This document contains the Westlake City Schools’ Physical Education Course of Study completed at the end of the 2002-2003 school year. The Physical Education Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on May 15, 2003.

Committee Members...................................................................	Page	2
District Beliefs, Vision and Mission..............................................	Page	3
Foreword....................................................................................	Page	5
Introduction................................................................................	Page	6
Physical Education Philosophy and Mission...................................	Page	7
Benchmarks and Grade Level Performance Indicators..................	Page	8
Standard One..............................................................................	Page	9
Standard Two.............................................................................	Page	12
Standard Three...........................................................................	Page	14
Standard Four.............................................................................	Page	16
Standard Five..............................................................................	Page	18
Standard Six...............................................................................	Page	20
Standard Seven...........................................................................	Page	22
Standards, Benchmarks and Grade Level Performance Indicators..	Page	24
Grades K-2.................................................................................	Page	25
Grades 3-4..................................................................................	Page	28
Grades 5-6..................................................................................	Page	30
Grades 7-8..................................................................................	Page	32
Grades 9-10................................................................................	Page	34
Grades 11-12..............................................................................	Page	36
Weight Training..........................................................................	Page	38
Assessment................................................................................	Page	39
Works Cited...............................................................................	Page	40

Committee Members

Art Daniels

Sally Falatach

Laura Jagels

Linda McLean

Bruce Pearson

MaryBeth Schneidler

Joe Schofield

Kathie Siller

Jack Stipek

Don Svec

Tom Urich

Ray Conti – Director of Curriculum and Instruction

Susan Munch – Secretary, Curriculum and Instruction

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:

Successful students are ready to learn, display appropriate behavioral and social skills, assume responsibility, and work to reach their full potential. They are enthusiastic about learning, possess basic academic skills and strive for excellence.

Supportive families are proactive and involved in all aspects of their children’s education, assist their children with schoolwork, encourage their children to make positive choices and to be responsible for their actions, offer guidance and motivation so their children reach their full potential, and work in partnership with school.

Exemplary teachers care for their students, are knowledgeable regarding subject matter and effective instructional strategies, and engage students in meaningful learning experiences

Exemplary administrators are knowledgeable and provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and supportive environment, empower all staff by providing opportunities for professional development and communicate effectively with all constituents.

Exemplary support personnel assist in the education of our children by providing a healthy, safe, nurturing and responsive learning climate.

Ideal learning environments are child-centered, stimulating and positive, free from distractions, appropriate in class size, and include ample and varied resources. Students and staff feel safe physically and emotionally, and devote themselves to academic and personal achievement.

Helpful community members, organizations and businesses celebrate their schools’ and students’ accomplishments, share resources and engage in dialogue.

VISION STATEMENT

The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

to direct their lives, and to contribute to society

Foreword: Physical Education for Lifetime Physical Activity

The Essential Need for Physical Education:

Physical Education plays an important role in the life-long physical, mental, emotional and social development of children. Students must be physically and academically educated, and both the Secretaries of Education, and Health and Human Services, and the Centers for Disease Control and Prevention, recommend quality daily physical education for all school-age children (Report to the President, 2000). Quality Physical Education programs help students by:

• Reducing the risk of heart disease. Physical activity can counteract the four major risk factors of coronary heart disease: obesity, inactivity, high blood pressure and high cholesterol levels. Regular physical activity also reduces the risk of developing colon cancer and diabetes. The United States faces an immediate crises regarding the health status of children, as evidenced by the following:

Ø The percentage of overweight young people has doubled since 1980 (DHSS, 2000).

Ø Nearly 15% of children between 12 and 19 are overweight, up from 5% in the late 1970s. They are also more sedentary than ever. Less than 25% of school age children get even 20 minutes of vigorous daily physical activity, well below the minimum doctors require (Newsweek, 2002).

Ø As obesity levels have risen through the 1980s and 1990s, so activity levels have declined, indicating a significant and linear relationship between physical activity and health (National Youth Risk Behavior Study, Centers for Disease and Prevention, 1995).

Ø Physical activity declines dramatically with age during adolescence, with female adolescents much less physically active than male adolescents (CDC, 1992).

Ø Children are showing up in record numbers with inactivity and weight-related health risks previously only seen in adults, including “adult-onset” diabetes, high blood pressure and high cholesterol (PE4LIFE).

• Improving physical fitness. A good Physical Education program improves children’s cardio respiratory endurance, muscular strength, muscular endurance and flexibility. “Regular physical activity improves strength, builds lean muscle and decreases body fat. It can build stronger bones to last a lifetime. Regular physical activity burns calories and preserves lean muscle mass. It is a key component of any weight loss effort and is important for controlling weight”(Report of the Surgeon General, 1996).

• Improving academic performance. “Studies have shown that when IQ’s are the same, children who have daily physical education classes tend to get higher grades than children who don’t” (NASPE, 2003).

• Promoting psychological well-being. The emotional and social benefits of physical education develop the total child. “Regular physical activity improves mood, helps relieve depression, and increases feelings of well-being” (Report of the Surgeon General, 1996).

Relationship of Physical Education to the Whole School Curriculum

In addition to the unique health benefits of Physical Education outlined previously, it is generally acknowledged that physically fit children do perform better academically! Large-scale research studies, such as that conducted by the California Department of Education (CDE, 2001), indicate that physical fitness levels, as measured by a standardized fitness assessment battery, are positively related to both reading and mathematics scores in elementary, middle and high school students. Key findings of the CDE study, conducted with 353,000 fifth graders, 332,000 seventh graders, and 279,000 ninth graders were:

• Higher achievement was associated with higher levels of fitness at each of the three grade levels measured.
• The relationship between academic achievement and fitness was greater in mathematics than in reading, particularly at higher fitness levels.
• Students who met minimum fitness levels in three or more physical fitness areas showed the greatest gains in academic achievement at all three grade levels.
• Females demonstrated higher achievement than males, particularly at higher fitness levels.

This body of research provides support for what the ancient Greeks understood thousands of years ago, namely the importance of improving spirit, mind and body simultaneously.

Physical education provides unique physical benefits but also an environment that is ideal for the bi-directional integration of classroom concepts from multiple subject areas. Such integration might include the reinforcement of learning related to reading, language arts, mathematics, science, social studies and citizenship. As such, Physical Education can provide a forum for collaborative and integrated teaching and learning.

Educators must recognize that “schools have more influence on the lives of young people than any other social institution except the family and provide a setting in which friendship networks develop, socialization occurs, and norms that govern behavior are development and reinforced (CDC, Healthy People 2001).” Because schools provide a controlled environment in which comprehensive health and physical activity programs can be implemented, it is essential that such programs be maintained and strengthened.

Physical Education Program Philosophy and Mission

Physical education in the Westlake City Schools is a critical part of the whole school curriculum and an integral part of the educational program for every child. Physical Education teaches the child to:

• understand the benefits of involvement in physical activity
• value a healthy, active lifestyle
• perform a variety of physical activities
• participate regularly in physical activity
• develop and enhance social skills and self-esteem

The mission of the Westlake City Schools’ Physical Education department is to develop lifelong learners who recognize the value of personal development in the physical, affective, and cognitive domains. This mission will be accomplished through student achievement of the following standards (NASPE, 1995). The NASPE K-12 Physical Education Content Standards state that a physically educated person:

1. Demonstrates competency in many movement forms and proficiency in a few movement forms.

2. Applies movement concepts and principles to the learning and development of motor skills.

3. Exhibits a physically active lifestyle.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Demonstrates responsible personal and social behavior in physical activity settings.

6. Demonstrates understanding and respect for differences among people in physical activity settings.

7. Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

Benchmarks and Grade Level Performance Indicators (by NASPE standard)

Having developed a statement of philosophy and mission consistent with the essential need for Physical Education, the second stage in this curriculum design process is to identify specific benchmarks for each standard. At this stage, the curriculum writing team also identified grade level indicators related to each benchmark. The following matrices present these benchmarks and grade level indicators for each of the seven NASPE standards. (Benchmarks are indicated in normal type; Grade Level Performance Indicators are indicated in italics.)

Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Demonstrate mature form of locomotor skills. The student will… K: Walk and run. 1^st: Skip, jump, leap, hop. 2^nd: Gallop, slide. Demonstrate mature motor patterns in simple combinations. The student will… K: Kick a stationary ball, bounce and catch a ball, throw a ball. 1^st: Kick a moving ball, dribble a ball with different body parts. 2^nd: Pass a ball to a teammate while moving with different body parts. Demonstrate smooth transitions between sequential motor skills. The student will… K: Perform combinations of two movements.. 1^st: Perform combinations of three movements. 2^nd: Perform combinations of four or more movements. Exhibit the ability to adapt and adjust movement skills. The student will… K: Change direction and speed. 1^st: Change direction and speed to avoid stationary objects. 2^nd: Change direction and speed to avoid moving objects. Demonstrate control in traveling activities, weight bearing and balance activities on a variety of body parts. The student will… K: Move into and out of a simple balance. 1^st: Perform a routine including locomotor and nonlocomotor movements. 2^nd: Perform a routine including an inverted balance.	Demonstrate mature form in all locomotor patterns and selected manipulative and nonlocomotor skills. The student will… 3^rd: Demonstrate refined movements. 4^th: Demonstrate specialized skills. Adapt a skill to the demands of a dynamic, unpredictable environment. The student will … 3^rd: Pass and catch to a moving partner and stationary object. 4^th: Adapt passing, catching, and kicking of objects to moving targets through changing environments. Combine movement skills in applied settings. The student will … 3^rd: Utilize two or more skills to successfully participate in an activity. 4^th: Use refined locomotor skills to improve level of performance.	Demonstrate competence in manipulative skills in dynamic situations (throwing, catching, striking, kicking) The student will … 5^th: Practice a combination of form, power, accuracy, and follow- through to develop skills. 6^th: Demonstrate proper form, power, accuracy, and follow- through in performance of movement skills. Develop combinations of locomotor and manipulative skills in complex and/or game situations. The student will … 5^th: Keep an object going continuously with a partner using a variety of movement forms. 6^th: Apply movement combinations in a variety of physical activities. Combine rhythmic movements and foot patterns into a routine. The student will … 5^th: Perform proper movements to the rhythm of selected line dances. 6^th: Perform aerobic activities to music with weight transfer into smooth flowing sequences with intentional changes in direction.	Demonstrate, without cue, critical movement elements (e.g., mechanics, force, speed) in specialized skills related to sports (e.g., overhead throw for distance, and accuracy, forehand or backhand throw with a Frisbee) The student will… 7^th: Display the basic skills and safety procedures to participate in various activities. 8^th: Combine skills competently to participate in modified games and activities. (e.g., coordinate movements with teammates to achieve team goals) Use basic offensive and defensive strategies in a modified version of team and individual sports. The student will … 7^th: Identify and understand proper positioning in sport, games, and lifetime activities. 8^th: Participate successfully in modified versions of team and individual sports.	Demonstrate competence (basic skills, strategies and rules) in an increasing number of more complex versions of at least three of the following different types of movement forms: aquatics, team sports, individual and dual sports, outdoor pursuits, self defense, dance, gymnastics. The student will … 9^th: Develop competency with a variety of movements. 10^th: Demonstrate competitive skill performance in applied settings. 10^th: Play a game using all the basic skills and strategies of the sport.	Demonstrate proficiency in a few movement forms. The student will… 11^th – 12^th: Participate in a contest using all of the basic skills, rules and strategies with some consistency. 11^th – 12^th: Use advanced offensive and defensive shots successfully in a game.	Demonstrate competency in movement forms. The student will… 1. Demonstrate a variety of lifts. 2. Be competent with a variety of lifts. 3. Be proficient with a variety of lifts

Standard 2: Applies movement concepts and principles to the learning and development of motor skills.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Identify the elements of basic movement patterns. The student will… K: Identify simple elements of movement. 1^st: Identify more complex movement elements. 2^nd: Identify major characteristics of some mature movements Apply movement concepts to a variety of basic skills. The student will … K: Learn to apply concepts of movement. 1^st: Apply more complex movement elements. 2^nd: Recognize and apply some characteristics of motor movement concepts. Use feedback to improve performance. The student will… K: Use teacher input to improve performance. 1^st: Recognize levels of performance. 2^nd: Evaluate skills and change elements to improve performance.	Apply critical elements to improve personal performance in fundamental and selected specialized motor skills. The student will… 3^rd: Recognize critical elements for self evaluation. 4^th: Evaluate, recognize and correct performance of others. Recognize and apply concepts that impact the quality of increasingly complex movement performance. The student will… 3^rd: Begin to understand that performance is based on proper techniques when practicing. 4^th: Understand that appropriate practice improves performance.	Recognize movement characteristics and apply them to various activities. The student will… 5^th: Detect, analyze and correct errors in personal movement patterns. 6^th: Use constructive feedback to improve performances. Recognize fundamental components and strategies used in simple games and activities. The student will… 5^th: As an individual, understand and demonstrate his/her position in a group or team situation. 6^th: Use team basic offensive and defensive strategies in relationship to a variety of game situations.	Understand and apply more advanced movement and game strategies. The student will… 7^th: Explain and demonstrate some game strategies involving various activities. 8^th: Detect and correct errors in personal and partner’s skills. Identify the critical elements of more advanced movement skills. The student will… 7^th: Recognize and practice individual movements of a complex skill. 8^th: Combine individual skills into more complex elements. Understand and apply more advanced discipline specific knowledge. The student will… 7^th: Accept instruction in classroom setting to improve skill performance. 8^th: Demonstrate an understanding of zones, positions and cooperative play.	Identify and apply critical elements to enable the development of movement competence. The student will… 9^th: Understand concepts and principles to analyze and improve performance of self and others. 10^th: Demonstrate the significance of some basic physiological principles to the development of performance and fitness. Understand and independently apply specific information to his/her own performance. The student will… 9^th: Describe the significance of some basic physiological principles to the development of a personal fitness program. 10^th: Apply concepts and principles to analyze and improve performance of self and others.	Identify and apply characteristics of highly skilled performance to enable the development of movement proficiency. The student will… 11^th – 12^th: Demonstrate several skills before explaining some biomechanical principles that govern the movement. Understand and independently apply specific information to his/her own performance. The student will… 11^th – 12^th: Use internal and external information to modify movement during performance.	Know and understand pertinent scientifically based information regarding movement performance. The student will… 1. Understand the principles of designing a personal fitness program. 2. Explain the principles of designing a personal fitness program. 3. Design a fitness program.

Standard 3: Exhibits a physically active lifestyle.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Participate in physical activity. The student will… K-2^nd: Participate in scheduled physical education classes. Engage in moderate to vigorous physical activity outside of physical education class. The student will… K-2^nd: Participate in formal and informal game and play activities. Identify at least one activity associated with each component of health-related physical activity. The student will… K: State a value of vigorous activity. 1^st: State multiple values of vigorous activity. 2^nd: Recognize several benefits of vigorous activity.	Select and participate regularly in physical activities for the purpose of improving skills and health. The student will… 3^rd: Keep a log of regular physical activity. 4^th: Keep a log of physical activity and record time and duration. Identify the benefits derived from regular physical activity. The student will… 3^rd: Explain benefits derived from physical activity. 4^th: List benefits derived in an activity log.. Identify several moderate to vigorous physical activities that provide personal pleasure. The student will… 3^rd: Recognize enjoyable moderate activities. 4^th: Recognize enjoyable vigorous activities and the benefits from participating.	Understand the health-related fitness components and participate regularly in some form of health enhancing physical activity. The student will… 5^th: Identify benefits of physical activity. 6^th: Modify activities to be more health enhancing. Identify the critical aspects of a healthy lifestyle. The student will … 5^th: Identify factors that impact a healthy and physically active lifestyle (eg. nutrition, warm-up and cool-down, etc.) 6^th: Know the health-related fitness components and will be able to find his/her pulse and apply it to the FITT principles. Identify opportunities in the school and community for regular participation in physical education. The student will… 5^th: Identify opportunities close to home for participation in different kinds of activity. 5^th: Recognize opportunities for participation in physical activity, both in and out of school. 6^th: Select and participate in health enhancing physical activities that provide exertion, enjoyment and challenge.	Establish personal physical activity goals. The student will… 7^th: Identify personal physical fitness levels. 7^th: Design activities to improve personal fitness. 8^th: Participate regularly in health enhancing physical activities to accomplish these goals (in and out of physical education class.) Explore a variety of new physical activities for personal interest in and out of physical education class. The student will… 7^th: Demonstrate a positive attitude in new activities in physical education classes 8^th: Explore new opportunities to participate intramurals, inter-scholastics and recreational activities.	Participate in health enhancing and personally rewarding physical activity outside the physical education class setting. The student will… 9^th: Identify personal behavior that supports a healthy lifestyle. 10^th: Participate in health enhancing activities that can be pursued in the community. Seek and select physical activities from a variety of movement forms based on personal interest, meaning and fulfillment. The student will… 9^th: Analyze health and fitness benefits derived from various physical activities. 10^th: Compare health and fitness benefits derived from various physical activities. Develop and conduct independently a personal physical activity program meeting his/her needs. The student will… 9^th: Analyze personal fitness profile. 10^th: Evaluate personal fitness profile.	Have the skills, knowledge, interest and desire to independently maintain an active lifestyle throughout his/her life. The student will… 11^th – 12^th: Participate regularly in physical activities that contribute to the attainment of and maintenance of personal physical activity goals. Understand how activity participation patterns are likely to change throughout life and have some strategies to deal with those changes. The student will… 11^th – 12^th: Willingly participate in games, sports, dance, outdoor pursuits, and other physical activities that contribute to the attainment of personal goals and the maintenance of wellness.	Develop and conduct independently a personal physical activity program meeting his/her own needs. Understand how activity participation patterns are likely to change throughout life and have some strategies to deal with those changes. The student will… 1. Identify personal behavior that supports a healthy lifestyle. 2. Analyze and evaluate personal fitness profile. 3. Feel empowered to maintain and improve physical fitness.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Engage in sustained physical activity that causes an increased heart rate and heavy breathing. The student will… K: Sustain activity for a short period of time. 1^st: Do intermittent activity causing increased heart rate and respiration. 2^nd: Sustain activity to a level of increased heart rate and breathing. Recognize the physiological indicators that accompany moderate to vigorous physical activity (e.g. sweating, increased heart rate, heavy breathing). The student will… K: Recognize a sense of tiredness. 1^st: Feel a sense of increased heart rate and body temperature. 2^nd: See increased sweating, breathing, and feel increased heart rate. Identify the components of health-related physical fitness. The student will… K: Learn how fitness helps one’s health. 1^st: Learn how fitness helps one’s body to move. 2^nd: Recognize multiple relationships of fitness to one’s health.	Identify several activities related to each component of physical fitness. The student will… 3^rd: Be able to match different physical activities to components of physical fitness. 4^th: Recognize multiple activities that could be used to improve physical fitness. Understand how physical fitness enhances personal health status and ability to perform various activities. The student will… 3^rd: Understand how an improved level of physical fitness will enhance participation and performance. 4^th: Evaluate fitness and develop a personal fitness program.	Participate in moderate to vigorous physical activity in a variety of settings. The student will… 5^th: Monitor exercise intensity. 6^th: Adjust activity level to maintain an appropriate heart rate. 6^th: Know and demonstrate the relationship between intensity and duration of activity (pacing.) Engage in activities that develop and maintain health-related fitness components. The student will… 5^th: Identify activities that increase and decrease heart rate. 5^th: Identify activities that work specific muscle groups. 6^th: Use information from fitness assessment to improve selected fitness components.	Participate in a variety of health-related fitness activities in both school and non-school settings The student will… 7^th: Identify weaker areas of personal fitness levels. 8^th: Understand and apply basic principles of training to improving physical fitness. Begin to develop personal fitness goals independently. The student will… 7^th: Engage in physical activity at his/her target heart rate. 8^th: Plan a circuit weight and conditioning program designed to meet physical fitness goals.	Participate in a variety of health-enhancing physical activities in school. The student will… 9^th: Understand personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition. 10^th: Design and implement a personal fitness program. Use principles of training for the purpose of modifying levels of fitness. The student will… 9^th: Participate in a variety of physical activities appropriate for enhancing physical fitness. 10^th: Participate in a variety of physical activities appropriate for enhancing physical fitness. Assess personal health-related fitness status and begin to design personal health-related fitness programs based on an accurately assessed fitness profile. The student will… 9^th: Meet personal fitness goals after a period of training. 10^th: Evaluate personal fitness profile.	Participate regularly in health-enhancing fitness activities independent of teaching mandates. The student will… 11^th – 12^th: Monitor exercise and other behaviors related to health related fitness. Demonstrate the skill, knowledge, and desire to monitor and adjust activity levels to meet personal fitness needs. 11^th – 12^th: Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility and body composition necessary for a healthful lifestyle. Design a personal fitness program to meet the health-related fitness standards. The student will… 11^th – 12^th: Use the results of fitness assessments to guide changes in his or her personal program of physical activity.	Design a personal health-related fitness program based on an assessed fitness profile. The student will… 1. Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition necessary for a healthful lifestyle. 2. Design and implement a personal fitness program. 3. Evaluate a personal fitness program.

Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Apply rules, procedures, and safe practices with little or no reinforcement. The student will… K: Play low organized group games. 1^st: Play moderately skilled group games. 2^nd: Play moderately skilled, small group games Follow directions. The student will… K: Follow 1 and 2 task instruction with reinforcement. 1^st: Practice 1 and 2 task instruction with low reinforcement. 2^nd: Practice specific skills assigned. Work cooperatively with another to complete an assigned task. The student will… K: Play within rules of a game. 1^st: Share equipment with others. 2^nd: Cooperate, share equipment, and assist others in small group setting.	Follow activity-specific rules, procedures, and etiquette. The student will… 3^rd: Accept the teacher’s decision regarding a personal rule infraction without displaying negative reactions towards others. 4^th: Accept an official’s (teacher or student official) decision regarding a personal rule infraction without displaying negative reactions towards others. Utilize safety principles in activity situations. The student will… 3^rd: Follow rules of safety while playing 4^th: Follow rules of safety. Work cooperatively and productively with a partner or small group. The student will… 3^rd: Work with a partner to improve specific teacher requested skills. 4^th: Work productively with a partner to improve specific teacher requested skills. Work independently and on-task for short periods of time. The student will… 3^rd: Work independently and on task on simple skills. 4^th: Work independently and on task on complex skills.	Model appropriate sportsmanship in a physical activity setting. The student will… 5^th: know and demonstrate fair play and win and lose graciously. 6^th: Move with an awareness of others in general space. 6^th: Play within the rules. 6^th: Distinguish between acts of courage and reckless acts. Develop cooperation skills to safely accomplish group or team goals. The student will… 5^th: Adhere to safety procedures individually and in a group. 5^th: Remain on task in a group activity without close teacher monitoring. 5^th: Choose a partner that he or she can work with productively. 5^th: Demonstrate compliance to class expectations. 6^th: Respect the rights and properties of others in a physical activity setting. 6^th: Consider the consequences when faced with a behavior choice and will initiate a non-violent resolution. 6^th: Handle conflict without confrontation. 6^th: Respond to winning and losing with dignity and understanding.	Solve problems by analyzing causes and potential solutions. The student will… 7^th: Resolve conflicts with sensitivity to rights and feelings of others 8^th: Resolve conflicts without confrontation. Analyze potential consequences when confronted with a behavior choice. The student will… 7^th: Consider consequences before acting. 8^th: Demonstrate increased occurrences of positive behavior choices Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings. The student will… 7^th: Play within the rules of the game or activity. 8^th: Demonstrate the ability to compromise for the benefit of the group.	Apply safe practices, rules, procedures, and etiquette in all physical activity settings. The student will… 9^th: Demonstrate safe play. 10^th: Demonstrate safe play. Act independently of peer pressure. The student will… 9^th: Volunteer to replay a contested play. 10^th: Volunteer to replay a contested play. Resolve conflicts in appropriate ways. 9^th: Listen to all sides before taking action in conflict situations. 10^th: Listen to all sides before taking action in conflict situations. Keep the importance of winning and losing in perspective relative to other established goals of participation. The student will… 9^th: Acknowledge good play from an opponent during competition. 10^th: Acknowledge good play from an opponent during competition.	Initiate independent and responsible personal behavior in physical activity settings. The student will… 11^th – 12^th: Encourage others to apply appropriate etiquette. Accept the responsibility for taking a leadership role and willingly follow as appropriate in order to accomplish group goals. The student will… 11^th – 12^th: Take a supportive role in an activity. Anticipate potentially dangerous consequences and outcomes of participation in physical activity. The student will… 11^th – 12^th: Diffuse potential conflicts with positive communication.	Apply safe practices, rules, procedures, and etiquette in all physical activity settings. The student will… 1-3: Set personal goals for activity and work towards his/her achievement

Standard 6: Demonstrates understanding and respect for differences among people in physical activities.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Play and cooperate with others regardless of personal differences. The student will… K: Play with peers without regard to personal differences. 1^st: Choose playmates without regard to personal differences. 2^nd: Appreciate the benefits that accompany cooperation and sharing. Treat others with respect during play. The student will… K: Contribute to group harmony when participating with others. 1^st: Show respect towards others when participating in a group. 2^nd: Show consideration of others when participating in a group. Resolve conflicts in socially acceptable ways. The student will… K: Accept consequences of play. 1^st: Accept conflict resolution with teacher assistance. 2^nd: Demonstrate elements of socially acceptable conflict resolution.	Recognize the attributes that individuals with differences can bring to group activities. The student will… 3^rd: Readily participate with all individuals. 4^th: Encourage and involve students of different skill levels Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural, and ethnic origins. The student will… 3^rd: Share cultural activities based on his/her heritage. 4^th: Readily identify and accept differences of people of different backgrounds.	Demonstrate cooperation despite differences in gender, race and ethnicity. The student will… 5^th: Play and cooperate regardless of unique differences. 6^th: Acknowledge others of diverse culture, ethnicity, ability, and race during physical activity settings. Work cooperatively with both more and less skilled peers. The student will… 5^th: Participate willingly with others regardless of individual skill levels. 6^th: Mentor other students when appropriate and/or accept peer help gracefully.	Willingly join others of diverse culture, ethnicity and race during physical activity. The student will… 7^th: Identify positive and negative peer influence. 7^th: Consider the consequences when confronted with a behavior choice. 8^th: Display sensitivity to the feeling of others during interpersonal interactions. 8^th: Respect the physical and performance limitations of self and others. Identify behaviors that are supportive and inclusive in physical activity settings. The student will… 7^th: Continue to include and support each other and respect the limitations and strength of a group. 8^th: Develop strategies for maximizing exclusionary behavior (e.g., by changing the rules of the activity.)	Recognize the value of sport and physical activity in understanding multiculturalism. The student will… 9^th: Understand the historical roles of games, sports, and dance in the cultural life of a population. 10^th: Experience satisfaction when meeting, and cooperation with others of diverse backgrounds, during physical activity.	Recognize the influence of participation in physical activity on fostering appreciation of cultures, ethnic, gender, and physical diversity. The student will… 11^th – 12^th: Display a willingness to participate in sports and activities of other cultures. Develop strategies for including persons from diverse backgrounds and characteristics in physical activity he/she selects for leisure pursuits. The student will… 11^th – 12^th: Develop strategies for including persons of diverse backgrounds and abilities in physical activity.	Recognize and appreciate diversity among others. The student will… 1-3: Understand and identify the effects of age, gender, and experience.

Standard 7: Understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.

K-2 Benchmarks	3-4 Benchmarks	5-6 Benchmarks	7-8 Benchmarks	9-10 Benchmarks	11-12 Benchmarks	Weight Training Benchmarks
Gain competence to provide increased enjoyment in movement. The student will … K: Be exposed to different outcomes in game play. 1^st: Learn to deal with success and failure. 2^nd: Continue to participate when not successful on the first try. Try new activities. The student will… K: Try new activities. 1^st: Select favorite activities. 2^nd: Willingly try new activities. Express feelings about physical activity. The student will… K: Associate feelings from participation. 1^st: Identify feelings that result from participation. 2^nd: Accept the feelings resulting from challenges, successes, and failures. Enjoy interaction with friends through physical activity. The student will… K: Enjoy participation with others. 1^st: Learn the skills required to work with others. 2^nd: Appreciate the benefits that accompany cooperation and sharing.	Experience enjoyment while participating in physical activity. The student will… 3^rd: Express enjoyment of physical activities and enthusiasm for games and activities. 4^th: Identify activities they consider enjoyable. Enjoy practicing activities to increase skill competence. The student will… 3^rd: Understand the feelings achieved from sport participation. 4^th: Understand the importance of practice to increase skill level. Interact with friends while participating in group activities. The student will… 3^rd: Develop an activity with friends to be shared in class. 4^th: Develop a game with friends to share in class. Use physical activity as a means of self-expression. The student will… 3^rd: Share sports achievements with the class.. 4^th: Celebrate personal successes and achievements along with those of others.	Recognize physical activity as a positive opportunity for social and group interaction and recognition from peers. The student will… 5^th: Complete a task with a partner or small group with little teacher intervention during a physical activity. 5^th: Respect the rights and properties of others in a physical activity setting. 6^th: Apply positive communication skills when working with other students. 6^th: Change individual behaviors to work successfully within a group. Supports peers of all abilities. The student will… 5^th: Display sensitivity to the feelings of others. 6^th: Respect decisions made by others in activity concerning rules, procedures, and processes.	Enjoy participation in physical activity. The student will… 7^th: Feel satisfaction when engaging in physical activity. 8^th: Contribute in creating and maintaining a positive experience for self and others. Recognize the social benefits of participation in physical activity. The student will… 7^th: Experience increased occurrences of positive social interaction while participating. 8^th: Work cooperatively in a variety of activities. Try new and challenging activities. The student will… 7^th: Demonstrate a positive attitude in learning new activities. 8^th: Continue to demonstrate a positive attitude in new activities.	Enjoy participating in a variety of physical activities in competitive and recreational settings. The student will… 9^th: Identify participation factors that contribute to enjoyment and self-expressions. 10^th: Identify participation factors that contribute to enjoyment and self-expressions. Pursue new activities and enjoy working with others in a sport activity to achieve a common goal. The student will… 9^th: Contribute meaningfully to the achievement of a team. 10^th: Contribute meaningfully to the achievement of a team.	Enjoy regular participation in physical activity. The student will… 11^th – 12^th: Derive genuine pleasure from participating in physical activity Recognize that physical activity can provide opportunities for positive social interaction. The student will… 11^th – 12^th: Enter competition or activity voluntarily.	Recognize the positive feelings that result from physical activity participation alone and with others. The student will… 1-3: Derive genuine pleasure from participating in physical activity

Standards, Benchmarks and Performance Indicators to be addressed at each grade level.

Following the development (in stage two) of benchmarks and grade level indicators for each standard, stage three required the reorganization of these benchmarks and indicators into grade level matrices. The following matrices, one per grade band, indicate the standards and benchmarks to be addressed across each grade band, hence providing a view of program emphases at each level.

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate mature form of locomotor skills. The student will… K: Walk and run. 1^st: Skip, jump, leap, hop. 2^nd: Gallop, slide. Demonstrate mature motor patterns in simple combinations. The student will… K: Kick a stationary ball, bounce and catch a ball, throw a ball. 1^st: Kick a moving ball, dribble a ball with different body parts. 2^nd: Pass a ball to a teammate while moving with different body parts. Demonstrate smooth transitions between sequential motor skills. The student will… K: Perform combinations of two movements. 1^st: Perform combinations of three movements. 2^nd: Perform combinations of four or more movements. Exhibit the ability to adapt and adjust movement skills. The student will… K: Change direction and speed. 1^st: Change direction and speed to avoid stationary objects. 2^nd: Change direction and speed to avoid moving objects. Demonstrate control in traveling activities, weight bearing and balance activities on a variety of body parts. The student will… K: Move into and out of a simple balance. 1^st: Perform a routine including locomotor and nonlocomotor movements. 2^nd: Perform a routine including an inverted balance	Identify the elements of basic movement patterns. The student will… K: Identify simple elements of movement. 1^st: Identify more complex movement elements. 2^nd: Identify major characteristics of some mature movements Apply movement concepts to a variety of basic skills. The student will … K: Learn to apply concepts of movement. 1^st: Apply more complex movement elements. 2^nd: Recognize and apply some characteristics of motor movement concepts. Use feedback to improve performance. The student will… K: Use teacher input to improve performance. 1^st: Recognize levels of performance. 2^nd: Evaluate skills and change elements to improve performance.	Participate in physical activity. The student will… K-2^nd: Participate in scheduled physical education classes. Engage in moderate to vigorous physical activity outside of physical education class. The student will… K-2^nd: Participate in formal and informal game and play activities. Identify at least one activity associated with each component of health-related physical activity. The student will… K: State a value of vigorous activity. 1^st: State multiple values of vigorous activity. 2^nd: Recognize several benefits of vigorous activity.	Engage in sustained physical activity that causes an increased heart rate and heavy breathing. The student will… K: Sustain activity for a short period of time. 1^st: Do intermittent activity causing increased heart rate and respiration. 2^nd: Sustain activity to a level of increased heart rate and breathing. Recognize the physiological indicators that accompany moderate to vigorous physical activity (e.g. sweating, increased heart rate, heavy breathing). The student will… K: Recognize a sense of tiredness. 1^st: Feel a sense of increased heart rate and body temperature. 2^nd: See increased sweating, breathing, and feel increased heart rate. Identify the components of health-related physical fitness. The student will… K: Learn how fitness helps one’s health. 1^st: Learn how fitness helps one’s body to move. 2^nd: Recognize multiple relationships of fitness to one’s health.	Apply rules, procedures, and safe practices with little or no reinforcement. The student will… K: Play low organized group games. 1^st: Play moderately skilled group games. 2^nd: Play moderately skilled, small group games Follow directions. The student will… K: Follow 1 and 2 task instruction with reinforcement. 1^st: Practice 1 and 2 task instruction with low reinforcement. 2^nd: Practice specific skills assigned. Work cooperatively with another to complete an assigned task. The student will… K: Play within rules of a game. 1^st: Share equipment with others. 2^nd: Cooperate, share equipment, and assist others in small group setting.	Play and cooperate with others regardless of personal differences. The student will… K: Play with peers without regard to personal difference. 1^st: Choose playmates without regard to personal differences. 2^nd: Appreciate the benefits that accompany cooperation and sharing. Treat others with respect during play. The student will… K: Contribute to group harmony when participating with others. 1^st: Show respect towards others when participating in a group. 2^nd: Show consideration of others when participating in a group.. Resolve conflicts in socially acceptable ways. The student will… K: Accept consequences of play. 1^st: Accept conflict resolution with teacher assistance. 2^nd: Demonstrate elements of socially acceptable conflict resolution.	Gain competence to provide increased enjoyment in movement. The student will … K: Be exposed to different outcomes in game play. 1^st: Learn to deal with success and failure. 2^nd: Continue to participate when not successful on the first try. Try new activities. The student will… K: Try new activities. 1^st: Select favorite activities. 2^nd: Willingly try new activities. Express feelings about physical activity. The student will… K: Associate feelings from participation. 1^st: Identify feelings that result from participation. 2^nd: Accept the feelings resulting from challenges, successes, and failures. Enjoy interaction with friends through physical activity. The student will… K: Enjoy participation with others. 1^st: Learn the skills required to work with others. 2^nd: Appreciate the benefits that accompany cooperation and sharing.

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate mature form in all locomotor patterns and selected manipulative and nonlocomotor skills. The student will… 3^rd: Demonstrate refined movements. 4^th: Demonstrate specialized skills. Adapt a skill to the demands of a dynamic, unpredictable environment. The student will … 3^rd: Pass and catch to a moving partner and stationary object. 4^th: Adapt passing, catching, and kicking of objects to moving targets through changing environments. Combine movement skills in applied settings. The student will … 3^rd: Utilize two or more skills to successfully participate in an activity. 4^th: Use refined locomotor skills to improve level of performance.	Apply critical elements to improve personal performance in fundamental and selected specialized motor skills. The student will… 3^rd: Recognize critical elements for self evaluation. 4^th: Evaluate, recognize and correct performance of others. Recognize and apply concepts that impact the quality of increasingly complex movement performance. The student will… 3^rd: Begin to understand that performance is based on proper techniques when practicing. 4^th: Understand that appropriate practice improves performance.	Select and participate regularly in physical activities for the purpose of improving skills and health. The student will… 3^rd: Keep a log of regular physical activity. 4^th: Keep a log of physical activity and record time and duration. Identify the benefits derived from regular physical activity. The student will… 3^rd: Explain benefits derived from physical activity. 4^th: List benefits derived in an activity log. Identify several moderate to vigorous physical activities that provide personal pleasure. The student will… 3^rd: Recognize enjoyable moderate activities. 4^th: Recognize enjoyable vigorous activities and the benefits from participating.	Identify several activities related to each component of physical fitness. The student will… 3^rd: Be able to match different physical activities to components of physical fitness. 4^th: Recognize multiple activities that could be used to improve physical fitness. Understand how physical fitness enhances personal health status and ability to perform various activities. The student will… 3^rd: Understand how an improved level of physical fitness will enhance participation and performance. 4^th: Evaluate fitness and develop a personal fitness program.	Follow activity-specific rules, procedures, and etiquette. The student will… 3^rd: Accept the teacher’s decision regarding a personal rule infraction without displaying negative reactions towards others. 4^th: Accept an official’s (teacher or student official) decision regarding a personal rule infraction without displaying negative reactions towards others. Utilize safety principles in activity situations. The student will… 3^rd: Follow rules of safety while playing 4^th: Follow rules of safety. Work cooperatively and productively with a partner or small group. The student will… 3^rd: Work with a partner to improve specific teacher requested skills. 4^th: Work productively with a partner to improve specific teacher requested skills. Work independently and on-task for short periods of time. The student will… 3^rd: Work independently and on task on simple skills. 4^th: Work independently and on task on complex skills.	Recognize the attributes that individuals with differences can bring to group activities. The student will… 3^rd: Readily participate with all individuals. 4^th: Encourage and involve students of different skill levels Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural, and ethnic origins. The student will… 3^rd: Share cultural activities based on his/her heritage. 4^th: Readily identify and accept differences of people of different backgrounds.	Experience enjoyment while participating in physical activity. The student will… 3^rd: Express enjoyment of physical activities and enthusiasm for games and activities. 4^th: Identify activities they consider enjoyable. Enjoy practicing activities to increase skill competence. The student will… 3^rd: Understand the feelings achieved from sport participation. 4^th: Understand the importance of practice to increase skill level. Interact with friends while participating in group activities. The student will… 3^rd: Develop an activity with friends to be shared in class. 4^th: Develop a game with friends to share in class. Use physical activity as a means of self-expression. The student will… 3^rd: Share sports achievements with the class.. 4^th: Celebrate personal successes and achievements along with those of others.

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate competence in manipulative skills in dynamic situations (throwing, catching, striking, kicking) The student will … 5^th: Practice a combination of form, power, accuracy, and follow- through to develop skills. 6^th: Demonstrate proper form, power, accuracy, and follow- through in performance of movement skills. Develop combinations of locomotor and manipulative skills in complex and/or game situations. The student will … 5^th: Keep an object going continuously with a partner using a variety of movement forms. 6^th: Apply movement combinations in a variety of physical activities. Combine rhythmic movements and foot patterns into a routine. The student will … 5^th: Perform proper movements to the rhythm of selected line dances. 6^th: Perform aerobic activities to music with weight transfer into smooth flowing sequences with intentional changes in direction.	Recognize movement characteristics and apply them to various activities. The student will… 5^th: Detect, analyze and correct errors in personal movement patterns. 6^th: Use constructive feedback to improve performances. Recognize fundamental components and strategies used in simple games and activities. The student will… 5^th: As an individual, understand and demonstrate his/her position in a group or team situation. 6^th: Use team basic offensive and defensive strategies in relationship to a variety of game situations.	Understand the health-related fitness components and participate regularly in some form of health enhancing physical activity. The student will… 5^th: Identify benefits of physical activity. 6^th: Modify activities to be more health enhancing. Identify the critical aspects of a healthy lifestyle. The student will … 5^th: Identify factors that impact a healthy and physically active lifestyle (eg. nutrition, warm-up and cool-down, etc.) 6^th: Know the health-related components and will be able to find his/her pulse and apply it to the FITT principles. Identify opportunities in the school and community for regular participation in physical education. The student will… 5^th: Identify opportunities close to home for participation in different kinds of activity. 5^th: Recognize opportunities for participation in physical activity, both in and out of school. 6^th: Select and participate in health enhancing physical activities that provide exertion, enjoyment and challenge.	Participate in moderate to vigorous physical activity in a variety of settings. The student will… 5^th: Monitor exercise intensity. 6^th: Adjust activity level to maintain an appropriate heart rate. 6^th: Know and demonstrate the relationship between intensity and duration of activity (pacing.) Engage in activities that develop and maintain health-related fitness components. The student will… 5^th: Identify activities that increase and decrease heart rate. 5^th: Identify activities that work specific muscle groups. 6^th: Use information from fitness assessment to improve selected fitness components.	Model appropriate sportsmanship in a physical activity setting. The student will… 5^th: know and demonstrate fair play and win and lose graciously. 6^th: Move with an awareness of others in general space. 6^th: Play within the rules. 6^th: Distinguish between acts of courage and reckless acts. Develop cooperation skills to safely accomplish group or team goals. The student will… 5^th: Adhere to safety procedures individually and in a group. 5^th: Remain on task in a group activity without close teacher monitoring. 5^th: Choose a partner that he or she can work with productively. 5^th: Demonstrate compliance to class expectations. 6^th: Respect the rights and properties of others in a physical activity setting. 6^th: Consider the consequences when faced with a behavior choice and will initiate a non-violent resolution. 6^th: Handle conflict without confrontation. 6^th: Respond to winning and losing with dignity and understanding.	Demonstrate cooperation despite differences in gender, race and ethnicity. The student will… 5^th: Play and cooperate regardless of unique differences. 6^th: Acknowledge others of diverse culture, ethnicity, ability, and race during physical activity settings. Work cooperatively with both more and less skilled peers. The student will… 5^th: Participate willingly with others regardless of individual skill levels. 6^th: Mentor other students when appropriate and/or accept peer help gracefully.	Recognize physical activity as a positive opportunity for social and group interaction and recognition from peers. The student will… 5^th: Complete a task with a partner or small group with little teacher intervention during a physical activity. 5^th: Respect the rights and properties of others in a physical activity setting. 6^th: Apply positive communication skills when working with other students. 6^th: Change individual behaviors to work successfully within a group. Support peers of all abilities. The student will… 5^th: Display sensitivity to the feelings of others. 6^th: Respect decisions made by others in activity concerning rules, procedures, and processes.

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate, without cue, critical movement elements (e.g., mechanics, force, speed) in specialized skills related to sports (e.g., overhead throw for distance, and accuracy, forehand or backhand throw with a Frisbee) The student will… 7^th: Display the basic skills and safety procedures to participate in various activities. 8^th: Combine skills competently to participate in modified games and activities. (e.g., coordinate movements with teammates to achieve team goals) Use basic offensive and defensive strategies in a modified version of team and individual sports. The student will … 7^th: Identify and understand proper positioning in sport, games, and lifetime activities. 8^th: Participate successfully in modified versions of team and individual sports.	Understand and apply more advanced movement and game strategies. The student will… 7^th: Explain and demonstrate some game strategies involving various activities. 8^th: Detect and correct errors in personal and partner’s skills. Identify the critical elements of more advanced movement skills. The student will… 7^th: Recognize and practice individual movements of a complex skill. 8^th: Combine individual skills into more complex elements. Understand and apply more advanced discipline specific knowledge. The student will… 7^th: Accept instruction in classroom setting to improve skill performance. 8^th: Demonstrate an understanding of zones, positions and cooperative play.	Establish personal physical activity goals. The student will… 7^th: Identify personal physical fitness levels. 7^th: Design activities to improve personal fitness. 8^th: Participate regularly in health enhancing physical activities to accomplish these goals (in and out of physical education class.) Explore a variety of new physical activities for personal interest in and out of physical education class. The student will… 7^th: Demonstrate a positive attitude in new activities in physical education classes 8^th: Explore new opportunities to participate intramurals, inter-scholastics and recreational activities.	Participate in a variety of health-related fitness activities in both school and non-school settings The student will… 7^th: Identify weaker areas of personal fitness levels. 8^th: Understand and apply basic principles of training to improving physical fitness. Begin to develop personal fitness goals independently. The student will… 7^th: Engage in physical activity at his/her target heart rate. 8^th: Plan a circuit weight and conditioning program designed to meet physical fitness goals.	Solve problems by analyzing causes and potential solutions. The student will… 7^th: Resolve conflicts with sensitivity to rights and feelings of others 8^th: Resolve conflicts without confrontation. Analyze potential consequences when confronted with a behavior choice. The student will… 7^th: Consider consequences before acting. 8^th: Demonstrate increased occurrences of positive behavior choices Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings. The student will… 7^th: Play within the rules of the game or activity. 8^th: Demonstrate the ability to compromise for the benefit of the group.	Willingly join others of diverse culture, ethnicity and race during physical activity. The student will… 7^th: Identify positive and negative peer influence. 7^th: Consider the consequences when confronted with a behavior choice. 8^th: Display sensitivity to the feeling of others during interpersonal interactions. 8^th: Respect the physical and performance limitations of self and others. Identify behaviors that are supportive and inclusive in physical activity settings. The student will… 7^th: Continue to include and support each other and respect the limitations and strength of a group. 8^th: Develop strategies for maximizing exclusionary behavior (e.g., by changing the rules of the activity.)	Enjoy participation in physical activity. The student will… 7^th: Feel satisfaction when engaging in physical activity. 8^th: Contribute in creating and maintaining a positive experience for self and others. Recognize the social benefits of participation in physical activity. The student will… 7^th: Experience increased occurrences of positive social interaction while participating. 8^th: Work cooperatively in a variety of activities. Try new and challenging activities. The student will… 7^th: Demonstrate a positive attitude in learning new activities. 8^th: Continue to demonstrate a positive attitude in new activities.

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate competence (basic skills, strategies and rules) in an increasing number of more complex versions of at least three of the following different types of movement forms: aquatics, team sports, individual and dual sports, outdoor pursuits, self defense, dance, gymnastics. The student will … 9^th: Develop competency with a variety of movements. 10^th: Demonstrate competitive skill performance in applied settings. 10^th: Play a game using all the basic skills and strategies of the sport.	Identify and apply critical elements to enable the development of movement competence. The student will… 9^th: Understand concepts and principles to analyze and improve performance of self and others. 10^th: Demonstrate the significance of some basic physiological principles to the development of performance and fitness. Understand and independently apply specific information to his/her own performance. The student will… 9^th: Describe the significance of some basic physiological principles to the development of a personal fitness program. 10^th: Apply concepts and principles to analyze and improve performance of self and others.	Participate in health enhancing and personally rewarding physical activity outside the physical education class setting. The student will… 9^th: Identify personal behavior that supports a healthy lifestyle. 10^th: Participate in health enhancing activities that can be pursued in the community. Seek and select physical activities from a variety of movement forms based on personal interest, meaning and fulfillment. The student will… 9^th: Analyze health and fitness benefits derived from various physical activities. 10^th: Compare health and fitness benefits derived from various physical activities Develop and independently conduct a personal physical activity program meeting his/her needs. The student will… 9^th: Analyze personal fitness profile. 10^th: Evaluate personal fitness profile.	Participate in a variety of health-enhancing physical activities in school. The student will… 9^th: Understand personal fitness status in terms of cardiovascular endurance, muscular strength and endurance, flexibility, and body composition. 10^th: Design and implement a personal fitness program. Use principles of training for the purpose of modifying levels of fitness. The student will… 9^th: Participate in a variety of physical activities appropriate for enhancing physical fitness. 10^th: Participate in a variety of physical activities appropriate for enhancing physical fitness. Assess personal health-related fitness status and begin to design personal health-related fitness programs based on an accurately assessed fitness profile. The student will… 9^th: Meet personal fitness goals after a period of training. 10^th: Evaluate personal fitness profile.	Apply safe practices, rules, procedures, and etiquette in all physical activity settings. The student will… 9^th: Demonstrate safe play. 10^th: Demonstrate safe play. Act independently of peer pressure. The student will… 9^th: Volunteer to replay a contested play. 10^th: Volunteer to replay a contested play. Resolve conflicts in appropriate ways. The student will… 9^th: Listen to all sides before taking action in conflict situations. 10^th: Listen to all sides before taking action in conflict situations. Keep the importance of winning and losing in perspective relative to other established goals of participation. The student will… 9^th: Acknowledge good play from an opponent during competition. 10^th: Acknowledge good play from an opponent during competition.	Recognize the value of sport and physical activity in understanding multiculturalism. The student will… 9^th: Understand the historical roles of games, sports, and dance in the cultural life of a population. 10^th: Experience satisfaction when meeting, and cooperation with others of diverse backgrounds, during physical activity	Enjoy participating in a variety of physical activities in competitive and recreational settings. The student will… 9^th: Identify participation factors that contribute to enjoyment and self-expressions. 10^th: Identify participation factors that contribute to enjoyment and self-expressions. Pursue new activities and enjoy working with others in a sport activity to achieve a common goal. The student will… 9^th: Contribute meaningfully to the achievement of a team. 10^th: Contribute meaningfully to the achievement of a team

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate proficiency in a few movement forms. The student will… 11^th – 12^th: Participate in a contest using all of the basic skills, rules and strategies with some consistency. 11^th – 12^th: Use advanced offensive and defensive shots successfully in a game.	Identify and apply characteristics of highly skilled performance to enable the development of movement proficiency. The student will… 11^th – 12^th: Demonstrate several skills before explaining some biomechanical principles that govern the movement. Understand and independently apply specific information to his/her own performance. The student will… 11^th – 12^th: Use internal and external information to modify movement during performance.	Have the skills, knowledge, interest and desire to independently maintain an active lifestyle throughout his/her life. The student will… 11^th – 12^th: Participate regularly in physical activities that contribute to the attainment of maintenance of personal physical activity goals. Understand how activity participation patterns are likely to change throughout life and have some strategies to deal with those changes. The student will… 11^th – 12^th: Willingly participate in games, sports, dance, outdoor pursuits, and other physical activities that contribute to the attainment of personal goals and the maintenance of wellness.	Participate regularly in health-enhancing fitness activities independent of teaching mandates. The student will… 11^th – 12^th: .Monitor exercise and other behaviors related to health related fitness. Demonstrate the skill, knowledge, and desire to monitor and adjust activity levels to meet personal fitness needs. The student will… 11^th – 12^th: Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility and body composition necessary for a healthful lifestyle. Design a personal fitness program to meet the health-related fitness standards. The student will… 11^th – 12^th: Use the results of fitness assessments to guide changes in his or her personal program of physical activity.	Initiate independent and responsible personal behavior in physical activity settings. The student will… 11^th – 12^th: Encourage others to apply appropriate etiquette. Accept the responsibility for taking a leadership role and willingly follow as appropriate in order to accomplish group goals. The student will… 11^th – 12^th: Take a supportive role in an activity. Anticipate potentially dangerous consequences and outcomes of participation in physical activity. The student will… 11^th – 12^th: Diffuse potential conflicts with positive communication.	Recognize the influence of participation in physical activity on fostering appreciation of cultures, ethnic, gender and physical diversity. The student will… 11^th – 12^th: Display a willingness to participate in sports and activities of other cultures. Develop strategies for including persons from diverse backgrounds and characteristics in physical activity he/she selects for leisure pursuits. The student will… 11^th – 12^th: Develop strategies for including persons of diverse backgrounds and abilities in physical activity.	Enjoy regular participation in physical activity and enjoy learning new activities. The student will… 11^th – 12^th: Derive genuine pleasure from participating in physical activity. Recognize that physical activity can provide opportunities for positive social interaction. The student will… 11^th – 12^th: Enter competition or activity voluntarily.

Standard 1 Movement Proficiency	Standard 2 Application of Concepts	Standard 3 Active Lifestyle	Standard 4 Physical Fitness	Standard 5 Responsible Behavior	Standard 6 Respect for Others	Standard 7 Enjoyment
Demonstrate competency in movement forms. The student will… 1. Demonstrate a variety of lifts. 2. Be competent with a variety of lifts. 3. Be proficient with a variety of lifts	Know and understand pertinent scientifically based information regarding movement performance. The student will… 1. Understand the principles of designing a personal fitness program. 2. Explain the principles of designing a personal fitness program. 3. Design a fitness program.	Develop and conduct independently a personal physical activity program meeting his/her own needs. Understand how activity participation patterns are likely to change throughout life and have some strategies to deal with those changes. The student will… 1. Identify personal behavior that supports a healthy lifestyle. 2. Analyze and evaluate personal fitness profile. 3. Feel empowered to maintain and improve physical fitness.	Design a personal health-related fitness program based on an assessed fitness profile. The student will… 1. Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition necessary for a healthful lifestyle. 2. Design and implement a personal fitness program. 3. Evaluate a personal fitness program.	Apply safe practices, rules, procedures, and etiquette in all physical activity settings. The student will… 1-3: Set personal goals for activity and work towards his/her achievement.	Recognize and appreciate diversity among others. The student will… 1-3: Understand and identify the effects of age, gender, and experience.	Recognize the positive feelings that result from physical activity participation alone and with others. The student will… 1-3: Derive genuine pleasure from participating in physical activity.

ASSESSMENT

Assessment can take many forms. Informal assessment is used to enhance day-to-day instruction. It is usually non-graded, non-recorded, and can range from simple observation of student performance and verbal checking for student understanding to non-graded quizzes. In contrast, formal assessment is used for gathering evidence to be used in formulating student grades, program evaluation, developing and revising program objectives, and for providing feedback for students. Formal assessment involves the administration of valid (tests that measure what they are supposed to measure) and reliable (measurement that is relatively error free) assessment tools to evaluate the extent to which students have met the objectives of the program.

Source: National Standards for Physical Education

WORKS CITED

National Association for Sport and Physical Education (1995). Moving into the Future:

National Standards for Physical Education. McGraw-Hill.

U.S. Department of Health and Human Services (1976). Physical Activity and Health:

A Report of the Surgeon General. CDC.

U.S. Department of Health and Human Services (2000). Promoting Better Health for Young

People through Physical Activity and Sports: A Report of the President. DSSS, DoE.

U.S. Department of Health and Human Services (2000). Healthy People 2010. CDC