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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1-1.1) Demonstrate correct form for hopping, galloping, and sliding. 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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1-1.2) 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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1-1.3) Perform jumping and landing actions with balance. 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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1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities. Examples: use rhythm sticks, scarves, ribbons while dancing or marching 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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1-1.5) Maintain stillness on different bases of support with different body shapes. 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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1-1.6) 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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1.7
Non-locomotor Skills (stability) | |||||||||||
Weight transfer, rolling
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1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes 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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1-1.8) Throw underhand and overhand with hand/foot opposition. 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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1-1.9) Catch various sizes of soft objects from a self-toss before they hit the ground. 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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1-1.10) Dribble continuously in a stationary position, using the preferred hand. 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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1-1.11) Walk while tapping a ball, using alternating feet. 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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1-1.12) Pass and trap a moving ball in a static environment, demonstrating correct form. APE accommodation suggestions: Use larger ball, larger targets |
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1.13
Manipulative Skills | |||||||||||
Kicking, punting
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1-1.13) Approach a stationary ball, make contact below center line, and kick it forward. 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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1-1.14) Independently volley a lightweight object upward with consecutive hits. 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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1-1.15) Demonstrate striking a lightweight object upward with a 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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1-1.16) Strike a stationary object with a long-handled implement using correct hand placement. 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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1-1.17) Demonstrate rope skills by: Jumping self-turned rope Attempting to turn a long rope multiple times consecutively with a partner. 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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1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations. 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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1-2.2) Understand and employ a variety of relationships with objects. Examples: over, under, around, through APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.3
Movement Concepts | |||||||||||
Speed, direction, force
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1-2.3) Demonstrate the difference between strong and light force. APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.4
Movement Concepts | |||||||||||
Strategies & tactics
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1-2.4) 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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1-3.1) Identify the benefits of participating in physical activity for at least 60 minutes a day. 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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1-3.2) Actively engage in physical education class. |
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3.3
Fitness knowledge | |||||||||||
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1-3.3) Verbalize how active play and physical activity strengthen the heart muscle. |
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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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1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning 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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1-4.2) Appropriately respond to specific feedback from the 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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1-4.3) Work in a variety of class environments with moderate supervision. Examples: partner, small group, large group, whole class 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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1-4.4) Identify alternative solutions to a given problem. 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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1-5.1) Identify physical activity as a component of good health. APE accommodation suggestions: peer assistance and modeling |
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5.2
Challenge | |||||||||||
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1-5.2) Explain that continued practice in physical activities can lead to success. APE accommodation suggestions: peer assistance and modeling |
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5.3
Self-expression and enjoyment | |||||||||||
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1-5.3) Recall positive feelings that result from participating in physical activities. APE accommodation suggestions: peer assistance and modeling |
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5.4
Social interaction | |||||||||||
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1-5.4) Share personal reasons for enjoying physical activities that involve peers. APE accommodation suggestions: peer assistance and modeling |