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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2-1.1) Demonstrate correct form for skipping. 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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2-1.2) Demonstrate correct form for jogging and running. 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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2-1.3) Use a variety of one-and two-footed take-offs and landings. 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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2-1.4) Demonstrate directionality in simple folk, line, partner, and circle dances and rhythmic routines. 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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2-1.5) Balance on different bases of support, combining levels and 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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2-1.6) ADifferentiate among twisting, curling, bending, and stretching actions. 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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2-1.7) Transition weight from various bases of support by: Transferring weight from feet to different body parts while maintaining balance. Rolling in different directions with both a narrow and curled body shape. 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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2-1.8) Throw underhand and overhand, demonstrating correct form 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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2-1.9) Catch a self-tossed or well-thrown object with hands, not trapping or cradling against the body. 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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2-1.10) Dribble continuously in self-space and while traveling, with preferred hand, demonstrating correct form. 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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2-1.11) Dribble with alternating feet, demonstrating control of ball and body. 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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2-1.12) Pass and trap a ball with accuracy to a partner, using varying force and distance. APE accommodation suggestions: Use larger ball, larger targets |
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1.13
Manipulative Skills | |||||||||
Kicking, punting
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2-1.13) Demonstrate kicking skills by: Using a running approach towards a stationary ball with correct form. Attempting to make contact with a moving ball. Attempting to kick a dropped ball/object, 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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2-1.14) Demonstrate volleying lightweight objects with partner. 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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2-1.15) Demonstrate striking a lightweight object upward with a short-handled implement, using consecutive hits. 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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2-1.16) Strike an object, using correct hand placement and proper body orientation. 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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2-1.17) Demonstrate rope skills with correct form by: Jumping a self-turned rope consecutively forward and backward. Jumping a long rope multiple times consecutively with student turners. 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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2-2.1) Apply the concept of personal and general space during class activities. 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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2-2.2) Integrate shapes, levels, and pathways into simple movement sequences. APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.3
Movement Concepts | |||||||||
Speed, direction, force
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2-2.3) Recognize and adjust exertion of force on an object required during an activity. APE accommodation suggestions: Verbal prompting; use directional poly spots. |
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2.4
Movement Concepts | |||||||||
Strategies & tactics
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2-2.4) 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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2-3.1) Describe the benefits of participating in moderate to vigorous activities 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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2-3.2) Actively engage in physical education class in response to instruction and practice. |
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3.3
Fitness knowledge | |||||||||
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2-3.3) Identify physical activities that contribute to a high level of fitness and the importance of warm-up and cool-down related to vigorous physical activity. |
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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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2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure 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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2-4.2) Appropriately respond to and implement 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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2-4.3) Work in a variety of class environments with minimum 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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2-4.4) Develop effective coping skills for dealing with problems. 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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2-5.1) Describe the relationship between physical activity and good health. APE accommodation suggestions: peer assistance and modeling |
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5.2
Challenge | |||||||||
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2-5.2) Identify physical activities that build confidence and activities that are challenging. APE accommodation suggestions: peer assistance and modeling |
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5.3
Self-expression and enjoyment | |||||||||
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2-5.3) List physical activities that provide self-expression. APE accommodation suggestions: peer assistance and modeling |
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5.4
Social interaction | |||||||||
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2-5.4) Describe the positive social interactions that come when engaging with others in physical activity. APE accommodation suggestions: peer assistance and modeling |