Grade Level Outcomes For K 12 Physical Education

Grade-Level Outcomes
for K-12 Physical Educaon

Grade-Level Outcomes for K-12 Physical Educaon
Created by:
AAHPERD Curriculum Framework Task Force
Lynn Couturier, Task Force Chair, State University of New York College at Cortland
Stevie Chepko, Rock Hill, SC
Shirley Holt/Hale, Oak Ridge, TN
Dan Persse, Blaine, WA
Brad Reg, Lincoln, NE
Georgi Roberts, Fort Worth, TX
Principal Writers:
Lynn Couturier
Stevie Chepko
Shirley Holt/Hale
Acknowledgments
The task force is indebted to the many professionals who reviewed dra s of the standards and outcomes and made valuable contribu ons that
strengthened this document. Among these professionals, several deserve special recogni on for the thoroughness of their work, including Nan-
cy Schmitz, John Kruse, Tina Hall, Chuck Corbin, and Missy Parker and her graduate students at Northern Colorado University. The task force also
appreciates and acknowledges the excep onal founda on for this document built by previous task forces and commi ees, with the support of the
Board of Directors of the Na onal Associa on for Sport and Physical Educa on. These groups include the 1995 Standards and Assessment Task
Force, the Second Edi on Wri ng Commi ee and the 2010 Exploratory Curriculum Framework Task Force:
Derrick Mears, Chair, Western Washington University
Meggin DeMoss, Rose Hill, KS
Shaunna McGhie, Utah Valley University
Peter Ragan, Rowan University
Now available: Naonal Standards & Grade-Level Outcomes for K-12 Physical Educaon
Find even more guidance on using the new Na onal Standards in Na onal Standards & Grade-Level Outcomes for K-12 Physical Educa on
(SHAPE America, 2014). Designed as a tool for physical educators at all levels, this book oers guidance on planning curricula, designing units
and lessons, tracking student progress across grades and more. Purchase your copy at www.shapeamerica.org/shop/.
Suggested cita on for this chart:

American Alliance for Health, Physical Educa on, Recrea on and Dance. (2013). Grade-level outcomes for K-12 physical educa on. Reston, VA: Author.
2013, American Alliance for Health, Physical Educa on, Recrea on and Dance. All rights reserved.
For individual use only. Reproducing this work in any form by any electronic, mechanical or other means including photocopying or storing in any informa on-retrieval system
is expressly forbidden without wri en permission from AAHPERD. To request permission to reprint or copy all or por ons of this work, visit www.shapeamerica.org/permis-
sions or e-mail permissions@shapeamerica.org.
Naonal Standards for K-12 Physical Educaon
The goal of physical educa on is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a life me of
healthful physical ac vity.
To pursue a life me of healthful physical ac vity, a physically literate individual*:
Has learned the skills necessary to par cipate in a variety of physical ac vi es.
Knows the implica ons and the benefits of involvement in various types of physical ac vi es.
Par cipates regularly in physical ac vity.
Is physically fit.
Values physical ac vity and its contribu ons to a healthful lifestyle.
Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement pa erns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tac cs related to movement
and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of
physical ac vity and fitness.
Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5. The physically literate individual recognizes the value of physical ac vity for health, enjoyment, challenge, self-expression
and/or social interac on.
* Adapted from NASPE. (2004). Moving into the future: Na onal standards for physical educa on (2nd ed.). Reston, VA: Author, and Mandigo, J., Francis, N., Lodewyk, K.,
& Lopez, R. (2012). Physical literacy for physical educators. Physical Educa on and Health Journal, 75 (3), 27 - 30.
2013, American Alliance for Health, Physical Educa on, Recrea on and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 1
Elementary School Outcomes (K Grade 5)
By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combina ons of skills; use basic move-
ment concepts in dance, gymnas cs and small-sided prac ce tasks; iden fy basic health-related fitness concepts; exhibit acceptance of self and
others in physical ac vi es; and iden fy the benefits of physically ac ve lifestyle.
Note: Swimming skills and water-safety ac vi es should be taught if facili es permit.
Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Demonstrates competency in a variety of motor skills and movement paerns.

S1.E1 Performs locomotor Hops, gallops, jogs Skips using a mature Leaps using a mature Uses various lo- Demonstrates
Locomotor skills (hopping, gallop- and slides using a pa ern. (S1.E1.2) pa ern. (S1.E1.3) comotor skills in a mature pa erns of
ing, running, sliding, mature pa ern. variety of small-sid- locomotor skills in
Hopping, galloping,
running, sliding, skip-
skipping) while main- (S1.E1.1) ed prac ce tasks, dynamic small-sided
ping, leaping taining balance. dance and educa- prac ce tasks, gym-
(S1.E1.K) onal gymnas cs nas cs and dance.
experiences. (S1.E1.5a)
(S1.E1.4)
Combines locomotor
and manipula ve
skills in a variety of
small-sided prac ce
tasks/games environ-
ments. (S1.E1.5b)
Combines traveling
with manipula ve
skills for execu on to
a target (e.g., scoring
in soccer, hockey and
basketball).
(S1.E1.5c)
2 2013, American Alliance for Health, Physical Educa on, Recrea on and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
S1.E2 Developmentally ap- Developmentally Runs with a mature Travels showing dif- Runs for distance Uses appropriate
Locomotor propriate/emerging appropriate/emerging pa ern. (S1.E2.2a) feren a on between using a mature pat- pacing for a variety
outcomes first appear in outcomes first appear sprin ng and run- tern. (S1.E2.4) of running distances.
ogging, running grade 2. in grade 2. Travels showing ning. (S1.E2.3) (S1.E2.5)
dieren a on
between jogging
and sprin ng.
(S1.E2.2b)
S1.E3 Performs jumping & Demonstrates 2 of Demonstrates 4 of Jumps and lands in Uses spring-and- Combines jumping
Locomotor landing ac ons with the 5 cri cal ele- the 5 cri cal ele- the horizontal and step take-os and and landing pa erns
balance. (S1.E3.K) ments for jumping ments for jumping ver cal planes using landings specific to with locomotors and
Jumping & landing, and landing in a hor- and landing in a hor- a mature pa ern. gymnas cs. manipula ve skills
horizontal Note: This outcome izontal plane using izontal plane using (S1.E3.3) (S1.E3.4) in dance, educa on-
applies to both horizontal
2-foot take-os and a variety of 1- and al gymnas cs and
and ver cal jumping & Note: This outcome ap- Note: This outcome
landing.
landings. 2-foot take-os and small-sided prac ce
plies to both horizontal applies to both hor-
(S1.E3.1) landings. tasks and games
and ver cal jumping & izontal and ver cal
(S1.E3.2) landing. jumping & landing.
environments.
(S1.E3.5)
S1.E4 Demonstrates 2 of Demonstrates 4 of
Locomotor the 5 cri cal ele- the 5 cri cal ele- Note: This outcome ap-
ments for jumping ments for jumping plies to both horizontal
Jumping & landing, and ver cal jumping &
ver cal
and landing in a and landing in a
landing.
ver cal plane. ver cal plane.
(S1.E4.1) (S1.E4.2)
S1.E5 Performs locomotor Combines locomotor Performs a teacher- Performs teacher- Combines loco- Combines locomotor
Locomotor skills in response to and nonlocomotor and/or student-de- selected and devel- motor movement skills in cultural as
teacher-led crea ve skills in a teacher-designed rhythmic opmentally appropri- pa erns and dance well as crea ve danc-
Dance
dance. (S1.E5.K) signed dance. ac vity with correct ate dance steps and steps to create and es (self and group)
(S1.E5.1) response to simple movement pa erns. perform an original with correct rhythm
rhythms. (S1.E5.2) (S1.E5.3) dance. (S1.E5.4) and pa ern.
(S1.E5.5)
S1.E6 Developmentally ap- Developmentally Developmentally Performs a sequence Combines traveling Applies skill.
Locomotor propriate/emerging appropriate/emerging appropriate/emerging of locomotor skills, with manipula ve
outcomes first appear in outcomes first appear outcomes first appear transi oning from skills of dribbling,
Combina ons Grade 3. in Grade 3. in Grade 3. one skill to another throwing, catch-
smoothly and with- ing and striking in
out hesita on. teacher- and/or
(S1.E6.3) student-designed
small-sided prac ce
tasks. (S1.E6.4)
S1.E7 Maintains momentary Maintains s llness Balances on dierent Balances on dierent Balances on dier- Combines balance
Nonlocomotor* s llness on dierent on dierent bases of bases of support, bases of support, ent bases of sup- and transferring
(stability) bases of support. support with dier- combining levels and demonstra ng mus- port on apparatus, weight in a gym-
(S1.E7.Ka) ent body shapes. shapes. (S1.E7.2a) cular tension and demonstra ng nas cs sequence or
Balance
(S1.E7.1) extensions of free levels and shapes. dance with a partner.
Forms wide, narrow, Balances in an invert- body parts. (S1.E7.3) (S1.E7.4) (S1.E7.5)
curled & twisted body ed posi on* with
shapes. s llness and support-
(S1.E7.Kb) ive base. (S1.E7.2b)
S1.E8 Developmentally ap- Transfers weight Transfers weight Transfers weight Transfers weight Transfers weight
Nonlocomotor propriate/emerging from one body part from feet to dierent from feet to hands from feet to hands, in gymnas cs and
(stability) outcomes first appear in to another in self- body parts/bases of for momentary varying speed and dance environments.
Grade 1. space in dance and support for balance weight support. using large exten- (S1.E8.5)
Weight transfer
gymnas cs environ- and/or travel.a (S1.E8.3) sions (e.g., mule
ments. (S1.E8.1) (S1.E8.2) kick, handstand,
cartwheel).1
(S1.E8.4)
S1.E9 Rolls sideways in a Rolls with either a Rolls in dierent di- Applies skill. Applies skill. Applies skill.
Nonlocomotor narrow body shape. narrow or curled rec ons with either
(stability) (S1.E9.K) body shape. a narrow or curled
(S1.E9.1) body shape.
Weight transfer, rolling
(S1.E9.2)
a
Teachers must use dieren ated instruc on and developmentally appropriate prac ce tasks for individual learners when presen ng transfers of weight from feet to other body parts.
S1.E10 Contrasts the ac ons Demonstrates twist- Dieren ates among Moves into and out Moves into and Performs curling,
Nonlocomotor of curling & stretching. ing, curling, bending twis ng, curling, of gymnas cs bal- out of balances twis ng & stretching
(stability) (S1.E10.K) & stretching ac ons. bending & stretching ances with curling, on apparatus with ac ons with cor-
(S1.E10.1) ac ons. (S1.E10.2) twis ng & stretching curling, twis ng & rect applica on in
Curling & stretching;
twis ng & bending
ac ons. (S1.E10.3) stretching ac ons. dance, gymnas cs,
(S1.E10.4) small-sided prac ce
tasks in games envi-
ronments. (S1.E10.5)
S1.E11 Developmentally ap- Developmentally Combines balances Combines locomotor Combines loco- Combines locomotor
Nonlocomotor propriate/emerging appropriate/emerging and transfers into a skills and movement motor skills and skills and movement
(stability) outcomes first appear in outcomes first appear 3-part sequence (i.e., concepts (levels, movement concepts concepts (levels,
Grade 2. in Grade 2. dance, gymnas cs). shapes, extensions, (levels, shapes, ex- shapes, extensions,
Combina ons
(S1.E11.2) pathways, force, tensions, pathways, pathways, force,
me, flow) to create force, me, flow) to me, flow) to create
and perform a create and perform and perform a dance
dance. (S1.E11.3) a dance with a part- with a group.
ner. (S1.E11.4) (S1.E11.5)
S1.E12 Developmentally ap- Developmentally Developmentally Combines balance Combines traveling Combines ac ons,
Nonlocomotor propriate/emerging appropriate/emerging appropriate/emerging and weight transfers with balance and balances and weight
(stability) outcomes first appear in outcomes first appear outcomes first appear with movement con- weight transfers to transfers to create a
Grade 3. in Grade 3. in Grade 3. cepts to create and create a gymnas cs gymnas cs sequence
Balance & weight perform a dance. sequence with and with a partner on
transfers
(S1.E12.3) without equipment equipment or appa-
or apparatus. ratus. (S1.E12.5)
(S1.E12.4)
S1.E13 Throws underhand Throws underhand, Throws underhand Throws underhand Applies slill. Throws underhand
Manipulave with opposite foot demonstra ng 2 of using a mature pat- to a partner or target using a mature
forward. (S1.E13.K) the 5 cri cal ele- tern. (S1.E13.2) with reasonable ac- pa ern in nondy-
Underhand throw
ments of a mature curacy. (S1.E13.3) namic environments
pa ern. (S1.E13.1) (closed skills), with
dierent sizes and
types of objects.
(S1.E13.5a)
Throws underhand
to a large target with
accuracy. (S1.E13.5b)
S1.E14 Developmentally ap- Developmentally Throws overhand, Throws overhand, Throws overhand Throws overhand us-
Manipulave propriate/emerging appropriate/emerging demonstra ng 2 of demonstra ng 3 of using a mature pat- ing a mature pa ern
outcomes first appear in outcomes first appear the 5 cri cal ele- the 5 cri cal ele- tern in nondynam- in nondynamic en-
Overhand throw Grade 2. in Grade 2. ments of a mature ments of a mature ic environments vironments (closed
pa ern. (S1.E14.2) pa ern, in nondy- (closed skills). skills), with dierent
namic environments (S1.E14.4a) sizes and types of
(closed skills), for dis- objects.
tance and/or force. Throws overhand (S1.E13.5a)
(S1.E14.3) to a partner or at a
target with accuracy Throws overhand to
at a reasonable dis- a large target with
tance. (S1.E14.4b) accuracy. (S1.E13.5b)
S1.E15 Developmentally ap- Developmentally Developmentally Developmentally Throws to a mov- Throws with accu-
Manipulave propriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging ing partner with racy, both partners
outcomes first appear in outcomes first appear outcomes first appear outcomes first appear reasonable accuracy moving. (S1.E15.5a)
Passing with hands Grade 4. in Grade 4. in Grade 4. in Grade 4. in a nondynamic en-
vironment (closed Throws with rea-
skills). (S1.E15.4) sonable accuracy in
dynamic, small-sided
prac ce tasks.
(S1.E15.5b)
S1.E16 Drops a ball and catch- Catches a so object Catches a self-tossed Catches a gently Catches a thrown Catches a ba ed ball
Manipulave es it before it bounces from a self-toss be- or well-thrown large tossed hand-size ball above the head, above the head, at
twice. (S1.E16.Ka) fore it bounces. ball with hands, not ball from a partner, at chest or waist chest or waist level,
Catching
(S1.E16.1a) trapping or cradling demonstra ng 4 of level, and below and along the ground
Catches a large ball against the body. the 5 cri cal ele- the waist using a using a mature pat-
tossed by a skilled (S1.E16.2) ments of a mature mature pa ern in tern in a nondynamic
thrower. (S1.E16.Kb) pa ern. (S1.E16.3) a nondynamic en- environment (closed
Catches various sizes
vironment (closed skills).
of balls self-tossed
skills). (S1.E16.4) (S1.E16.5a)
or tossed by a skilled
thrower. (S1.E16.1b) Catches with accu-
racy, both partners
moving. (S1.E16.5b)
Catches with rea-

sonable accuracy in
dynamic, small-sided
prac ce tasks.
(S1.E16.5c)
S1.E17 Dribbles a ball with Dribbles con nuous- Dribbles in self-space Dribbles and travels Dribbles in self- Combines hand drib-
Manipulave one hand, a emp ng ly in self-space using with preferred hand in general space at space with both the bling with other skills
the second contact. the preferred hand. demonstra ng a slow to moderate preferred and the during 1v1 prac ce
Dribbling/ball control
with hands
(S1.E17.K) (S1.E17.1) mature pa ern. jogging speed, with nonpreferred hands tasks. (S1.E17.5)
(S1.E17.2a) control of ball and using a mature pat-
body. (S1.E17.3) tern. (S1.E17.4a)
Dribbles using the
preferred hand while Dribbles in general
walking in general space with control
space. (S1.E17.2b) of ball and body
while increasing and
decreasing speed.
(S1.E17.4b)
S1.E18 Taps a ball using the Taps or dribbles a Dribbles with the Dribbles with the Dribbles with the Combines foot drib-
Manipulave inside of the foot, ball using the inside feet in general space feet in general space feet in general bling with other skills
sending it forward. of the foot while with control of ball at slow to moderate space with control in 1v1 prac ce tasks.
with feet
(S1.E18.K) walking in general and body. (S1.E18.2) jogging speed with of ball and body (S1.E18.5)
space. (S1.E18.1) control of ball and while increasing and
body. (S1.E18.3) decreasing speed.
(S1.E18.4)
S1.E19 Developmentally ap- Developmentally Developmentally Passes & receives a Passes & receives a Passes with the feet
Manipulave propriate/emerging appropriate/emerging appropriate/emerging ball with the insides ball with the insides using a mature pat-
outcomes first appear in outcomes first appear outcomes first appear of the feet to a of the feet to a tern as both partners
Passing & receiving Grade 3. in Grade 3. in Grade 3.
with feet
sta onary partner, moving partner in travel. (S1.E19.5a)
giving on recep on a nondynamic en-
before returning the vironment (closed
pass. (S1.E19.3) skills). (S1.E19. 4a)
Receives a pass with
Passes & receives the foot using a ma-
a ball with the out- ture pa ern as both
sides and insides of partners travel.
the feet to a sta on- (S1.E19.5b)
ary partner, giving
on recep on before
returning the pass.
(S1.E19.4b)
S1.E20 Developmentally ap- Developmentally Developmentally Developmentally Dribbles with hands Dribbles with hands
Manipulave propriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging or feet in combi- or feet with mature
outcomes first appear in outcomes first appear outcomes first appear outcomes first appear na on with other pa erns in a variety
Dribbling in Grade 4. in Grade 4. in Grade 4. in Grade 4.
combina on
skills (e.g., passing, of small-sided game
receiving, shoo ng). forms. (S1.E20.5)
(S1.E20.4)
S1.E21 Kicks a sta onary ball Approaches a sta- Uses a con nuous Uses a con nuous Kicks along the Demonstrates ma-
Manipulave from a sta onary posi- onary ball and kicks running approach running approach ground and in the ture pa erns in kick-
on, demonstra ng 2 it forward, demon- and kicks a moving and inten onally air, and punts using ing and pun ng in
Kicking
of the 5 elements of a stra ng 2 of the 5 ball, demonstra ng performs a kick mature pa erns. small-sided prac ce
mature kicking pa ern. cri cal elements of 3 of the 5 cri cal el- along the ground (S1.E21.4) task environments.
(S1.E21.K) a mature pa ern. ements of a mature and a kick in the air, (S1.E21.5)
(S1.E21.1) pa ern. (S1.E21.2) demonstra ng 4 of
the 5 cri cal ele-
ments of a mature
pa ern for each.
(S1.E21.3a)
Uses a con nuous

running approach
and kicks a sta on-
ary ball for accuracy.
(S1.E21.3b)
S1.E22 Volleys a light-weight Volleys an object Volleys an object Volleys an object Volleys underhand Applies skill.
Manipulave object (balloon), send- with an open palm, upward with consec- with an underhand using a mature pat-
ing it upward. sending it upward. u ve hits. (S1.E22.2) or sidearm striking tern, in a dynamic
Volley, underhand
(S1.E22.K) (S1.E22.1) pa ern, sending it environment (e.g.,
forward over a net, 2 square, 4 square,
to the wall or over handball).
a line to a partner, (S1.E22.4)
while demonstra ng
4 of the 5 cri cal el-
ements of a mature
pa ern. (S1.E22.3)
S1.E23 Developmentally ap- Developmentally Developmentally Developmentally Volleys a ball with Volleys a ball using
Manipulave propriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging a 2-hand overhead a 2-hand overhead
outcomes first appear in outcomes first appear outcomes first appear outcomes first appear pa ern, sending it pa ern, sending it
Volley, overhead Grade 4. in Grade 4. in Grade 4. in Grade 4. upward, demon- upward to a target.
stra ng 4 of the 5 (S1.E23.5)
cri cal elements of
a mature pa ern.
(S1.E23.4)
S1.E24 Strikes a lightweight Strikes a ball with a Strikes an object Strikes an object Strikes an object Strikes an object
Manipulave object with a paddle or short-handled im- upward with a with a short-handled with a short- han- consecu vely, with
short-handled racket. plement, sending it short-handled imple- implement, sending dled implement a partner, using a
Striking, short
implement
(S1.E24.K) upward. (S1.E24.1) ment, using consecu- it forward over a low while demonstrat- short-handled im-
ve hits. (S1.E24.2) net or to a wall. ing a mature pat- plement, over a net
(S1.E24.3a) tern. (S1.E24.4a) or against a wall, in
either a compe ve
Strikes an object Strikes an object or coopera ve game
with a short-handled with a short- han- environment.
implement while dled implement, (S1.E24.5)
demonstra ng 3 of alterna ng hits with
the 5 cri cal ele- a partner over a
ments of a mature low net or against a
pa ern. (S1.E24.3b) wall. (S1.E24.4b)
S1.E25 Developmentally ap- Developmentally Strikes a ball o a tee Strikes a ball with a Strikes an object Strikes a pitched ball
Manipulave propriate/emerging appropriate/emerging or cone with a bat, long-handled imple- with a long-handled with a bat using a
outcomes first appear in outcomes first appear using correct grip ment (e.g., hockey implement (e.g., mature pa ern.
Striking, long Grade 2. in Grade 2.
implement
and side orienta on/ s ck, bat, golf club), hockey s ck, golf (S1.E25.5a)
proper body orienta- sending it forward, club, bat, tennis
on. (S1.E25.2) while using proper racket, badmin- Combines striking
grip for the imple- ton racket), while with a long imple-
ment. Note: Use demonstra ng 3 ment (e.g., bat,
ba ng tee or ball of the 5 cri cal hockey s ck) with re-
tossed by teacher for elements of a ceiving and traveling
ba ng. (S1.E25.3) mature pa ern skills in a small-sided
for the implement game. (S1.E25.5b)
(grip, stance, body
orienta on, swing
plane and fol-
low-through).
(S1.E25.4)
S1.E26 Developmentally ap- Developmentally Developmentally Developmentally Combines traveling Combines manipula-
Manipulave propriate/emerging appropriate/emerging appropriate/emerging appropriate/emerging with the manip- ve skills and travel-
outcomes first appear in outcomes first appear outcomes first appear outcomes first appear ula ve skills of ing for execu on to
In combina on Grade 4. in Grade 4. in Grade 4. in Grade 4. dribbling, throwing, a target (e.g., scoring
with locomotor
catching and strik- in soccer, hockey and
ing in teacher- and/ basketball).
or student-designed (S1.E26.5)
small-sided prac-
ce-task environ-
ments. (S1.E26.4)
S1.E27 Executes a single jump Jumps forward or Jumps a self-turned Performs intermedi- Creates a jump-rope Creates a jump-
Manipulave with self-turned rope. backward consecu- rope consecu vely ate jump-rope skills rou ne with either rope rou ne with a
(S1.E27.Ka) vely using a self- forward and back- (e.g., a variety of a short or long rope. partner, using either
Jumping rope turned rope. ward with a mature tricks, running in and (S1.E27.4) a short or long rope.
Jumps a long rope with (S1.E27.1a) pa ern. (S1.E27.2a) out of long rope) for (S1.E27.5)
teacher-assisted turn- both long and short
ing. (S1.E27.Kb) Jumps a long rope up Jumps a long rope 5 ropes. (S1.E27.3)
to 5 mes consec- mes consecu vely
u vely with teach- with student turners.
er-assisted turning. (S1.E27.2b)
(S1.E27.1b)
Applies knowledge of concepts, principles, strategies and taccs related to movement and performance.
S2.E1 Dieren ates between Moves in self-space Combines locomo- Recognizes the con- Applies the concept Combines spa al
Movement movement in personal and general space tor skills in general cept of open spaces of open spaces to concepts with loco-
concepts (self-space) and gener- in response to space to a rhythm. in a movement con- combina on skills motor and non-loco-
al space. (S2.E1.Ka) designated beats/ (S2.E1.2) text. (S2.E1.3) involving traveling motor movements
Space
rhythms. (S2.E1.1) (e.g., dribbling and for small groups in
Moves in personal traveling). gymnas cs, dance
space to a rhythm. (S2.E1.4a) and games environ-
(S2.E1.Kb) ments. (S2.E1.5)
Applies the concept
of closing spaces in
small-sided prac ce
tasks. (S2.E1.4b)
Dribbles in general
space with changes
in direc on and
speed. (S2.E1.4c)
S2.E2 Travels in 3 dierent Travels demonstrat- Combines shapes, Recognizes locomo- Combines move- Combines movement
Movement pathways. (S2.E2.K) ing low, middle and levels and pathways tor skills specific to ment concepts with concepts with skills
concepts high levels. into simple travel, a wide variety of skills in small-sided in small-sided prac-
(S2.E2.1a) dance and gymnas- physical ac vi es. prac ce tasks, gym- ce tasks in game
Pathways, shapes,
levels
cs sequences.2 (S2.E2.3) nas cs and dance environments, gym-
Travels demon- (S2.E2.2) environments. nas cs and dance
stra ng a variety of (S2.E2.4) with self-direc on.
rela onships with (S2.E2.5)
objects (e.g., over,
under, around,
through). (S2.E2.1b)
S2.E3 Travels in general Dieren ates be- Varies me and force Combines movement Applies the move- Applies movement
Movement space with dierent tween fast and slow with gradual increas- concepts (direc on, ment concepts of concepts to strategy
concepts speeds. (S2.E3.K) speeds. (S2.E3.1a) es and decreases. levels, force, me) speed, endurance in game situa ons.
(S2.E3.2) with skills as directed and pacing for run- (S2.E3.5a)
Speed, direc on, force Dieren ates be- by the teacher. ning. (S2.E3.4a)
tween strong and (S2.E3.3) Applies the concepts
light force. (S2.E3.1b) Applies the con- of direc on and
cepts of direc on force to strike an ob-
and force when ject with a long-han-
striking an object dled implement.
with a short-han- (S2.E3.5b)
dled implement,
sending it toward a Analyzes move-
designated target. ment situa ons and
(S2.E3.4b) applies movement
concepts (e.g., force,
direc on, speed,
pathways, exten-
sions) in small-sided
prac ce tasks in
game environments,
dance and gymnas-
cs. (S2.E3.5c)
S2.E4 Developmentally ap- Developmentally Developmentally Employs the concept Applies skill. Applies skill.
Movement propriate/emerging appropriate/emerging appropriate/emerging of alignment in gym-
concepts outcomes first appear in outcomes first appear outcomes first appear nas cs and dance.
Grade 3. in Grade 3. in Grade 3. (S2.E4.3a)
Alignment & muscular
tension
Employs the concept
of muscular tension
with balance in gym-
nas cs and dance.
(S2.E4.3b)
S2.E5 Developmentally appro- Developmentally Developmentally Applies simple Applies simple Applies basic oen-
Movement priate/emerging outcomes appropriate/emerging appropriate/emerging strategies & tac cs oensive strate- sive and defensive
concepts first appear in Grade 3. outcomes first appear in outcomes first appear in in chasing ac vi es. gies and tac cs in strategies/ tac cs in
Grade 3. Grade 3. (S2.E5.3a) chasing and fleeing invasion small-sided
Strategies & tac cs
ac vi es. (S2.E5.4a) prac ce tasks.
Applies simple (S2.E5.5a)
strategies in fleeing Applies simple de-
ac vi es. (S2.E5.3b) fensive strategies/ Applies basic oen-
tac cs in chasing sive and defensive
and fleeing ac vi- strategies & tac cs in
es. (S2.E5.4b) net/wall small-sided
prac ce tasks.
Recognizes the (S2.E5.5b)
types of kicks
needed for dierent Recognizes the type
games and sports of throw, volley
situa ons. (S2. or striking ac on
E5.4c) needed for dierent
games & sports situ-
a ons. (S2.E5.5c)
Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical acvity and fitness.
S3.E1 Iden fies ac ve-play Discusses the ben- Describes large-mo- Charts par cipa on Analyzes opportuni- Charts and analyzes
Physical acvity opportuni es outside efits of being ac ve tor and/or manipula- in physical ac vi es es for par cipa ng physical ac vity out-
knowledge physical educa on and exercising and/ ve physical ac vi- outside physical edu- in physical ac vity side physical educa-
class. (S3.E1.K) or playing. (S3.E1.1) es for par cipa on ca on class. outside physical on class for fitness
outside physical edu- (S3.E1.3a) educa on class. benefits of ac vi es.
ca on class (e.g., be- (S3.E1.4) (S3.E1.5)
fore and a er school, Iden fies physical
at home, at the park, ac vity benefits as
with friends, with a way to become
the family). (S3.E1.2) healthier. (S3.E1.3b)
S3.E2 Ac vely par cipates Ac vely engages in Ac vely engages in Engages in the ac v- Ac vely engages Ac vely engages in
Engages in physical in physical educa on physical educa on physical educa on i es of physical edu- in the ac vi es of all the ac vi es of
acvity class. (S3.E2.K) class. (S3.E2.1) class in response to ca on class without physical educa on physical educa on.
instruc on and prac- teacher promp ng. class, both teach- (S3.E2.5)
ce. (S3.E2.2) (S3.E2.3) er-directed and
independent.
(S3.E2.4)
S3.E3 Recognizes that when Iden fies the heart Uses own body as Describes the con- Iden fies the Dieren ates be-
Fitness knowledge you move fast, your as a muscle that resistance (e.g., cept of fitness and components of tween skill-related
heart beats faster and grows stronger with holds body in plank provides examples health-related fit- and health-related
you breathe faster.3 exercise, play and posi on, animal of physical ac vity to ness.5 (S3.E3.4) fitness.6 (S3.E3.5)
(S3.E3.K) physical ac vity. walks)4 for develop- enhance fitness.
(S3.E3.1) ing strength. (S3.E3.3)
(S3.E3.2a)
Iden fies physical

ac vi es that con-
tribute to fitness.
(S3.E3.2b)
S3.E4 Developmentally appro- Developmentally Developmentally Recognizes the im- Demonstrates Iden fies the need
Fitness knowledge priate/emerging outcomes appropriate/emerging appropriate/emerging portance of warm-up warm-up & cool- for warm-up &
first appear in Grade 3. outcomes first appear in outcomes first appear in & cool-down rela ve down rela ve to the cool-down rela ve
Grade 3. Grade 3. to vigorous physical cardio-respiratory to various physical
ac vity. (S3.E4.3) fitness assessment. ac vi es. (S3.E4.5)
(S3.E4.4)
S3.E5 Developmentally appro- Developmentally Developmentally Demonstrates, with Completes fitness Analyzes results
Assessment & priate/emerging outcomes appropriate/emerging appropriate/emerging teacher direc on, assessments (pre- & of fitness assess-
program planning first appear in Grade 3. outcomes first appear in outcomes first appear in the health-related post-). (S3.E5.4a) ment (pre- & post-),
Grade 3. Grade 3. fitness components. comparing results to
(S3.E5.3) Iden fies areas of fitness components
needed remedia on for good health.
from personal test (S3.E5.5a)
and, with teacher
assistance, iden fies Designs a fitness
strategies for prog- plan to address
ress in those areas. ways to use physical
(S3.E5.4b) ac vity to enhance
fitness. (S3.E5.5b)
S3.E6 Recognizes that food Dieren ates be- Recognizes the good Iden fies foods that Discusses the im- Analyzes the impact
Nutrion provides energy for tween healthy and health balance of are beneficial for portance of hydra- of food choices
physical ac vity. unhealthy foods. good nutri on with before and a er on and hydra on rela ve to physical
(S3.E6.K) (S3.E6.1) physical ac vity. physical ac vity. choices rela ve to ac vity, youth sports
(S3.E6.2) (S3.E6.3) physical ac vi es. & personal health.
(S3.E6.4) (S3.E6.5)
Exhibits responsible personal and social behavior that respects self and others.
S4.E1 Follows direc ons Accepts personal Prac ces skills with Exhibits personal re- Exhibits responsible Engages in physical
Personal in group se ngs responsibility by minimal teacher sponsibility in teach- behavior in indepen- ac vity with respon-
responsibility (e.g., safe behaviors, using equipment and promp ng. (S4.E1.2) er-directed ac vi es. dent group situa- sible interpersonal
following rules, taking space appropriately. (S4.E1.3) ons. (S4.E1.4) behavior (e.g., peer
turns). (S4.E1.K) (S4.E1.1) to peer, student to
teacher, student to
referee). (S4.E1.5)
S4.E2 Acknowledges re- Follows the rules & Accepts responsibili- Works independent- Reflects on personal Par cipates with
Personal sponsibility for behav- parameters of the ty for class protocols ly for extended peri- social behavior in responsible personal
responsibility ior when prompted. learning environ- with behavior and ods of me. (S4.E2.3) physical ac vity. behavior in a variety
(S4.E2.K) ment. (S4.E2.1) performance ac ons. (S4.E2.4) of physical ac vity
(S4.E2.2) contexts, environ-
ments and facili es.
(S4.E2.5a)
Exhibits respect for

self with appropri-
ate behavior while
engaging in physical
ac vity. (S4.E2.5b)
S4.E3 Follows instruc on/ Responds appro- Accepts specific Accepts and im- Listens respec ully Gives correc ve
Accepng direc ons when priately to general correc ve feedback plements specific to correc ve feed- feedback respec ully
feedback prompted. (S4.E3.K) feedback from the from the teacher. correc ve feedback back from others to peers. (S4.E3.5)
teacher. (S4.E3.1) (S4.E3.2) from the teacher. (e.g., peers, adults).
(S4.E3.3) (S4.E3.4)
S4.E4 Shares equipment Works independent- Works independently Works coopera vely Praises the move- Accepts, recognizes
Working with and space with oth- ly with others in a with others in part- with others. ment performance and ac vely involves
others ers. (S4.E4.K) variety of class envi- ner environments. (S4.E4.3a) of others both more- others with both
ronments (e.g., small (S4.E4.2) and less-skilled. higher and lower skill
and large groups). Praises others for (S4.E4.4a) abili es into physical
(S4.E4.1) their success in ac vi es and group
movement perfor- Accepts players of all projects. (S4.E4.5)
mance. (S4.E4.3b) skill levels into the
physical ac vity.
(S4.E4.4b)
S4.E5 Recognizes the es- Exhibits the estab- Recognizes the Recognizes the role Exhibits e que e Cri ques the e -
Rules & equee tablished protocol for lished protocols for role of rules and of rules and e - and adherence to que e involved in
class ac vi es. class ac vi es. e que e in teach- que e in physical rules in a variety of rules of various game
(S4.E5.K) (S4.E5.1) er-designed physical ac vity with peers. physical ac vi es. ac vi es. (S4.E5.5)
ac vi es. (S4.E5.2) (S4.E5.3) (S4.E5.4)
S4.E6 Follows teacher direc- Follows teacher di- Works independently Works independent- Works safely with Applies safety prin-
Safety ons for safe par ci- rec ons for safe par- and safely in physical ly and safely in phys- peers and equipment ciples with age-ap-
pa on and proper use cipa on and proper educa on. (S4.E6.2a) ical ac vity se ngs. in physical ac vity propriate physical
of equipment with use of equipment (S4.E6.3) se ngs. (S4.E6.4) ac vi es. (S4.E6.5)
minimal reminders. without teacher re- Works safely with
(S4.E6.K) minders. (S4.E6.1) physical educa on
equipment.
(S4.E6.2b)
Recognizes the value of physical acvity for health, enjoyment, challenge, self-expression and/or social interacon.
S5.E1 Recognizes that phys- Iden fies physical Recognizes the value Discusses the rela- Examines the health Compares the health
Health ical ac vity is import- ac vity as a compo- of good health onship between benefits of par c- benefits of par c-
ant for good health. nent of good health. balance. (Refer to physical ac vity and ipa ng in physical ipa ng in selected
(S5.E1.K) (S5.E1.1) S3.E6.2) good health. ac vity. (S5.E1.4) physical ac vi es.
(S5.E1.3) (S5.E1.5)
S5.E2 Acknowledges that Recognizes that Compares physical Discusses the chal- Rates the enjoyment Expresses (via writ-
Challenge some physical ac vi- challenge in physical ac vi es that bring lenge that comes of par cipa ng in ten essay, visual art,
es are challenging/ ac vi es can lead to confidence and chal- from learning a new challenging and crea ve dance) the
dicult. (S5.E2.K) success. (S5.E2.1) lenge. (S5.E2.2) physical ac vity. mastered physical enjoyment and/or
(S5.E2.3) ac vi es. (S5.E2.4) challenge of par c-
ipa ng in a favorite
physical ac vity.
(S5.E2.5)
S5.E3 Iden fies physical Describes posi ve Iden fies physical ac- Reflects on the Ranks the enjoyment Analyzes dierent
Self-expression & ac vi es that are en- feelings that result vi es that provide reasons for enjoying of par cipa ng in physical ac vi es
enjoyment joyable.7 (S5.E3.Ka) from par cipa ng self-expression (e.g., selected physical dierent physical for enjoyment and
in physical ac vi es. dance, gymnas cs ac vi es. (S5.E3.3) ac vi es. (S5.E3.4) challenge, iden fying
Discusses the enjoy- (S5.E3.1a) rou nes, prac ce reasons for a posi ve
ment of playing with tasks/games environ- or nega ve response.
friends. (S5.E3.Kb) Discusses personal ment). (S5.E3.2) (S5.E3.5)
reasons (i.e., the
why) for enjoying
physical ac vi es.
(S5.E3.1b)
S5.E4 Developmentally Developmentally Developmentally Describes the pos- Describes & com- Describes the social
Social interacon appropriate/emerging appropriate/emerging appropriate/emerging i ve social inter- pares the posi ve benefits gained
outcomes first appear in outcomes first appear outcomes first appear ac ons that come social interac ons from par cipa ng in
Grade 3. in Grade 3. in Grade 3. when engaged with when engaged in physical ac vity (e.g.,
others in physical partner, small-group recess, youth sport).
ac vity. (S5.E4.3) and large-group (S5.E4.5)
physical ac vi es.
(S5.E4.4)
Middle School Outcomes (Grades 6 8)
By the end of Grade 8, the learner will apply tac cs and strategies to modified game play; demonstrate fundamental movement skills in a variety of contexts;
design and implement a health-enhancing fitness program; par cipate in self-selected physical ac vity; cooperate with and encourage classmates; accept individ-
ual dierences and demonstrate inclusive behaviors; and engage in physical ac vity for enjoyment and self-expression. Note: Swimming skills and water-safety
ac vi es should be taught if facili es permit.
Standard 1 Grade 6 Grade 7 Grade 8

S1.M1 Demonstrates correct rhythm and Demonstrates correct rhythm and Exhibits command of rhythm and ming by
Dance & rhythms pa ern for one of the following dance pa ern for a dierent dance form crea ng a movement sequence to music as
forms: folk, social, crea ve, line or from among folk, social, crea ve, line an individual or in a group. (S1.M1.8)
world dance. (S1.M1.6) and world dance. (S1.M1.7)
S1.M2 Throws with a mature pa ern for Throws with a mature pa ern for Throws with a mature pa ern for distance
Games & sports distance or power appropriate to the distance or power appropriate to the or power appropriate to the ac vity during
Invasion & field games prac ce task (e.g., distance = ou ield ac vity in a dynamic environment. small-sided game play. (S1.M2.8)
to home plate; power = 2nd base to 1st (S1.M2.7)
Throwing
base). (S1.M2.6)
S1.M3 Catches with a mature pa ern from a Catches with a mature pa ern from a Catches using an implement in a dynamic
variety of trajectories using dierent variety of trajectories using dierent environment or modified game play.
Catching
objects in varying prac ce tasks. objects in small-sided game play. (S1.M3.8)
(S1.M3.6) (S1.M3.7)
S1.M4 Passes and receives with hands in Passes and receives with feet in Passes and receives with an implement in
Games & sports combina on with locomotor pa erns combina on with locomotor pa erns combina on with locomotor pa erns of
Invasion games of running and change of direc on & of running and change of direc on & running and change of direc on, speed
speed with competency in invasion speed with competency in invasion and/or level with competency in invasion
Passing & receiving
games such as basketball, flag foot- games such as soccer or speedball. games such as lacrosse or hockey (floor,
ball, speedball or team handball. (S1.M4.7) field, ice). (S1.M4.8)
(S1.M4.6)
Note: For opera onal defini ons and examples of ac vity types, see end of middle school sec on (p. 32).
S1.M5 Throws, while sta onary, a leading Throws, while moving, a leading pass Throws a lead pass to a moving partner o
Games & sports pass to a moving receiver. (S1.M5.6) to a moving receiver. (S1.M5.7) a dribble or pass. (S1.M5.8)
Invasion games
Passing & receiving

S1.M6 Performs pivots, fakes and jab steps Executes at least one of the following Executes at least two of the following to
Games & sports designed to create open space during designed to create open space during create open space during modified game
Invasion games prac ce tasks. (S1.M6.6) small-sided game play: pivots, fakes, play: pivots, fakes, jab steps, screens.
jab steps. (S1.M6.7) (S1.M6.8)
Oensive skills
S1.M7 Performs the following oensive skills Performs the following oensive Executes the following oensive skills
Games & sports without defensive pressure: pivot, skills with defensive pressure: pivot, during small-sided game play: pivot, give &
Invasion games give & go, and fakes. (S1.M7.6) give & go, and fakes. (S1.M7.7) go, and fakes. (S1.M7.8)
Oensive skills
S1.M8 Dribbles with dominant hand using Dribbles with dominant and non- Dribbles with dominant and nondominant
Games & sports a change of speed and direc on in a dominant hands using a change of hands using a change of speed and direc-
Invasion games variety of prac ce tasks. (S1.M8.6) speed and direc on in a variety of on in small-sided game play. (S1.M8.8)
prac ce tasks. (S1.M8.7)
S1.M9 Foot-dribbles or dribbles with an im- Foot-dribbles or dribbles with an Foot-dribbles or dribbles with an imple-
Games & sports plement with control, changing speed implement combined with passing in ment with control, changing speed and
Invasion games and direc on in a variety of prac ce a variety of prac ce tasks. (S1.M9.7) direc on during small-sided game play.
tasks. (S1.M9.6) (S1.M9.8)
S1.M10 Shoots on goal with power in a dy- Shoots on goal with power and accu- Shoots on goal with a long-handled imple-
Games & sports namic environment as appropriate to racy in small-sided game play. ment for power and accuracy in modified
Invasion games the ac vity. (S1.M10.6) (S1.M10.7) invasion games such as hockey (floor, field,
ice) or lacrosse. (S1.M10.8)
Shoo ng on goal
S1.M11 Maintains defensive-ready posi on, Slides in all direc ons while on de- Drop-steps in the direc on of the pass
Games & sports with weight on balls of feet, arms fense without crossing feet. during player-to-player defense.
Invasion games extended and eyes on midsec on of (S1.M11.7) (S1.M11.8)
the oensive player. (S1.M11.6)
Defensive skills
S1.M12 Performs a legal underhand serve Executes consistently (at least 70% of Executes consistently (at least 70% of the
Games & sports with control for net/wall games such the me) a legal underhand serve to me) a legal underhand serve for distance
Net/wall games as badminton, volleyball or pickleball. a predetermined target for net/wall and accuracy for net/wall games such as
(S1.M12.6) games such as badminton, volleyball badminton, volleyball or pickleball.
Serving
or pickleball. (S1.M12.7) (S1.M12.8)
S1.M13 Strikes with a mature overhand pat- Strikes with a mature overhand Strikes with a mature overhand pa ern in
Games & sports tern in a nondynamic environment pa ern in a dynamic environment a modified game for net/wall games such
Net/wall games for net/wall games such as volleyball, for net/wall games such as volleyball, as volleyball, handball, badminton or ten-
handball, badminton or tennis. handball, badminton or tennis. nis. (S1.M13.8)
(S1.M13.6) (S1.M13.7)
Striking
S1.M14 Demonstrates the mature form of the Demonstrates the mature form of Demonstrates the mature form of fore-
Games & sports forehand and backhand strokes with forehand and backhand strokes with hand and backhand strokes with a short-
Net/wall games a short-handled implement in net a long-handled implement in net or long-handled implement with power
games such as paddle ball, pickleball games such as badminton or tennis. and accuracy in net games such as pickle-
Forehand & backhand
or short-handled racket tennis. (S1.M14.7) ball, tennis, badminton or paddle ball.
(S1.M14.6) (S1.M14.8)
S1.M15 Transfers weight with correct ming Transfers weight with correct ming Transfers weight with correct ming
Games & sports for the striking pa ern. (S1.M15.6) using low to high striking pa ern using low to high striking pa ern with a
Net/wall games with a short-handled implement on long-handled implement on the backhand
the forehand side. (S1.M15.7) side. (S1.M15.8)
Weight transfer
S1.M16 Forehand-volleys with a mature form Forehand- and backhand-volleys with Forehand- and backhand-volleys with
Games & sports and control using a short-handled a mature form and control using a a mature form and control using a
Net/wall games implement. (S1.M16.6) short-handled implement. short-handled implement during modified
(S1.M16.7) game play. (S1.M16.8)
Volley
S1.M17 Two-hand-volleys with control in a Two-hand-volleys with control in a Two-hand-volleys with control in a
Games & sports variety of prac ce tasks. (S1.M17.6) dynamic environment. (S1.M17.7) small-sided game. (S1.M17.8)
Net/wall games
Two-hand volley
S1.M18 Executes consistently (70% of the Executes consistently (70% of the Performs consistently (70% of the me) a
Games & sports me) a mature underhand pa ern for me) a mature underhand pa ern mature underhand pa ern with accuracy
Target games target games such as bowling, bocci for target games such as bowling, and control for one target game such as
or horseshoes. (S1.M18.7) bocci or horseshoes. (S1.M18.7) bowling or bocci. (S1.M18.8)
Underhand throw
S1.M19 Demonstrates a mature underhand Strikes, with an implement, a sta on- Strikes, with an implement, a sta onary
Games & sports throwing pa ern for a modified target ary object for accuracy and distance object for accuracy and power in ac vi es
Target games game wsuch as bowling, bocce or in ac vi es such as croquet, shue- such as croquet, shueboard or golf. (S1.
horseshoes. (S1.M19.6) board or golf. (S1.M19.7) M19.8)
Striking
S1.M20 Strikes a pitched ball with an imple- Strikes a pitched ball with an imple- Strikes a pitched ball with an implement
Games & sports ment with force in a variety of prac- ment to open space in a variety of for power to open space in a variety of
Fielding/striking games ce tasks. (S1.M20.6) prac ce tasks. (S1.M20.7) small-sided games. (S1.M20.8)
Throwing
S1.M21 Catches, with a mature pa ern, from Catches, with a mature pa ern, from Catches, using an implement, from dier-
Games & sports dierent trajectories using a variety dierent trajectories using a variety ent trajectories and speeds in a dynamic
Fielding/striking games of objects in a varying prac ce tasks. of objects in small-sided game play. environment or modified game play.
(S1.M21.6) (S1.M21.7) (S1.M21.8)
Catching
S1.M22 Demonstrates correct technique for Demonstrates correct technique for Demonstrates correct technique for basic
Outdoor pursuits basic skills in 1 self-selected outdoor a variety of skills in 1 self-selected skills in at least 2 self-selected outdoor
(See end of sec on for examples) ac vity. (S1.M22.6) outdoor ac vity. (S1.M22.7) ac vi es. (S1.M22.8)
S1.M23 Preferably taught at elementary or secondary levels. However, availability of facili es might dictate when swimming and
Aquacs water safety are oered in the curriculum.
S1.M24 Demonstrates correct technique for Demonstrates correct technique for Demonstrates correct technique for basic
Individual-performance acvies basic skills in 1 self-selected individu- a variety of skills in 1 self-selected skills in at least 2 self-selected individu-
(See end of sec on for examples) al-performance ac vity. individual-performance ac vity. al-performance ac vi es. (S1.M24.8)
(S1.M24.6) (S1.M24.7)
S2.M1 Creates open space by using locomo- Reduces open space by using loco- Opens and closes space during
Games & sports8 tor movements (e.g., walking, run- motor movements (e.g., walking, small-sided game play by combining
Invasion games ning, jumping & landing) in combi- running, jumping & landing, changing locomotor movements with movement
na on with movement (e.g., varying size and shape of the body) in com- concepts. (S2.M1.8)
Crea ng space with movement
pathways; change of speed, direc on bina on with movement concepts
or pace). (S2.M1.6) (e.g., reducing the angle in the space,
reducing distance between player
and goal). (S2.M1.7)
S2.M2 Executes at least 1 the following Executes at least 2 of the follow- Executes at least 3 of the following
Games & sports oensive tac cs to create open space: ing oensive tac cs to create open oensive tac cs to create open space:
Invasion games moves to open space without the space: uses a variety of passes, pivots
moves to create open space on and o
ball; uses a variety of passes, pivots and fakes; give & go. (S2.M2.7) the ball; uses a variety of passes, fakes
Crea ng space with oensive tac cs
and fakes; give & go. (S2.M2.6) and pathways; give & go. (S2.M2.8)
S2.M3 Creates open space by using the Creates open space by staying spread Creates open space by staying spread on
Games & sports width and length of the field/court on on oense, and cu ng and passing oense, cu ng and passing quickly, and
Invasion games oense. (S2.M3.6) quickly. (S2.M3.7) using fakes o the ball. (S2.M3.8)
Crea ng space using width & length
S2.M4 Reduces open space on defense by Reduces open space on defense by Reduces open space on defense by
Games & sports making the body larger and reducing staying close to the opponent as he/ staying on the goal side of the oensive
Invasion games passing angles. (S2.M4.6) she nears the goal. (S2.M4.7) player and reducing the distance to him/
her (third-party perspec ve). (S2.M4.8)
Reducing space by changing size & shape
S2.M5 Reduces open space by not allowing Reduces open space by not allowing Reduces open space by not allowing the
Games & sports the catch (denial) or by allowing the the catch (denial) or an cipa ng the catch (denial) and an cipa ng the speed
Invasion games catch but not the return pass. speed of the object or person for the of the object or person for the purpose
(S2.M5.6) purpose of intercep on or deflec on. of intercep on or deflec on. (S2.M5.8)
Reducing space using denial
(S2.M5.7)
S2.M6 Transi ons from oense to defense Transi ons from oense to defense Transi ons from oense to defense or
Games & sports or defense to oense by recovering or defense to oense by recovering defense to oense by recovering quickly,
Invasion games quickly. (S2.M6.6) quickly and communica ng with communica ng with teammates and
teammates. (S2.M6.7) capitalizing on an advantage. (S2.M6.8)
Transi ons
S2.M7 Creates open space in net/wall games Creates open space in net/wall Creates open space in net/wall games
Games & sports with a short-handled implement by games with a long-handled imple- with either a long- or short-handled im-
Net/wall games varying force and direc on. (S2.M7.6) ment by varying force and direc on, plement by varying force or direc on, or
and by moving opponent from side by moving opponent from side to side
Crea ng space through varia on
to side. (S2.M7.7) and/or forward and back. (S2.M7.8)
S2.M8 Reduces oensive op ons for op- Selects oensive shot based on op- Varies placement, force and ming of
Games & sports ponents by returning to mid-court ponents loca on (hit where oppo- return to prevent an cipa on by oppo-
Net/wall games posi on. (S2.M8.6) nent is not). (S2.M8.7) nent. (S2.M8.8)
Using tac cs & shots
S2.M9 Selects appropriate shot and/or club Varies the speed and/or trajectory Varies the speed, force and trajectory of
Games & sports based on loca on of the object in of the shot based on loca on of the the shot based on loca on of the object
Target games rela on to the target. (S2.M9.6) object in rela on to the target. in rela on to the target. (S2.M9.8)
(S2.M9.7)
Shot selec on
S2.M10 Iden fies open spaces and a empts Uses a variety of shots (e.g., slap & Iden fies sacrifice situa ons and at-
Games & sports to strike object into that space. run, bunt, line drive, high arc) to hit tempt to advance a teammate.
Fielding/striking games (S2.M10.6) to open space. (S2.M10.7) (S2.M10.8)
Oensive strategies
S2.M11 Iden fies the correct defensive play Selects the correct defensive play Reduces open spaces in the field by
Games & sports based on the situa on (e.g., number based on the situa on (e.g., number working with teammates to maximize
Fielding/striking games of outs). (S2.M11.6) of outs). (S2.M11.7) coverage. (S2.M11.8)
Reducing space
S2.M12 Varies applica on of force during Iden fies and applies Newtons laws Describes and applies mechanical
Individual-performance acvies, dance or gymnas c ac vi es. of mo on to various dance or move- advantage(s) for a variety of movement
dance & rhythms (S2.M12.6) ment ac vi es. (S2.M12.7) pa erns. (S2.M12.8)
Movement concepts
S2.M13 Makes appropriate decisions based Analyzes the situa on and makes Implements safe protocols in self-select-
Outdoor pursuits on the weather, level of diculty due adjustments to ensure the safety of ed outdoor ac vi es. (S2.M13.8)
to condi ons or ability to ensure safe- self and others. (S2.M13.7)
Movement concepts ty of self and others. (S2.M13.6)
Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical acvity and fitness.
S3.M1 Describes how being physically ac ve Iden fies barriers related to main- Iden fies the 5 components of
Physical acvity knowledge leads to a healthy body. (S3.M1.6) taining a physically ac ve lifestyle health-related fitness (muscular
and seeks solu ons for elimina ng strength, muscular endurance, flexibility,
those barriers. (S3.M1.7) cardiovascular endurance, body com-
posi on) and explains the connec ons
between fitness and overall physical and
mental health. (S3.M1.8)
S3.M2 Par cipates in self-selected physical Par cipates in a physical ac vity 2 Par cipates in physical ac vity 3 mes
Engages in physical acvity ac vity outside of physical educa on mes a week outside of physical a week outside of physical educa on
class. (S3.M2.6) educa on class. (S3.M2.7) class. (S3.M2.8)
S3.M3 Par cipates in a variety of aerobic Par cipates in a variety of strength- Par cipates in a variety of self-select-
Engages in physical acvity fitness ac vi es such as cardio kick, and endurance-fitness ac vi es such ed aerobic-fitness ac vi es outside of
step aerobics and aerobic dance. as Pilates, resistance training, body- school such as walking, jogging, biking,
(S3.M3.6) weight training and light free-weight ska ng, dancing and swimming.
training. (S3.M3.7) (S3.M3.8)
S3.M4 Par cipates in a variety of aerobic-fit- Par cipates in a variety of strength- Plans and implements a program
Engages in physical acvity ness ac vi es using technology such and endurance-fitness ac vi es such of cross-training to include aerobic,
as Dance Dance Revolu on or Wii as weight or resistance training. strength & endurance and flexibility
Fit. (S3.M4.6) (S3.M4.7) training. (S3.M4.8)
S3.M5 Par cipates in a variety of life me Par cipates in a variety of life me Par cipates in a self-selected life me
Engages in physical acvity recrea onal team sports, outdoor dual and individual sports, mar al sport, dance, aqua c or outdoor ac vity
pursuits or dance ac vi es. (S3.M5.6) arts or aqua c ac vi es. (S3.M5.7) outside of the school day. (S3.M5.8)
S3.M6 Par cipates in moderate to vigorous Par cipates in moderate to vigorous Par cipates in moderate to vigor-
Fitness knowledge aerobic physical ac vity that includes muscle- and bone-strengthening ous aerobic and/or muscle- and
intermi ent or con nuous aerobic physical ac vity at least 3 mes a bone-strengthening physical ac vity for
physical ac vity of both moderate week. (S3.M6.7) at least 60 minutes per day at least 5
and vigorous intensity for at least 60 mes a week. (S3.M6.8)
minutes per day. (S3.M6.6)
S3.M7 Iden fies the components of skill-re- Dis nguishes between health-related Compares and contrasts health-related
Fitness knowledge lated fitness. (S3.M7.6) and skill-related fitness.9 (S3.M7.7) fitness components.10 (S3.M7.8)
S3.M8 Sets and monitors a self-selected Adjusts physical ac vity based on Uses available technology to self-mon-
Fitness knowledge physical ac vity goal for aerobic and/ quan ty of exercise needed for a itor quan ty of exercise needed for a
or muscle- and bone-strengthening minimal health standard and/or minimal health standard and/or op mal
ac vity based on current fitness level. op mal func oning based on current func oning based on current fitness
(S3.M8.6) fitness level. (S3.M8.7) level. (S3.M8.8)
S3.M9 Employs correct techniques and Describes and demonstrates the dif- Employs a variety of appropriate sta c
Fitness knowledge methods of stretching.11 (S3.M9.6) ference between dynamic and sta c stretching techniques for all major mus-
stretches.12 (S3.M9.7) cle groups. (S3.M9.8)
S3.M10 Dieren ates between aerobic and Describes the role of exercise and Describes the role of flexibility in injury
Fitness knowledge anaerobic capacity, and between nutri on in weight management. preven on. (S3.M10.8)
muscular strength and endurance. (S3.M10.7)
(S3.M10.6)
S3.M11 Iden fies each of the components of Describes overload principle (FITT Uses the overload principle (FITT formu-
Fitness knowledge the overload principle (FITT formula: formula) for dierent types of phys- la) in preparing a personal workout.14
frequency, intensity, me, type) for ical ac vity, the training principles (S3.M11.8)
dierent types of physical ac vity on which the formula is based and
(aerobic, muscular fitness and flexibil- how the formula and principles aect
ity). (S3.M11.6) fitness.13 (S3.M11.7)
S3.M12 Describes the role of warm-ups and Designs a warm-up/cool-down Designs and implements a warm-up/
Fitness knowledge cool-downs before and a er physical regimen for a self-selected physical cool-down regimen for a self-selected
ac vity. (S3.M12.6) ac vity. (S3.M12.7) physical ac vity. (S3.M12.8)
S3.M13 Defines res ng heart rate and de- Defines how the RPE Scale can be Defines how the RPE Scale can be used
Fitness knowledge scribes its rela onship to aerobic fit- used to determine the percep on of to adjust workout intensity during physi-
ness and the Borg Ra ng of Perceived the work eort or intensity of exer- cal ac vity. (S3.M13.8)
Exer on (RPE) Scale.15 (S3.M13.6) cise. (S3.M13.7)
S3.M14 Iden fies major muscles used in se- Describes how muscles pull on bones Explains how body systems interact
Fitness knowledge lected physical ac vi es.16 (S3.M14.6) to create movement in pairs by relax- with one another (e.g., blood transports
ing and contrac ng.17 (S3.M14.7) nutrients from the diges ve system,
oxygen from the respiratory system)
during physical ac vity.18 (S3.M14.8)
S3.M15 Designs and implements a program Designs and implements a pro- Designs and implements a program of
Assessment & program planning of remedia on for any areas of gram of remedia on for 2 areas of remedia on for 3 areas of weakness
weakness based on the results of weakness based on the results of based on the results of health-related
health-related fitness assessment. health-related fitness assessment. fitness assessment. (S3.M15.8)
(S3.M15.6) (S3.M15.7)
S3.M16 Maintains a physical ac vity log for at Maintains a physical ac vity and Designs and implements a program to
Assessment & program planning least 2 weeks and reflects on ac vity nutri on log for at least 2 weeks and improve levels of health-related fitness
levels as documented in the log. reflects on ac vity levels and nutri- and nutri on. (S3.M16.8)
(S3.M16.6) on as documented in the log.
(S3.M16.7)
S3.M17 Iden fies foods within each of the Develops strategies for balancing Describes the rela onship between
Nutrion basic food groups and selects appro- healthy food, snacks and water poor nutri on and health risk factors.21
priate servings and por ons for his/ intake, along with daily physical ac v- (S3.M17.8)
her age and physical ac vity levels.19 ity.20 (S3.M17.7)
(S3.M17.6)
S3.M18 Iden fies posi ve and nega ve re- Prac ces strategies for dealing with Demonstrates basic movements used in
Stress management sults of stress and appropriate ways stress, such as deep breathing, guid- other stress-reducing ac vi es such as
of dealing with each.22 (S3.M18.6) ed visualiza on and aerobic exer- yoga and tai chi. (S3.M18.8)
cise.23 (S3.M18.7)
S4.M1 Exhibits personal responsibility by Exhibits responsible social behav- Accepts responsibility for improving
Personal responsibility using appropriate e que e, demon- iors by coopera ng with classmates, ones own levels of physical ac vity and
stra ng respect for facili es and demonstra ng inclusive behaviors fitness. (S4.M1.8)
exhibi ng safe behaviors. (S4.M1.6) and suppor ng classmates. (S4.M1.7)
S4.M2 Iden fies and uses appropriate strat- Demonstrates both intrinsic and Uses eec ve self-monitoring skills to
Personal responsibility egies to self-reinforce posi ve fitness extrinsic mo va on by selec ng op- incorporate opportuni es for physical
behaviors, such as posi ve self-talk. portuni es to par cipate in physical ac vity in and outside of school.
(S4.M2.6) ac vity outside of class. (S4.M2.7) (S4.M2.8)
S4.M3 Demonstrates self-responsibility by Provides correc ve feedback to a Provides encouragement and feedback
Accepng feedback implemen ng specific correc ve peer, using teacher-generated guide- to peers without promp ng from the
feedback to improve performance. lines, and incorpora ng appropriate teacher. (S4.M3.8)
(S4.M3.6) tone and other communica on skills.
(S4.M3.7)
S4.M4 Accepts dierences among class- Demonstrates coopera on skills by Responds appropriately to par cipants
Working with others mates in physical development, establishing rules and guidelines for ethical and unethical behavior during
matura on and varying skill levels by resolving conflicts. (S4.M4.7) physical ac vity by using rules and
providing encouragement and posi- guidelines for resolving conflicts.
ve feedback. (S4.M4.6) (S4.M4.8)
S4.M5 Cooperates with a small group of Problem-solves with a small group of Cooperates with mul ple classmates on
Working with others classmates during adventure ac vi- classmates during adventure ac vi- problem-solving ini a ves including ad-
es, game play or team-building ac v- es, small-group ini a ves or game venture ac vi es, large-group ini a ves
i es. (S4.M5.6) play. (S4.M5.7) and game play. (S4.M5.8)
S4.M6 Iden fies the rules and e que e for Demonstrates knowledge of rules Applies rules and e que e by ac ng as
Rules & equee physical ac vi es/games and dance and e que e by self-ocia ng mod- an ocial for modified physical ac vi es
ac vi es. (S4.M6.6) ified physical ac vi es and games and games and crea ng dance rou nes
or following parameters to create or within a given set of parameters.
modify a dance. (S4.M6.7) (S4.M6.8)
S4.M7 Uses physical ac vity and fitness Independently uses physical ac vity Independently uses physical ac vity and
Safety equipment appropriately and safely, and exercise equipment appropri- fitness equipment appropriately, and
with the teachers guidance. ately and safely. (S1.M7.7) iden fies specific safety concerns associ-
(S1.M7.6) ated with the ac vity. (S1.M7.8)
S5.M1 Describes how being physically ac ve Iden fies dierent types of physical Iden fies the 5 components of
Health leads to a healthy body. (S5.M1.6) ac vi es and describes how each health-related fitness (muscular
exerts a posi ve eect on health. strength, muscular endurance, flexibil-
(S5.M1.7) ity, cardiovascular endurance and body
composi on) and explains the connec-
ons between fitness and overall physi-
cal and mental health. (S5.M1.8)
S5.M2 Iden fies components of physical Iden fies posi ve mental and emo- Analyzes the empowering consequences
Health ac vity that provide opportuni es for onal aspects of par cipa ng in a va- of being physical ac ve. (S5.M2.8)
reducing stress and for social interac- riety of physical ac vi es. (S5.M2.7)
on. (S5.M2.6)
S5.M3 Recognizes individual challenges Generates posi ve strategies such as Develops a plan of ac on and makes
Challenge and copes in a posi ve way, such as oering sugges ons or assistance, appropriate decisions based on that
extending eort, asking for help or leading or following others and pro- plan when faced with an individual chal-
feedback and/or modifying the tasks. viding possible solu ons when faced lenge. (S5.M3.8)
(S5.M3.6) with a group challenge. (S5.M3.7)
S5.M4 Describes how moving competently Iden fies why self-selected physical Discusses how enjoyment could be in-
Self-expression & enjoyment in a physical ac vity se ng creates ac vi es create enjoyment. creased in self-selected physical ac vi-
enjoyment. (S5.M4.6) (S5.M4.7) es. (S5.M4.8)
S5.M5 Iden fies how self-expression and Explains the rela onship between Iden fies and par cipates in an enjoy-
Self-expression & enjoyment physical ac vity are related. (S5.M5.6) self-expression and lifelong enjoy- able ac vity that prompts individual
ment through physical ac vity. self-expression. (S5.M5.8)
(S5.M5.7)
S5.M6 Demonstrates respect for self and Demonstrates the importance of Demonstrates respect for self by asking
Social interacon others in ac vi es and games by fol- social interac on by helping and en- for help and helping others in various
lowing the rules, encouraging others couraging others, avoiding trash talk physical ac vi es. (S5.M6.8)
and playing in the spirit of the game and providing support to classmates.
or ac vity. (S5.M6.6) (S5.M6.7)
Operaonal Definion of Acvity Categories
Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the ac vity. Ac vi es might include, but are not limited to recre-
a onal boa ng (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice ska ng, skateboarding, snow or water skiing,
snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure ac vi es and ropes courses. Selec on of ac vi es depends on
the environmental opportuni es within the geographical region.
Fitness Acvies: Ac vi es with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training, spinning,
running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.
Dance & Rhythmic Acvies: Ac vi es that focus on dance or rhythms and might include, but are not limited to dance forms such as crea ve movement/dance,
ballet, modern, ethnic/folk, hip hop, La n, line, ballroom, social and square.
Aquacs: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.
Individual Performance Acvies: Might include, but are not limited to gymnas cs, figure ska ng, track & field, mul -sport events, in-line ska ng, wrestling,
self-defense and skateboarding.
Games & Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.
Lifeme Acvies: Includes the categories of outdoor pursuits, selected individual performance ac vi es, aqua cs and net/wall and target games.
Note: Invasion and fielding/striking games have been excluded from the secondary outcomes because these ac vi es require team par cipa on and are less
suited to lifelong par cipa on.
High School Outcomes (Grades 9 12)
By the end of high school, the learner will be college/career-ready, as demonstrated by the ability to plan and implement dierent types of person-
al fitness programs; demonstrate competency in two or more life me ac vi es; describe key concepts associated with successful par cipa on in
physical ac vity; model responsible behavior while engaged in physical ac vity; and engage in physical ac vi es that meet the need for self-expres-
sion, challenge, social interac on and enjoyment.
Note: High school outcomes have been organized into two levels. Level 1 indicates the minimum knowledge and skills that students must a ain to be college/
career-ready. Level 2 allows students to build on Level 1 competencies by augmen ng knowledge and skills considered desirable for college/career readiness.
Note: Swimming skills and water-safety ac vi es should be taught of facili es permit.
Standard 1 Level 1 Level 2

S1.H1 Demonstrates competency and/or refines ac vity-specific Refines ac vity-specific movement skills in one or more
Lifeme acvies movement skills in two or more life me ac vi es (outdoor life me ac vi es (outdoor pursuits, individual-perfor-
pursuits, individual-performance ac vi es, aqua cs, net/wall mance ac vi es, aqua cs, net/wall games or target
games or target games).24 (S1.H1.L1) games).25 (S1.H1.L2)
S1.H2 Demonstrates competency in dance forms used in cultural Demonstrates competency in a form of dance by choreo-
Dance & rhythms and social occasions (e.g., weddings, par es), or demon- graphing a dance or by giving a performance. (S1.H2.L2)
strates competency in one form of dance (e.g., ballet, mod-
ern, hip hop, tap). (S1.H2.L1)
S1.H3 Demonstrates competency in 1 or more specialized skills in Demonstrates competency in 2 or more specialized skills in
Fitness acvies health-related fitness ac vi es. (S1.H3.L1) health-related fitness ac vi es. (S1.H3.L2)
Note: For opera onal defini ons and examples of ac vity types, see end of high school sec on (p. 39).
S2.H1 Applies the terminology associated with exercise and par c- Iden fies and discusses the historical and cultural roles of
Movement concepts, principles & ipa on in selected individual-performance ac vi es, dance, games, sports and dance in a society.26 (S2.H1.L2)
knowledge net/wall games, target games, aqua cs and/or outdoor pur-
suits appropriately. (S2.H1.L1)
S2.H2 Uses movement concepts and principles (e.g., force, mo on, Describes the speed/accuracy trade-o in throwing and
Movement concepts, principles & rota on) to analyze and improve performance of self and/or striking skills.28 (S2.H2.L2)
knowledge others in a selected skill.27 (S2.H2.L1)
S2.H3 Creates a prac ce plan to improve performance for a self- Iden fies the stages of learning a motor skill. (S2.H3.L2)
Movement concepts, principles & selected skill. (S2.H3.L1)
knowledge
S2.H4 Iden fies examples of social and technical dance forms. Compares similari es and dierences in various dance
Movement concepts, principles & (S2.H4.L1) forms. (S2.H4.L2)
knowledge
Demonstrates the knowledge and skills to achieve a health-enhancing level of physical acvity and fitness.
S3.H1 Discusses the benefits of a physically ac ve lifestyle as it Inves gates the rela onships among physical ac vity, nu-
Physical acvity knowledge relates to college or career produc vity. (S3.H1.L1) tri on and body composi on. (S3.H1.L2)
S3.H2 Evaluates the validity of claims made by commercial prod- Analyzes and applies technology and social media as tools
Physical acvity knowledge ucts and programs pertaining to fitness and a healthy, ac ve for suppor ng a healthy, ac ve lifestyle.30 (S3.H2.L2)
lifestyle.29 (S3.H2.L1)
S3.H3 Iden fies issues associated with exercising in heat, humidity Applies rates of perceived exer on and pacing.32 (S3.H3.L2)
Physical acvity knowledge and cold.31 (S3.H3.L1)
S3.H4 Evaluates according to their benefits, social support net- If the outcome was not achieved in Level 1, it should be a focus
Physical acvity knowledge work and par cipa on requirements ac vi es that can be in Level 2.
pursued in the local environment.33 (S3.H4.L1)
S3.H5 Evaluates risks and safety factors that might aect physical Analyzes the impact of life choices, economics, mo va on
Physical acvity knowledge ac vity preferences throughout the life cycle.34 (S3.H5.L1) and accessibility on exercise adherence and par cipa on
in physical ac vity in college or career se ngs. (S3.H5.L2)
S3.H6 Par cipates several mes a week in a self-selected life me Creates a plan, trains for and par cipates in a community
Engages in physical acvity ac vity, dance or fitness ac vity outside of the school day. event with a focus on physical ac vity (e.g., 5K, triathlon,
(S3.H6.L1) tournament, dance performance, cycling event).35
(S3.H6.L2)
S3.H7 Demonstrate appropriate technique in resistance-training Designs and implements a strength & condi oning pro-
Fitness knowledge machines and free weights.36 (S3.H7.L1) gram that develops balance in opposing muscle groups
(agonist/antagonist) and supports a healthy, ac ve life-
style.37 (S3.H7.L2)
S3.H8 Relates physiological responses to individual levels of fitness Iden fies the dierent energy systems used in a selected
Fitness knowledge and nutri onal balance.38 (S3.H8.L1) physical ac vity (e.g., adenosine triphosphate and phos-
phocrea ne, anaerobic glycolysis, aerobic).39 (S3.H8.L2)
S3.H9 Iden fies types of strength exercises (isometric, concentric, Iden fies the structure of skeletal muscle and fiber types
Fitness knowledge eccentric) and stretching exercises (sta c, propriocep ve as they relate to muscle development.41 (S3.H9.L2)
neuromuscular facilita on (PNF), dynamic) for personal
fitness development (e.g., strength, endurance, range of
mo on).40 (S3.H9.L1)
S3.H10 Calculates target heart rate and applies that informa on to Adjusts pacing to keep heart rate in the target zone, using
Fitness knowledge personal fitness plan. (S3.H10.L1) available technology (e.g., pedometer, heart rate monitor),
to self- monitor aerobic intensity. (S3.H10.L2) 42
S3.H11 Creates and implements a behavior-modifica on plan that Develops and maintains a fitness por olio (e.g., assess-
Assessment & program planning enhances a healthy, ac ve lifestyle in college or career set- ment scores, goals for improvement, plan of ac vi es for
ngs. (S3.H11.L1) improvement, log of ac vi es being done to reach goals,
meline for improvement).43 (S3.H11.L2)
S3.H12 Designs a fitness program, including all components of Analyzes the components of skill-related fitness in rela on
Assessment & program planning health-related fitness, for a college student and an employee to life and career goals, and designs an appropriate fitness
in the learners chosen field of work. (S3.H12.L1) program for those goals.44 (S3.H12.L2)
S3.H13 Designs and implements a nutri on plan to maintain an Creates a snack plan for before, during and a er exercise
Nutrion appropriate energy balance for a healthy, ac ve lifestyle. that addresses nutri on needs for each phase. (S3.H13.L2)
(S3.H13.L1)
S3.H14 Iden fies stress-management strategies (e.g., mental imag- Applies stress-management strategies (e.g., mental imag-
Stress management ery, relaxa on techniques, deep breathing, aerobic exercise, ery, relaxa on techniques, deep breathing, aerobic exer-
medita on) to reduce stress.45 (S3.H14.L1) cise, medita on) to reduce stress.46 (S3.H14.L2)
S4.H1 Employs eec ve self-management skills to analyze barriers Accepts dierences between personal characteris cs and
Personal responsibility and modify physical ac vity pa erns appropriately, as need- the idealized body images and elite performance levels
ed.47 (S4.H1.L1) portrayed in various media.48 (S4.H1.L2)
S4.H2 Exhibits proper e que e, respect for others and teamwork Examines moral and ethical conduct in specific compe ve
Rules & equee while engaging in physical ac vity and/or social dance. situa ons (e.g., inten onal fouls, performance-enhancing
(S4.H2.L1) substances, gambling, current events in sport).49 (S4.H2.L2)
S4.H3 Uses communica on skills and strategies that promote team/ Assumes a leadership role (e.g., task or group leader, refer-
Working with others group dynamics.50 (S4.H3.L1) ee, coach) in a physical ac vity se ng. (S4.H3.L2)
S4.H4 Solves problems and thinks cri cally in physical ac vity and/ Accepts others ideas, cultural diversity and body types
Working with others or dance se ngs, both as an individual and in groups. by engaging in coopera ve and collabora ve movement
(S4.H4.L1) projects. (S4.H4.L2)
S4.H5 Applies best prac ces for par cipa ng safely in physical If the outcome was not achieved in Level 1, it should be a focus
Safety ac vity, exercise and dance (e.g., injury preven on, proper in Level 2.
alignment, hydra on, use of equipment, implementa on of
rules, sun protec on). (S4.H5.L1)
S5.H1 Analyzes the health benefits of a self-selected physical If the outcome was not achieved in Level 1, it should be a focus
Health ac vity. (S5.H1.L1) in Level 2.
S5.H2 Challenge is a focus in Level 2. Chooses an appropriate level of challenge to experience
Challenge success and desire to par cipate in a self-selected physical
ac vity.51 (S5.H2.L2)
S5.H3 Selects and par cipates in physical ac vi es or dance that Iden fies the uniqueness of crea ve dance as a means of
Self-expression & enjoyment meet the need for self-expression and enjoyment. (S5.H3.L1) self-expression. (S5.H3.L2)
S5.H4 Iden fies the opportunity for social support in a self-selected Evaluates the opportunity for social interac on and social
Social interacon physical ac vity or dance. (S5.H4.L1) support in a self-selected physical ac vity or dance.52
(S5.H4.L2)
Operaonal Definion of Acvity Categories
Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the ac vity. Ac vi es might include, but are not limited to recre-
a onal boa ng (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice ska ng, skateboarding, snow or water skiing,
snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure ac vi es and ropes courses. Selec on of ac vi es depends on
the environmental opportuni es within the geographical region.
Fitness Acvies: Ac vi es with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training, spinning,
running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.
Dance & Rhythmic Acvies: Ac vi es that focus on dance or rhythms and might include, but are not limited to dance forms such as crea ve movement/dance,
ballet, modern, ethnic/folk, hip hop, La n, line, ballroom, social and square.
Aquacs: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.
Individual Performance Acvies: Might include, but are not limited to gymnas cs, figure ska ng, track & field, mul -sport events, in-line ska ng, wrestling,
self-defense and skateboarding.
Games & Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.
Lifeme Acvies: Includes the categories of outdoor pursuits, selected individual performance ac vi es, aqua cs and net/wall and target games. Note: In-
vasion and fielding/striking games have been excluded from the secondary outcomes because these ac vi es require team par cipa on and are less suited to
lifelong par cipa on.
References
1 NASPE. (1992). Outcomes of quality physical educa on programs. Reston, VA: Author. (p. 12).
2 Ibid., p. 11.
3 NASPE. (2012). Instruc onal framework for fitness educa on in physical educa on [Guidance Document]. Reston, VA: Author. (p.14).
4 Ibid., p. 6.
5 Ibid., p. 16.
6 Ibid.
7 Ibid., p. 19.
8 The founda on for this sec on comes from Grin, L. L. & Butler, J. I. (2005). Teaching games for understanding: Theory, research and prac ce. Champaign, IL: Human Ki-
ne cs; Grin, L. L., Mitchell, S. A., & Oslin, J. L. (2006). Teaching sport concepts and skills: A tac cal games approach. Windsor, Ontario: Human Kine cs; and Rovegno, I. &
Bandauer, D. (2013). Elementary physical educa on: Curriculum and instruc on. Burlington, MA: Jones & Bartle Publishing.
10 Ibid.
11 Ibid., p. 7.
12 Ibid.
13 Ibid., p. 17.
14 Ibid.
15 Ibid., p. 14.
16 Ibid., p. 13.
17 Ibid.
18 Ibid.
19 Ibid., p. 42.
20 Ibid., p. 45.
21 Ibid., p. 40.
22 Ibid., p. 35.
23 Ibid.
24 Physical Educa on/Health Educa on: Manitoba Curriculum Framework of Outcomes for Ac ve Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_10.htm-
l?print, accessed 1/9/12.
25 Ibid.
26 NASPE. (1992). Outcomes of quality physical educa on programs. Reston, VA: Author. (p.15).
27 Ibid.
28 Mohnsen, B (ed.). (2010). Concepts and principles of physical educa on: What every student needs to know. Reston, VA: NASPE.
30 NASPE. (2012). Instruc onal framework for fitness educa on in physical educa on [Guidance Document]. Reston, VA: Author. (p. 20).
31 Ibid., p. 9.
32 Ibid., p. 5.
33 NASPE. (1992). Outcomes of quality physical educa on programs. Reston, VA: Author. (p.15).
34 Ibid.
36 Ibid., p. 6.
37 Physical Educa on/Health Educa on: Manitoba Curriculum Framework of Outcomes for Ac ve Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print,
accessed 1/9/12.
39 Ibid., p. 16.
40 Physical Educa on/Health Educa on: Manitoba Curriculum Framework of Outcomes for Ac ve Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print,
accessed 1/9/12.
41 Ibid.
43 (Ohio) Physical Educa on Standards: Grade Band Overview by Standard and Organizers. (p. 113).
44 Superintendent of Public Instruc on. (2008). Washington State k-12 health and fitness learning standards. Olympia, WA: Author. (p. 101).
46 Ibid.
50 Ibid.
51 (Ohio) Physical Educa on Standards: Grade Band Overview by Standard and Organizers. (p. 115).
52 Ibid.

Grade Level Outcomes For K 12 Physical Education

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Grade Level Outcomes For K 12 Physical Education

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Grade-Level Outcomes

for K-12 Physical Educaon

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Par cipates regularly in physical ac vity.

Values physical ac vity and its contribu ons to a healthful lifestyle.

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Demonstrates competency in a variety of motor skills and movement paerns.

Catches with rea-

Uses a con nuous

Iden fies physical

Exhibits respect for

Standard 1 Grade 6 Grade 7 Grade 8

Demonstrates competency in a variety of motor skills and movement paerns.

Passing & receiving

Note: Swimming skills and water-safety ac vi es should be taught of facili es permit.

Standard 1 Level 1 Level 2

Demonstrates competency in a variety of motor skills and movement paerns.

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