Physical Literacy Elements (PLE): Recognizes the value of physical activity for enjoyment, challenge, self-expression, and/or social interaction.
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Challenge
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PLE.PK-5.1
Explore and reflect on physical activity challenges and successes through activities tailored to various skill levels, promoting growth and accomplishment.
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Social Interaction
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PLE.PK-5.2
Demonstrate and reflect on positive social behaviors in physical activity, including conflict resolution, cooperation, encouragement, teamwork, and communication.
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Enjoyment, Fun, and Delight
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PLE.PK-5.3
Explore and reflect on enjoyment of physical activity through personal preferences, social connections, and self-expression.
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Personal Relevance
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PLE.PK-5.4
Examine and reflect how physical activity and balanced nutrition support physical and mental health and personal goals, fostering a lifelong appreciation for being active.
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Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
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Locomotor
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Walking, marching, hopping, jumping, galloping, running, side-sliding, skipping, leaping
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S1.E1.2
Practice walking, marching, hopping, galloping, running, side-sliding, leaping, and skipping using a mature pattern.
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| Jogging, running |
S1.E2.2
a) Runs with a mature pattern.
b) Travels showing differentiation (pacing) between jogging and sprinting.
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| Jumping and landing, horizontal/vertical |
S1.E3.2
a) Demonstrates jumping and landing in a horizontal plane using a variety of one and two-foot take-offs and landings with a mature pattern.
b) Demonstrates jumping and landing in a vertical plane using a mature pattern.
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| Dance |
S1.E4.2
Demonstrates locomotor and non-locomotor skills by following a teacher- or student-designed rhythmic activity, responding appropriately to rhythms.
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| Combinations with locomotors and manipulatives |
S1.E5.2
Developmentally appropriate/emerging outcomes first appear in grade band 3-5.
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Non-locomotor (Stability)
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| Balance |
S1.E6.2
a) Balances on different bases of support combining levels and shapes.
b) Balances in an inverted position with stillness and supportive bases.
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| Weight transfer, rolling |
S1.E7.2
a) Transfers weight from different body parts/bases of support for balance/travel.
b) Rolls in a narrow or curled body shape.
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| Curling and stretching; twisting and bending |
S1.E8.2
Identifies and demonstrates twisting, curling, bending, and stretching movements.
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| Combinations with dance and gymnastics |
S1.E9.2
Combines balances and transfers within a sequence (e.g., dance, gymnastics).
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| Balances and weight transfers |
S1.E10.2
Developmentally appropriate/emerging outcomes first appear in grade band 3-5.
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Manipulatives
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| Rolling/Throwing; underhand and overhand |
S1.E11.2
Rolls, throws underhand and throws overhand demonstrating a mature pattern.
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| Passing with hands |
S1.E12.2
Passing a ball underhand demonstrating a mature pattern.
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| Catching |
S1.E13.2
Catches a self-tossed or well-thrown large ball/object with hands.
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| Dribbling/ball control with hands |
S1.E14.2
Dribbles using the preferred hand while in personal space and while walking in general space.
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| Dribbling/ball control with feet |
S1.E15.2
Dribbles with feet in general space with control of ball and body.
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| Passing and receiving with feet |
S1.E16.2
Attempts to pass and receive a ball with the insides of the feet to a stationary partner, absorbing force on reception.
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| Dribbling in combinations |
S1.E17.2
Developmentally appropriate/emerging outcomes first appear in grade band 3-5.
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| Kicking |
S1.E18.2
Approaches and kicks a stationary and/or moving ball demonstrating a mature pattern.
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| Volley, underhand & overhand |
S1.E19.2
Volleys an object upward with consecutive hits.
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| Striking, hand and short implement |
S1.E20.2
Strikes an object with a hand and short implement with consistency.
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| Striking, long implement |
S1.E21.2
Strikes a ball off a tee or cone with a long implement (e.g., bat, noodle) using correct grip and proper side/body orientation.
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| Throwing/Catching/Scooping/Cradling, long and short implement |
S1.E22.2
Practices emerging outcomes with a short and/or long implement for scooping, cradling, throwing, and catching.
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| Jumping rope |
S1.E23.2
a) Jumps a self-turned rope consecutively with a mature pattern.
b) Jumps a long rope five times consecutively with student turners.
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| Outdoor Pursuits |
S1.E24.2
Investigate outdoor activities (e.g., scavenger hunt, nature walk) for physical activity and enjoyment
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Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance
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Movement Concepts
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| Space/Spatial Awareness Concepts |
S2.E1.2
Combines locomotor skills in general space to a rhythm, beat, or tempo.
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| Pathways, shapes, levels |
S2.E2.2
a) Travels demonstrating low, middle, and high levels.
b) Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through).
c) Combines shapes, levels, and pathways into simple travel, dance, or gymnastic sequences.
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| Speed, direction, force |
S2.E3.2
a) Differentiates between and applies fast and slow speeds.
b) Differentiates between and applies strong and light force.
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| Alignment and muscular tension |
S2.E4.2
Developmentally appropriate/emerging outcomes first appear in grade band 3-5.
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| Strategies and tactics |
S2.E5.2
a) Applies strategies in both chasing and feeling activities demonstrating spatial awareness.
b) Combines simple strategies, movement patterns, and manipulatives with cross-lateral movements.
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Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
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Physical Activity Knowledge and Engagement
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Physical Activity Knowledge
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S3.E1.2
Discusses and describes the benefits of being active and exercising outside of physical education class.
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Engages in Physical Activity
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S3.E2.2
a) Actively engages in physical education class.
b) Engages in moderate to vigorous physical activity (MVPA) 50% of class time.
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Fitness, Assessment, and Nutrition Knowledge
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Fitness Knowledge
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S3.E3.2
a) Identifies the heart as a muscle that grows stronger with exercise.
b) Identifies physical activities that contribute to fitness.
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Fitness Knowledge
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S3.E4.2
Differentiates between warm up and cool down.
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Assessment and Program Planning
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S3.E5.2
Developmentally appropriate/emerging outcomes first appear in grade band 3-5.
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Nutrition
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S3.E6.2
Recognizes the importance of the balance between nutrition and physical activity.
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Standard 4: Exhibits responsible personal and social behavior that respects self and others.
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Personal Responsibility
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S4.E1.2
Accepts personal responsibility by using equipment and space appropriately.
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S4.E2.2
Adheres to and accepts responsibility for class procedures/expectations with behavior and participation.
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Accepting Feedback and Working with Others
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Accepting Feedback
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S4.E3.2
Accepts specific corrective feedback from the teacher.
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Working with Others
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S4.E4.2
Works independently with others in a variety of class environments.
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Expectations, Etiquette, and Safety
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Expectations and Etiquette
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S4.E5.2
Exhibits the established procedures and expectations for class participation.
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Safety
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S4.E6.2
Works independently and safely with or without equipment based on the established procedures.
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