PE Power Standards

Great Activities Publishing Company	PE Power Standards 1/2009

Greetings!

Background: First of all, I would like to thank you for your interest in using "Power Standards" within your physical education program. Your commitment to enhancing the reputation of quality physical education is to be commended! The following documents were developed for school districts interested in implementing a standards-based physical education curriculum based on specific recommendations found in Professional Learning Communities (PLC) and High-Poverty, High Performing (HP2) schools research.

Curriculum & Instruction Resources: If the timing is right, we look forward to working with your school system in developing a stronger focus on student learning, obesity prevention, and standards-based instructional practices. We believe that a "thoughtful, well-planned, and systematic" reform effort is needed to address today's obesity and type II diabetes concern.

Contact: If you have any other questions, please feel free to call us at (800) 927-0682 or e-mail me at Artie@greatactivities.net.

* KINDERGARTEN
Physical Education Power Standards

Objectives
K.1 - Demonstrates non-locomotor (e.g., bending, stretching, balancing to create different shapes) and locomotor (e.g., hop, jump, slide, gallop) movements.
K.2 - Performs non-locomotor and locomotor movements to a steady beat.
K.3 - Demonstrates the emerging skills of catching, kicking, throwing, and striking.
K.4 - Understands the concepts of non-locomotor (e.g., flexion, extension, rotation) and locomotor movement using pathways, levels, and directionality (above, below, behind, etc.).
K.5 - Understands 1-2 essential elements of locomotor (e.g., use of a lead foot in galloping) and manipulative skills (e.g., role of finger tips in dribbling a ball, correct body position when catching a ball).
K.6 - Demonstrates flexibility, strength, and endurance in a variety of muscle groups (e.g., arms, shoulders, abdomen, and legs) through exercise and other activities (e.g., using playground equipment, jumping rope).
K.7 - Sustains moderate to vigorous physical activity for short amounts of time.
K.8 - Identifies the physiological signs (e.g., increased breathing, heart rate) of moderate physical activity.
K.9 - Recognizes two appropriate sites on the body to monitor heart rate and explains the location and purpose of the heart and lungs.
K.10 - Explains that the body is composed of bones, muscles, organs, tissue, and fat.
K.11 - Engages in physical activities appropriately (e.g., recognizes that games have rules, participates as a leader and follower during physical activity).
K.12 - Describes how positive social interaction can make physical activity with others more fun and enjoyable.

=============
* Copyright 2008. All rights reserved by the Great Activities Publishing Company. PO Box 51158, Durham, NC 27717. (800) 927-0682. May not be reproduced, transmitted, or distributed without written permission.
=============

* FIRST GRADE
Physical Education Power Standards

Objectives
1.1 - Responds to a variety of commands when using different combinations of shapes, levels, pathways, directions, and speed.
1.2 - Creates or imitates movement in response to rhythms and music.
1.3 - Demonstrates throwing (underhand, overhand, two-handed), catching (self-toss and from a partner), striking (with hand and short-handle paddles), kicking (stationary and gently rolled ball), and dribbling skills (with foot and hand).
1.4 - Understands the concepts of laterality and directionality (e.g., left and right, up and down) as applied in moving with and without equipment.
1.5 - Understands 2 or more essential elements of locomotor (e.g., explains the difference between a hop and a jump) and manipulative skills (e.g., knows how to align body and hands to catch a variety of objects, performs an overhand throw with hand/foot opposition and correct body alignment).
1.6 - Explains how the point of release (e.g., when using an overhand throw) and contact point (e.g., when striking) influences the direction of the ball or object.
1.7 - Stretches arms, shoulders, back, and legs without hyper-flexing or hyper-extending the points.
1.8 - Sustains continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.
1.9 - Identifies and uses two indicators of increased capacity for vigorous physical activity to measure change in activity levels.
1.10 - Explains the importance of drinking water during and after physical activity.
1.11 - Identifies and lists the body components of bones, muscles, organs, tissue and fat.
1.12 - Recognizes the benefits (e.g., mutual feelings of acceptance and trust) that accompany cooperation and sharing.

* SECOND GRADE
Physical Education Power Standards

Objectives
2.1 - Demonstrates smooth transitions using locomotor skills (e.g. - run, walk, skip, leap, slide) in movement sequences.
2.2 - Performs rhythmical sequences related to simple folk dance or ribbon routines.
2.3 - Performs a variety of manipulative skills such as kicking a stationary and rolling ball with strong force while maintaining good balance, jumping with one- and two-feet takeoffs and landing with good balance, and jumping a self-turned rope.
2.4 - Demonstrates the ability to use an overhand throw for distance with good force.
2.5 - Demonstrates the key elements for throwing, catching, striking and other manipulative skills (e.g., in the overhand throw uses correct body position, steps with opposition, elbow leads the throw, rotates hips).
2.6 - Identifies strategies of simple games (e.g., faking/dodging to avoid being tagged).
2.7 - Demonstrates fundamental principles of maintaining balance (e.g., establishing a wide base of support).
2.8 - Participates in activities for increasing amounts of time that are enjoyable and challenging.
2.9 - Performs abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side lunges, squats, and triceps push-ups from a chair or bench, to enhance endurance and increase muscle efficiency.
2.10 - Describes how muscle strength and muscle endurance enhance motor skill performance.
2.11 - Explains why it is safer to stretch a warm muscle than a cold muscle.
2.12 - Demonstrates respect for self (e.g., accepts responsibility for one's actions), others (e.g., encourages others), and game rules by participating positively in physical activity settings.

* THIRD GRADE
Physical Education Power Standards

Objectives
3.1 - Demonstrates proper from and smooth transitions during combinations of fundamental locomotor and body control skills such as chasing, fleeing, and moving away from others in a constantly changing environment.
3.2 - Performs with a partner in a line, circle, and folk dances.
3.3 - Applies the five basic manipulative skills of throwing, catching, striking, kicking, and dribbling in drills (e.g., catching a ball while moving, hand-dribbling a ball around obstacles) with self or partner.
3.4 - Applies the five basic manipulative skills (e.g., throwing a ball to a moving target, foot-dribble a ball while traveling and changing directions) in small-sided lead up games.
3.5 - Explains the difference between throwing to a stationary partner and a moving partner.
3.6 - Identifies key elements for increasing accuracy in rolling a ball and throwing a ball (e.g., opposite foot points to the intended target).
3.7 - Knows that practice, attention and effort are required to improve skills.
3.8 - Demonstrates warm-up and cool-down exercises.
3.9 - Participates 3-4 days per week, for increasing periods of time, in continuous moderate to vigorous physical activities that require movement of the large muscle groups to increase breathing and heart rate.
3.10 - List and define the components of physical fitness.
3.11 - Describes and records changes in heart rate before, during, and after physical activity.
3.12 - Collect and record progress data on a motor skill.

* FOURTH GRADE
Physical Education Power Standards

Objectives
4.1 - Demonstrates changes in speed during straight, curved, and zig zag pathways in dynamic situations (e.g., catching a football pass on the run, spacing between offensive and defensive players)
4.2 - Performs a series of basic square dance steps.
4.3 - Performs a variety of skills such as volleying to self and others, dribbling with hands and/or feet, striking objects to self and others using racquets, and jumping a self-turned rope.
4.4 - Applies combinations of non-locomotor, locomotor, and manipulative skills (e.g., pivoting and throwing, sliding and catching a ground ball, performing a basketball lay-up) in small-sided lead up games.
4.5 - Explains the difference between offense and defense.
4.6 - Compares and contrasts movement skills and strategies (e.g., underhand throw and underhand volleyball serve, punting and kicking, dribbling a basketball without a defender and with a defender) typically found in sport lead-up games.
4.7 - Accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills.
4.8 - Measures and records changes in aerobic capacity, muscular strength, and muscular endurance using state mandated fitness test protocols.
4.9 - Meets the healthy fitness zones for each of the state-mandated fitness tests.
4.10 - Understands target heart and how to monitor it rate (e.g., calculates heart rate collected in 10-second and 15-second intervals).
4.11 - Understands the five recommended behaviors for obesity prevention [(1) being physically active 60 minutes or more each day, (2) eating 5-9 portions of vegetables/fruit each day, (3) watching less than one hour of TV/video/computer a day, (4) drinking non-sugar-added beverages, and (5) getting 8-11 hours of sleep each night].
4.12 - Accepts responsibility for one's own performance without blaming others.

* FIFTH GRADE
Physical Education Power Standards

Objectives
5.1 - Demonstrates appropriate use of levels in dynamic movement situations (e.g., jumping high for a rebound, lowering center of gravity when guarding an opponent).
5.2 - Designs and performs a creative dance routine combining locomotor patterns with intentional changes in speed and direction.
5.3 - Performs a variety of skills with attention to form, power, accuracy, and follow-through (e.g., throwing overhand to an open player while avoiding an opponent, dribbling a soccer ball and kicking toward the goal while being guarded).
5.4 -Applies combinations of catching, throwing, striking skills (e.g., rebounding a basketball and passing it to an open player) in small-sided lead up games.
5.5 - Understands basic positions (e.g., goalie, guards, center), offensive and defensive strategies of games.
5.6 - Understands that sustained practice with appropriate feedback is required to improve on consistency of sport skills.
5.7 - Uses and applies sport skill rubrics [e.g., B-E-E-F for shooting a basketball free throw: Balance (feet shoulder-width apart) Eye on intended spot or target, Elbows in and up, Follow through; identifies the following striking phases: preparation, application of force, follow through, and recovery] to analyze self and others.
5.8 - Assesses health related fitness using the state mandated fitness test and meets age- and gender-specific fitness standards.
5.9 - Participates 3-4 days per week, for increasing periods of time, in continuous moderate to vigorous physical activities that require movement of the large muscle groups to increase breathing and heart rate.
5.10 - Demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate perceived exertion levels, target heart rate zone, and monitoring recovery rate.
5.11 - Explains and uses available technology (e.g., pedometers, heart rate monitors) to monitor and assess personal fitness levels.
5.12 - Describes how physical activity with a partner or partners can increase motivation, self-esteem, and enhance safety.

* SIXTH GRADE
Physical Education Power Standards

Objectives
6.1 - Combines locomotor and manipulative skills into specialized sport skills (e.g., dribble and passing the ball to a partner while being guarded, fielding a ground ball and throwing to the appropriate base) and applies these sequences to partner, small-group, and small-sided game situations.
6.2 - Develops, refines, and demonstrates movement routines (e.g., aerobic dance, jump rope, folk dance, line dance) to music.
6.3 - Performs a variety of skills with power/distance for accuracy (e.g., throwing a Frisbee or basketball to an open player, striking a ball to a wall or partner continuously, throwing and catching a ball with accuracy and force while guarded by like-skilled opponent).
6.4 - Understands the principles of skill development (e.g., practicing in game-like situations, whole/part/whole, using short practice sessions versus one long practice).
6.5 - Understands and applies basic offensive and defensive strategies (e.g., give and go, one on one defense, clear communication) in small group cooperative or competitive activities.
6.6 - Uses feedback, including available technology, to improve skill performance.
6.7 - Uses measurement and assessment data (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to develop personal goals for improvement in fitness levels.
6.8 -Describes and applies basic principles of training (e.g., FITT, overload, progression) and their relationship to implementing safe and appropriate personal fitness programs.
6.9 - Distinguishes between safe and effective or ineffective (e.g., contraindicated) warm-up and cool-down techniques.
6.10 - Demonstrates the ability to engage in a variety of self-paced aerobic activities, keeping in the appropriate target heart rate zone/perceived exertion levels, including cool-down and appropriate post-activity stretching.
6.11 - Compiles and analyzes a log listing food intake/calories consumed and energy expended through physical activity.
6.12 - Works cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive settings.

* SEVENTH GRADE
Physical Education Power Standards

Objectives
7.1 - Demonstrates mature sport skill combinations (e.g., throwing, catching, kicking/punting, striking, trapping, dribbling, volleying) competently with players in modified versions of individual/dual/team activities.
7.2 - Performs multicultural dances.
7.3 - Performs, without cue, the critical elements in specialized skills related to sports such as overhand throw for distance/force, serving and bumping, shooting a basketball, layup, forehand and backhand striking skills.
7.4 - Compares and contrasts the use of movement skills as to transfer the skill from one sport/activity to another (e.g., overhead throw, tennis serve, overhead clear in badminton).
7.5 - Performs and assesses the quality of player response to dynamic, interactive environments (e.g., appropriate offensive position with ball or goal).
7.6 - Develops and teaches others in an individual or dual game that uses manipulative skills, two different offensive strategies, and a scoring system.
7.7 - Uses the measurement and assessment data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to develop personal goals for improving a personal fitness program. This plan should include goals, strategies, and a timeline.
7.8 - Describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods.
7.9 - Summarizes the potential short and long-term physical, social, and emotional impacts (e.g., helps to cope with stress) of physical activity as a positive lifestyle choice.
7.10 - Identifies the symptoms, causes, and effects of a variety of eating disorders (e.g., bulimia, anorexia) and other unhealthy ways to lose weight (e.g., skipping meals, smoking, over-exercising).
7.11 - Solves problems in physical activities by analyzing causes and potential solutions.
7.12 - Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.

* EIGHTH GRADE
Physical Education Power Standards

Objectives
8.1 - Demonstrates a basic understanding of square dance steps, positions, and patterns as to create and perform a dance to music.
8.2 - Demonstrates competence and skill to pursue one or more game/sport, rhythmic, and recreational activities as a possible lifetime fitness activity (e.g., plays tennis at the local recreation center, participates in outdoor education activities).
8.3 - Sets goals to improve skill performance based on external sources (e.g., partner feedback, video of performance) and intrinsic motivation.
8.4 - Identifies and selects specific motor skills (e.g., tennis serve, flip turn in swimming) to enhance, including a practice schedule, timeline, and a way to monitor and track achievement over time.
8.5 - Demonstrates and describes when, where, and how to use offensive, defensive, and cooperative strategies and their use in activity settings.
8.6 - Self-assesses levels of physical activity and health-related fitness (including any fitness data from 7th grade) to develop a plan for maintenance or improvement.
8.7 - Uses a variety of resources (e.g., heart rate monitors, pedometers, fitness logs, software programs) to assess, monitor, and improve personal fitness.
8.8 - Understands the relationship among body composition, nutrition, use of tobacco, family history, and levels of physical activity.
8.9 - Understands the legal, ethical, and physical consequences (e.g., use of steroids and other supplements) for gaining strength and/or decreasing body fat.
8.10 - Identifies appropriate and trustworthy community/school resources for dealing with nutrition and weight management-related concerns.
8.11 - Demonstrates fair play and acts responsibly in physical activity settings.
8.12 - Analyzes the role of self-responsibility for personal safety and safety of others during physical activity.

* HIGH SCHOOL COURSE 1
Physical Education Power Standards

Objectives
9.1 - Combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
9.2 - Designs, implements, evaluates, and modifies a plan for at least two self-selected, lifetime, skill-related physical activities.
9.3 - Explains the interrelationships among physical, emotional, cognitive, and scientific factors that affect performance.
9.4 - Explains and demonstrates advanced offensive, defensive, and transition strategies in aquatics, individual, and dual sports.
9.5 - Demonstrates independent learning of movement skills.
9.6 - Participates in moderate to vigorous physical activity at least 4 days each week.
9.7 - Meets health-related fitness standards established by State-mandated fitness test.
9.8 - Designs and implements a personal fitness program by adjusting physical activity levels to meet the principles of exercise.
9.9 - Lists and describes the components of exercise prescription such as overload principle, type, progression, or specificity.
9.10 - Evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
9.11 - Acts independent of negative peer pressure during physical activity.
9.12 - Recognizes and resolves conflicts during physical activity.

* HIGH SCHOOL COURSE 2
Physical Education Power Standards

Objectives
10.1 - Combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
10.2 - Designs, implements, evaluates, and modifies a plan for at least three self-selected, lifetime, skill-related physical activities.
10.3 - Explains and applies the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed to enhance performance levels.
10.4 - Analyzes and explains which training and conditioning practices have the greatest impact on skill acquisition and performance.
10.5 - Demonstrates independent learning of movement skills.
10.6 - Participates in moderate to vigorous physical activity at least 4 days each week.
10.7 - Meets health-related fitness standards established by State-mandated fitness test.
10.8 - Develops and describes a physical fitness plan that enhances personal health and performance in future leisure and workplace activities.
10.9 - Analyzes the relationship between sound nutritional practices and physical activity on stress management, eating disorders such as bulimia/anorexia, and feelings of depression.
10.10 - Identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance,
10.11 - Explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
10.12 - Explains how to select and modify physical activities to allow for participation by children, elderly, and those with special needs.