Physical Education Grade 1-2 Grade Expectations

Knowledge/Motor Skills

PE1-2:1

Students will apply problem-solving skills in movement-related

activities by …

· a. Solving simple movement challenges with a partner.

· b. Solving movement challenges involving one or more

movement concepts alone or with a partner.

· c. Selecting a developmentally appropriate level of challenge,

and performing successfully.

PE1-2:2

Students will show an understanding of body awareness

concepts by…

· a. Demonstrating body movements (e.g., flex, extend, and

rotate).

· d. Demonstrating body shapes (e.g., round, straight, pike,

tuck, straddle).

· f. Demonstrating competency in the mature form of the

following locomotor skills: walking, running, skipping,

hopping, galloping, jumping and sliding.

· g. Demonstrating the ability to stop with control at a

boundary.

· h. Demonstrating the ability to change direction, quickly

and safely, without falling.

· i. Demonstrating competency in the mature form of the

following manipulative skills: underhand throwing, rolling

an object, and dribbling in self-space.

· j. Identifying the locomotor movements: walk, run, hop,

skip, jump, gallop, leap, slide.

Knowledge/Motor Skills

PE1-2:3

Students show an understanding of space concepts by…

· a. Demonstrating direction, pathway, level, and range

during activities.

· b. Performing locomotor skills while changing directions,

levels, pathways, and range.

· c. Applying space concepts in simple games and other

activities (e.g., moving in different directions to avoid

being tagged).

PE1-2:4

BALANCE

Students show an understanding of quality of movement

concepts and apply them to psycho-motor skills by…

· a. Moving alone or with equipment (e.g., starting and stopping

without falling down).

· b. Demonstrating an understanding of balancing skills

(e.g., bends knees to lower the center of gravity).

FORCE / ENERGY

Students show an understanding of movement concepts

and apply them to psycho-motor skills by…

· a. Demonstrating an understanding of the variations in

force (e.g., hard and soft, relaxed and tense).

· b. Controlling force of personal movement in general

space (e.g., tagging).

· c. Controlling force of personal movement and while

moving objects (e.g., repeatedly striking balloons).

TIME

Students show an understanding of movement concepts,

and apply them to psycho-motor skills by…

· a. Demonstrating contrast between fast and slow movement.

· b. Performing a simple rhythmic movement (e.g., locomotor

movement in time to an independent or imposed beat).

· c. Following simple rhythmic movements led by the

teacher.

FLOW

Students show an understanding of movement concepts,

and applying movement concepts to psycho-motor skills

by…

· a. Combining two fundamental skills (e.g., bounce and

catch, jump and turn).

· b. Demonstrating smooth transitions between movements,

(e.g., dance)

Knowledge/Motor Skills

PE1-2:5

Students will demonstrate competency in a variety of skills

used in dance, gymnastics, sports, and other physical activities

by…

· a. Demonstrating progress toward mature form by performing

two critical elements of an isolated skill.

No PE1-2:6 at this level.

PE1-2:7

Students will show competency in aquatic activities and water

survival skills when facilities allow by…

· a. Demonstrating the Level II Skill requirements of the

American Red Cross Swimming Standards.

· b. Demonstrating how to float without support and to recover

to a vertical position.

Physical Fitness

PE1-2:8

Students show knowledge of four health-related fitness

components (cardio-respiratory endurance, flexibility, muscular

strength and endurance, and body composition) and

identifies a variety of activities to develop each component

by…

· a. Defining in their own words the four health-related

fitness components (e.g., "I can run a long time without

getting out of breath.").

· b. Beginning to identify some physiological signs of exercise

(e.g., increased heart rate and faster breathing).

PE1-2:9

Students show awareness of personal responsibility for individual

wellness by….

· a. Identifying an activity and a benefit associated with

each of the four health-related fitness components.

Affective Qualities

PE1-2:10

Students promote individual success and self-confidence

by…

· a. Describing their range of feelings resulting from participating

in physical activity (e.g., success to failure).

· b. Attempting new activities.

· c. Continuing to participate when initially unsuccessful.

PE1-2:11

Students show safe behavior for self and others by…

· a. Applying established class rules, procedures, and safe

practices with limited teacher guidance.

 

Social Interaction

PE1-2:12

Students show appropriate social interactions by . . .

· a. Demonstrating responsibility for making and applying

rules regarding class procedures and safety.

· b. Demonstrating responsibility for following simple

game rules safely, with good sports like behavior (with

and without direct teacher supervision).

· c. Staying on task without specific (direct) teacher supervision

for a short period of time.

· d. Listening quietly without interrupting when a peer or

the teacher is talking, and speaking at an appropriate time.

· e. Demonstrating a willingness to work with any child in

the class.

· f. Sharing and listening to ideas of others.

· g. Demonstrating cooperation by taking turns, sharing,

and giving encouragement to others (verbally and nonverbally).

Glossary of Terms for Physical Education Assessment

Mature Form: Consistent successful execution of a psycho-motor skill in the most efficient manner with a technique considered to be the best form.

Proficiency: The ability to perform successfully at an advanced level of skill and knowledge: an individual demonstrating proficiency in psycho- motor skills is able to adjust the skill smoothly under activity conditions.

Competency: The development of sufficient skill and knowledge to enjoy participation in the activity at a recreational level: a person is considered competent in performing psycho- motor skills when he/she can

perform them consistently with good technique.

Critical Elements: Aspects of skill or knowledge considered essential to successful performance.

e.g.: Are examples but not limited to the example shown.

Tactics: The adjustments players make in relation to the ball, and other players, teammates and opponents, in the ever-changing relationships as play ensues. (Grehaigne and Godbout)

Strategy: The general organization or structure of the game and position play assignments. ( Grehaigne and Godbout)

Movement Challenge: A movement problem posed that involves problem solving with a focus on a movement concept. ( Nichols)