Physical Literacy Elements (PLE): Recognizes the value of physical activity for challenge, social interaction, enjoyment, and/or personal relevance.
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| Challenge |
PLE.PK-5.1
Explore and reflect on physical activity challenges and success, through activities tailored to various skill levels, promoting growth and accomplishments.
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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 on 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 |
S1.E1.5
Uses various locomotor skills in a variety of small-sided practice tasks or games, dance, and/or gymnastics.
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| Jogging, running |
S1.E2.5
Applies appropriate pacing for a variety of running distances.
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| Jumping and landing, horizontal/vertical |
S1.E3.5
a) Uses spring-and-step take-offs and landings specific to horizontal (e.g., cartwheel, round-off) and vertical (e.g., tuck jump, star jump, toe touches) jumps.
b) Combines jumping and landing patterns with locomotor and manipulative skills in dance, gymnastics, and small-sided practice tasks in game environments.
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| Dance |
S1.E4.5
a) Combines locomotor movement patterns and dance steps to create and perform an original dance.
b) Combines locomotor skills with cultural and creative dances (self, group) with correct rhythm and pattern.
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| Combinations with locomotors and manipulatives |
S1.E5.5
a) Performs a sequence of locomotor skills smoothly and without hesitation, transitioning from one skill to another.
b) Combines traveling with manipulative skills of dribbling, throwing, catching, and striking in teacher and/or student-designed small-sided practice tasks.
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Non-locomotor (Stability)
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| Balance |
S1.E6.5
Combines balance and weight transfer in a gymnastic sequence or dance with a partner.
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| Weight transfer, rolling |
S1.E7.5
Transfers weight, including rolling, in dance or gymnastic environments.
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| Curling and stretching; twisting and bending |
S1.E8.5
Performs curling, stretching, twisting, and bending actions with correct application in dance, gymnastics, or small-sided practice tasks in game environments.
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| Combinations with dance and gymnastics |
S1.E9.5
Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a movement pattern with a group.
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| Balance and weight transfers |
S1.E10.5
Combines actions, balance, and weight transfers to create a dance or gymnastics sequence with a partner with or without equipment.
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Manipulatives
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| Rolling/Throwing; underhand and overhand |
S1.E11.5
a) Rolls, throws underhand and throws overhand in a mature pattern in a non-dynamic environment with different sizes and types of objects.
b) Rolls, throws underhand and throws overhand to a large target (e.g., hula hoop, bowling pin, or target) with accuracy.
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| Passing with hands |
S1.E12.5
a) Throws with a stationary partner in a non-dynamic (stationary) environment.
b) Throws with a mature pattern while both partners are moving.
c) Throws with a mature pattern in dynamic (active), small-sided practice tasks.
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| Catching |
S1.E13.5
a) Catches a ball at different levels using a mature pattern in a non-dynamic (stationary) environment (closed skills).
b) Catches with a mature pattern with both partners moving.
c) Catches with a mature pattern in dynamic (active), small-sided practice tasks.
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| Dribbling/Ball Control with Hands |
S1.E14.5
a) Dribbles in self-space with both the preferred and non-preferred hands using a mature patterns.
b) Dribbles in general space with control of ball and body while increasing and decreasing speed.
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| Dribbling/Ball Control with Feet |
S1.E15.5
a) Dribbles in self-space with both the preferred and non-preferred foot using a mature pattern.
b) Dribbles in general space with control of ball and body while increasing and decreasing speed.
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| Passing and receiving with feet |
S1.E16.5
a) Passes and receives a ball with the outsides and insides of the feet to a stationary partner, absorbing force on reception before returning the pass.
b) Passes and receives with the feet using a mature pattern as both partners travel.
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| Dribbling in combinations |
S1.E17.5
Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, and shooting).
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| Kicking |
S1.E18.5
Demonstrates mature patterns of kicking and punting in non-dynamic (stationary) and dynamic (active) environment.
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| Volley, underhand & overhand |
S1.E19.5
Volleys an object with an underhand, overhand, or sidearm striking pattern in a non-dynamic (e.g., stationary volleying to a partner, wall or target) and dynamic, active environment (e.g., two square, four square, volleyball).
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| Striking, hand and short implement |
S1.E20.5
Strikes on object with a mature pattern (individually and with a partner) using a hand and/or short implement in a non-dynamic (e.g., stationary against a wall) and dynamic environment (e.g., active small-sided games) environment.
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| Striking, long implement |
S1.E21.5
Strikes an object with a mature pattern using a long implement (e.g., hockey stick, golf club, bat, racket) in a non-dynamic (e.g., stationary practice as an individual or with a partner) and dynamic (e.g., active small-sided games) environment.
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| Throwing/Catching/Scooping/Cradling, long and short implement |
S1.E22.5
Demonstrates and applies basic skills (cradle, scoop, throw, and catch) individually, with a partner, and in small-sided games (e.g., lacrosse, Native American stickball, or using scoops).
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| Jumping rope |
S1.E23.5
Creates a jump rope sequence with a partner or small group using either a short (e.g., variety of tricks) or long jump rope (e.g., running in and out of a long rope).
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| Outdoor Pursuits |
S1.E24.5
Demonstrates emerging techniques for a variety of skills in one or more self-selected outdoor pursuits (e.g., fishing, hiking, kayaking, archery, biking, skating).
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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.E1.5
a) Applies the concept of open space to combination skills (e.g., dribbling and traveling with changes in direction and speed).
b) Applies the concept of closing spaces in small-sided practice tasks.
c) Combines spatial concepts with locomotor and non-locomotor movements for small groups (e.g., gymnastics, dance, and games).
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| Pathways, shapes, levels |
S2.E2.5
Combines movement concepts with skills in small-sided practice tasks in games, gymnastics, or dance.
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| Speed, direction, force |
S2.E3.5
a) Applies movement concepts to strategy in running (e.g., pacing) or game situations.
b) Applies the concepts of direction and force to strike an object with an implement.
c) Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice tasks, games, dance, or gymnastics.
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| Alignment and muscular tension |
S2.E4.5
Implements the concept of alignment with correct form, and demonstrate muscular tension with balance (e.g., gymnastics, dance, yoga).
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| Strategies and tactics |
S2.E5.5
a) Applies basic offensive and defensive strategies and tactics in small-sided practice tasks or games.
b) Recognizes the type of kick, throw, volley, or striking action needed for different small-sided practice tasks or games.
c) Applies strategies and tactics to complex movement sequences and patterns with manipulatives that include cross-lateral coordination (e.g., cup stacking, juggling).
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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.E1.5
Tracks and analyzes physical activity outside physical education class for fitness benefits.
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Engages in Physical Activity
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S3.E2.5
a) Actively engages in the activities of physical education class.
b) Engages in 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.E3.5
a) Discusses and differentiates between health-related fitness and skill-related fitness.
b) Provides examples of physical activity to enhance fitness.
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Fitness Knowledge
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S3.E4.5
a) Identifies the need for warm up and cool down relative to various physical activities.
b) Identify and apply the FITT (frequency, intensity, time, and type) principle.
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Assessment and Program Planning
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S3.E5.5
a) Competes fitness assessment (pre and post).
b) Identifies areas of needed remediation from fitness assessment, and with teacher assistance, identifies strategies for progress in those areas.
c) Designs a fitness plan considering the FITT principle.
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Nutrition
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S3.E6.5
Analyzes the impact of hydration and food choices relative to physical activity, sports, and personal health.
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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.E1.5
Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee).
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S4.E2.5
Exhibits respect and responsible personal behavior in a variety of physical activities.
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Accepting Feedback and Working with Others
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Accepting Feedback
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S4.E3.5
Listens respectively to corrective feedback from others (e.g., peers, adults).
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Working with Others
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S4.E4.5
a) Works cooperatively with others.
b) Praises others for their success in movement performances.
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Expectations, Etiquette, and Safety
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Expectations and Etiquette
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S4.E5.5
Exhibits etiquette and adheres to the procedures and expectations in a variety of physical activities.
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Safety
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S4.E6.5
Works with peers safely with or without equipment in physical activity settings based on the established procedures.
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