Comprehensive Health Education Standards
(Adopted 4.28.97)
(Performance Objectives Added 8.28.00)

STANDARD 1
Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills.

READINESS (Kindergarten)
Students know and are able to do the following:

PO 1. Demonstrate a variety of manipulative skills (e.g., strike, throw, dribble, kick, roll, catch, trap, punt and volley)

PO 2. Demonstrate locomotor skills (e.g., walk, run, hop, jump, skip, slide, gallop and leap)

PO 3. Demonstrate a variety of nonlocomotor skills (e.g., bend, turn, twist, balance, stretch, push, pull, rock and sway)

• 1PA-R2. Demonstrate mature form in walking and running

PO 1. Same as concept

• 1PA-R3. Identify fundamental movement patterns (e.g., skip, strike)

PO 1. Recognize movement patterns of manipulative, locomotor, and nonlocomotor skills

• 1PA-R4. Identify a beginning movement vocabulary (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist)

PO 1. Demonstrate an understanding of movement concepts in physical activity (space awareness, body awareness, qualities of movement, and relationships)

• 1PA-R5. Describe appropriate concepts to performance (e.g., change direction while running)

PO 1. Perform movement concepts in physical activity

a) space awareness: personal space, direction, level, pathways, planes
b) body awareness: shapes, balance, body weight transfer, flight
c) qualities of movement: time, speed, force, flow
d) relationships: among body parts, objects and people with people

FOUNDATIONS (Grades 1-3)
Students know and are able to do all of the above and the following:

• 1PA-F1. Demonstrate mature form in all locomotor patterns and selected manipulative and nonlocomotor skills

PO 1. Perform all eight locomotor skills with mature form (walk, run, hop, jump, skip, slide, gallop and leap)

PO 2. Perform four manipulative skills with mature form

PO 3. Perform four nonlocomotor skills with mature form

PO 4. Perform movement skills to a rhythm

• 1PA-F2. Adapt a skill area (e.g., dribbling, passing, dance sequence) to the demands of a game-like situation

PO 1. Demonstrate the ability to adapt movement skills to changing environmental conditions and expectations (e.g., partner needs for force production, tossing a ball to a moving partner, rising and sinking while twisting, using different rhythms)

PO 2. Combine a variety of physical activities (e.g., various travel patterns in relation to music, locomotor and nonlocomotor combinations)

• 1PA-F3. Demonstrate beginning skills of a few specialized movement forms

PO 1. Dribble and pass a variety of objects to self and around stationary objects (hands, feet and equipment)

PO 2. Throw and kick using mature form

PO 3. Strike a ball repeatedly with hand or object

PO 4. Toss and catch a ball alone or with a partner

• 1PA-F4. Combine movement skills in applied settings

PO 1. Demonstrate control in traveling activities, weight bearing, and balance activities on a variety of body parts

PO 2. Demonstrate skills of chasing, fleeing, dodging to avoid others

• 1PA-F5. Apply critical elements to improve personal performance in fundamental and selected specialized movement skills

PO 1. Demonstrate critical elements of a fundamental skill (e.g., throwing, kicking, striking)

PO 2. Use concepts of space, effort, and relationships that vary the quality of movement

• 1PA-F6. Use critical elements of fundamental and specialized movement skills to provide feedback to others

PO 1. Use feedback to improve personal performance

PO 2. Recognize the critical elements of a fundamental movement or skill performed by a fellow student and provide feedback to that student

• 1PA-F7. Apply concepts that impact the quality of increasingly complex movement performance (e.g., maintaining a wide base of support in a balance activity)

PO 1. Understand that appropriate practice improves performance (e.g., a ball must be passed in front of a moving player; the lower the center of gravity, the more stable an object)

 

ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:

• 1PA-E1. Demonstrate competence in a variety of movement forms

PO 1. Throw, catch, strike and kick using mature form in a variety of physical activity settings

PO 2. Dribble and pass a variety of objects to a stationary target/receiver (e.g., hands, feet, equipment)

PO 3. Balance with control on a variety of objects

PO 4. Transfer weight from feet to hand at fast and slow speeds, using large extensions (e.g., mule kick, handstand, cartwheel)

PO 5. Travel, changing speeds and directions, in response to a variety of rhythms

PO 1. Throw, strike and kick a variety of objects demonstrating both accuracy and force

PO 2. Dribble and pass a variety of objects to a moving target/receiver (e.g., hands, feet, equipment)

PO 3. Perform a variety of rhythmic movements

• 1PA-E2. Apply more advanced movement and game strategies

PO 1. Use basic offensive and defensive strategies in small group games

PO 1. Utilize basic offensive and defensive skills in a modified version of a team sport

PO 2. Adapt and combine locomotor and nonlocomotor and manipulative skills to meet the demands of increasingly complex movement activities

• 1PA-E3. Identify the critical elements of more advanced movement skills

PO 1. Identify the critical elements of a basic movement made by a fellow student and provide feedback to that student

PO 1. Identify the critical elements of a more advanced movement (e.g., golf swing, cartwheel, tennis serve) made by a fellow student and provide feedback to that student

• 1PA-E4. Identify the characteristics of highly skilled performance in a few movement forms

PO 1. Identify the characteristics of a highly skilled performer in a few movement forms

PO 1. Identify the characteristics which differentiate a highly skilled performer from other performers

• 1PA-E5. Apply more advanced discipline-specific knowledge (e.g., conditioning and fitness in a selected sport)

PO 1. Demonstrate specialized movement skills

PO 1. Apply specialized movement skills that use similar patterns and transfer concepts from one to another (e.g., follow-through, opposition, force)

PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and the following:

• 1PA-P1. Demonstrate competency in at least three different types of movement forms (e.g., aquatics, team sports, individual and dual sports, outdoor pursuits, self-defense, gymnastics, dance)

PO 1. Demonstrate competency (basic skills, strategies and rules) in an increasing number of more complex versions of at least three different movement forms

• 1PA-P2. Use specialized knowledge to develop movement competence/proficiency

PO 1. Demonstrate improved skills by applying the critical elements to competent performance

• 1PA-P3. Identify and apply critical elements to enable the development of movement competence/proficiency

PO 1. Identify the critical elements of a skill

PO 2. Demonstrate and apply the biomechanical concepts and principles to the skills

• 1PA-P4. Identify and apply characteristics of highly skilled performance to enable the development of movement competence/proficiency

PO 1. Identify strengths and weaknesses of highly skilled performances

PO 2. Identify skills needed to improve performance

• 1PA-P5. Apply discipline-specific information to individual performance

PO 1. Same as concept

DISTINCTION (Honors)
Students know and are able to do all of the above and the following:

• 1PA-D1. Demonstrate proficiency in at least three movement forms (e.g., aquatics, team sports, individual and dual sports, outdoor pursuits, self-defense, gymnastics, dance)

PO 1. Demonstrate proficiency (basic skills, strategies and rules) in at least three different movement forms

• 1PA-D2. Explain pertinent scientifically-based information regarding movement performance

PO 1. Demonstrate improved skills by applying the critical elements to proficient performance

PO 2. Research highly skilled performers or performances and critique the research

• 1PA-D3. Apply advanced movement-specific information in the development of movement proficiency

PO 1. Use coaching information (self, peer, teacher, video) to improve performance

• 1PA-D4. Use discipline-specific knowledge to enable the independent learning of movement skills

PO 1. Design a plan for self-improvement of a specific movement skill