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A physically educated person is one who has mastered the necessary movement skills to participate confidently in many different forms of physical activity, values physical fitness, and understands that both are related to health and well-being. The most basic element of a child’s development is learning to move. Even before birth children begin learning to move and learning through movement. The process continues throughout childhood and into adolescence.

In the primary grades, children are learning the fundamentals of physical education, becoming more skillful, and deriving pleasure from learning new skills. At this level, development of physical and motor fitness attributes is emphasized, including agility, flexibility, and coordination. This level emphasizes such basic skills as walking, running, hopping, jumping, sliding, galloping, skipping, throwing, kicking, balancing, bending, and stretching. Also important are such fitness attributes as cardiovascular fitness and muscular strength and endurance.

Children in kindergarten are solo learners. They focus primarily on moving within space, including general space around them and their own personal space. Non-locomotor skills (remaining in place and maintaining balance while moving parts of the body) include how the body moves on its axis and locomotor skills (moving the body from one place to another) include moving in open space. Once the children are able to move effectively in their space, they focus on objects, for instance, equipment, supplies, and materials. They also learn about and interpret their environment through play. They should move in a safe environment that helps them look forward to positive experiences in physical education.

A program of physical education should provide developmentally appropriate activities to students using a variety of teaching methods based on each student’s individual needs. Teachers must plan programs for all students regardless of race, gender, home language, disability, or cultural or economic backgrounds. Adaptations or modification of the program, activities, or types of equipment can be beneficial to all students. In addition, a variety of assessment tools should be used to determine each student’s level of performance.

The vision is for all students to be physically educated and have fun while moving. Students who participate in quality physical education programs receive a variety of benefits including the development of 1) a variety of motor skills and abilities related to lifetime leisure activities, 2) improved understanding of the importance of maintaining a healthy lifestyle, 3) improved understanding of movement and the human body, 4) improved knowledge of rules and strategies of particular games and sports, and, 5) self-confidence and self-worth as these relate to physical education and recreation programs.

(See PE Scope and Sequence for K - 5)

CONTENT STANDARD 1

1. Movement Skills and Movement Knowledge

• The student in grade one will be competent in many movement activities.

Performance Indicators

1.1.1 Travel and change direction quickly in response to a signal

1.1.2 Identify four characteristics of a mature throw

1.1.3 Toss and catch a ball alone or with a partner

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• Instruct students to run, and when given a signal, change quickly to another action (walk, hop, gallop). Observe students, for mastery of the various critical elements of each movement (arm swing, balance, foot placement). Students should be able to respond correctly to each action as named by the teacher and demonstrate selected critical elements of the movements.

CONTENT STANDARD 2

2. Movement Skills and Movement Knowledge

• The student in grade one will understand how and why they move in a variety of situations and use this information to enhance their own skills.

Performance Indicators

2.1.1 Place the body and limbs in different positions, demonstrating high, middle and low levels

2.1.2 Move backwards and change direction quickly and safely without falling

2.1.3 Balance on a variety of body parts

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have the students play a game of “Follow the Leader” in which the teacher or student leader demonstrates examples of balancing on one or more body parts and then observes the students to determine if they can replicate the action as demonstrated. Students should be able to select proper body parts and recognize that it is easier to balance when more body parts are used for balance.

CONTENT STANDARD 3

3. Movement Skills and Movement Knowledge

• The student in grade one will achieve and maintain a health-enhancing level of physical fitness.

Performance Indicators

2.2.1 Begin to recognize changes in his or her body, such as changes in height or weight

2.2.2 Identify oxygen and food as fuel to supply the body with energy

2.2.3 Engage in sustained physical activity that causes an increased heart rate and heavy breathing

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• engage in a series of timed segments of physical activities designed to increase the heart rate (e.g., hopping, walking, jumping, galloping, running). Upon observation, students will sustain activity until the time period has ended.

CONTENT STANDARD 4

4. Self-Image and Personal Development

• The student in grade one will exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge, and self-expression.

Performance Indicators

4.2.1 Participate in a wide variety of physical activities outside physical education class

4.1.2 Try new movement activities and skills

4.1.3 Identify how the body feels during different kinds of physical activities

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• participate in a class time physical activity. At the conclusion, they draw a picture indicating their feelings, during and following the activity. Students are to explain their drawings to their classmates. Students will identify feelings following participation in physical activity, communicate likes and dislikes connected with the activity, and correctly identify the physical changes that occur as a result of various physical activities.

CONTENT STANDARD 5

5. Self-Image and Personal Development

• The student in grade one will demonstrate responsible personal behavior while participating in movement activities

Performance Indicators

5.1.1 Demonstrate equipment safely and responsibly

5.1.2. Develop responsibility for expected behaviors on the playground and in the classroom

5.1.3 Stop activity immediately at the signal to do so

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard

• After rules and procedures have been taught, students are asked to act out the rule when given by the teacher. Students must respond accurately to the identified rules and procedures, and respond to the teacher’s signal.

CONTENT STANDARD 6

6. SOCIAL DEVELOPMENT

• The student in grade one will demonstrates responsible social behavior while participating in movement activities. The student will understand the importance of respect for all others.

Performance Indicators

6.1.1 Work in a group setting without interfering with others

6.1.2 Take turns using a piece of equipment

6.1.3 Interact positively with others regardless of personal differences.

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• observe students working on tasks both alone and with other students. When disputes arise, observe their ability to resolve the difficulty and continue to work together. The students should be encouraged to demonstrates these behaviors during unstructured time and recess time. Students should demonstrate willingness to join in the activity and demonstrate cooperation with others in group tasks.

CONTENT STANDARD 7

7. SOCIAL DEVELOPMENT

The student in grade one will understand the relationship between history and culture and games, sports, play, and dance.

Performance Indicators

7.1.1 Identify variations in games and activities played in classmate’s homes and neighborhoods

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• ask students to have their parents or guardians share about a game they played as a child. In class, students have lead the game they learned. Students should be able to discuss the similarities and differences of their parents’ games with games they are currently learning and playing.

Revised January 2001

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