Anchor Standard 1: Motor Skills and Movement Patterns: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
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1.1
Locomotor Skills | |||||||||||
Hopping, galloping, jogging, running, sliding, skipping, jumping, leaping
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K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side) |
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1.2
Locomotor Skills | |||||||||||
Jogging, running
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K-1.2) Developmentally appropriate/ emerging outcomes first appear in Grade 2. APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side) |
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1.3
Locomotor Skills | |||||||||||
Jumping and landing
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K-1.3) Perform jumping and landing actions. APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance |
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1.4
Locomotor Skills | |||||||||||
Dance/ Rhythmic Activities
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K-1.4) Apply rhythmic expression in response to music. APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance |
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1.5
Non-locomotor Skills* (stability) | |||||||||||
Balance
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K-1.5) Use different bases of support to maintain momentary stillness. APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment |
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1.6
Non-locomotor Skills* (stability) | |||||||||||
Curling and stretching; twisting and bending
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K-1.6) Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching. APE accommodation suggestions: Hand over hand assistance and modeling |
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1.6
Non-locomotor Skills (stability) | |||||||||||
Weight transfer, rolling
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K-1.7) Attempt to transfer weight from one body part to another: a. In self-space. Examples: three body parts to two body parts, crab walk position to plank position b. By rolling sideways in multiple body shapes. Examples: log roll, egg roll, pencil roll APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling |
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1.8
Manipulative Skills | |||||||||||
Underhand and overhand throw
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K-1.8) Attempt underhand and overhand throw. APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers |
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1.9
Manipulative Skills | |||||||||||
Catching
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K-1.9) Attempt to catch a dropped ball from varying heights. APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies) |
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1.10
Manipulative Skills | |||||||||||
Dribbling and/or
ball control with hands
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K-1.10) Attempt to dribble a ball with one hand using consecutive contacts. APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball. |
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1.11
Manipulative Skills | |||||||||||
Dribbling/ ball control with feet
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K-1.11) Tap a ball forward, using inside of foot. APE accommodation suggestions: Use large playground ball; drop and catch, alternating dribble with peer or tethered ball. |
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1.12
Manipulative Skills | |||||||||||
Passing and receiving with feet
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K-1.12) Attempt to pass and trap a slow-moving ball. APE accommodation suggestions: Use larger ball, larger targets |
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1.13
Manipulative Skills | |||||||||||
Kicking, punting
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K-1.13) Kick a stationary ball, planting foot and making contact with shoelaces. APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball |
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1.14
Manipulative Skills | |||||||||||
Volleying, overhead and underhand
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K-1.14) Independently volley a lightweight object with varying body parts. Examples: balloon, beach ball, foam ball APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball |
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1.15
Manipulative Skills | |||||||||||
Striking, short implement
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K-1.15) Attempt to strike a lightweight object with a paddle or other short-handled implement. APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement; hand over hand assistance |
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1.16
Manipulative Skills | |||||||||||
Striking, long implement (hockey stick, putter, noodle, bat, badminton racquet, pillow polo stick, etc.)
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K-1.16) Attempt to strike a stationary object with a long-handled implement. APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting. |
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1.17
Manipulative Skills | |||||||||||
Jumping rope
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K-1.17) Attempt a single jump
with self-turned rope. APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting. |
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Anchor Standard 2: Movement and performance: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
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2.1
Movement Concepts | |||||||||||
Space
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K-2.1) Demonstrate the difference between movement in personal and general space while attempting to maintain self-control. APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots. |
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2.2
Movement Concepts | |||||||||||
Pathways, shapes, levels
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K-2.2) Travel by: Using various pathways.
Demonstrating various levels. APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.3
Movement Concepts | |||||||||||
Speed, direction, force
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K-2.3) Travel: In general space with varying speeds.
Attempting directionality concepts. Examples: left, right, up, down, over, under APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.4
Movement Concepts | |||||||||||
Strategies & tactics
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K-2.4) Developmentally appropriate/ emerging outcomes first appear in Grade 3. |
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Anchor Standard 3: Physical Activity and Fitness: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
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3.1
Physical activity knowledge | |||||||||||
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K-3.1) Differentiate between active play and non-active play outside physical education class. APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation. |
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3.2
Engagement in physical activity | |||||||||||
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K-3.2) Participate in physical education class. |
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3.3
Fitness knowledge | |||||||||||
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K-3.3) Discover the connection between physical activity and change in heart rate and breathing. |
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Anchor Standard 4: Personal and Social Behavior: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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4.1
Personal responsibility | |||||||||||
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K-4.1) Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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4.2
Accepting and giving feedback | |||||||||||
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K-4.2) Appropriately respond to general feedback from teacher. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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4.3
Working with others | |||||||||||
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K-4.3) Share equipment and space with peers. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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4.4
Conflict Resolution | |||||||||||
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K-4.4) Demonstrate willingness to seek help for solving problems and making decisions. APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors |
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Anchor Standard 5: Values Physical Activity: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
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5.1
Health | |||||||||||
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K-5.1) Acknowledge that physical activity is important for good health. APE accommodation suggestions: peer assistance and modeling |
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5.2
Challenge | |||||||||||
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K-5.2) Acknowledge that physical activities require varying degrees of challenge and difficulty. APE accommodation suggestions: peer assistance and modeling |
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5.3
Self-expression and enjoyment | |||||||||||
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K-5.3) Name physical activities that are enjoyable. APE accommodation suggestions: peer assistance and modeling |
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5.4
Social interaction | |||||||||||
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K-5.4) Discuss the enjoyment of active play with peers. APE accommodation suggestions: peer assistance and modeling |