Minnesota K-12 Physical Education Standards DRAFT

Transcription

1 Minnesota K-12 Physical Education Standards February 27, 2017 DRAFT This document represents the Standards Committee s first draft of the Minnesota K-12 Academic Standards in Physical Education. The public is invited to comment on this draft during the Public Review and Comment Period, February 27 through March 16, 2017.

2 Minnesota K-12 Physical Education Standards (FIRST DRAFT) Contents Kindergarten... 6 Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others... 8 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..11 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..14 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..18 DRAFT Minnesota K-12 Physical Education Standards February 27,

3 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..22 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..25 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..30 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..35 DRAFT Minnesota K-12 Physical Education Standards February 27,

4 Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction Grade Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness Standard 4: Exhibits responsible personal and social behavior that respects self and others Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction Grades Standard 1: Demonstrate competency in a variety of motor skills and movement patterns Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance Standard 3: Demonstrate the knowledge and skills to achieve a health-enhancing level of physical activity and fitness Standard 4: Exhibit responsible personal and social behavior that respects self and others..44 Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction DRAFT Minnesota K-12 Physical Education Standards February 27,

5 The goal of these standards is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual Has learned the skills necessary to participate in a variety of physical activities. Knows the implications and the benefits of involvement in various types of physical activities. Participates regularly in physical activity. Is physically fit. Values physical activity and its contributions to a healthful lifestyle. Source: National Standards & Grade-Level Outcomes for K-12 Physical Education, SHAPE America Society of Health and Physical Educators, Reston, VA; Using the SHAPE America National Standards & Grade-Level Outcomes for K-12 Physical Education as a base, the Standards Committee is determining the changes that are needed to ensure that the national standards address state statutory requirements and best practices in physical education. The new standards will replace the state s current standards, the National Standards for Physical Education, which were developed by the National Association for Sport and Physical Education, adopted by Minnesota in 2010, and implemented in all schools in the school year. As you read this first draft, please note the following points: This document utilizes an anchor standard approach. Five standards establish the overall goals for student learning and these standards are repeated from kindergarten through grade 12. Each standard is comprised of one or more benchmarks that are unique to that grade level. Benchmarks are numbered with multi-digit codes that signify: o o o The standard (S1, S2, S3, S4, S5); The school level [elementary, grades K-5 (E); middle school, grades 6-8 (M), high school, grades 9-12 (H)]; and The grade level [K, 1, 2, 3, 4, 5, 6, 7, 8, or high school level (H)]. Each standard and benchmark begins with the phrase, The student will Examples provided in this document are intended to clarify the meaning of the benchmark and are optional. Not applicable in this document means that benchmarks in this skill category first appear in a subsequent grade level. DRAFT Minnesota K-12 Physical Education Standards February 27,

6 Kindergarten Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Locomotor S1.E1.K S1.E2.K S1E3.K S1.E4.K S1.E5.K S1.E6.K Non-locomotor S1.E7.Ka S1.E7.Kb S1.E8.K S1.E9.K S1.E10.K S1.E11.K S1.E12.K Manipulative S1.E13.K S1.E14.K S1.E15.K S1.E16.K S1.E17.K S1.E18.K S1.E19.K S1.E20.K S1.E21.K S1.E22.K S1.E23.K S1.E24.K Perform locomotor skills (hopping, galloping, running, sliding, and skipping) while maintaining balance. Perform jumping and landing horizontally while maintaining balance. Perform jumping and landing vertically while maintaining balance. Perform locomotor skills in educational dance. Maintain balance on different bases of support. Form wide, narrow, curled and twisted body shapes. Roll sideways in a narrow body shape. (For example: a pencil roll) Perform curling and stretching actions. Throw underhand with opposite foot forward. Drop a ball and catches it before it bounces twice. Dribble a ball with one hand, attempting the second contact. Tap a ball, with the inside of foot, sending it forward. Kick a stationary ball from a stationary position, demonstrating two of the five elements of a maturing pattern. Volley a lightweight object, sending it upward. (For example: a balloon.) Strike an object away from one s body. DRAFT Minnesota K-12 Physical Education Standards February 27,

7 S1.E25.K S1.E26.K S1.E27.Ka S1.E27.Kb Execute a single jump with a self-turned rope. Jump a long rope with teacher-assisted turning. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Space S2E1.Ka Differentiate between movement in personal (self-space) and general space. S2E1.Kb Move in personal space to a rhythm. Pathways, Shapes, Levels S2.E2.K Travel in three different pathways. Speed, Direction, Force S2.E3.K Travel in general space with different speeds. Alignment and Muscular Tension S2.E4.K Strategies and Tactics S2.E5.K Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge and Engagement S3.E1.K Identify ways to be active outside of physical education class. Engages in Physical Activity S3.E2.K Fitness Knowledge S3.E3.Ka Identify the size and location of the heart. S3.E3.Kb Identify that faster movement corresponds to faster heart beat and breathing. S3.E4.K Assessment and Planning S3.E5.K Nutrition S3.E6.K Recognize that food provides energy for physical activity. DRAFT Minnesota K-12 Physical Education Standards February 27,

8 Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility S4.E1.K S4.E2.K Accepting Feedback S4.E3.K Working with others S4.E4.K Rules and Etiquette S4.E5.K Safety S4.E6.K Follow directions in group settings. (For example: safe behaviors, following rules, taking turns). Acknowledge responsibility for behavior when prompted. Use feedback from the teacher. Share equipment and space with others. Recognize the established protocol for class activities. Follow teacher directions for safe participation and proper use of equipment with minimal reminders. Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Health S5.E1.K Recognize that physical activity is important for good health. Challenge S5.E2.K Acknowledge that some physical activities are challenging or difficult. Self-expression and Enjoyment S5.E3.Ka Identify physical activities that are enjoyable. S5.E.3.Kb Discuss the enjoyment of playing with friends. Social Interaction S5.E4.K DRAFT Minnesota K-12 Physical Education Standards February 27,

9 Grade 1 Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Locomotor S1.E1.1 S1.E2.1 S1.E3.1 S1.E4.1 S1.E5.1 S1.E6.1 Non-Locomotor S1.E7.1 S1.E8.1 S1.E9.1 S1.E10.1 S1.E11.1 S1.E12.1 Manipulative S1.E13.1 S1.E14.1 S1.E15.1 S1.E16.1 S1.E17.1 S1.E18.1 S1.E19.1 S1.E20.1 S1.E21.1 S1.E22.1 S1.E23.1 S1.E24.1 Hop, gallop, and slide using a maturing pattern. Demonstrate two of the five critical elements for jumping and landing in a horizontal plane, using two-foot take-offs and landings. Demonstrate two of the five critical elements for jumping and landing in a vertical plane. Combine locomotor and non-locomotor skills in educational dance. Maintain balance on different bases of support with different body shapes. Transfer weight from one body part to another in self-space. Roll with either a narrow or curled body shape. Demonstrate twisting, curling, bending, and stretching actions. Throw underhand demonstrating two of the five critical elements of a maturing pattern. Catch various sizes of balls from a self-toss before they bounce. Dribble continuously in self-space, using the preferred hand. Tap or dribble a ball using the inside of the foot while walking in general space. Approach a stationary ball and kick it forward, demonstrating two of the five critical elements of a maturing pattern. Volley an object with an open palm, sending it upward. Strike an object away from one s body with a short-handled implement. DRAFT Minnesota K-12 Physical Education Standards February 27,

10 S1.E25.1 S1.E26.1 S1.E27.1a S1.E27.1b Consecutively jump forward or backward using a self-turned rope. Consecutively jump a long rope with teacher-assisted turning. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Space S2.E1.1 Pathways, Shapes, Levels S2.E2.1a S2.E2.1b Speed, Direction, Force S2.E3.1a S2.E3.1b Move in self-space and general space in response to designated beats and/or rhythms. Travel demonstrating low, middle and high levels. Travel demonstrating a variety of relationships with objects. (For example: over, under, around, through.) Differentiate between fast and slow speeds. Differentiate between strong and light force. Alignment and Muscular Tension S2.E4.1 Strategies and Tactics S2.E5.1 Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge and Engagement S3.E1.1 Identify benefits of being active outside of physical education class. Engages in Physical Activity S3.E2.1 Fitness Knowledge S3.E3.1a S3.E3.1b S3.E4.1 Identify the heart as a muscle that grows stronger with exercise, play and physical activity. Describe the connection between muscles and one s ability to move. Assessment and Planning DRAFT Minnesota K-12 Physical Education Standards February 27,

11 S3.E5.1 Nutrition S3.E6.1 Identify various fruits and vegetables. Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility S4.E1.1 S4.E2.1 Accepting Feedback S4.E3.1 Working with Others S4.E4.1 Rules and Etiquette S4.E5.1 Safety S4.E6.1 Use equipment and space appropriately. Follow the rules and parameters of the learning environment. Consistently use feedback from the teacher. Work independently with others in a variety of class environments (e.g., small and large groups). Exhibit the established protocols for class activities. Follow teacher directions for safe participation and proper use of equipment without teacher reminders. Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Health S5.E1.1 Identify physical activity as a component of good health. Challenge S5.E2.1 Recognize that challenge in physical activities can lead to success. Self-expression and Enjoyment S5.E3.1a Describe positive feelings which result from participation in physical activities. S5.E3.1b Discuss personal reasons (i.e., the why ) for enjoyment in physical activities. Social Interaction S5.E4.1 DRAFT Minnesota K-12 Physical Education Standards February 27,

12 Grade 2 Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Locomotor S1.E1.2 S1.E2.2 S1.E3.2 S1.E4.2 S1.E5.2 S1.E6.2 Non-Locomotor S1.E7.2 S1.E8.2 S1.E9.2 S1.E10.2 S1.E11.2 S1.E12.2 Manipulative S1.E13.2 S1.E14.2 S1.E15.2 S1.E16.2 S1.E17.2 S1.E18.2 S1.E19.2 S1.E20.2 Skip and run using a maturing pattern. Travel showing differentiation between jogging and sprinting. Demonstrate four of the five critical elements of jumping and landing in a horizontal plane using a variety of one- and two-foot take-offs and landings. Demonstrate four of the five critical elements for jumping and landing in a vertical plane. Combine locomotor and non-locomotor skills in an educational dance with correct response to simple rhythms. Balance on different bases of support, combining levels and shapes. Transfer weight from feet to different body parts and/or bases of support for balances and/or travel. Roll in different directions with either a narrow or curled body shape. Performs twisting, curling, bending and stretching actions while maintaining balance. Combine balances and transfers into a three-part educational dance or gymnastics sequence. Throw underhand using a maturing pattern. Throw overarm demonstrating two of the five critical elements of a maturing pattern. Catch various sizes of objects with hands only. Dribble in self-space with preferred hand, demonstrating a maturing pattern while walking in general space. Dribble with the feet in general space with control of ball and body. DRAFT Minnesota K-12 Physical Education Standards February 27,

13 S1.E21.2 S1.E22.2 S1.E23.2 S1.E24.2 S1.E25.2 S1.E26.2 S1.E27.2a S1.E27.2b Approach a moving ball and kick it forward, demonstrating three of the five critical elements of a maturing pattern. Volley an object with a partner. Strike an object forward with a short-handled implement while controlling its direction. Strike a ball off a tee or cone with a bat, using correct grip and side-orientation and/or proper body orientation. Consecutively jump a self-turned rope forward and backward with a maturing pattern. Enter a long rope. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Space S2.E1.2 Pathways, Shapes, Levels S2.E2.2 Speed, Direction, Force S2.E3.2 Combine locomotor skills in general space to a rhythm. Combine shapes, levels and pathways into simple travel, educational dance, and educational gymnastics sequences. Vary time and force with gradual increases and decreases. Alignment and Muscular Tension S2.E4.2 Strategies and tactics S2.E5.2 Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge and Engagement S3.E1.2 Identify physical activity recommendations. Engages in Physical Activity S3.E2.2 Fitness Knowledge S3.E3.2a Describe what it feels like to work one s heart. DRAFT Minnesota K-12 Physical Education Standards February 27,

14 S3.E3.2b Describe what it feels like to work one s muscles. Fitness Knowledge S3.E4.2 Assessment and Program Planning S3.E5.2 Nutrition S3.E6.2 Recognize the good health balance of nutrition and physical activity. Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility S4.E1.2 Practice skills with minimal teacher prompting. S4.E2.2 Accept responsibility for class protocols with behavior and performance actions. Accepting Feedback S4.E3.2 Accept specific corrective feedback from the teacher. Working with Others S4.E4.2 Work independently with others in partner environments. Rules and Etiquette S4.E5.2 Recognize the role of rules and etiquette in teacher-designed physical activities. Safety S4.E6.2 a Work independently and safely in physical education. S4.E6.2b Work safely with physical education equipment. Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Health S5.E1.2 Challenge S5.E2.2 Recognize the value of good health balance. Compare physical activities that bring confidence and challenge. Self-expression and Enjoyment S5.E3.2 Social Interaction S5.E4 Identify physical activities that provide self-expression. (For example: educational dance, educational gymnastics, and/or small-sided educational games) DRAFT Minnesota K-12 Physical Education Standards February 27,

15 Grade 3 Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Locomotor S1.E1.3 S1.E2.3 S1.E3.3 S1.E4.3 S1.E5.3 S1.E6.3 Non-Locomotor S1.E7.3 S1.E8.3 S1.E9.3 S1.E10.3 S1.E11.3 S1.E12.3 Manipulative S1.E13.3 S1.E14.3 S1.E15.3 S1.E16.3 S1.E17.3 S1.E18.3 S1.E19.3 S1.E203 Leap using a maturing pattern. Travel showing differentiation between sprinting and running. Jump and land in the horizontal plane using a maturing pattern. Jump and land in the vertical plane using a maturing pattern. Perform combination dance steps and movement patterns. Perform a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation. Balance on different bases of support, combining levels and shapes with a partner or using an object. Transfer weight from feet to hands for momentary weight support. Move into and out of balances with curling, twisting, and stretching actions. Combine locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to perform and create an educational dance or educational gymnastics sequence. Combine traveling, balance and weight transfers to create an educational gymnastics sequence. Throw underhand using a maturing pattern to a partner or target Throw overhand, demonstrating three of the five critical elements of a maturing pattern, in non-dynamic (closed) environments, for distance and/or force. Catch a gently tossed hand-sized ball from a partner, demonstrating four of the five critical elements of a maturing pattern. Dribble with hand and travel in general space at slow to moderate jogging speed with control of ball and body. Dribble with the feet in general space at slow to moderate jogging speed with control of ball and body. Receive and pass a ball with the inside of the foot to a stationary partner, giving on reception before returning the pass. DRAFT Minnesota K-12 Physical Education Standards February 27,

16 S1.E21.3 S1.E22.3 S1.E23.3 S1.E24.3 S1.E25.3 S1.E26.3 S1.E27.3a S1.E27.3b Approach a moving ball and kicks it along the ground and in the air, demonstrating four of the five critical elements of a maturing pattern for each. Volley an object sending it forward over a net, or to the wall, or over a line to a partner while demonstrating three of the five critical elements of a maturing pattern. Strike an object forward with a short-handled implement controlling direction, demonstrating three of the five critical elements of a maturing pattern. Strike a ball with a long-handled implement sending it forward, while using the proper grip for the implement. (For example: Implement- hockey stick, bat or golf club. Use a batting tee or ball tossed by the teacher for batting). Perform a variety of jump rope skills with a short rope. Exit a long rope. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Space S2.E1.3 Recognize the concept of open space in a movement context. Pathways, Shapes, Levels S2.E2.3 Recognize locomotor skills specific to a wide variety of physical activities. Speed, Direction, Force S2.E3.3 Combine movement concepts (direction, levels, force, and time) with skills. Alignment and Muscular Tension S2.E4.3a Strategies and Tactics S2.E5.3a Apply strategies and tactics in chasing activities. S2.E5.3b Apply strategies in fleeing activities. Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge and Engagement S3.E1.3 Identify personal participation in physical activities outside of physical education class and compare them to the physical activity recommendations. Engages in Physical Activity DRAFT Minnesota K-12 Physical Education Standards February 27,

17 S3.E2.3 Fitness Knowledge S3.E3.3a S3.E3.3b S3.E4.3 Define the concept of cardiorespiratory fitness and provide examples of physical activities that enhance cardiorespiratory fitness. Define the concepts of muscular fitness (endurance, strength, flexibility) and provides examples of physical activities that enhance muscular fitness. Assessment and Planning S3.E5.3 Nutrition S3.E6.3 Demonstrate, with teacher directions, the health-related fitness components. Identify foods that are beneficial for before and after physical activity. Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility S4.E1.3 Exhibit personal responsibility in teacher-directed activities. S4.E2.3 Work independently for extended periods of time. Accepting Feedback S4.E3.3 Accept and implement specific corrective teacher feedback. Working with Others S4.E4.3a Work cooperatively with others. S4.E4.3b Praise others for their success in movement performance. Rules and Etiquette S4.E5.3 Recognize the role of rules and etiquette in physical activity with peers. Safety S4.E6.3 Work independently and safely in physical activity settings. Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Health S5.E1.3 Discuss the relationship between physical activity and good health. Challenge S5.E2.3 Discuss the challenge that comes from learning a new physical activity. Self-expression and Enjoyment DRAFT Minnesota K-12 Physical Education Standards February 27,

18 S5.E3.3 Social Interaction S5.E4.3 Grade 4 Reflect on the reasons for enjoying selected physical activities. Describe the positive social interactions that come when engaged with others in physical activity. Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Locomotor S1.E1.4 S1.E2.4 S1.E3.4 S1.E4.4 S1.E5.4 S1.E6.4 Non-Locomotor S1.E7.4 S1.E8.4 S1.E9.4 S1.E10.4 S1.E11.4 S1.E12.4 Manipulative S1.E13.4 S1.E14.4a S1.E14.4b Use various locomotor skills in a variety of small-sided educational games, educational dance, and educational gymnastics. Run for distance using a maturing pattern. Use spring-and-step take-offs and landings specific to educational gymnastics. Create and perform combination steps and movement patterns maintaining rhythm. Combine traveling with manipulative skills of dribbling, throwing, catching, and striking in small-sided practice tasks and educational games. Balance on different bases of support combining levels and shapes on an apparatus. (For example: balance beam, dome cones, stepping stones, mats, balance ball, aerobic step, and/or benches). Transfer weight from feet to hands varying speed and using large extensions (For example: mule kick, handstand, and/or cartwheel). Move into and out of balances on with curling, twisting, and stretching actions. (For example: Apparatus - balance ball, balance beam, aerobic step, and/or benches) Combine locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to create and perform an educational dance or educational gymnastic sequence with a partner. Combine traveling with balance and weight transfers to create an educational gymnastics sequence with and without equipment or apparatus. Throw underhand with accuracy using a maturing pattern in non-dynamic (closed) environments with different sizes and types of objects. Throw overhand using a maturing pattern in non-dynamic (closed) environments. Throw overhand to a partner or at a target with accuracy. DRAFT Minnesota K-12 Physical Education Standards February 27,

19 S1.E15.4 S1.E16.4 S1.E17.4a S1.E17.4b S1.E18.4 S1.E19.4a S1.E19.4b S1.E20.4 S1.E21.4a S1.E21.4b S1.E22.4 S1.E23.4 S1.E24.4 S1.E25.4 S1.E26.4 S1.E27.4 Throw to a moving partner with accuracy in a non-dynamic (closed) environment. Catch a thrown ball, above the head, at chest or waist level and below the waist using a maturing pattern in a non-dynamic (closed) environment. Dribble in self-space with both the preferred and the non-preferred hand using a maturing pattern. Dribble in general space with control of ball and body while increasing and decreasing speed. Dribble with the feet in general space with control of ball and body while increasing and decreasing speed. Pass and receive a ball with the inside of the feet to a moving partner in a nondynamic (closed) environment. Pass and receive a ball with the outside and inside of the feet to a stationary partner, giving on reception before returning the pass. Dribble with hand or feet in combination with other skills (For example: passing, receiving, and/or shooting). Kick on the ground and punt in the air, using maturing patterns. Use a continuous running approach and kick a stationary ball for accuracy. Volley an object sending it forward over a net, or to the wall, or over a line to a partner while demonstrating 4 of the 5 critical elements of a maturing pattern. Volley a ball with a two-hand overhead pattern sending a ball upward, demonstrating four of the five critical elements of a maturing pattern. Strike an object forward with a short-handled implement controlling direction, demonstrating four of the five critical elements of a maturing pattern. Strike an object with a long-handled implement while demonstrating three of the five critical elements of a maturing pattern. (For example: Implement - hockey stick, golf club, bat, tennis and/or badminton racket) Combine traveling with the manipulative skills of dribbling, throwing, catching and striking in small-sided practice tasks. Create and perform a jump rope routine using either a short or long rope. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Space S2.E1.4a S2.E1.4b S2.E1.4c Apply the concept of open space to combination skills involving traveling (For example: dribbling and traveling). Apply the concept of closing spaces in small-sided practice tasks. Dribble in general space with changes in direction and speed. DRAFT Minnesota K-12 Physical Education Standards February 27,

20 Pathways, Shapes, Levels S2.E2.4 Speed, Direction, Force S2.E3.4a S2.E3.4b Combines movement concepts with skills in small-sided practice tasks, educational gymnastics, or educational dance. Apply the movement concepts of speed, endurance, and pacing for running. Apply the concepts of direction and force when striking an object with a shorthandled implement sending it to a designated target. Alignment and Muscular Tension S2.E4.4 Strategies and Tactics S2.E5.4a S2.E5.4b Apply offensive strategies and tactics in chasing and fleeing activities. Apply defensive strategies and tactics in chasing and fleeing activities. Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge and Engagement S3.E1.4 Chart and analyze opportunities for participating in physical activity outside of physical education class. Engages in Physical Activity S3.E2.4 Fitness Knowledge S3.E3.4a S2.E3.4b S3.E4.4 Identify the components of the F.I.T.T. principle for cardiorespiratory fitness. (For example: F.I.T.T frequency, intensity, time, and type) Identify the components of the F.I.T.T. principle for muscular fitness (endurance, strength, and flexibility). (For example: F.I.T.T frequency, intensity, time, and type) Assessment and Planning S3.E5.4 a S3.E5.4b Nutrition S3.E6.4 Complete a pre- and post-fitness assessment. Identify areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas. Discuss the importance of hydration and hydration choices relative to physical activities. DRAFT Minnesota K-12 Physical Education Standards February 27,

21 Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility S4.E1.4 S4.E2.4 Accepting Feedback S4.E3.4 Working with Others S4.E4.4a S4.E4.4b Rules and Etiquette S4.E5.4 Safety S4.E6.3 Exhibit responsible behavior in independent group situations. Reflect on personal social behavior in physical activity. Listen respectfully to corrective feedback from others (For example: peers or adults). Praise the movement performance of others who are more- and less-skilled. Accept players of all skill levels into the physical activity. Exhibit etiquette and adherence to rules in a variety of physical activities. Work safely with peers and equipment in physical activity settings. Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Health S5.E1.4 Challenge S5.E2.4 Examine the health benefits of participation in physical activity. Rate the enjoyment of participation in challenging and mastered physical activities. Self-expression and Enjoyment S5.E3.4 Social Interaction S5.E4.4 Rank the enjoyment of participation in different physical activities. Describe and compare the positive social interactions when engaged in partner, small group and large group physical activities. DRAFT Minnesota K-12 Physical Education Standards February 27,

22 Grade 5 Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Locomotor S1.E1.5a S1.E1.5b S1.E2.5 S1.E3.5 S1.E4.5 S1.E5.5 S1.E6.5 Non-Locomotor S1.E7.5 S1.E8.5 S1.E9.5 S1.E10.5 S1.E11.5 S1.E12.5 Manipulative S1.E13.5 S1.E14.5a S1.E14.5b S1.E15.5 S1.E16.5a Demonstrate maturing patterns of locomotor skills in dynamic small-sided educational games, educational gymnastics, or educational dance. Combine locomotor and manipulative skills in a variety of small-sided educational games. Use appropriate pacing for a variety of running distances. Combine jumping and landing patterns with locomotor and manipulative skills in small-sided educational games, educational gymnastics, or educational dance. Create and perform combination dance steps and movement patterns maintaining rhythm in culturally relevant and creative dances. Combine balance and transferring weight in an educational gymnastics or educational dance sequence with a partner. Transfer weight in educational gymnastics and educational dance environments. Perform curling, twisting and stretching actions with correct application in smallsided educational games, educational gymnastics, and educational dance. Combine locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to create and perform an educational dance or an educational gymnastics sequence with a group. Combine traveling, balances, and weight transfers to create and perform an educational gymnastics sequence with a partner on equipment or apparatus. Throw underhand with accuracy using a maturing pattern in dynamic (open) environments with different sizes and types of objects. Throw overhand using a maturing pattern in non-dynamic (closed) environments with different sizes and types of balls. Throw overhand to a large target a various distances with accuracy. Throw with accuracy in dynamic, small-sided practice tasks or educational games. Catch with accuracy with both partners moving. DRAFT Minnesota K-12 Physical Education Standards February 27,

23 S1.E16.5b S1.E17.5 S1.E18.5 S1.E19.5a S1.E19.5b S1.E20.5 S1.E21.5 S1.E22.5 S1.E23.5 S1.E24.5 S1.E25.5a S1.E25.5b S1.E26.5 S1.E27.5 Catch with accuracy in dynamic, small-sided practice tasks or educational games. Combine hand dribbling with other skills during small-sided practice tasks. Combine foot dribbling with other skills during small-sided practice tasks. Pass with the feet, using a maturing pattern, as both partners travel. Receive a pass with the feet, using a maturing pattern, as both partners travel. Dribble with hands or feet in maturing patterns in a variety of small-sided educational games. Kick and punt using a maturing pattern in small-sided educational games. Volley underhand using a maturing pattern, in small-sided educational games. Volley a ball, using a two-handed pattern, sending it upward to a target. Strike an object consecutively, with a partner, using a short-handled implement, over a net, or against a wall, in either competitive or cooperative games environment. Strike a moving object using a maturing pattern. Combine striking with a long implement with receiving and traveling skills in a small-sided educational game. (For example: Implement - bat, hockey stick.) Combine traveling with the manipulative skills of dribbling, throwing, catching and striking with accuracy to a target, in small-side educational games. Create and perform a jump rope routine with a partner, using either a short or long rope. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Space S2.E1.5 Pathways, Shapes, Levels S2.E2.5 Speed, Direction, Force S2.E3.5a S2.E3.5b S2.E3.5c Combine spatial concepts with locomotor and non-locomotor movements for small groups in educational games, educational gymnastics, or educational dance. Combine movement concepts with skills in small-sided educational games, or educational gymnastics, or educational dance. Apply movement concepts to strategies in educational games. Apply the concepts of direction and force to strike an object with a long-handled implement. Analyze movement situations and apply movement concepts in small-sided practice tasks in educational games, educational gymnastics, or educational DRAFT Minnesota K-12 Physical Education Standards February 27,

24 dance. (For example: Movement concepts - force, direction, speed, pathways, and extensions.) Alignment and Muscular Tension S3.E4.5 Strategies and Tactics S2.E5.5a S2.E5.5b S2.E5.5c Apply offensive and defensive strategies and tactics in invasion small-sided practice tasks and educational games. Apply offensive and defensive strategies and tactics in net and wall small-sided practice tasks and educational games Recognize the type of throw, volley, kick, or strike action needed for different educational games. Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Physical Activity Knowledge and Engagement S3.E1.5 Chart and analyze physical activity outside of physical education class for health benefits. Engages in Physical Activity S3.E2.5 Fitness Knowledge S3.E3.5a S3.E3.5b S3.E4.5 Apply the F.I.T.T. principle for cardiorespiratory fitness to personal behaviors. (For example: F.I.T.T frequency, intensity, time, and type.) Apply the F.I.T.T. principle for muscular fitness (endurance, strength, flexibility) to personal behaviors. (For example: F.I.T.T frequency, intensity, time, and type.) Assessment and Planning S3.E5.5a S3.E5.5b Nutrition S3.E6.5 Analyze results of fitness pre- and post-assessments, comparing results to fitness components for good health. Design a fitness plan to address ways to use physical activity to enhance fitness. Analyze the impact of food choices relative to physical activity, youth sports and personal health. Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility DRAFT Minnesota K-12 Physical Education Standards February 27,

25 S4.E1.5 S4.E2.5a S4.E2.5b Accepting Feedback S4.E3.5 Working with Others S4.E4.5 Rules and Etiquette S4.E5.5 Safety S4.E6.5 Engage in physical activity with responsible interpersonal behavior. (For example: peer to peer, student to teacher, student to referee). Participate with responsible personal behavior in a variety of physical activity contexts, environments, and facilities. Exhibit respect for self with appropriate behavior while engaging in physical activity. Give corrective feedback respectfully to peers. Accept, recognize, and actively involve others, with both higher and lower skill abilities, into physical activities and group projects. Critique the etiquette involved in rules of various game activities. Apply safety principles with age-appropriate physical activities. Standard 5: Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Health S5.E1.5 Challenge S5.E2.5 Compare the health benefits of participating in selected physical activities. Express the enjoyment and/or challenge of participation in a favorite physical activity. (For example: written essay, visual art, and creative dance.) Self-expression and Enjoyment S5.E3.5 Social interaction S5.E4.5 Analyze different physical activities for enjoyment and challenge, identifying reasons for a positive or negative response. Describe the social benefits gained from participating in physical activity. (For example: recess, youth sports). DRAFT Minnesota K-12 Physical Education Standards February 27,

26 Grade 6 Standard 1: Demonstrate competency in a variety of motor skills and movement patterns. Dance and Rhythms S1.M1.6 Demonstrate correct rhythm and pattern for one of the following dance forms: folk, social, creative, line, or world dance. Games and Sports: Invasion and Field Games S1.M2.6 S1.M3.6 Throw with a maturing pattern for distance or power appropriate to the practice task. (For example: distance = outfield to home plate; power = 2nd base to 1st base). Catch with a maturing pattern from a variety of trajectories using different objects in varying practice tasks. Games and sports: Invasion Games S1.M4.6 S1.M5.6 S1.M6.6 S1.M7.6 S1.M8.6 S1.M9.6 S1.M10.6 S1.M11.6 Pass and receive with hands in combination with locomotor patterns of running and change of direction and speed with competency in modified invasion games. (For example: basketball, flag football, speedball, or team handball). Throw, while stationary, a leading pass to a moving receiver. Perform pivots, fakes and jab steps designed to create open space during practice tasks. Perform the following offensive skills without defensive pressure: pivot, give and go, and fakes. Dribble with dominant hand using a change of speed and direction in a variety of practice tasks. Foot-dribble or dribble with an implement with control, changing speed and direction in a variety of practice tasks. Shoot on goal with power in a dynamic environment as appropriate to the activity. Maintain defensive ready position with weight on balls of feet, arms extended, and eyes on midsection of the body of the offensive player. Games and Sports Net and Wall Games S1.M12.6 S1.M13.6 S1.M14.6 Perform a legal underhand serve with control for net and wall games. (For example: badminton, volleyball or pickleball.) Strike with a maturing overhand pattern in a non-dynamic environment (closed skills) for net and wall games. (For example: volleyball, handball, badminton or tennis.) Demonstrate the maturing form of the forehand and backhand strokes with a short-handled implement in net games. (For example: paddleball, pickleball or short-handled racket tennis.) DRAFT Minnesota K-12 Physical Education Standards February 27,

27 S1.M15.6 S1.M16.6 S1.M17a.6 S1.M17b.6 Transfer weight with correct timing for the striking pattern. Forehand volley with a maturing form and control using a short-handled implement. Two-hand volley with control in a variety of practice tasks. Perform a forearm pass with a maturing pattern. Games and Sports: Target games S1.M18.6 S1.M19.6 Demonstrate a maturing underhand pattern for a modified target game. (For example: bowling, bocce or horseshoes.) Strike, with an implement, a stationary object for accuracy in activities. (For example: croquet, shuffleboard or golf.) Games and Sports: Fielding and Striking Games S1.M20.6 S1.M21.6 Outdoor Pursuits S1.M22.6 Strike a pitched ball with an implement with force in a variety of practice tasks. Catch, with a maturing pattern, from different trajectories using a variety of objects in a varying practice tasks. Demonstrate correct technique for basic skills in one self-selected outdoor pursuit. Individual-performance Activities S1.M24.6 Demonstrate correct technique for basic skills in one self-selected individualperformance activity. Standard 2: Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. Games and Sports: Invasion Games S2.M1.6 S2.M2.6 S2.M3.6 S2.M4.6 S2.M5.6 S2.M6.6 Create open space by using locomotor movements in combination with movement. (For example: Locomotor movements - walking, running, jumping and landing. Movement - varying pathways, change of speed, direction or pace.) Execute at least one of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots, and fakes; and give and go. Create open space by using the width and length of the field and court on offense. Reduce open space on defense by making the body larger and reducing passing angles. Reduce open space by not allowing the catch (denial) or by allowing the catch but not the return pass. Transition from offense to defense or defense to offense by recovering quickly. DRAFT Minnesota K-12 Physical Education Standards February 27,

28 Games and sports: Net and Wall Games S2.M7.6 S2.M8.6 Create open space in net/wall games with a short-handled implement by varying force and direction. Reduce offensive options for opponents by returning to midcourt position. Games and sports: Target Games S2.M9.6 Select an appropriate shot and/or club based on the location of the object in relation to the target. Games and sports: Fielding and striking games S2.M10.6 S2.M11.6 Identify open spaces and attempt to strike an object into that space. Identify the correct defensive play based on the situation. (For example: ituations such as the number of outs). Individual-performance Activities, Dance and Rhythms S2M12.6 Outdoor Pursuits S2.M13.6 Vary the application of force during dance or gymnastics activities. Make appropriate decisions based on the weather, level of difficulty due to the conditions, or ability to ensure the safety of self and others. Standard 3: Demonstrate the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness. Physical Activity Knowledge S3.M1.6 Describe how being physically active leads to a healthy body. Engages in Physical Activity S3.M2.6 S3.M3.6 S3.M4.6 S3.M5.6 Fitness Knowledge S3.M6.6 S3.M7.6 S3.M8.6 Participate in self-selected physical activity outside of physical education class. Participate in a variety of aerobic-fitness activities. (For example: cardio-kick, tep aerobics and aerobic dance.) Participate in a variety of aerobic-fitness activities using technology. (For example: Dance Dance Revolution or Wii Fit.) Participate in a variety of lifetime recreational team sports, outdoor pursuits or dance activities. Participate in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day. Identify the components of skill-related fitness. Set and monitor a self-selected physical-activity goal for aerobic and/or muscleand bone-strengthening activity based on one s current fitness level. DRAFT Minnesota K-12 Physical Education Standards February 27,

29 S3.M9.6 S3.M10.6 S3.M11.6 S3.M12.6 S3.M13.6 S3.M14.6 Employ correct techniques and methods of stretching. Differentiate between aerobic and anaerobic capacity and between muscular strength and endurance. Identify each of the components of the overload principle (FITT formula: frequency, intensity, time and type) for different types of physical activity. (For example: aerobic, muscular fitness, and flexibility.) Describe the role of warm-ups and cool-downs before and after physical activity. Identify and explain heart rate zones. (For example: resting heart rate, moderate heart rate, vigorous heart rate, and maximum heart rate). Identify major muscles used in selected physical activities. Assessment and Program Planning S3.M15.6 S3.M16.6 Nutrition S3.M17.6 Stress Management S3.M18.6 Design and implement a program of remediation for any areas of weakness based on the results of a health-related fitness assessment. Maintain a physical activity log for at least two weeks and reflect on activity levels as documented in the log. Identify foods within each of the basic food groups and select appropriate servings and portions for one s age and physical activity levels. Identify positive and negative results of stress and appropriate ways of dealing with each. Standard 4: Exhibit responsible personal and social behavior that respects self and others. Personal Responsibility S4.M1.6 S4.M2.6 Accepting Feedback S4.M3.6 Working with Others S4.M4.6 S4.M5.6 Use appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors. Identify and use appropriate strategies to self-reinforce positive fitness behaviors. (For example: positive self-talk). Demonstrate self-responsibility by implementing specific corrective feedback to improve performance. Accept differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback. Cooperate with a small group of classmates during adventure activities, game play, or team- building activities. DRAFT Minnesota K-12 Physical Education Standards February 27,