Faculty & Staff > NASPE National Standards.Outcomes.Performances

NASPE National Standards.Outcomes.Performances

WALSH UNIVERSITY

Health and Physical Education Department

 

 

 

NASPE NATIONAL STANDARDS

K - 12 PHYSICAL EDUCATION
CONTENT STANDARDS
&
PERFORMANCE OUTCOMES

Revised 2007

NASPE (2004).Moving into the future: national standards for physical education, 2^nd.ed.Boston: McGraw-Hill Publishers.

Standard 1

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Rationale

·The intent of this standard is development of the skills needed to enjoy participation in physical activities.

·Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis.

·In the primary years, students develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined and varied during the middle school years.

·These motor skills, now having evolved into specialized skills (e.g., a specific dance step, chest pass, catching with a glove) are used in increasingly complex movement environments through the middle school years.

·High schools students must be able to competently and repeatedly perform correct fundamental movement patterns, sport skills fundamentals and have the ability to analyze movements as well as apply movement skills to new learning situations.

·In preparation for adulthood, students acquire the knowledge and application of movement patterns and skills that enable them to lead active, healthy lives beyond the school years.

Standard 1 Grades K - 2

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Student Expectations (at the end of grade 2)

·Young children are very active and enjoy learning and mastering new ways to move and be active.

·Students achieve mature forms in the basic locomotor skills and vary the manner in which these skills are performed in relationship to changing conditions and expectations.

·Students demonstrate smooth transitions between sequential locomotor skills.

·Students show progress toward achieving mature forms in the more complex manipulative skills.

·Students achieve mature form in the less complex manipulative skills.

·Students demonstrate control in travel, weight-bearing and balance activities on a variety of body parts.

 

Performance Outcomes (across the K - 2 grade range)

·Performs locomotor skills with a mature form

·Performs a simple dance step in keeping with a specific tempo

·Demonstrates clear contrasts between slow and fast movement

·Demonstrates changing direction in response to a signal or obstacle

·Drops a ball and catches it at the peak of the bounce

·Throws a ball underhand using mature form

·Balances on different body parts, at different levels

Standard 1  Grades 3 - 5

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Student Expectations (at the end of grade 5)

·Older children develop maturity and versatility in the use of fundamental motor skills for more pleasurable movement experiences.

·Students achieve mature forms in the basic nonlocomotor and manipulative skills.

·Students demonstrate locomotor, nonlocomotor, and manipulative skills for performance outcomes (e.g., hitting targets).

·Students use these skills in dynamic and complex environments and in combination with each other.

·Students also acquire some specialized skills basic to a movement form (individual and team sports/activities).

Sample Performance Outcomes (across the 3 - 5 grade range)

·Dribbles a ball with feet, hand, hockey stick, and/or object

·Kicks a ball with correct form and accuracy

·Demonstrates competent throwing motion with accuracy

·Demonstrates competent catching skills

·Strikes a moving ball with a racquet, bat or paddle

·Passes a ball, puck and/or other object with correct form and accuracy

·Performs rhythmic movements such as jump rope and dance/or skills and sequences

·Demonstrates competence in a variety of locomotor movements (skipping, running, jumping, hopping, leaping, sliding, galloping)

·Demonstrates balance and body control

·Demonstrates a variety of exercises for strength and flexibility

·Demonstrates dodging, chasing and fleeing skills in a variety of activities

·Performs a variety of skills that require hand-eye coordination

Standard 1  Grades 6 - 8

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Student Expectations (at the end of grade 8)

·Students are able to participate with skill in a variety of modified sport, dance, and outdoor activities.

·Students achieve mature forms in the basic skills of the more specialized sports, dance and other activities.

·Students use the skills successfully in modified games or activities of increasing complexity and in combination with other basic skills.

·Students demonstrate use of tactics within sport activities.

Sample Performance Outcomes (across the 6 - 8 grade range)

·Develops strategies and begin to analyze and critically assess motor skill performance

·Incorporates basic defensive and offensive strategies in modified net games (e.g., tennis, volleyball, badminton) and invasive games (e.g., soccer, basketball)

·Combines skills to competently participate in a variety of individual, team and dual sports (e.g., soccer, tennis, track and field, and golf)

·Demonstrates basic rhythmic or dance patterns

Standard 1 Grades 9 - 12

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Student Expectations (at the end of grade 12)

·High school students possess motor skills and movement patterns allowing them to perform a variety of physical activities.

·Students will achieve a degree of success that make the activities enjoyable.

·Students demonstrate the ability to perform basic and advanced skills and tactics to participate in team and individual activities.

Sample Performance Outcomes (across the 9 - 12 grade range)

·Applies scientific principles to learning and improving skills

·Demonstrates knowledge of rules and regulations specific to various physical activities

·Compares and utilizes strategies of offense and defense in various team and individual activities

·Demonstrates correct form and skill acquisition in a variety of team/individual sports or other activities

Standard 2

Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activity.

Rationale

·The intent of this standard is facilitation of learners? ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one?s performance.

·This includes the application of concepts from disciplines such as motor learning and development, sport psychology and sociology, and biomechanics and exercise physiology.

·It includes, for example, increasing force production through the summation of forces, knowing the effects of anxiety on performance, and understanding the principle of specificity of training. Knowledge of these concepts and principles and of how to apply them enhances the likelihood of independent learning and therefore more regular and effective participation in physical activity.

·In the lower elementary grades, emphasis is placed on establishing a movement vocabulary and applying introductory concepts.

·Through the upper elementary and middle school years, an emphasis is placed on applying and generalizing these concepts to real-life physical activity situations.

·In high school, emphasis is placed on students? independently and routinely using a wide variety of increasingly complex concepts.

·By graduation, the student has developed sufficient knowledge and ability to independently use his/her knowledge to acquire new skills while continuing to refine existing ones.

Standard 2  Grades K - 2

Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

Student Expectations (at the end of grade 2)

·Young children are rapidly maturing in their basic cognitive abilities.

·Children learn and apply concepts such as actions, planes and personal/general space.

·Children identify and perform concepts of effort and relationships that vary the quality of the movement.

·Children identify elements of correct form for fundamental skills and use them in performance.

·Children use feedback to improve motor performance.

Performance Outcomes (across the K - 2 grade range)

·Correctly identifies body planes (i.e., front, back, side)

·Correctly identifies various body parts

·Explains that warm-up prepares the body for physical activity

·Recognizes appropriate safety practices in general space (i.e., does not throw a ball when others are in the direct line of the throw)

·States that best effort is shown by trying new or hard tasks

·Repeats cue words for various skills and demonstrates/explains what is meant by each

·Corrects movement errors in response to corrective feedback

·States the short term effects of physical activity on the heart and lungs

Standard 2  Grades 3 - 5

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Student Expectations (at the end of grade 5)

·Older children are able to comprehend more complex concepts and principles and apply them in structured settings.

·Students use performance feedback to increase their cognitive understanding of a

skill as well as to improve performance.

·Students use their knowledge of critical elements of form or simple biomechanical or motor development principles to provide feedback to others.

·As students learn more complex motor skills, they transfer concepts learned in other skills/games for performance of the new skill/game (e.g., bending the knees lowers the center of gravity and increases stability).

Sample Performance Outcomes (across the 3 - 5 grade range)

·Uses basic offense and defensive strategies in game situations

·Describes how heart rate is used to monitor exercise intensity

·Recognizes key elements of the successful completion of a variety of motor skills

·Identifies the benefits that result from long-term participation in physical activity

·Explains how appropriate practice improves performance

·Identifies the benefits of effective communication in cooperative and competitive situations

Standard 2  Grades 6 - 8

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Student Expectations (at the end of grade 8)

·Through regular participation in physical activity, students will develop appropriate levels of physical fitness.

·Students develop higher levels of understanding and application of movement concepts/principles and game strategies, critical elements of activity-specific movement skills and characteristics representing highly skilled performances.

·Students use information from a variety of sources, both internal and external, to guide and improve performance.

Sample Performance Outcomes (across the 6 - 8 grade range)

·Selects appropriate practice procedures to learn and master skills and movement patterns

·Describes basic principles of training and how they improve fitness

·Develops a working knowledge of the fundamental components, strategies, and equipment used for participation in physical activities

·Demonstrates the ability to identify appropriate individual and group goals for successful participation in physical activities

Standard 2  Grades 9 - 12

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Student Expectations (at the end of grade 12)

·High school students demonstrate knowledge and understanding necessary to develop scientifically based personal activity plans that include selected sports and activities.

·Students use complex movement concepts and principles to independently refine their skills and apply them to the learning of new skills.

·Students will use specific knowledge to develop the ability to learn, self-assess, and improve movement skills independently.

Sample Performance Outcomes (across the 9 - 12 grade range)

·Identifies biomechanical principles of human movement and the concepts that apply to the mastery of proficient execution of motor skills, growth patterns and coordination

·Identifies and explain the historical role of games, sports, and dance in various cultures

·Demonstrates an understanding of the basic principles of health and wellness

·Develops an appropriate conditioning program for a self-selected game/activity to engage in for life

·Develops realistic short-term and long-term personal skill achievement goals

Standard 3

Participates regularly in physical activity.

Rationale

·The intent of this standard is establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education classroom with the lives of the students outside of the classroom.

·Although participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that has the potential to help prevent a variety of health problems among future generations of adults.

·Voluntary participation often develops from the initial enjoyment that is derived from the activity coupled with the requisite skills needed for participation.

·Students are more likely to participate if they have opportunities to develop interests that are personally meaningful to them.

·Young children learn to enjoy physical activity yet also learn that a certain level of personal commitment and earnest work is required to reap the benefits fromtheir participation. They partake in developmentally appropriate activities that help them develop movement competence and should be encouraged to participate in moderate to vigorous and unstructured play.

·As students get older, the structure of activity tends to increase and the opportunities for participation in different types of activity increase outside of the physical education classroom.

·Attainment of this standard encourages participation commensurate with contemporary recommendations regarding the type of activity as well as the frequency, duration, and intensity of participation believed to support and sustain good health.

Standard 3  Grades K- 2

Participates regularly in physical activity.

Student Expectations (at the end of grade 2)

·Young children participate in physical activities largely because of the pleasure of the experience.

·Children engage primarily in nonstructured physical activities outside of physical education classes.

·Children participate in a wide variety of gross motor activities that involve locomotion, non-locomotion and manipulation of objects.

·Children knowingly select and participate in activities during their leisure time that are moderate to vigorous in nature and that they find enjoyable.

·Children begin to utilize the skills and knowledge acquired in physical education classes during their leisure time physical activity.

Sample Performance Outcomes (across the K - 2 grade range)

·Engages in moderate to vigorous physical activity on an intermittent basis

·Engages in a variety of locomotor activities during leisure time

·Participates in chasing and fleeing activities outside of school

·Participates in a variety of activities that involve manipulation of objects

·Participates regularly in a variety of nonstructured and minimally organized physical activities outside of physical education class

Standard 3  Grades 3 - 5

Participates regularly in physical activity.

Student Expectations (at the end of grade 5)

·Older children develop an awareness of participation in physical activity as a conscious personal decision, choosing activities for both the enjoyment and health benefits they derive.

·Students voluntarily participate in moderate to vigorous physical activity for longer periods of time outside of physical education class.

·Students are able to identify and make use of opportunities at school and within the community for regular participation in physical activity.

·Students begin to recognize and use critical elements and movement concepts to sustain their own participation in activities they enjoy.

·Students are capable of using information from a variety of sources (internal and external) to regulate their activity participation.

Sample Performance Outcomes (across the 3 - 5 grade range)

·Consciously chooses to participate in moderate to vigorous physical activityoutside of physical education class on a regular basis

·Participates in organized sport activities provided through local community programs

·Participates in an intramural program provided by the school

·Chooses to participate in structured and purposeful activity.

·Monitors his or her physical activity by using a pedometer to count the number of steps taken or distance traveled

·Maintains a physical activity log (e.g., Activitygram) for a two- or three-day period, documenting activity data (e.g., step count, time)

Standard 3  Grades 6 - 8

Participates regularly in physical activity.

Student Expectations (at the end of grade 8)

·Students are able to independently set physical activity goals and participate in individualized programs of physical activity and exercise based on personal goals and interests as well as on the results of fitness assessment.

·Through regular physical activity, fitness levels should increase allowing students to live a daily routine with a decrease in fatigue and stress levels as well as allow for more productivity in daily living.

Sample Performance Outcomes (across the 6 - 8 grade range)

·Understands physical fitness concepts and the benefits of an active, healthy life-style

·Understands the importance for warming up prior to and cooling down on the completion of all fitness activities

·Develops the necessary skills and knowledge to participate regularly in a variety of lifetime physical fitness activities

·Participates in health enhancing physical activities both during and outside of school

Standard 3  Grades 9 - 12

Participates regularly in physical activity.

Student Expectations (at the end of grade 12)

· High school students fully recognize and understand the significance of physical activity in the maintenance of a healthy lifestyle and possess the skills, knowledge, interest and desire to maintain an active lifestyle.

· Students as this age make conscious decisions regarding their physical activity participation and assume a mature role in managing their participation based on needs, personal interests, capabilities, and resources.

· They can independently apply appropriate training principles to their own physical activity.

Sample Performance Outcomes (across the 9 - 12 grade range)

· Willingly participates in a variety of physical activities appropriate for maintaining or enhancing a healthy, active lifestyle

· Accumulates a recommended number of minutes of moderate to vigorous physical activity outside of physical education class most days of the week

· Demonstrates the ability to monitor and adjust activity to meet personal physical activity needs

· Monitors physical activity through the use of a pedometer, heart-rate monitor, and/or physical activity log

· Demonstrates effective time management skills that allow opportunities for physical activity to be created or found during a busy day

Standard 4

Achieves and maintains a health-enhancing level of physical fitness.

Rationale

·The intent of this standard is development of students? knowledge, skills and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle.

·Health related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.

·Expectations for improvement of students? fitness level should be established on a personal basis, taking into account variation in entry levels and the long-term goal of achieving health-related levels of fitness based on criterion-referenced standards.

·Students progress in their ability to participate in moderate to vigorous physical activities that address each component of health-related fitness. Moreover, students become more skilled in their ability to plan, perform, and monitor physical activities appropriate for developing physical fitness.

·For elementary children, the emphasis is on an awareness of fitness components and having fun while participating in health-enhancing activities that promote physical fitness.

·Middle school students gradually acquire a greater understanding of the fitness components, the way each is developed and maintained, and the importance of each in overall fitness.

·Secondary students are able to design and develop an appropriate personal fitness program that enables them to achieve health-related levels of fitness.

Standard 4  Grades K - 2

Achieves and maintains a health-enhancing level of physical fitness.

Student Expectations (at the end of grade 2)

·Young children engage in a variety of activities that serve to promote health- related physical fitness.

·They enjoy activities for the pleasure experienced from simply moving and may not associate the activity with the development of physical fitness.

·They participate in physical activity intermittently for short periods of time and will accumulate a relatively high volume of total activity and have fun doing it.

·They recognize physiological signs associated with participation in moderate to vigorous physical activity (e.g., sweating, fast heat rate, heavy breathing).

·Students at this level possess basic knowledge of the components of health-related fitness (cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition).

Sample Performance Outcomes (across the K - 2 grade range)

·Demonstrates sufficient muscular strength to be able to bear body weight for climbing, hanging, and momentary body support on the hands

·Engages in a series of locomotor activities without tiring easily

·Participates in a variety of games that increase breathing and heart rate

·Increases arm and shoulder strength by traveling hand-over-hand along a horizontal ladder or monkey bars

·Sustains activity for increasingly longer periods of time while participating in various activities in physical education

·Moves transversely along a rock wall with little teacher assistance

·Recognizes that health-related physical fitness consists of several different components

Standard 4  Grades 3 - 5

Achieves and maintains a health-enhancing level of physical fitness.

Student Expectations (at the end of grade 5)

·Older children regularly participate in physical activity for the purpose of improving physical fitness.

·Students participate in moderate to vigorous physical activity for longer periods of time without tiring.

·Students begin to engage in physical activities specifically related to each component of physical fitness and are capable of monitoring the physiological indicators that accompany moderate to vigorous physical activity and adjust their desired levels consistent with contemporary health-related recommendations.

·With teacher assistance, students interpret the results and understand the significance of information provided by formal measures of physical fitness.

Sample Performance Outcomes (across the 3 - 5 grade range)

·Participates in selected activities that develop and maintain each component of physical fitness

·Engages in appropriate physical activity that results in the development of cardiorespiratory endurance

·Recognizes that physiological responses to exercise are associated with their own levels of fitness

·Runs the equivalent of two laps around a regulation track without stopping

·Chooses to participate in sports/activities that require high levels of muscular strength

·Explains the personal consequences of poor flexibility on ability to perform various activities

·Maintains heart rate within the target heart rate zone for a specified length of time during an aerobic activity

·Meets the age- and gender-specified health-related fitness standards defined by Fitnessgram

·Identifies his or her strengths and weaknesses based upon the results of Fitnessgram testing

·Sets personal fitness goals

Standard 4  Grades 6 - 8

Achieves and maintains a health-enhancing level of physical fitness.

Student Expectations (at the end of grade 8)

·Students participate in moderate to vigorous physical activities regularly without undue fatigue

·Students know the components of health related fitness; cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition and participate in activities that apply

·Students will be introduced to the principles of training (e.g., threshold, overload, specificity) and how they can be used in improving one's level of physical fitness

Sample Performance Outcomes (across the 6 - 8 grade range)

·Demonstrates appropriate training principles and exercise techniques during participation in activities designed to improve physical fitness

·Self-assesses heart rate before, during, and after vigorous physical activities

·Sets personal fitness goals based on the results of the Poudre School District fitness assessment

Standard 4  Grades 9 - 12

Achieves and maintains a health-enhancing level of physical fitness.

Student Expectations (at the end of grade 12)

·Young adults assume greater self-responsibility in their lives and display greater autonomy in their personal behaviors.

·Students are largely independent in assessing their personal fitness status, and they can interpret information from fitness tests and use this information to plan and design their own programs to achieve and maintain personal fitness goals that encompass all components of fitness.

Sample Performance Outcomes (across the 9 - 12 grade range)

·Assesses physical fitness status in terms of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition

·Develops a personal fitness profile on the basis of fitness assessment results

·Designs and implements a personal fitness program based on the information obtained from the fitness assessment and in accordance with appropriate training principles

·Demonstrates ability to monitor and adjust a personal fitness program to meet needs and goals

Standard 5

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Rationale

·The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction.

·Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity.

·Achievement of this standard in the lower elementary grades begins with recognition of classroom rules, procedures and safety.

·In the upper elementary levels, children learn to work independently, with a partner, and in a small group.

·Throughout elementary school, students begin to recognize individual similarities and differences and participate cooperatively in physical activity.

·In middle school, adolescents identify the purpose of rules and procedures and become involved in decision-making processes to establish the rules and procedures that guide specific activity situations. They participate cooperatively in physical activity with persons of diverse characteristics and backgrounds.

·High school students initiate responsible behavior, function independently and responsibly, and positively influence the behavior of others in physical activity settings. They participate with all people, avoid and resolve conflicts, recognize the value of diversity in physical activity, and develop strategies for inclusion of others.

·High school students begin to understand how adult work and family roles and responsibilities affect their decisions about physical activity and how physical activity, preferences and opportunities change over time.

Standard 5  Grades K - 2

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Student Expectations (at the end of grade 2)

·Young children discover the joy of playing with friends and experience how social interaction can make activities more fun.

·They know safe practices and physical education class rules and procedures, and they are able to apply them with little or no reinforcement.

·Children know how to utilize acceptable behaviors for physical activity settings and are building a foundation for successful interpersonal communication during group activity.

·By improving motor skills, children have gained a basis and appreciation for working with others in cooperative movement, sharing, working together to solve a problem and/or tackling a challenge.

Sample Performance Outcomes (across the K - 2 grade range)

·Practices specific skills as assigned until the teacher signals the end of practice

·Follows directions given to the class for an all-class activity

·Shows compassion for others by helping them

·Uses equipment and space safely and properly

·Honestly reports the results of work

·Works in a diverse group setting without interfering with others

·Assists a partner by sharing observations about skill performance during practice.

·Accepts all playmates without regard to personal differences

·Identifies sharing with a partner as a way to cooperate

·Demonstrates the elements of socially acceptable conflict resolution during class activity

Standard 5  Grades 3 - 5

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Student Expectations (at the end of grade 5)

·Older children are active participants and learn to work independently and with small groups, enjoying the diversity of those around them.

·Students identify the purposes for and follow activity-specific safe practices, rules, procedures, and etiquette.

·Students continue to develop cooperation and communication skills to facilitate completion of a common goal while working with a partner and/or diverse groups.

·Older children work independently and productively for short as well as progressively longer periods of time.

·Building on the foundation laid in the early grades, students continue to develop cultural/ethnic self-awareness, appreciate their own heritage, and appreciate the differences in others.

Sample Performance Outcomes (across the 3 - 5 grade range)

·Uses equipment safely in a manner appropriate to specific tasks

·Cooperates with all class members by taking turns and sharing equipment

·Works productively with a partner or group to improve performance

·Accepts the teacher?s decision regarding a personal rule infraction without displaying negative reactions towards others

·Assesses and takes responsibility for his/her own behavior problems without blaming others

·During class discussions, shows respect for the views of a peer from a different cultural background

·Demonstrates respect and caring for students with different abilities through verbal and nonverbal encouragement and assistance

·Regularly encourages others and refrains from put-down statements

·Demonstrates best effort with a willingness to learn and allows others to learn

·Recognizes the need to adjust competitive intensity based on setting, group dynamics and varied skill level

Standard 5  Grades 6 - 8

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Student Expectations (at the end of grade 8)

·Students will make appropriate decisions to resolve conflict when necessary in competitive activities.

·Students understand sports etiquette, sportsmanship and cooperation while interacting with other students.

·Students will develop cooperation skills and will be able to accomplish group/team goals in both cooperative and competitive activities.

Sample Performance Outcomes (across the 6 - 8 grade range)

·Demonstrates behavior appropriate for participating in physical activities with others, the use of sports etiquette, sportsmanship and cooperation

·Demonstrates respect for physical and performance limitations of self and others while participating in physical activities

·Shows self-control by accepting a controversial decision of an official

·Plays within the rules of the game or activity

Standard 5  Grades 9 - 12

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Student Expectations (at the end of grade 12)

·Students synthesize and evaluate knowledge regarding the role of physical activity in a culturally diverse society.

·Students demonstrate the ability to initiate responsible personal and social behavior, function independently, and positively influence the behavior of others in a physical activity setting.

·Students demonstrate leadership by holding themselves and others responsible for following safe practices, rules, procedures, and etiquette in all physical activity settings.

Sample Performance Outcomes (across the 9 - 12 grade range)

·Participates successfully in a cooperative learning group with a wide range of diverse members

·Demonstrates respectful behavior toward teammates, opponents and officials in physical activity settings

·Follows safe practices, rules, procedures and etiquette in physical activity settings

·Develops behaviors and skills to resolve conflicts that may arise in a physical education setting

Standard 6

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Rationale

·The intent of this standard is development of awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning.

·Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue to participate in activity throughout the life span.

·Elementary children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in movement ability.

·At the middle school level, participation in physical activity provides important opportunities for challenge, social interaction, and group membership, as well as opportunities for continued personal growth in physical skills and their applied setting.

·Participation at the high school level continues to provide enjoyment and challenge as well as opportunities for self-expression.

·As a result of these intrinsic benefits of participation, students will begin to actively pursue life-long physical activities that meet their needs.

Standard 6  Grades K - 2

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Student Expectations (at the end of grade 2)

·Young children are the most active segment of our population.

·They are physically active because they enjoy merely participating.

·Students like the challenge of experiencing new movements and learning new skills.

·They feel joy as they gain competence in new skills.

·They begin to function as members of a group and to work cooperatively for brief periods of time.

Sample Performance Outcomes (across the K - 2 grade range)

·Exhibits both verbal and nonverbal indicators of joy

·Willingly tries new movements and skills

·Continues to participate when not successful on the first try

·Identifies several activities that are enjoyable

·Expresses personal feelings on progress made while learning a new skill

Standard 6  Grades 3 - 5

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Student Expectations (at the end of grade 5)

·Older children can identify activities they enjoy based on skill competency and personal preference.

·Students are challenged by learning a new skill or activity and enjoy broadening their repertoire of movement skills.

·Success and improvement are attributed to effort and practice.

·Students choose an appropriate level of challenge in an activity so as to experience success and engage in activity with students of different and similar skill levels.

Sample Performance Outcomes (across the 3 - 5 grade range)

·Identifies positive feelings associated with participation in physical activities

·Chooses to be physically active in personally satisfying individual or group activities

·Explains that skill competency leads to enjoyment of movement and physical activity

·Interacts with others by helping with their physical activity challenges

·Selects and practices a skill on which improvement is needed

·Explains the benefits of physical activity

Standard 6  Grades 6 - 8

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Student Expectations (at the end of grade 8)

·Students understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

·Students recognize and appreciate skilled performances.

Sample Performance Outcomes (across the 6 - 8 grade range)

·Appreciates the aesthetic and creative aspects of skilled performances in others and in self

·Seeks personally challenging experiences in physical activity opportunities

·Analyzes selected physical experiences for social, emotional and health benefits

Standard 6  Grades 9 - 12

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Student Expectations (at the end of grade 12)

·Students will be able to challenge themselves to work hard to better their skills, and feel satisfaction when they are successful in improving.

·Students will be able to explain why participation in lifelong activities is important.

·High school students will be able to pursue personal goals while participating in different activities.

Sample Performance Outcomes (across the 9 - 12 grade range)

·Identifies reasons to participate in physical activity (e.g. health, enjoyment, challenge, social interaction)

·Creates a pamphlet or brochure on the health benefits of physical activity

·Understands that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction

 

 

 

NASPE (2004).Moving into the future: national standards for physical education, 2^nd.ed.Boston: McGraw-Hill Publishers.