Goal 1

1. perform fundamental locomotor skills within rudimentary movement patterns.
2. transfer fundamental locomotor skills into simple activities and/or games.
3. determine the appropriateness of fundamental locomotor skills transferred into activities and/or games.

 Indicator 2: Students will apply correct technique when performing complex manipulative movement patterns in specialized activities.

1. perform fundamental manipulative skills within rudimentary movement patterns.
2. transfer fundamental manipulative skills into simple activities and/or games.
3. determine the appropriateness of fundamental manipulative skills transferred into activities and/or games.

 Indicator 3: Students will exhibit a mature kinesthetic sense in non-locomotor/stability movement patterns in specialized activities.

1. maintain control in weight-bearing and balance activities.
2. adjust body position to maintain equilibrium during simple physical activities and/or games.
3. determine the appropriateness of kinesthetic adjustments made during simple movement patterns.

 STANDARD ONE: Students will develop competency in all fundamental movement skills and proficiency in some movement forms.

• The student consistently demonstrates control, rhythm, coordination, fluid

• The student consistently demonstrates correct technique in controlling the force applied to or received from an object; s/he consistently and effectively transfers these skill into movement patterns and/or specialized activities/games; the student consistently reflects on the effectiveness of skills transferred and makes adjustments if necessary. (manipulative skills)
• The student consistently controls balance and weight transfer in a variety of complex body positions; s/he uses kinesthetic sense to adjust body position as needed; the student effectively transfers these skills into complex combinations and/or sequences, reflects on the effectiveness of the transfer, and makes adjustments if necessary. (non-locomotor/stability skills)

• The student frequently demonstrates appropriate coordination and proper technique in the execution of locomotor skills; s/he frequently transfers these into various movement patters, activities, and/or games. (locomotor skills)
• The student usually displays correct technique while applying force to or receiving force from an object; s/he generally transfers these skills to be modified movement patterns. (manipulative skills)
• The student frequently controls balance and weight transfer in a variety of increasingly complex body positions; s/he often uses kinesthetic sense to successfully adjust body in complex movement combinations and/sequences. (non-locomotor/stability skills)

• The student occasionally demonstrates appropriate coordination and proper technique in the execution of locomotor skills; s/he transfers these skills to some movement patterns or to limited activities with assistance. (locomotor skills)
• The student displays some elements of correct technique when applying force to or receiving force from an object. (manipulative skills)
• The student sporadically achieves balance and successful weight transfer in a variety of body positions; s/he demonstrates emerging kinesthetic sense and ability to adjust body position and weight transfer. (non-locomotor/stability skills)

STANDARD TWO: Students will analyze movement concepts and principles to understand, evaluate, and enhance movement skill acquisition and performance.

ADVANCED:

• The student consistently demonstrates the ability to utilize knowledge of scientific principles to enhance her/his performance; s/he applies skill-specific information to improve personal performance and to assist others; the student consistently and accurately evaluates personal performance and the performance of others based on proven scientific concepts. (movement concepts)
• The student consistently analyzes scientific concepts to identify the effects of physical, emotional, and cognitive factors on performance; s/he accurately develops a fitness plan based on an evaluation of personal need; the student effectively modifies specific elements of her/his practice/training plan when appropriate. (training)
• The student consistently analyzes various options related to a specific situation; s/he creates and/or appropriately adapts movement patters/strategies that lead to successful performance; the student consistently uses pre-established criteria to determine if a specific pattern/strategy provides the desired outcome. (strategies)

PROFICIENT:

• The student demonstrates the ability to apply self-determined or teacher-directed skills-specific information to enhance her/his performance and the performance of others; s/he applies the knowledge of scientific principles to her/his performance and the performance of others. (concepts/principles)
• The student frequently applies scientific concepts to identify the effects of physical, emotional, and cognitive factors on performance; s/he uses guidance to effectively modify appropriate elements of practice/training plan. (training)
• The student analyzes a situation and usually creates and appropriately adapts movement patterns and/or movement forms that lead to successful performance. (strategies)

BASIC:

• The student incorporates teacher-directed skills-specific information into the performance of her/his movement skills; s/he attempts to apply the knowledge of scientific principles to her/his performance. (concepts/principles)
• The student occasionally applies scientific concepts to identify the effects of physical, emotional, and cognitive factors on performance; s/he requires significant assistance to effectively modify appropriate elements of a practice/training plan. (training)
• The student uses teacher guidance to appropriately adapt movement patterns and/or movement forms that lead to successful performance. (strategies)

 STANDARD THREE: Students will participate in physical activity to achieve and maintain a health enhancing level of physical fitness.

• The student uses scientifically based data to independently and consistently monitor her/his personal fitness level; s/he subsequently develops a personal plan to achieve fitness goals; the student consistently and effectively re-evaluates and adjusts the plan to maintain or improve the desired fitness level. (health-related fitness components)
• The student consistently and effectively communicates the benefits of ongoing physical activity; s/he distinguishes appropriate from inappropriate practice and provides sound rationale for choosing specific activities; the student consistently offers reasonable evidence that specific activities bring about desired fitness benefits. (benefits)
• The student consistently describes the various school and community resources available to maintain personal health and fitness; s/he regularly participates in physical activity routine which addresses personal needs and enhances health-related fitness; the student regularly creates opportunities and encourages others to participate in various fitness activities. (participation)

PROFICIENT:

• The student generally incorporates external guidance to monitor her/his own fitness level and develops a personal plan to achieve fitness goals; s/he, with assistance, re-evaluates and adjusts the plan to maintain or improve the desired fitness level. (health-related fitness components)
• The student frequently communicates the benefits of physical activity and recognized differences between appropriate and inappropriate practices. (benefits)
• The student routinely participates in physical activity and increases/decreases the frequency, intensity, time, and type as instructed; s/he is aware of some school and community resources available to maintain personal health and fitness. (participation)

• The student understands information regarding her/his own fitness level; s/he can follow a pre-established fitness plan and recognize personal improvement. (health-related fitness components)
• The student understands the benefits of physical activity and follows instruction regarding appropriate practices. (benefits)
• The student randomly participates in physical activity; s/he has limited knowledge of school and community resources available to maintain personal health and fitness. (participating)

 STANDARD FOUR: Students will develop responsible and respectful personal and social behavior in physical activity settings.

• The student consistently and willingly strives to create and maintain a safe and supportive environment in all physical activity settings; s/he independently presents a positive character and models superlative standards of personal conduct during physical activity; the student effectively employs skills and techniques that facilitate harmonious human interactions. (positive interaction)
• The student consistently recognizes the impact of each member’s contribution on maintaining a positive and meaningful group situation; s/he convincingly articulates the need for utilizing the strengths and skills of all individuals within the group; the student willingly and responsibly fulfills various roles and adjust personal behavior to facilitate positive group interactions and dynamics. (responsible behavior)
• The student consistently demonstrates the value of individual uniqueness through positive dialogue and interaction with others; s/he creates ways to include all members of a group in physical activity settings; the student’s natural behavior demonstrates that s/her personally values the equitable participation of each individual. (diversity)(diversity)

PROFICIENT:

• The student frequently portrays positive character and acceptable standards of personal conduct during physical activity; s/he generally demonstrates skills and techniques that facilitate harmonious human interactions. (positive interaction)
• The student accepts appropriate roles and typically adjusts behavior to contribute to positive group dynamics. (responsible behavior)
• The student effectively uses strategies that indicate s/he understands the value of equitable participation in physical activity settings. (diversity)

BASIC:

• The student practices acceptable standards of personal conduct during physical activity; s/he responds favorably to encouragement regarding positive human interactions. (positive interaction)
• The student, with guidance, responds to different roles and with encouragement, adjusts behavior to contribute to positive group dynamics. (responsible behavior)
• The student accepts the concept of equitable participation in physical activity settings. (diversity)

STANDARD FIVE: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, social interaction, and employment.

• The student clearly describes the psychological benefits derived from physical activity; s/he consistently chooses physical activities that enhance self-expression and self-confidence; the student advocates regular participation in physical activity which provides opportunities for personal enjoyment and positive social interaction. (self-expression/self-confidence)
• The student consistently demonstrates the motivation, personal desire, and/or determination to pursue an increased level of accomplishment and skill; the student consistently organizes her/his personal schedule to maintain a healthy balance among mental, physical, and social factors; s/he reflects on personal success and uses it as a springboard to continue striving to attain goals. (challenge/satisfaction)
• The student thoroughly researches the vast employment/career opportunities associated with the physical education and fitness fields; s/he insightfully articulates personal expectations and attributes for pursuing or eliminating employment options within these fields; the student accurately explains how physical education/fitness careers support and/or interrelate with other employment fields. (employment opportunities)

PROFICIENT:

• The student generally chooses physical activities that enhance self-expression and self-confidence; s/he values regular participation in physical activity as an opportunity for personal enjoyment and positive social interaction. (self-expression/self-confidence)
• The student demonstrates the personal desire and/or determination to pursue an increased level of accomplishment and skill; s/he recognizes personal success and uses it as a springboard to continue striving to attain goals. (challenge/satisfaction)
• The student explores the vast employment/career opportunities associated with the physical education and fitness fields; s/he determines feasible employment options within these fields. (employment opportunities)

BASIC:

• The student chooses, from suggestions, activities that enhance self-confidence; s/he realizes that regular participation in physical activity provides opportunities for personal enjoyment and positive social interaction. (self-expression/self-confidence)
• The student accepts guidance and encouragement to pursue an increased level of accomplishment and skill; s/he recognizes the exhilaration of personal success. (challenge/satisfaction).
• The student recognizes various employment/career opportunities associated with the physical education and fitness fields. (employment)