.
Participates in a variety of strength- and endurance-fitness activities such as Pilates, resistance training, body-weight training, and light free-weight training.
Participates in a variety of self-selected aerobic-fitness activities outside of school such as walking, jogging, biking, skating, dancing, and swimming.
4. Engages in physical activity:
Participates in a variety of aerobic-fitness activities using technology such as Dance Dance Revolution or Wii Fit.
Participates in a variety of strength- and endurance-fitness activities such as weight or resistance training.
Plans and implements a program of cross- training to include aerobic, strength and endurance, and flexibility training.
K-12 PE STANDARDS MAY 2017 30
5. Engages in physical activity:
Participates in a variety of lifetime recreational team sports, outdoor pursuits, or dance activities.
Participates in a variety of lifetime dual and individual sports, martial arts, or aquatic activities.
Participates in a self-selected lifetime sport, dance, aquatic, or outdoor activities outside of the school day.
6. Fitness knowledge:
Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day.
Participates in moderate to vigorous muscle-
and bone-strengthening physical activity at least 3 times per week.
Participates in moderate to vigorous aerobic
and/or muscle- and bone-strengthening physical activity for at least 60 minutes per day at least 5 times per week.
7. Fitness knowledge:
Identifies the components of skill-related fitness.
Distinguishes between health-related and skill-related fitness.
Compares and contrasts health-related fitness components.
8. Fitness knowledge:
Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level.
Adjusts physical activity based on quantity of exercise needed for a minimal health standards and/or optimal functioning based on current fitness level.
Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level.
9. Fitness knowledge:
Employs correct techniques and methods of stretching.
Describes and demonstrates the difference between dynamic and static stretches.
Employs a variety of appropriate static- stretching techniques for all major muscle groups.
10. Fitness knowledge:
Differentiates between aerobic and anaerobic capacity and between muscular strength and endurance.
Describes the role of exercise and nutrition in
weight management.
Describe the role of flexibility in injury
prevention.
11. Fitness knowledge:
Identifies each of the components of the overload principle (FITT formula: frequency, intensity, time, and type) for different types of physical activity (aerobic, muscular fitness, and flexibility).
Describes the overload principle (FITT formula) for different types of physical activity, the training principles on which the formula is based and how the formula and principles affect fitness.
Uses the overload principle (FITT formula) in preparing a personal workout.
K-12 PE STANDARDS MAY 2017 31
12. Fitness knowledge:
Describes the role of warm-ups and cool- downs before and after physical activity.
Designs a warm-up and cool-down regimen for a self-selected physical activity.
Designs and implements a warm-up/cool- down regimen for a self-selected physical activity.
13. Fitness knowledge:
Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) scale.
Defines how the RPE Scale can be used to determine the perception of the work effort or intensity of exercise.
Defines how RPE Scale can be used to adjust workout intensity during physical activity.
14. Fitness knowledge:
Identifies major muscles used in selective physical activities.
Describes how muscles pull on bones to create movement in pairs by relaxing and contracting.
Explains how body systems interact with one another (e.g. blood transports nutrients from the digestive system, oxygen from the respiratory system) during physical activity.
15. Assessment and program planning:
Designs and implements a program of remediation for any areas of weakness based on the results of health-related fitness assessment.
Designs and implements a program of remediation for 2 areas of weakness based on the results of health-related fitness assessment.
Designs and implements a program of remediation for 3 areas of weakness based on the results of health-related fitness assessment.
16. Assessment and program planning:
Maintains a physical activity log for at least 2 weeks and reflects on activity levels as documented in the log.
Maintains a physical activity and nutrition log for at least 2 weeks and reflects on activity levels and nutrition as documented in the log.
Designs and implements a program to improve levels of health-related fitness and nutrition.
17. Nutrition:
Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels.
Develops strategies for balancing healthy food, snacks and water intake, along with daily physical activity.
Describes the relationship between poor nutrition and health risk factors.
18. Stress Management:
Identifies positive and negative results of stress and appropriate ways of dealing with it.
Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise.
Demonstrates basic movements used in other stress-reducing activities, such as yoga and tai chi.
K-12 PE STANDARDS MAY 2017 32
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
Grade 6
Grade 7
Grade 8
1. Personal responsibility:
Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors.
Exhibits responsible social behaviors by
cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.
Accepts responsibility for improving one’s own
levels of physical activity and fitness.
2. Personal responsibility:
Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk.
4. Working with others:
Accepts differences among classmates in physical development, maturation, and varying skills levels by providing encouragement and positive feedback.
Demonstrates both intrinsic and extrinsic motivation by selecting opportunities to participate in physical activity outside of class.
Uses effective self-monitoring skills to incorporate opportunities for physical activity in and outside of school.
3. Accepting feedback:
Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.
Provides corrective feedback to a peer using teacher-generated guidelines and incorporating appropriate tone and other communication skills.
Provides encouragement and feedback to peers without prompting from the teacher.
Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts.
Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.
5. Working with others:
Cooperates with a small group of classmates during adventure activities, game play, or team-building activities.
Problem solves with a small group of classmates during adventure activities, small- group initiatives, or game play.
Cooperates with multiple classmates on problem-solving initiatives, including adventure activities, large-group initiatives, and game-play.
6. Rules and etiquette:
Identifies the rules and etiquette for physical activities, games and dance activities.
Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games or following parameters to create or modify a dance.
Applies rules and etiquette by acting as an official for modified physical activities and games and creating dance routines within a given set of parameters.
K-12 PE STANDARDS MAY 2017 33
7. Safety:
Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance.
Independently uses physical activity and exercise equipment appropriately and safely.
Independently uses physical activity and fitness equipment appropriately, and identifies specific safety concerns associated with the activity.
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Grade 6
Grade 7
Grade 8
1. Health:
Describes how being physically active leads to a healthy body.
Identifies different types of physical activities and describes how each exerts a positive impact on health.
Identifies the 5 components of health-related fitness (muscular strength, muscular endurance, flexibility, cardiorespiratory endurance, and body composition) and explains the connections between fitness and overall physical and mental health.
2. Health:
Identifies components of physical activity that provide opportunities for reducing stress and for social interaction.
3. Challenge:
Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help or feedback, or modifying the tasks.
Identifies positive mental and emotional aspects of participating in a variety of physical activities.
Analyzes the empowering consequences of being physically active.
Generates positive strategies such as offering suggestions or assistance, leading or following others and providing possible solutions when faced with a group challenge.
Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge.
4. Self-expression and enjoyment:
Describes how moving competently in a physical activity setting creates enjoyment.
Identifies why self-selected physical activities
create enjoyment.
Discusses how enjoyment could be increased
in self-selected physical activities.
5. Self-expression and enjoyment:
Identifies how self-expression and physical activity are related.
Explains the relationship between self- expression and lifelong enjoyment through physical activity.
Identifies and participates in an enjoyable activity that prompts individual self- expression.
6. Social interaction:
Demonstrates respect for self and others in activities and games by following the rules,
Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates.
Demonstrates respect for self by asking for help and helping others in various physical activities.
K-12 PE STANDARDS MAY 2017 34