* Kindergarten: Physical Education Power Standards

Transcription

1 * Kindergarten: Physical Education Power Standards K Motor Health-Related Sportsmanship Standards K.1 K.2 K.3 K.4 K.5 K.6 K.7 K.8 K.9 K.10 K.11 K.12 Short Description Locomotor Dance Movement Concepts Manipulative Skill Elements Fitness Components MVPA mins Physiological Signs 2 Sites - Heart Rate Obesity Prevention Games Have Rules Physical Activity K.1 Demonstrates a variety of locomotor (e.g., hop, jump, slide, gallop) skills K.2 Applies locomotor movements in a variety of dances. K.3 Understands and uses the concepts of pathways (e.g., straight, curve, zig-zag), levels (e.g., low, medium, high), and directions (e.g., forward, backward, sideways, diagonal, up, down) with locomotor skills. K.4 Demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble). K.5 Understands one or more of the essential elements of each manipulative skill (e.g., role of finger tips in dribbling a ball, correct body position when catching a ball). K.6 Understands one or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. K.7 Sustains moderate to vigorous physical activity (MVPA) for minutes of time. K.8 Knows the physiological signs of moderate physical activity (e.g., increased breathing, heart rate). K.9 Recognizes the two appropriate sites (e.g., radial and carotid arteries) on the body to monitor heart rate. K.10 Understands one or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day). K.11 Understands that games have rules. K.12 Demonstrates the ability to make physical activity with others more fun and enjoyable.

2 First Grade: Physical Education Power Standards 1 Motor Health-Related Sportsmanship Standards Short Description Locomotor Dance Movement Concepts Manipulative Skill Elements Fitness Components MVPA mins Physiological Signs Changes in Heart Rate Obesity Prevention Follows Rules Benefits Of Sharing 1.1 Performs locomotor skills in different pathways, levels, and directions as directed. 1.2 Imitates movement in response to rhythms and music. 1.3 Understands and uses the concepts of pathways (e.g., straight, curve, zigzag), levels (e.g., low, medium, high), and directions (e.g., forward, backward, sideways, diagonal, up, down) with equipment. 1.4 Demonstrates throwing (e.g., underhand, overhand, two-handed), catching (self-toss and from a partner), kicking (stationary and gently rolled ball), striking (with hand and short-handle paddles), and dribbling (with foot and hand) to self and/or partner. 1.5 Understands two or more essential elements of all five 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 Understands two or more health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. 1.7 Sustains moderate to vigorous physical activity (MVPA) for minutes of time. 1.8 Knows the physiological signs of vigorous physical activity (e.g., sweating or breathing hard). 1.9 Notices changes in heart rate using radial/carotid arteries Understands two or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, and limiting sugar-added beverages) Follows the rules of simple games Demonstrates the benefits that accompany cooperation and sharing.

3 Second Grade: Physical Education Power Standards 2 Motor Health-Related Sportsmanship Standards Short Description Locomotor Dance Movement Concepts Manipulative Skill Elements Fitness Components MVPA mins Physiological Signs Uses Technology Obesity Prevention Games Have Rules Respect for Others 2.1 Combines locomotor skills (i.e., sliding and then jumping high) in different pathways, levels, and directions as directed. 2.2 Performs rhythmical sequences as found in simple folk dances. 2.3 Demonstrates the ability to use an overhand throw for distance. 2.4 Performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through. 2.5 Demonstrates three or more of the key elements for all of the manipulative skills (e.g., in the overhand throw uses correct body position, steps with opposition, elbow leads the throw, rotates hips). 2.6 Understands three or more health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. 2.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for minutes of time during the school day. 2.8 Distinguishes moderate physical activity from vigorous physical activity. 2.9 Uses technology (i.e., pedometers, heart rate monitors) to measure physical activity Understands three or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, limiting drinking of sugar-added beverages, and eating 5-9 fruits/vegetables each day) Explains why games have rules Demonstrates respect for self, others, and game rules by participating positively in physical activity settings.

4 3 Motor Health-Related Sportsmanship Standards Short Description Locomotor Dance Throwing Manipulative Skill Elements Fitness Components MVPA >20 mins PES Scale Uses Technology Obesity Prevention Words of Praise Positive Actions Third Grade: Physical Education Power Standards 3.1 Demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed. 3.2 Performs with a partner in a line, circle, and folk dances. 3.3 Demonstrates how to throw to a moving partner at varying distances. 3.4 Applies the five manipulative skills in small-sided lead up games. 3.5 Demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners. 3.6 Understands four or more health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. 3.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity. 3.8 Demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity. 3.9 Uses technology to measure changes in heart rate before, during, and after physical activity Understands four or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, limiting drinking of sugar-added beverages, and eating 5-9 fruits/vegetables each day) Demonstrates how words of praise can be used to encourage others Demonstrates positive interactions with others.

5 Fourth Grade: Physical Education Power Standards 4 Motor Health-Related Sportsmanship Standards Short Description Locomotor Dance Throwing Manipulative Skill Elements Fitness Components MVPA >20 mins PES Scale Uses Technology Obesity Prevention Words of Praise Positive Actions 4.1 Demonstrates changes in speed with different pathways, levels, and directions in game-like settings (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 Demonstrates how to throw to a stationary partner, while moving, at varying distances. 4.4 Demonstrates how to combine manipulative skills (i.e., catching a basketball, dribbling, and passing it to an open partner) with partners and in drills. 4.5 Demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games. 4.6 Understands all five health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. 4.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during and outside of school and understands the accumulative effect of physical activity. 4.8 Utilizes a simplified version of the Perceived Exertion Scale (PES) while participating in a variety of selected MVPAs. 4.9 Demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals) Understands all five obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, limiting drinking of sugar-added beverages, eating 5-9 fruits/vegetables each day, and getting adequate amounts of sleep each night) Uses praise and other types of encouragement appropriately Accepts responsibility for one s own performance without blaming others.

6 Fifth Grade: Physical Education Power Standards 5 Motor Health-Related Sportsmanship Standards Short Description Levels in Sport Dance Throwing Manipulative Sport Rubrics Fitness Components MVPA >30 mins PES Scale Safe Exercises Obesity Prevention Skill Feedback Behavior Feedback 5.1 Demonstrates the appropriate use of levels in drill and lead-up situations (e.g., jumping high for a rebound, lowering center of gravity when guarding an opponent). 5.2 Designs and performs a dance or other movement routine (e.g., jump rope) combining locomotor patterns. 5.3 Throws to a moving partner while moving/catches a ball while moving at varying distances. 5.4 Applies combinations of manipulative skills (e.g., rebounding a basketball and passing it to an open player) in lead-up games. 5.5 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 increase skill development. 5.6 Understands all five health related fitness assessments and shows improvement on one or more self-selected items. 5.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity. 5.8 Demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate. 5.9 Demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques Understands all five obesity prevention health behaviors and self-selects one or more behaviors to monitor over time Gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills Gives and accepts feedback on sportsmanship issues appropriately.

7 Sixth Grade: Physical Education Power Standards 6 Motor Health-Related Sportsmanship Standards Short Description Sport Dance with Accuracy Game Strategies Skill Rubrics Health-Related Fitness MVPA > 30 mins Appropriate Physical Activity Principles of Training Obesity Prevention Benefits of Participation Goal Setting 6.1 Combines locomotor and manipulative skills into specialized sport skills (e.g., dribble and passing the ball to a partner while being guarded) 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 and catching a ball with accuracy and force while guarded by like-skilled opponent). 6.4 Understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities. 6.5 Knows and applies a variety of sport skill rubrics. 6.6 Understands and uses health related fitness assessments (e.g., abdominal strength and endurance, upper body strength and endurance, cardiovascular fitness, lower back flexibility, and body composition) and other data (e.g., heart rate monitors, pedometers, skinfold calipers) to show improvement on two or more self-selected items. 6.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the Centers for Disease Control's (CDC) recommendations for physical activity. 6.8 Demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate. 6.9 Uses and applies basic principles of training (e.g., FITT, overload, progression) and their relationship to implementing safe and appropriate personal fitness programs Understands all five obesity prevention health behaviors and self-selects two or more behaviors to monitor over time Demonstrates and identifies the social, emotional and physical benefits of participation in physical activities Works productively in a group to accomplish a set goal in both cooperative and competitive settings.

8 Seventh Grade: Physical Education Power Standards 7 Motor Health-Related Sportsmanship Standards Short Description Sport Dance Transfer Game Strategies Game Rubrics Health-Related Fitness MVPA > 30 mins Appropriate Physical Activity Principles of Training Obesity Prevention Benefits of Teamwork Fair Play 7.1 Demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities. 7.2 Performs a variety of multicultural dances and/or rhythmic activities competently (e.g., international folk dances, tinikling, jump rope). 7.3 Transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike). 7.4 Uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities (e.g., keeps between the player with the ball and the goal). 7.5 Knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments. 7.6 Uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on at least three or more selfselected items. 7.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of the Centers for Disease Control's (CDC) recommendations for physical activity. 7.8 Demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate. 7.9 Describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods Understands all five obesity prevention health behaviors and self-selects three or more behaviors to monitor over time Participates in competitive and cooperative activities that require the development of strategies and teamwork Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.

9 Eighth Grade: Physical Education Power Standards 8 Motor Health-Related Sportsmanship Standards Short Description Sport Dance Lifetime Sports Game Awareness Game Rubrics Health-Related Fitness MVPA > 30 mins Appropriate Physical Activity Principles of Training Obesity Prevention Acts Responsibly Analyzes Role of Self 8.1 Combines and applies movement skills to demonstrate proficiency in at least one lifetime sport or activity (e.g., demonstrates the basic skills needed to play tennis at the local recreation center). 8.2 Demonstrates an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music. 8.3 Monitors and sets goals to improve performance in one lifetime sport or activity. 8.4 Applies combinations of skills with appropriate court/game awareness skills (e.g., rebounding a basketball, looks for an open player, but not finding one, dribbles the ball upcourt;) in lead-up games. 8.5 Knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or activity. 8.6 Uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on four self-selected items. 8.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of the Centers for Disease Control's (CDC) recommendations for physical activity. 8.8 Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate. 8.9 Understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat Determines any relationships between data collected on four self-selected obesity prevention behaviors and the four health-related fitness results Demonstrates fair play and acts responsibly in physical activity settings Analyzes the role of self-responsibility for personal safety and safety of others during physical activity.

10 Ninth Grade: Physical Education Power Standards 9 Motor Health-Related Sportsmanship Standards Short Description Sport Dance Lifetime Activities Game Strategies Skill Rubrics Health-Related Fitness MVPA > 30 mins Appropriate Physical Activity Fitness Product Awareness Obesity Prevention Peer Presure Resolves Conflicts 9.1 Combines and applies movement skills to demonstrate proficiency in at least two lifetime sports or activities. 9.2 Combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music. 9.3 Monitors and sets goals to improve performance in two lifetime sport or activities. 9.4 Explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports or activities where applicable. 9.5 Knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in two lifetime sports or activities where applicable. 9.6 Uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve performance in at least two lifetime sports or activities. 9.7 Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of the Centers for Disease Control's (CDC) recommendations for physical activity. 9.8 Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate. 9.9 Evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services Collects and compiles individual and/or class data to determine the effect of obesity prevention behaviors one s academic achievement (e.g., do students who are physically active for 60 minutes or more each day report being more alert in class?) Acts independent of negative peer pressure during physical activity Recognizes and resolves conflicts during physical activity.

11 Tenth Grade: Physical Education Power Standards 10 Motor Health-Related Sportsmanship Standards Short Description Sport Dance Lifetime Activities Game Strategies Skill Rubrics Health-Related Fitness MVPA > 30 mins Appropriate Physical Activity Fitness Product Awareness Obesity Prevention Personal Factors Resolves Conflicts 10.1 Combines and applies movement skills to demonstrate proficiency in at least three lifetime sports or activities Combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music Monitors and sets goals to improve performance in three lifetime sports or activities Explains and demonstrates advanced offensive, defensive, and transition strategies in three lifetime sports or activities where applicable Knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in at least three lifetime sports or activities where applicable Uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve performance on at least three lifetime sports or activities Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of the Centers for Disease Control's (CDC) recommendations for physical activity Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate Identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance Collects and compiles individual and/or class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being (e.g., do students who are physically active for 60 minutes or more each day have better school attendance?) Explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities Resolves conflicts and accept decisions or judgments in a mature manner.

12 The following sheets are examples of instructional aides now available to school districts using the recommended Great Activities Power Standards. * The Virtual PE Administrator is a complete physical education assessment and tracking system designed to help physical educators implement these Power Standards. Please use this live link to learn more about the Virtual PE Administrator.

13 Heart Rate Check Can Your Find Your Carotid Artery?

14 Heart Rate Check Can Your Find Your Radial Artery?

15 Talk Test Moderate Physical Activity You can talk (but can t sing), you are most likely in moderate intensity. If your heart rate increases and have to breathe faster, you are most likely in moderate intensity.

16 Talk Test Vigorous Physical Activity If you can only say a few words or sentences without pausing, you are most likely in vigorous intensity.

17 Borg Perceived Exertion Scale 6 - No exertion at all 7 - Extremely light Very light - (slow walking) Light Somewhat hard Hard Very hard Extremely hard (You can not continue for long at this pace) 20 - Maximal exertion Generally speaking, a rating of would reflect a moderate level of intensity Physical Activity for Everyone, Centers for Disease Control (CDC).

18 Perceived Exertion Scale and Heart Rate* 6 - No exertion at all (at rest) 7 - Extremely light Very light - (slow walking) Light Somewhat hard Hard Very hard Extremely hard 20 - Maximal exertion *A high correlation exists between a person's perceived exertion rating times 10 and the actual heart rate during physical activity. (Borg, 1998) For Example: 9 (Very light - slow walking) = HR of (Light) = HR of (Somewhat Hard) = HR of (Hard) = HR of 150

19 OMNI Perceived Exertion Scale 0 Extremely Easy Easy Somewhat Easy Somewhat Hard Hard 9-10 Extremely Hard * The newly developed OMNI Scale of Perceived Exertion was designed to be used by adolescents (Robertson, 2000).

20 OMNI Perceived Exertion Scale 0 VERY EASY 1 2 EASY 3 4 SOMEWHAT EASY 5 6 SOMEWHAT HARD 7 8 HARD 9 10 EXTREMELY HARD * The newly developed OMNI Scale of Perceived Exertion was designed to be used by adolescents (Robertson, 2000).

21 OMNI Perceived Exertion Partner Worksheet Name of Student: Name of Partner: Assessing Directions: For this class, you will be recording your OMNI perceived exertion scores as we complete a variety of activities. Remember, everyone s OMNI score will not be the same. Please fill in the sheet with your own personal perception of the activity. OMNI Score: 0 = Extremely Easy 1 = = Easy 3 = = Somewhat Easy 5 = = Somewhat Hard 7 = = Hard 9 = = Extremely Hard Activity OMNI Score Heart Rate Pedometer Reading Warm-up Activities Basic Pickleball, Part #1 Ball Self-Volleys and Ball Ground Volleys Jump Rope for two Minutes Basic Pickleball, Part #2 Combo Volleys and Wall Volleys Jog two laps around the gym Basic Pickleball, Part #3 Partner Volleys Walk two laps around the gym while self-volleying a ball

22 Be Active! You should know Obesity Prevention Behaviors 1. National experts (e.g., CDC) recommend 60 minutes of physical activity a day for good health. 2. Does not have to be all at once the minutes accumulate. Eat Fruit and Vegetables! You should know 1. Eat 5-9 portions of fruits and vegetables. 2. A glass of fruit or vegetable juice counts too! Get Your Sleep! You should know 1. Youth need 8-11 hours of uninterrupted sleep a night. 2. Being active during the day helps you to sleep at night. Limit TV/Computer Use! You should know 1. It is recommended to see no more than one hour of TV a day. 2. Do Fitness Breaks during the commercials! Limit Sugar-Added Beverages! You should know 1. A can of soda has about 150 calories or 10 teaspoons of sugar! 2. Drinking a can of soda a day equals about 1.5 pounds of fat a month, 3 pounds in two months, or 18 pounds a year!

23 Be Active Every Day 60 minutes or more Moderate to Vigorous Minutes add up during the day Choose enjoyable activity

24 Eat Healthy Every Day 5-9 fruits or vegetables Fruit or vegetable juice

25 Sleep Well Every Night 8-11 hours a night

26 Limit TV & Computer Use Less than 1 hour a day

27 Limit Soda & Sugar Sweet Drinks It s liquid calories 10 teaspoons of sugar