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Physical Education Framework

for California Public Schools


Kindergarten Trough Grade Twelve
Adopted by the

California State Board of Education
Published by the

California Department of Education
Sacramento, 2009
Physical Education Framework
for California Public Schools
Kindergarten Through Grade Twelve
Developed by the
Curriculum Development and
Supplemental Materials Commission
Adopted by the
California State Board of Education
Published by the
California Department of Education

PublishingInformation
WhenthePhysical Education Framework for California Public Schools wasadopted
bytheCaliforniaStateBoardofEducationonSeptember11,2008,themembers
oftheStateBoardwereTedMitchell,President;RuthBloom,VicePresident;James
Aschwanden;AlanBersin;YvonneChan;DonFisher;GregoryJones;DavidLopez;
KennethNoonan;andJohnathanWilliams.
TeCaliforniaStateBoardofEducationapprovededitstothePhysical Education
Framework for California Public SchoolsonMay6,2009.TemembersoftheState
BoardonthatdatewereTedMitchell,President;RuthBloom,VicePresident;
SophiaAngelis;JamesAschwanden;RaeBelisle;YvonneChan;GregoryJones;
DavidLopez;JorgeLopez;andJohnathanWilliams.
TispublicationwaseditedbyFayeOng,workingincooperationwithDeborah
Franklin,EducationProgramsConsultant,CurriculumFrameworksandInstruc-
tionalResourcesDivision.Itwasdesignedandpreparedforprintingbythesta
ofCDEPress,withthecoverandinteriordesigncreatedandpreparedby
CherylMcDonald.TypesettingwasdonebyJeannetteReyes.Itwaspublished
bytheDepartmentofEducation,1430NStreet,Sacramento,CA95814-5901.
ItwasdistributedundertheprovisionsoftheLibraryDistributionActand
Government Code Section11096.
2009bytheCaliforniaDepartmentofEducation
Allrightsreserved
ISBN978-0-8011-1696-4
Ordering Information
CopiesofthispublicationareavailableforsalefromtheCaliforniaDepartmentof
Education.Forpricesandorderinginformation,pleasevisittheDepartment
Websiteathttp://www.cde.ca.gov/re/pnorcalltheCDEPressSalesOceat
1-800-995-4099.AnillustratedEducational Resources Catalogdescribingpublica-
tions,videos,andotherinstructionalmediaavailablefromtheDepartmentcanbe
obtainedwithoutchargebywritingtotheCDEPressSalesOce,California
DepartmentofEducation,1430NStreet,Suite3207,Sacramento,CA95814-
5901;faxingto916-323-0823;orcallingtheCDEPressSalesOceatthe
telephonenumberlistedabove.
Notice
TeguidancePhysical Education Framework for California Public Schoolsisnot
bindingonlocaleducationalagenciesorotherentities.Exceptforthestatutes,regu-
lations,andcourtdecisionsthatarereferencedherein,thedocumentisexemplary,
andcompliancewithitisnotmandatory.(SeeEducation CodeSection33308.5.)
iii
Contents
Foreword........................................................................................................... v
Acknowledgments........................................................................................... vii
Introduction..................................................................................................... x
Chapter1.VisionandGoalsforStandards-BasedPhysicalEducation.............1
Chapter2.Standards-BasedPhysicalEducation:Kindergarten
TroughGradeFive....................................................................................13
Kindergarten...............................................................................................15
GradeOne..................................................................................................25
GradeTwo..................................................................................................36
GradeTree................................................................................................47
GradeFour.................................................................................................58
GradeFive...................................................................................................72
Chapter3.Standards-BasedPhysicalEducation:GradesSix
TroughEight............................................................................................82
GradeSix....................................................................................................85
GradeSeven................................................................................................96
GradeEight..............................................................................................104
Chapter4.Standards-BasedPhysicalEducation:GradesNine
TroughTwelve........................................................................................113
HighSchoolCourse1...............................................................................117
HighSchoolCourse2...............................................................................125
HighSchoolCourse3...............................................................................134
HighSchoolCourse4...............................................................................148
Chapter5.Assessment..................................................................................157
TypesofAssessment..................................................................................158
PrinciplesofAssessment............................................................................160
AssessmentTools.......................................................................................161
AssessingtheSkillsandConceptsLearned................................................171
State-RequiredPhysicalPerformanceTest.................................................184
AssessmentandtheUseofTechnology......................................................185
GradingPracticesinStandards-BasedPhysicalEducation.........................188
Chapter6.Instruction..................................................................................190
InstructionalModels.................................................................................192
EstablishingaSafeEnvironment...............................................................193
ClassManagement....................................................................................195
EectiveTeachingBehaviors.....................................................................196
PrinciplesofMotorLearning....................................................................197
ASamplePhysicalEducationLesson.........................................................199
InstructionalStrategies..............................................................................201
MultidisciplinaryOpportunities................................................................204
iv
Chapter7.UniversalAccess..........................................................................206
EstablishinganInclusiveEnvironment......................................................207
StudentsWhoAreMarginalized................................................................211
AccommodatingCulturalandReligiousPractices.....................................212
EnglishLearners........................................................................................214
At-RiskLearners........................................................................................216
StudentswithMedicalConditions............................................................217
AdvancedLearners....................................................................................217
StudentswithDisabilities(IEPsandSection504Plans)............................218
Chapter8.SupportingHigh-QualityPhysicalEducation............................225
AdministrativeRoleandSupport..............................................................226
TeacherLeaders.........................................................................................235
CollegeandUniversitySupport.................................................................236
CommunityandParentSupport...............................................................236
Chapter9.InstructionalResources...............................................................238
EvaluationProcess.....................................................................................239
EvaluationofInstructionalMaterials.........................................................239
EvaluationofEquipmentandSupplies......................................................243
EvaluationofTechnology..........................................................................244
Facilities....................................................................................................252
Appendixes
A:SelectedLawsandRegulations.............................................................259
B:ContentAreasofStandards,byGradeLevel........................................281
C:TeMovementFrameworkinGames,Gymnastics,andDance...........284
D:ConceptsandPrinciplesofBiomechanics............................................286
E:ConceptsandPrinciplesofMotorLearning.........................................289
F: ContraindicatedandAlternativeExercises...........................................292
G:Standards-BasedReportCard,Example#1..........................................297
H:Standards-BasedReportCard,Example#2..........................................298
I: AdaptedPhysicalEducationPre-referralChecklist...............................301
J: QualityIndicators:PhysicalEducationStandards-BasedInstruction....303
K:CareersinPhysicalEducation..............................................................304
L: OnlineResources.................................................................................306
M:GuidelinesforFacilities.......................................................................309
Glossary........................................................................................................312
WorksCited..................................................................................................324
AdditionalReferences...................................................................................329

v
Foreword
W
iththeadoptionofthePhysical Education Model Content Standards
for California SchoolsinJanuary2005,Californiaraisedthebarfor
physicaleducationinstruction.High-quality,standards-basedphysical
educationinstructionhelpsstudentslearnnotonlytheskillsandknowledgeto
bephysicallytandactive,italsogivesthemthecondenceandpositiveattitude
necessarytoparticipateinphysicalactivities.
TeSuperintendentsTaskForceonChildhoodObesity,Type2Diabetes,
andCardiovascularDiseaserecommendsincreasingthequalityandquantityof
instructioninphysicaleducationtoprovidemorephysicalactivityandenhance
studentachievementofCaliforniasPhysical Education Model Content Standards;
includingphysicaleducationascorecurriculum;andtreatingphysicalactivityas
essentialtoallstudentseducationandhealth.
TePhysical Education Framework for California Public Schools: Kindergarten
Trough Grade Twelve,adoptedbytheStateBoardofEducationonSeptember
11,2008,isanessentialresourceforthedevelopment,implementation,and
evaluationofstandards-basedphysicaleducationprogramsandinstruction
tomeettherecommendationsofthetaskforce.Itsadoptionreinforcesthe
importanceofphysicaleducationasavitalcomponentofourstudentseduca-
tionalexperienceanditscontributiontoeachstudentshealthandwell-being,
socialdevelopment,andreadinesstolearn.
Teframeworkchargesadministratorsandteacherswithinstitutingstandards-
basedphysicaleducationinstructionandprogramsthatareeectiveforevery
student.Focusedonthemodelcontentstandardsandsupportedbycurrent
research,theframeworkemphasizesstudentlearningwiththegoalofhelping
everystudentadoptaphysicallyactivelifestyle.Developedandreviewed
byteachers,administrators,andphysicaleducationexperts,theframework
featurespracticalexamplesandscenariosofstudentlearningtoassistteachers
inplanninginstruction.Teframeworkdescribesthewhy,when,andhowof
assessingstudentlearningandpresentsdetailedexamplesofdierenttypesof
assessment.Itprovidesguidanceoncreatingaphysicallyandemotionallysafe
learningenvironment.Basedonthepremisethateverystudentcanbesuccessful
inphysicaleducationwithgoodinstructionandappropriateresources,the
frameworkalsooerssuggestionsforadaptationstomeettheinstructionalneeds
ofstudentswithdisabilitiesorotherchallengestolearning.
Recognizingthateectivestandards-basedphysicaleducationprograms
requireadministrativeleadershipandsupport,theframeworkaddressestopics
ofinteresttoschool-siteanddistrict-leveladministrators,includingprofessional
development,curriculumdesign,instructionalandprogramevaluation,andthe
selectionandmaintenanceofhigh-qualityinstructionalresources.



vi
Mostimportantatatimewhenmorechildrenthaneverbeforeareobeseand
inactive,theframeworkisacalltoaction.Itmapsoutapathtoaphysically
active,healthylifestyleforallstudents.Opentheframeworkandwellstartdown
thepathtogether.
JacxOCoxxiii TuioioiiR.Mircuiii
State Superintendent of Public President, State Board
Instruction of Education







vii
Acknowledgments
T
he2009editionofthePhysical Education Framework for California Public
SchoolswasadoptedbytheStateBoardofEducationonSeptember11,
2008.Whentheframeworkwasadopted,thefollowingpersonswere
servingontheStateBoard:
TedMitchell,President
RuthBloom,VicePresident
JamesAschwanden
AlanBersin
YvonneChan
DonFisher
GregoryJones
DavidLopez
KennethNoonan
JohnathanWilliams
MembersoftheCurriculumDevelopmentandSupplementalResources
CommissionservinginMay2008,whentheframeworkwasrecommendedfor
adoptionbytheStateBoard,were:
KatherineCrawford,Chair,AlamedaUniedSchoolDistrict
Constance(Connie)Tate,ViceChair,SanJoaquinCountyOce
ofEducation
HopeBjerke,TehamaCountyOceofEducation
JohnBrooks,OceansideUniedSchoolDistrict
LindaChildress,RiversideCountyOceofEducation
PatriciaDixon,PalomarCollege
MarthaHernandez, enturaCountyOceofE VVenturaCountyOceofEducation ducation
GleeJohnson
ChristineLanphere,NatomasUniedSchoolDistrict
LucyMedina,PalmSpringsUniedSchoolDistrict
BamaMedley,SantaMaria-BonitaElementarySchoolDistrict
AssemblyMemberGeneMullin,AssemblyEducationCommittee
Dr.RoseMaryParga-Duran,MercedCityElementarySchoolDistrict
SenatorJackScott
BeckySullivan,SacramentoCountyOceofEducation
RichardWagoner,LosAngelesUniedSchoolDistrict
MonicaWard,RiversideUniedSchoolDistrict
KevinWooldridge,EducationforChangeCharterManagementOrganization
Note:Namesandaliationsofindividualswerecurrentasofthetimethispublicationwasdeveloped.


viii
Participatingdirectlyinthedevelopmentandapprovalprocessfortheframe-
workwerethefollowingmembersofthePhysicalEducationSubjectMatter
Committeefrom2005through2008:
KatherineCrawford(Member2005,2007)
PatriciaDixon(Member2005,2006,2007, 2007,2008) 2008) 2008)
MarthaHernandez(Member2008)
Mary-AliciaMcRae(ViceChair2005)
AssemblyMemberGeneMullin ember2008) (M (Member2008)
Dr.CharlesMunger,Jr.(ViceChair2006,2007)
Dr.ArmidaOrnelas(Member2005,2006,2007)
RichardWagoner(Chair2005,2006)
MonicaWard(ViceChair2008) 2008)
KevinWooldridge(Chair2007, 2007,2008;M 2008; 2008;MMember2006) ember ember2006) 2006)
TeinitialdraftoftheframeworkwasdevelopedbythePhysicalEducation
CurriculumFrameworkandCriteriaCommittee(CFCC)betweenSeptember
2006andApril2007.TeStateBoardofEducationandtheCurriculum
DevelopmentandSupplementalMaterialsCommissioncommendthefollowing
membersoftheCFCCandextendgreatappreciationtothem.(Tealiations
listedwerecurrentatthetimeofappointmenttothecommittee.)
MilissaGlen-Lambert,CFCCChair,LosAngelesUniedSchoolDistrict
DeonnaArmijo,MoorparkUniedSchoolDistrict
MaryBlackman,SanDiegoCountyOceofEducation
MelissaBossenmeyer (Retired),CaliforniaStateUniversity,SanMarcos
DanielDeJager,SanJuanUniedSchoolDistrict
CarrieFlint,LawndaleElementarySchoolDistrict
CandaceHashimoto,PomonaUniedSchoolDistrict
DarcyKelly,MantecaUniedSchoolDistrict
KaraMartin,MattoleUniedSchoolDistrict
StaceyMounce,WoodlandJointUniedSchoolDistrict
AmandaParker,RiversideUniedSchoolDistrict
MichaelRiggs,BonitaUniedSchoolDistrict
TimothySalvino,Newport-MesaUniedSchoolDistrict
SusanWilkinson,SanJoseStateUniversity
Wilhelmina(Willie)Wilson,SanJuanUniedSchoolDistrict
SpecialappreciationisextendedtoJanetA.Seaman,P.E.D.,ProfessorEmerita,
CaliforniaStateUniversity,LosAngeles.
Gratitudeisexpressedtotheprimarywriterofthe2009edition,Bonnie
Mohnsen,Ph.D.

ix
Forthe2009editionoftheframework,thefollowingmanagersattheCalifor-
niaDepartmentofEducationcoordinatedtheoverallprocessfordevelopment
andpublicationofthedocument:
TomasAdams,Director,CurriculumFrameworksandInstructional
ResourcesDivision;andExecutiveDirector,CurriculumDevelopment
andSupplementalMaterialsCommission
SusanMartimo,Administrator,CurriculumFrameworksUnit
TefollowingstamembersfromtheCurriculumFrameworksandInstruc-
tionalResourcesDivisioncontributedtothedevelopmentofthe2009edition
oftheframework:
DeborahFranklin,LeadConsultant,PhysicalEducationFramework
KennethMcDonald,EducationProgramsConsultant
TerriYan,Analyst
TeCaliforniaDepartmentofEducationstamemberswhocontributed
tothedevelopmentofthe2009frameworkwere:
LindaHooper,EducationResearchandEvaluationConsultant,Standards
andAssessmentDivision
WaldenWilliams,SpecialEducationConsultant,SpecialEducation
Division
DianneWilson-Graham,PhysicalEducationConsultant,Professional
DevelopmentandCurriculumSupportDivision
AppreciationisexpressedtotheCaliforniaStateLibrarystaforassistancein
locatingresearchmaterialscitedinthe2009framework.

x
Introduction
C
aliforniaisalandofalmostlimitlessopportunityforphysicalactivity.
Teocean,lakes,andriversoeropportunitiesforswimmingand
boating;thewarmclimateoersyear-roundaccesstoindividual,dual,
andteamsports;themountainsprovideopportunitiesforhiking,orienteering,
andsnowboarding;andpublicrecreationprogramsandprivatebusinesses
oeropportunitiesforself-defense,martialarts,tness,dance,andotherphysical
activities.Withthisdiverseclimateandgeography,Californianscansnowskiin
themorningandsurfintheafternoon.Becauseoftherichnessoftheopportuni-
tiesforphysicalactivities,Californiaisoftenviewedasaleaderinthenumberof
adultswholivehealthylifestyles.YetCaliforniachildrenareatriskofdeveloping
hypokineticdiseases.Tistrendmustbereversed,andoneimportantstepinthat
directionisthedevelopmentofthisframeworktosupportimplementationof
standards-basedphysicaleducation.
WhatsNew?
TemostimportantnewfeatureofthisPhysical Education Framework for
California Public Schoolsisitsfocusonthecontentknowledgeandskillsinthe
Physical Education Model Content Standards for California Public Schools. Te
frameworksupportsthealignmentofcurriculum,instruction,assessment,and
instructionalresourcestothestate-adoptedmodelcontentstandards.Specic
examplesforimplementingandassessingthestandardsareprovidedalongwith
guidanceforunderstandingthestandards.Finally,theimportanceofeverystu-
dentachievinggrade-levelandcourse-levelstandardsinpreparationforthenext
levelisemphasized.
Whencomparedwiththe1994 Physical Education Framework,thisnew
frameworkprovides:
Astrongerfocusonstudentlearningandtheneedsofthelearner
Currentresearchreferences
Astandards-basedlessonstructure
Amoreuser-friendlydisplaywithcharts,graphs,andillustrations
Examplesofstandards-basedreportcards
Agreateremphasisontimespentinmoderatetovigorousphysicalactivity
OrganizationoftheFramework
Tisframeworkisorganizedtoassisteducatorswithimplementingstandards-
basedphysicaleducationinstruction.
Forteachers,theframeworksupportsinstructionforstudentmasteryofthe
physicaleducationmodelcontentstandards.Focusingonthetoolsforstan-
dards-basedinstruction,theframeworkhighlightstheinstructionalcontentof

xi
themodelcontentstandards,studentassessments,instructionalconsiderations,
universalaccess,support,andinstructionalresources.
Teframeworkdenesadministratorsrolesandtheresponsibilitiesthatare
uniquetophysicaleducation.InChapter8theframeworkdelineatestheadmin-
istrativerolesandsupportcrucialtoasuccessfulphysicaleducationprogram.
Sometopicsofinteresttoadministratorsincludehiringpractices,supervisionof
teachers,professionaldevelopmentinphysicaleducation,theimportanceofa
safelearningenvironment,andprogramdevelopmentandevaluationinphysical
education.
Chapter1presentsanewvisionforphysicaleducationinstruction;explains
thepurposeoftheframework;identiesgoalsforadministrators,teachers,and
students;andexaminesthechallengestoimplementingthenewvisionfor
physicaleducationinstruction.
Chapters2through4highlightthestandards-basedcurriculumcontentforthe
grade-levelspans(kindergartenthroughgradeve,sixthrougheight,andnine
throughtwelve).Techaptersincludeanoverviewofthegradelevelorcourse
level,standardsataglance,learningsnapshots,andalistofthestate-adopted
modelcontentstandards.Eachgrade-spansectionbeginswithalookatstu-
dentsdevelopmentalcapabilities.Tissectionintroducessomeofthegrade-and
course-levelknowledgeandskillscontainedwithinthestandards.AtaGlance
sectionscontaintheveoverarchingstandardsforelementaryandmiddleschool
andthreeoverarchingstandardsforhighschool.LearningSnapshotseachpro-
videawindowintotheteachingofagrade-orcourse-levelstandard,illustratethe
standardinaction,andoerinstructionalsuggestions.Troughouttheframe-
work,examplesandsuggestionsareprovided.Teyarenotrequirements;they
areintendedasbeginningpointstohelpeducatorsdevelopphysicaleducation
lessons,assessments,policies,andprocedures.
Chapter5guidesthedevelopmentofappropriateassessmenttoolsand
methodstoensurethatinstructioniseectiveandeverystudentsprogress
towardachievingspecicknowledgeandskillsismeasured.Chapter6provides
suggestionsoneectiveclassroompracticesandinstructionalstrategies.Chapter
7suggestsspecicstrategiestopromoteaccesstoappropriatestandards-based
curriculumforeverystudent.Chapter8describesthesystemsofsupportthat
shouldbeinplaceforeectiveimplementationofarigorousandcoherent
physicaleducationcurriculum.Chapter9providesspecicguidelinesforthe
selectionofinstructionalresources,includinginstructionalmaterials,equipment
andsupplies,technology,andfacilities.
1
VisionandGoals
forStandards-Based
PhysicalEducation


2
Chapter 1
Vision and Goals
for Standards-Based
Physical Education
F
ast-forwardtotheyear2020.AgenerationofstudentsinCaliforniais
benetingfromstandards-basedphysicaleducationinstruction.Asyoung
adultstheseindividualsarephysicallyactiveandt.Teyunderstandthe
benetsofregularphysicalactivityandknowhowtoplanandimplementtheir
owntness-and-wellnessprograms.Havingmasteredthenecessarymovement
skillstoparticipatecondentlyinmanydierentformsofphysicalactivity,they
arereadytochallengethemselvesbypursuingnewformsofmovement.Tese
youngadultsanalyzetheirownmovementperformanceonthebasisofbio-
mechanicsprinciples.Teydeveloptheirownlearningplansforimprovingtheir
motorskillsandlearningnewones.Withanunderstandingofdevelopmentally
appropriateactivities,theycanplanandimplementphysicalactivitiesforyoung
childrenandchildrenwithspecialneeds.Teyalsoenjoythesocialinteractions
thatariseoutoftheirinvolvementinphysicalactivityandtakeresponsibilityfor
theirinteractionswithothers.Teywillmaintainanactiveandhealthylifestyle
throughouttheirlives.
Lookingatphysicaleducationclassesacrossthestatein2020,educators
envisionstudentsrunning,jumping,andleaping,exhibitingthejoyderivedfrom
movementastheyparticipateinchallengingstandards-basedphysicalactivities.
Physicaleducationisatimethatstudentslookforwardtoeachday.Itisatime
tomove,interactwithclassmates,andfeelgoodaboutthemselves.Everystudent
comestoclassreadytobeactiveandtolearn.Teteacherprovidesstandards-
basedinstructiondesignedtoensureasuccessfullearningexperienceforall
students.Everystudenthasequipmentsothatheorshecanpracticethroughout
theinstructionalperiod.Teclasssizeallowstheteachertoprovideindividual
feedbacktoeverystudenteveryday.
1
Tephysicaleducationenvironmentissafe
andclean.Everystudentisgettingwhatheorsheneedstobecomeaphysically
educatedadult.
Focus on the Physical Education
Model Content Standards
InJanuary2005,theStateBoardofEducationadoptedthephysicaleducation
modelcontentstandards,whichserveasthefoundationforinstructionatallgrade
andcourselevels.Tesemodelcontentstandardsrepresenttheessentialskillsand
knowledgethatallstudentsneedtomaintainphysicallyactive,healthylifestyles.
Tesestandardsfocusonthecontentofphysicaleducationandincorporatethe
detailrequiredtoguidethedevelopmentofconsistent,high-qualityphysical
educationinstructionalprogramsaimedatstudentlearningandachievement.
Testandardsprovideacomprehensivevisionofwhatstudentsneedtoknowand
beabletodoateachgradeandcourselevel.Inaddition,thestandardsprovidea
modelforhigh-qualitycoursedesign.
Withtheadoptionofthemodelcontentstandards,physicaleducationinstruc-
tionnowmovestoastandards-basedapproach.Teachersneedtoshiftfromusing
1
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.












establishedinstructionaldesignmodelstoastandards-basedapproach.Standards-
basedinstructionaldesignisbasedonpracticesanddecisionsthatfocuson
studentlearningandincludeseachoftheseessentialsteps(asnotedinFigure1.1):
Selectthestandard,orportionofthestandard,studentswilllearn.
Determinetheevidencethatbestdemonstratesthatstudentshavelearned
thecontent.
Selectorcreatetheassessmenttoolthatisbestsuitedtocollecttheevidence
ofstudentlearning.
Planinstruction.
Createmultipleopportunitiesforstudentstolearnthecontent.
Delivereectiveinstruction.
Assessstudentlearningofthecontent.
Evaluateassessmentdataandmakedecisionsaboutnextsteps(toreteachthe
materialormoveontonewmaterial).
Figure 1.1 Standards-Based Instructional Design Process
Determine
evidence of
learning
Select
assessment
tool
Plan
instruction
Deliver
effective
instruction
Create
learning
opportunities
Assess student
learning
Move on Reteach OR

Select a standard

Evaluate
assessment
data

3
Chapter 1
Vision and Goals
for Standards-Based
Physical Education



4
Chapter 1
Vision and Goals
for Standards-Based
Physical Education
TePhysical Education Model Content Standards for California Public Schools
armsthestandingofphysicaleducationasanacademiccontentarea.Te
standardshighlightthefactthatparticipation inphysicalactivityisnotthesame
aslearningthecontentinphysicaleducation.Everygrade-andcourse-level
standardshouldbetaughtandassessedforstudentlearning.Withadequate
instructionandsustainedeort,everystudentshouldbeabletoachievethe
standards;however,somestudentswithspecialneedsmayrequireappropriate
accommodations,adaptations,ormodicationstomeetthestandards.Decisions
abouthowstudentsachievemasteryofthemodelcontentstandardsarebestleft
toteachers,schools,andlocaleducationalagencies.
Overarching Standards for Kindergarten
Trough Grade Eight
Teveoverarchingmodelcontentstandardsforelementaryandmiddle
schoolstudentsareasfollows:
Overarching Standard 1: Studentsdemonstratethemotorskillsand
movementpatternsneededtoperformavarietyofphysicalactivities.
Overarching Standard 2: Studentsdemonstrateknowledgeofmovement
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivities.
Overarching Standard 3: Studentsassessandmaintainalevelofphysical
tnesstoimprovehealthandperformance.
Overarching Standard 4: Studentsdemonstrateknowledgeofphysicaltness
concepts,principles,andstrategiestoimprovehealthandperformance.
Overarching Standard 5: Studentsdemonstrateandutilizeknowledgeof
psychologicalandsociologicalconcepts,principles,andstrategiesthatapply
tothelearningandperformanceofphysicalactivity.
Overarching Standards for High School
Whenstudentsreachninthgrade,theyarereadytointegrateallthatthey
knowwithallthattheycando.Forhighschoolyouths,theveoverarchingstan-
dardsforkindergartenthroughgradeeightareconsolidatedintothreeoverarch-
ingstandards.Essentially,OverarchingStandard1incorporatesStandards1and
2fromkindergartenthrougheighthgrade;OverarchingStandard2incorporates
Standards3and4;andOverarchingStandard3incorporatesStandard5.
Overarching Standard 1: Studentsdemonstrateknowledgeofandcompetency
inmotorskills,movementpatterns,andstrategiesneededtoperformavariety
ofphysicalactivities.
Overarching Standard 2: Studentsachievealevelofphysicaltnessfor
healthandperformancewhiledemonstratingknowledgeoftnessconcepts,
principles,andstrategies.

5
Overarching Standard 3: Studentsdemonstrateknowledgeofpsychological
andsociologicalconcepts,principles,andstrategiesthatapplytothelearning
andperformanceofphysicalactivity.
Grade-Level and Course-Level Standards
Numerousgrade-orcourse-levelstandardsareassociatedwitheachoverarch-
ingstandard.Althoughitisimportanttoaddressthegrade-orcourse-level
standards,theremaybetimeswhenremediationisnecessarytoensurethat
studentscandemonstrateachievementofgrade-orcourse-levelstandardsof
previousgradelevelsorcourses.Testandardsaresequential,buildingfromgrade
leveltogradelevel,fromcoursetocourse.Terefore,skillsandknowledgefrom
previousgradeandcourselevelsserveasimportantfoundationsforattainingthe
standardsatthecurrentgradeorcourselevel.
Purpose of the Framework
Teadoptionofphysicaleducationmodelcontentstandardsraisedthebar
forstudentachievementinphysicaleducation.Tepurposeofthisframeworkis
toprovidethenecessarysupportsothateverystudentcanmeetorexceedthose
standards.Teframeworkprovidesguidanceforeectiveassessmentpracticesand
high-qualityinstruction,establishingasupportiveandsafeenvironment,support
fortheteacher,andprogramdevelopment.Tedocumentservesasaresourcefor
allschoolstakeholdersindevelopingaqualityphysicaleducationprogram.Itis
importanttonote,however,thattheframeworkisnotacurriculumorahow-to
manual.Terearemanyhow-tomanualsandcurriculaonthemarket,and
Chapter9willassistwiththeselectionofappropriateinstructionalresources
foreachschoolsprogram.
Teframeworkservesastheblueprintforreformofphysicaleducationin
California.Itisdesignedtohelpschoolstransformtheirphysicaleducation
programsintoexcitingandeectivestandards-basedinstructionalprograms.
Teframeworkoutlinestheimplementationofthephysicaleducationmodel
contentstandardsanddescribesacomprehensivephysicaleducationsystemthat
willprepareeverystudentforalifelongcommitmenttophysicalactivity,health,
andwell-being.Teframeworkisbasedontwopremises:
Tequalityandproductivityofeveryindividualslifecanbeenhancedthrough
participationinacomprehensive,inclusive,andsequentialphysicaleducation
program.
Everystudentcanlearnwhenprovidedwithhigh-qualityinstructionbya
credentialedteacheralongwiththeappropriateinstructionalresourcesand
sucienttime.
Toachievethebenetsofacomprehensivephysicaleducationprogram,all
studentsmustbegivensucientopportunitiestoattainthephysicaleducation
learningstandardsateachgradeandcourselevel.Californialawclearlyestablishes
thepriorityofphysicaleducationinstruction.Education Code Section51210
Chapter 1
Vision and Goals
for Standards-Based
Physical Education

6
Chapter 1
Vision and Goals
for Standards-Based
Physical Education
requiresschoolstoprovideaminimumof200minutesofphysicaleducation
every10schooldaysforstudentsingradesonethroughsix.Education Code
Section51222requiresschoolstoprovideaminimumof400minutesof
physicaleducationevery10schooldaysforstudentsingradesseventhrough
twelve.(PleaseseeAppendixAforselectedstatutesandregulationsrelatedto
physicaleducation.)
Audience
Tisframeworkisintendedforavarietyofaudiences.Oneoftheprimary
audiencesistheteacherwhoisresponsibleforimplementingthephysicaleduca-
tionmodelcontentstandards.Teseteachersaretypicallyelementaryteachers
withmultiple-subjectcredentialsorelementary,middle,andhighschoolteachers
withsingle-subjectcredentialsinphysicaleducation.Teframeworkisdesigned
toprovidevaluableinsightstobothnoviceandexpertphysicaleducationteachers.
Fordesignersofphysicaleducationinstructionalmaterials,theframeworkmay
serveasaguidetotheteachingofthephysicaleducationmodelcontentstandards
andprovideexamplesofqualityassessments,ofprogramevaluation,andofhigh-
qualityinstruction.Publisherswillndinformationregardingthealignmentof
instructionalmaterialswiththestandardsaswellastheexpectationsforinstruc-
tionalresourcesthatfullysupportstandards-basedphysicaleducationinstruction.
Teorganizersofbothpreserviceprofessional-preparationandin-service
professionaldevelopmentprogramswillndthisframeworkhelpful.Consider-
ableskillandknowledgeareneededtoteachphysicaleducationwell,andtraining
programsforteachersneedtobeespeciallymindfuloftheexpectationsplacedon
K12students.
Teframeworkcommunicatestothephysicaleducation/kinesiologyfaculty
atallCaliforniainstitutionsofhighereducationwhatisexpectedofentering
studentswhohavecompletedtheirK12educationunderthemodelcontent
standards.Inaddition,itprovidesguidanceforthepreparationofthenext
generationofteachers.
Administratorswillndaclearlyarticulatedsetofconceptsandstrategies
thatformthefoundationofacomprehensivephysicaleducationsystemfor
kindergartenthroughgradetwelve.Administratorsaretheoneswhomustset
highexpectationsfortheteachingofphysicaleducationandprovideresourcesto
guideprogramimprovementinphysicaleducation.Tisframeworkwillprovide
themwiththeinformationtheyneedtomonitorteachingandguideprogram
improvementinphysicaleducation.
Teachersfromothersubjectareaswillbenetfromtheexamplesofcross-
curricularconnections.Interdisciplinaryinstructioncanbeanecientmethod
forusinginstructionaltimeandprovidingstudentswithamoreholisticand
deeperunderstandingofthematerial.
Communitymembersoftenseekwaystohelpimprovetheirlocalschools,and
thisframeworkwillhelpbyfocusingtheireortsonacommonsetofcurricular
goals.Byprovidingideasandresourcesalignedwithgrade-andcourse-level

standards,membersofthecommunityensuretheiroutreacheortsanddona-
tionstoclassroomswillbeputtobestuse.Finally,parents,guardians,andother
caregiversofstudentswillndtheframeworkusefulastheyseektohelpchildren
leadhealthylivesandcompletehomeworkassignments.Inaddition,thecommu-
nitywillgainanunderstandingofwhatchildrenarelearninginschool.
Why Teach Physical Education?
Physicaleducationcontributessignicantlytoeverystudentshealthand
well-being.PhysicaleducationisaninstructionalpriorityforCaliforniaschools.
Everystudentregardlessofdisability,ethnicity,gender,nativelanguage,race,
religion,orsexualorientationisentitledtoahigh-qualityphysicaleducation
program.Physicaleducationisanintegralpartoftheoveralleducationprogram
foreverystudentandprovidesoneofthefewopportunitiesforeverystudentto
developtheskills,knowledge,andcondencenecessarytoleadaphysicallyactive
lifestyle.Ahigh-qualityphysicaleducationprogrampromotesanactivelifestyle
andimprovedhealth,motorskilldevelopment,andbettercognitiveperformance
(EtnierandSibley2003;Etnieretal.1997).
Dailyphysicaleducationforallstudentsisrecommendedbynumerous
nationalassociations,includingtheCentersforDiseaseControlandPrevention,
theNationalAssociationforSportandPhysicalEducation,theNationalAssocia-
tionforStateBoardsofEducation,theAmericanAcademyofPediatrics,andthe
AmericanHeartAssociation,andisnotedinHealthy People 2010.
Active Lifestyles and Improved Health
Concernaboutchildhoodobesityissweepingthenation.TeAmericanHeart
AssociationsreportA Nation at Risk: Obesity in the United States (2005,i),dis-
cussestherapidlyincreasingincidenceofobesityintheUnitedStatesandnotes
ifchildhoodobesitycontinuestoincrease,itcould...causeourcurrentgenera-
tionofchildrentobecometherstgenerationinAmericanhistorytoliveshorter
livesthantheirparents.AccordingtotheCentersforDiseaseControl,between
197680and19992002,theprevalenceofoverweightchildrensixtoeleven
yearsofagemorethandoubledfrom7to16percent,andtheprevalenceof
overweightadolescentstwelvetonineteenyearsofagemorethantripledfrom
5to16percent(Health, United States, 2005 with Chartbook on Trends 2005,9).
Astudentwhobecomesskilledandknowledgeableinphysicaleducationis
morelikelytobecomeahealthyadultwhoismotivatedtoremainhealthyand
physicallyactivethroughouthis/herlife.Tehealthbenetsofphysicalactivity
inadultsarewelldocumentedintheU.S.SurgeonGeneralsreporttitled
Physical Activity and Health (U.S.DepartmentofHealthandHumanServices
1996).Amongthebenetsoutlinedinthereportwerereducedriskofpremature
death,lowerriskofheartdisease,coloncancer,hypertension,diabetes,osteopo-
rosis,aswellasimprovedmentalhealthandphysicaltness.Inaddition,physical
activityimprovesstrengthandendurance;helpsbuildhealthybonesandmuscles;
7
Chapter 1
Vision and Goals
for Standards-Based
Physical Education

8
Chapter 1
Vision and Goals
for Standards-Based
Physical Education
helpscontrolweight;reducesanxietyandstress;increasesself-esteem,mood,
andconcentration;andmayimprovebloodpressureandcholesterollevels.More
recentreportshaveconrmedthehealthbenetsofactivelivingandthehealth
costsofsedentaryliving(BoothandChakravarthy2002;Surgeon Generals Call
to Action to Prevent and Decrease Overweight and Obesity 2001).
Physicaleducationisapartofacoordinatedschoolhealthprogram.Itisthe
componentthataddressesthestudentsfundamentalneedforplanned,sequential
instructionthatpromoteslifelongphysicalactivityandattitudesandbehaviors
thatreducehealthrisks.Othercomponentsofacoordinatedschoolhealth
programincludehealtheducation,nutritionservices,healthservices,healthy
schoolenvironment,counselingservices,psychologicalandsocialservices,health
promotionforsta,andfamilyandcommunityinvolvement.Whentheeight
componentsareplannedandimplementedinasupportiveandconsistent
manner,theyachievefarmoreinpromotinghealthliteracyandphysicalactivity
thanispossiblewithoutacoherent,integratedsystem.Astandards-based
physicaleducationprogramalsoprovidesanexcellentopportunitytoensure
thatstudentsdeveloppositivesocialskillsandlearntocooperatewithothers
andacceptresponsibilityfortheirownactions.
Motor Skill Development
Teproperdevelopmentofmovementandmotorskillsrequiresinstruction,
practice,andappropriatefeedback.Moststudentsdonotdeveloptheproper
techniqueorunderstandingofmovementandmotorskillsontheirown.
Prociencyinmovementandmotorskillsallowsgreaterenjoymentwhenone
participatesinindividualanddualsports,combatives,aquatics,tumblingand
gymnastics,rhythmsanddance,andteamsports.Inaddition,thisprociency
carriesovertolifeskills,suchassafelywalkingandclimbingandavoidingfalls.
Academic Performance
Over200studies(EtnierandSibley2003)haveaddressedtherelationship
betweenphysicalactivityandcognitivefunction.Meta-analyseshavebeenapplied
tothestudiesingeneral(Etnieretal.1997)and,morespecically,tochildren
fromelementarytohighschoolage(EtnierandSibley2003).AccordingtoEtnier
andassociates(1997),theevidenceconsistentlyshowsthatdespitestudydesign,
studenthealth,ortypeofactivity,exerciseimprovesthecognitiveperformance
ofchildren.Onestudyfoundthatdevotingsubstantiallyincreasedschooltime
tohealth-relatedphysicaleducationdoesnothavedetrimentaleectsonstu-
dentsacademicachievement(Sallisetal.1999).Further,studentsparticipating
indailyphysicaleducationexhibitbetterattendance,amorepositiveattitude
towardsschoolandsuperioracademicperformance(CaliforniaSchoolBoards
Association2006).
A Study of the Relationship Between Physical Fitness and Academic Achievement
in California Using 2004 Test Results (2005)reportsthatwhilethereislittle
researchontherelationshipbetweenphysicaltnessandacademicachievement,

theresearchthathasbeenconductedindicatesapositivecorrelationbetween
physicaltnessandacademicachievement.Asonerises,sodoestheother
(A Study of the Relationship Between Physical Fitness and Academic Achievement
2005,1).Comparingstudenttestresultsfromthe2004PhysicalFitnessTest
(PFT),theFITNESSGRAM,andtheCaliforniaStandardsTestsinmathematics
andEnglish-languagearts,thestudyfoundthatastrong,positiverelationship
existsbetweenphysicaltnessandacademicachievementandthattherelationship
betweenthetwoisstrongerforfemalesthanformales.Testudydidnotaddress
causality;therefore,itcannotbeinferredfromthesedatathatimprovedphysical
tnesscausedanincreaseorimprovementinacademicachievementorviceversa
(A Study of the Relationship Between Physical Fitness and Academic Achievement
2005,6).Testudysauthornotedthatresearchhasshownthatassocioeconomic
statusimproves,sodooverallhealthandacademicachievement.Teconclusion
was,Cumulativeevidenceindicatesthatconditionsthatimprovegeneralhealth
promotebothahealthybodyandimprovedintellectualcapacity(A Study of the
Relationship Between Physical Fitness and Academic Achievement 2005,6).
IntheGetting Results: Developing Safe and Healthy Kids series, Update 5:
Student Health, Supportive Schools, and Academic Success(2005),researchers
exploredtherelationshipbetweenschoolAcademicPerformanceIndex(API)
scoresandphysicalexercise,aswellasotherhealth-relatedbehaviors.Inthestudy,
researcherscontrolledfortheracial/ethnic,socioeconomic,andgrade-level
compositionofschools.TeresearchersfoundthattheAPIscoresofschools
wentupasphysicalactivitywentup,butitwasnotastrongcorrelation.Te
researchersnotethattherelationshipbetweenAPIscoresandphysicalactivityis
correlationalanddoesnotexplainwhytheAPIscoresarerelatedtophysical
activity(Getting Results Update 52005).Teresultsdosuggestthatincreased
physicalactivityforstudentsmayhavebenecialconsequencesinlow-performing
schools(Getting Results Update52005,30).
Additional Opportunities for Physical Activity
Inadditiontophysicaleducationinstruction,schoolsoerstudentsavarietyof
opportunitiesforphysicalactivitythroughouttheschoolday.Physicalactivityis
anybodilymovementthatisproducedbythecontractionofskeletalmuscleand
thatsubstantiallyincreasesenergyexpenditure.Physicalactivityincludesexercise,
sport,dance,andotherformsofmovement.Physicaleducationprograms,recess,
intramuralsportsprograms,andathleticprogramsinvolvephysicalactivity,but
eachservesadierentpurpose.Intramuralsportsandathleticprogramsprovide
opportunitiesforstudentlearningbutmaynotconstitutehigh-quality,standards-
basedphysicaleducationinstruction.
Terecessperiodprovidesstudentswiththeopportunityforunstructured
timeduringtheschoolday.Tesebreaksfromclassroomactivitiesmayenhance
participationandlearningintheclassroomasidefromthebenetsgainedfrom
additionalphysicalactivity.Researchshowsthatstudentsworkmoreanddget
lessonrecessdays(Jarrettetal.1998).Recessalsoprovidesopportunitiesfor
9
Chapter 1
Vision and Goals
for Standards-Based
Physical Education

10
Chapter 1
Vision and Goals
for Standards-Based
Physical Education
studentdecisionmakingandcontributestocreativityandsociallearning.
CaliforniaEducation CodeSection33350(c)statestheCaliforniaDepartment
ofEducationshall:
...encourageschooldistrictsoeringinstructioninkindergartenandany
ofgrades1to12,inclusive,totheextentthatresourcesareavailable...to
providedailyrecessperiodsforelementaryschoolpupils,featuringtimefor
unstructuredbutsupervisedplay;toprovideextracurricularphysicalactivity
andtnessprogramsandphysicalactivityandtnessclubs....
OneoftherecommendationsoftheSuperintendentsTaskForceonObesity,
Type2Diabetes,andCardiovascularDisease(2006)istorequirethatschools
providekindergartenandgrades16studentswithopportunitiesforphysical
activitybreaks(recess)atleastonceper120minutesofinstruction.
Intramuralprogramsprovideopportunitiesforstudentstobephysicallyactive
andapplyphysicaleducationlearningoutsidethecurricularprogram.Inaddition,
intramuralprogramsgivestudentsanopportunitytoimplementtheskillsand
knowledgegainedinphysicaleducationandtoparticipateinacompetitive
situationwithoutbeingsubjectedtotheselectionprocessesusedinathletics.A
widevarietyofactivities(e.g.,sport,dance,exercise)meettheneeds,experiences,
interests,andabilitylevelsofeverystudent.
Athleticprogramsareessentiallydesignedforyouthswhohavespecialskills
andwouldliketospecializeinoneormoresports.Teyprovidestudentswiththe
opportunitytorenetheirskillsandcompetewithothersofsimilarinterestsand
abilities.Athleticprogramstypicallyservethemorehighlyskilledandmotivated
studentsonaselectivebasis.Becauseoftheemphasisoncompetition,performance
istheprimarygoal.And,althoughathleticprogramsareextremelydemanding
physically,theyarenotasubstituteforphysicaleducation.Becauseathletic
programsfocusonaparticularsport,theydonotaddressthefullspectrumof
skillsandknowledgeofthemodelcontentstandardsatgradeorcourselevels.
Marchingband,cheerleading,andJROTCalsooerstudentsopportunities
tobephysicallyactive.Teseactivitiesmaynotpreparestudentstomeetgrade-
orcourse-levelstandardsinphysicaleducationandmaynotfollowthehighschool
courseofstudyestablishedbyCaliforniaEducation Code Section33352(b)(7).
IfadistrictdesirestoawardphysicaleducationcreditforcoursessuchasJROTC,
marchingband,cheerleading,anddrill,itistheresponsibilityofthedistrictto
determinehoweachparticularcourse,asconductedinitsdistrict,supportsacourse
ofstudyforgradesninethroughtwelvethatincludestheeightcontentareasand
substantiallymeetstheobjectivesandcriteriaofEC33352(b)(7).Whileitisnot
requiredthateverycourseforwhichphysicaleducationcoursecreditisgiven
includealleightareas,thedistrictisrequiredtostructureitscourseoeringssuch
thatalleightareasareincludedoverthecourseofstudyoeredtoallstudents.
Goals
Teframeworksetsforthgoalsforthethreeprimaryparticipantsinthelearn-
ingprocess:administrators,teachers,andstudents.Teattainmentofthesegoals









11
willhelptoensurethatthevisionforphysicaleducationatthebeginningofthis
chapterbecomesareality.
Administrators
Administratorsprovideleadershiptosupporthighquality,standards-based
physicaleducationinstruction.Toachievethisgoal,administrators:
1. Hirecredentialedteachersandprovidethemwithcontinuingprofessional
development.
2. Ensurethattheminimumrequiredminutesforphysicaleducationaremet
foreverystudent.
3. Providesafewell-maintainedfacilities.
4. Providesucientequipmentandsuppliessothatstudentsexperiencea
highdegreeoftimeontask.
5. Sethighexpectationsforphysicaleducationinstructionandstudent
learning.
6. Takealeadershiproleinongoingphysicaleducationprogramevaluation.
7. Provideongoingprofessionaldevelopmentforphysicaleducationteachers.
8. Ensurethatstateandfederalcodesandregulationsareenforced.
Teachers
Teachersdeliverhigh-quality,standards-basedphysicaleducationinstruction
toeverystudent.Toachievethisgoal,teachers:
1. Participateinongoingprofessionaldevelopmentopportunities.
2. Provideinstructionthatisalignedtothephysicaleducationmodelcontent
standards.
3. Provideaphysicallyandpsychologicallysafelearningenvironment.
4. Frequentlyassessstudentprogresstowardtheachievementofthephysical
educationmodelcontentstandardsandadjustinstructionaccordingly.
5. Providestudentswithchallenginglearningexperiencesthatwillhelpto
maximizetheirindividualachievementandwithopportunitiesforstudents
tomeetorexceedthestandards.
6. Providealternativeinstructionalstrategiesthataddressthespecicneedsof
everystudentinCaliforniasdiversestudentpopulation.
7. Identifythemostsuccessfulandecientapproachesforeachclasssothat
learningismaximized.
8. Selectappropriateinstructionalmaterialsthatarealignedwiththephysical
educationmodelcontentstandards.
Students
Teultimategoalofhigh-quality,standards-basedphysicaleducationinstruc-
tionistoprepareeverystudentforalifetimeofphysicalactivity,health,and
well-being.Toachievethisgoal,students:
1. Developcompetencyinmovementandmotorskills.
2. Developcompetencyincombiningmovementandmotorskills.
Chapter 1
Vision and Goals
for Standards-Based
Physical Education









12
Chapter 1
Vision and Goals
for Standards-Based
Physical Education
3. Understandhowmovementandmotorskillsshouldbeperformedbased
onbiomechanicsprinciples.
4. Understandhowtoimprovetheirmovementandmotorskills.
5. Understandgametacticsanddemonstratetheiruseingamesettings.
6. Understanddevelopmentallyappropriatemovementandmotorskills.
7. Developahealthylevelofexibility,muscularstrengthandendurance,
bodycomposition,andcardiorespiratoryendurance.
8. Participateregularlyinphysicalactivity.
9. Understandthebenetsofregularphysicalactivity.
10. Understandhowtocreateapersonaltnessplan.
11. Demonstrateappropriatesocialskillsinaphysicalactivitysetting.
12. Demonstrateappropriateskillsinpersonalresponsibilityinaphysical
activitysetting.
Overcoming Challenges
Movingtostandards-basedinstructionandlearningwillrequirerethinking
andrefocusing.Toincreasetheopportunityforstudentstobephysicallyactive,
cognitivelyengaged,andprocientinmotorskills,thecurriculum,assessment,
environment,instruction,andinstructionalmaterialswillrequirebothrevision
andanewvisionofphysicaleducation.Educatorscanachievereformbyadhering
totheguidanceprovidedinthisframework.
Asstandards-basedphysicaleducationisimplementedinkindergartenthrough
gradetwelve,moreandmorestudentswillmasterthegrade-andcourse-level
standards.Teacherswillhaveaclearideaofthecontenttheirstudentsareexpect-
edtomasterateachgradelevelandcourselevel.Lesstimewillbespentonreview
andinstructionofpreliminaryskillsandknowledge.
Teframeworkprovidessuggestionsandstrategiesforovercomingthetradi-
tionalchallengesthatphysicaleducatorshavefaced.Inthisway,theframeworkis
acalltoaction.Teframeworkchargesadministratorsandteacherswithinsti-
tutingstandards-basedphysicaleducationinstructionthatiseectiveforevery
student.Chaptersoninstruction,support,andinstructionalresourcesguide
administratorsontheprovisionoffacilities,equipmentandsupplies,professional
development,andsupervisionnecessarytosupportphysicaleducationinstruc-
tionandsuggestclasssizesthatfacilitatehigh-qualityinstruction.Tesechapters,
alongwithchaptersonassessmentanduniversalaccess,assistteacherswithusing
theirexpertisetoselectthebestinstructionalstrategiesandmaterialsfortheirstu-
dents.Inaddition,theframeworkputsforwardthebeliefthateverystudentcan
learnandimprovehisorhermotorskills,socialskills,andknowledgeofphysical
educationcontentandshouldbeassessedonthoseskillsandthatknowledge.
TePhysical Education Model Content Standards for California Public Schools
andthePhysical Education Framework for California Public Schools canprovidethe
impetusforchangeanopportunitytoreassesscurrentfacilities,equipmentand
supplies,instructionalstrategies,andlearningenvironment.Nowisthetimefor
change,andthisdocumentprovidestheguidepoststomakenecessarychanges.
2
Standards-Based
PhysicalEducation:
Kindergarten
Trough
GradeFive

14
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
T
heelementaryschoolphysicaleducationprogramprovidestheskills
andknowledgestudentswillneedtobesuccessfulinmiddleschool
andhighschoolphysicaleducationclasses.Teemphasisisonthe
developmentoffundamentallocomotor,nonlocomotor,andmanipulative
skills(AppendixB).Temovementframework(i.e.,body,space,eort,and
relationship[AppendixC]),basicbiomechanicsandmotorlearningprinciples
(AppendixesDandE),andelementarygametacticsarealsopartofthecontent
forelementaryschoolstudents.Studentspracticethefundamentallocomotor,
nonlocomotor,andmanipulativeskillsinavarietyofage-appropriateactivities.
Allstudentsuseavarietyofage-appropriateequipmentsothattheyhave
multipleopportunitiestopracticeskills.Asskillleveldevelops,studentsbeginto
understandtherelationshipbetweencorrecttechniqueandpractice.
Elementaryphysicaleducationprogramsalsoemphasizetheimportanceof
physicalactivityandpersonaltness.Fitnessisdevelopedthroughdailylessons,
whichemphasizemuchphysicalactivity,continuousmovement,andchallenges
thatinvolveoverloadingthemajormusclegroups.Studentsareprovidedwith
opportunitiestounderstandthetnesscomponents,tnessassessment,and
theneedforalifetimeofphysicalactivity.Fifth-gradestudentshavetheirrst
requiredexperiencewiththestatewidephysicaltnesstest.
Participationinphysicalactivityalsocanbeanimportantvenueforthesocial,
psychological,andemotionaldevelopmentofchildren.Socialskillsandpersonal
responsibilityskillsaretaughtandlearnedwithfeedback.
1
Physicaleducation
classesprovideanidealsettingforstudentstolearnandpracticeappropriatesocial
interactions,suitablewaystoexpressandcontrolemotions,anddesirablepersonal
responsibilityskills.
Tischapterincorporatesthephysicaleducationmodelcontentstandards
forkindergartenthroughgradeve.Itprovidesanexplanationofthephysical
educationcontentareasunderlyingthestandardsandoutlinesactivitiesthat
areconsistentwiththestandards.Teactivitiesinthischapterareexamplesof
onewayinwhichthestandardsmaybeapproached.Teexamplesarenottobe
interpretedasrequirementsforthephysicaleducationclassroomorastheonly
waytoapproachaparticularstandard.Tephysicaleducationmodelcontent
standardssetforthwhatstudentsshouldknowandcando.Terefore,mastery
ofanindividualstandardisachievedwhenstudentshavelearnedtheconcept,
principle,orskill.Contentmasterydoesnotoccursimplybecausestudentshave
receivedaparticularexplanationorparticipatedinaparticularactivity.Instead,
contentmasterycomesfromwell-thought-outlessonsthatprovidestudentswith
manypracticeopportunitiesinavarietyofsituations.
1
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.

15
Kindergarten
Kindergartenstudentsareembarkingonajourneyofformalphysicaleduca-
tionandalifetimeofmovement.Somestudentscometokindergartenusingthe
properformforlocomotorandnonlocomotormovements,whilemostarestill
learningtheseskills.Hand-eyecoordinationisshowingsteadyimprovement,but
reactiontimeisstillslow.Studentsenjoymovingtomusic,sorhythmicactivity
isanidealfocusofalessonforpracticinglocomotorandnonlocomotorskills.
Kindergartenstudentsareexperiencingmoderatebutsteadygrowthinheight,
weight,andmuscularstrengthandendurance.However,accordingtodatafrom
theCentersforDiseaseControlandPrevention,theprevalenceofbeingatrisk
ofoverweightandbeingoverweightforchildrenyoungerthanveyearsacross
allethnicgroupshassignicantlyincreased(Meietal.1998;Ogdenetal.1997;
AmericanAcademyofPediatrics2003).
Kindergartenstudentsareatthepreoperationalstageofcognitivedevelop-
ment.Teydonotyetunderstandconcretelogicorabstractthinking.Teyare,
however,curiousandeagertolearnnewskills.Somekindergartenstudentsare
kinestheticlearnerswhousetheirbodiestounderstandtheworld.Tequalities
ofcolor,shape,texture,andspaceareimportantconceptsforkindergartenstu-
dentsthatshouldbetaughtindierentsubjectareas.Teconceptofacircle,for
example,canbelearnedbywritinganddrawingandthroughphysicaleducation
activitiesthatusecircles.
Kindergartenstudentsareme-oriented.Teyprefertoplayaloneorin
parallelplay.Studentsareeagertofeelindependentandexperienceasenseof
accomplishment.Atthesametime,theyneedclearexpectationsandhelpwith
understandingrules.Itisimportantforteacherstofocusonwhatthestudents
candoratherthanwhattheycannotdo.Inthisway,kindergartenteachersset
thestageforalifetimeofjoyfulmovement.
Inkindergartenlanguageartsprograms,studentslearntomatchconsonant
andshort-vowelsoundstoappropriateletterssothatinlateryearstheycanread
complexnarrativesandessays.Similarly,inkindergartenphysicaleducation,
studentslearnlocomotorandnonlocomotormovementsandhowtomanipu-
lateobjectssothatinlateryearstheycancreateanddemonstratemovement
sequences,dancesteps,tumblingroutines,specializedsportskills,andoensive
anddefensivestrategies.Tefundamentalmovementskillslearnedinkindergar-
tenformthebasisforallmovementexperiencesandareusedduringalifetimeof
physicalactivity.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
16
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovement
patternsneededtoperformavarietyofphysicalactivities.
Kindergartenstudentslearnaboutandinterprettheirenvironment
bymovingthroughspace,oftentoarhythmicbeat.Tismovement
includesmovingside-to-side,forward-and-back,andupward-and-down
usingavarietyofpathways(e.g.,curved,straight,zigzag),andinrelation
toobjects(e.g.,over,under).Studentspracticelocomotormovements,
includingwalking,running,hopping,skipping,jumping,leaping,
galloping,andsliding,tomoveingeneralspaceatbothfastandslow
speeds.Studentsalsopracticenonlocomotormovements(i.e.,movements
aroundtheirownaxis),includingbending,curling,stretching,swaying,
swinging,turning,andtwistingtomoveinpersonalspace.Kindergarten
studentsarealsobeginningtomanipulate(e.g.,strike,toss,kick,bounce)
awidevarietyofobjects,includinglightweightballs,beanbags,and
balloons.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Tisstandardrepresentsthecognitiveknowledgethatsupportsthe
locomotor,nonlocomotor,andmanipulativeskillslearnedinkinder-
garten.Often,thephysicaleducationlessonisabletoaddressStandards
1and2simultaneously;theteacherexplainstheinformationtothe
studentsandthenhasthemexperienceit.Forexampleinkindergarten,
Standard2.5states,Identifythelocomotorskillsofwalk,jog,run,hop,
jump,slide,andgallop;andStandard1.16states,Performlocomotor
andnonlocomotormovementstoasteadybeat.Teteacherrstreviews
thenamesofthelocomotorskills,andthenstudentsperformthemtoa
steadybeat.
ForStandard2,studentsaredevelopingamovementvocabulary.Besides
thenamesofthelocomotorskills(e.g.,hop,jump,slide),theylearnthe
namesofrelationships(e.g.,over,under,behind),space(e.g.,general,
personal,up,down),bodyparts(e.g.,shoulder,neck,back),andbalance
(e.g.,baseofsupport).Teyarealsobeginningtodescribethecorrect
techniqueforfundamentalmanipulativeskills(e.g.,ngerposition
duringthefollow-throughphaseofbouncingaball).

17
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Tekindergartenchildsenergylevelandreadinesstomovecontribute
toawillingnesstoparticipateinenjoyablephysicalactivities.Tegoalis
forstudentstoperformmoderatetovigorousactivitiesthreetofourdays
eachweekforincreasingperiodsoftime.Muscularstrengthandendur-
ancearedevelopedduringkindergartenthroughactivitiesperformedon
playgroundequipmentsuchashorizontalladders,horizontalbars,and
climbingapparatus.Althoughkindergartenstudentstypicallydonot
lackexibility,thisisthetimetohavestudentsdemonstrateappropriate
stretchingexercisesfortheshoulders,legs,arms,andbackwhilestressing
theimportanceofslow,staticmovements.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4
providesthecognitiveinformationtosupportthetnessactivities
experiencedinStandard3.Specically,studentslearnaboutphysical
activitiesthatareenjoyableandchallenging,thenamesofinternalparts
ofthebody(e.g.,bones,organs),howmusclesareusedforclimbingand
formovingbones,andtheneedtostretchmusclestokeepthemhealthy.
Teyalsolearnthattheheartisamuscle,anditworkswiththelungs
tosendoxygentotheothermusclesthroughoutthebody.Kindergarten
studentslearntheroleofnutrition(includingtheimportanceofwater)
inprovidingenergyforphysicalactivity.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Kindergartenstudentsenjoymoving,sotheyarewillingparticipants
inmanyphysicalactivities.Itisimportant,however,fortheteacherto
helpstudentsassociatethepositivefeelingsderivedfrommovementwith
thephysicalactivityexperiencesothatmovementbecomesanenjoy-
ablelifelonghabit.Kindergartenstudentstendtobesololearners,sothe
teachingandpracticingofsharingarenecessary.Tispracticecanalso
includesharingtherolesofleaderandfollowersduringlocomotorprac-
tice.Again,theteacherhelpsstudentstoassociatesharingwithenhanced
feelingsofjoyandfunsothattheskillisinternalized.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten

18
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
LearningSnapshots
STANDARD1
1.1 Travelwithinalargegroup,withoutbumpingintoothersorfalling,
whileusinglocomotorskills.
Instructiononthisstandardcomesafterstudentshavelearnedthelocomo-
torskills(e.g.,walk,run,hop,skip,jump,leap,gallop,slide),generalspace,
andpersonalspace.Teteachersetsupfourconestodenetheboundaries
ofthegeneralspaceinwhichthisactivitywilloccur.Postersofeachlocomo-
tormovementdecoratethewallstoreinforcemovementvocabularyandthe
eightlocomotorskills.Duringtheactivity,theteachercallsoutanddemon-
stratesalocomotorskillandstudentsrespondbyperformingtheskill.Safety
isimportantwhenoneistravelinginaconnedspace.Teteacherempha-
sizesthatstudentsshouldfocusontheactivity,sothattheydonotbump
intootherstudents.
1.8 Demonstratetherelationshipofunder,over,behind,nextto,through,
right,left,up,down,forward,backward,andinfrontofbyusingthe
bodyandanobject.
Teteacherwriteseachoftherelationshipwordson8-inchby5-inchcards:
under,over,behind,next to,through,right,left,up,down,forward,back,and
in front of.Severalpostersillustratingthevariousrelationshipsdecoratethe
walls.Eachstudentishandedanobject,suchasabeanbag.Teteachercalls
outoneoftherelationshipsappropriatetotheobjectusedandholdsupthe
word.Eachstudentdemonstratestherelationshipusingtheobject.During
closure,thestudentsareassignedtoworkinpairs.Teteacheragaincalls
outoneoftherelationshipsandholdsuptheword.Tistime,thestudents
discusswhatthewordmeansandwhichwordisitsopposite(Standard2.1).
Forexample,theteacherholdsupthewordoverandstudentsstatethatthe
bodywouldbeabovetheobjectandthattheoppositewordwouldbeunder.
Afterthislesson,theteacherreinforcesthetermsbyusingtheminpractical
dailysituations.Forexample,theteachermayaskstudentstostandnextto
anotherstudentorputtheballunderthebench.
1.16 Performlocomotorandnonlocomotormovementstoasteadybeat.
Fourlocomotorskillsaretobeperformedtoasteadyorevenbeat:walking,
running,jumping,andhopping.Allnonlocomotormovementscanbeper-
formedtoasteadyorevenbeat,includingturning,twisting,bending,and
curling.Teteacherstartsthelessonwithareviewofthecorrecttechnique,
demonstratingeachskill.Teteachereitherplaysmusicthathasasteady
beatorcreatesasteadybeatbystrikingadrumorothermusicalinstrument
whileaskingthestudentstoclapwiththebeat.Ten,theteacherasksallthe
studentstoperformnonlocomotorandlocomotormovementstoasteady
beatasthenameofthemovementiscalledout.

19
STANDARD2
2.4 Explainbaseofsupport.
Baseofsupportreferstothebodypartsincontactwiththegroundandthe
distancebetweenthemduringanygivenactivity.Tisconceptisbestlearned
overtime.Duringtheinitiallesson,theteacherdenesbaseofsupportand
providesseveralexamples(e.g.,thebaseofsupportforabicycleisitstwo
wheelsandthedistancebetweenthem;thebaseofsupportforapersonstand-
ingisherorhistwofeetandthedistancebetweenthem).Testudentsare
theninstructedtondanopenspaceonmatsorthegrass.Teteachercalls
outdirections:Showmehowyoucanbalanceontwobodyparts,show
mehowyoucanbalanceonfourbodyparts,showmehowyoubalanceat
ahighlevel,andshowmehowyoubalanceatalowlevel.Teteacherasks
studentstostandwithfeetclosetogetherandthenwithfeetapart.Finally,the
teacherasks,Inwhichpositiondidyouhaveamorestablebaseofsupport?
Duringfollow-uplessons,theteachercontinuallyreferstothestudentsbase
ofsupportwhendiscussingthebodypartsincontactwiththeground.
STANDARD3
3.5 Stretchshoulders,legs,arms,andbackwithoutbouncing.
Lessonclosureistheappropriatetimeforstudentstoperformstretching
exercises.Studentsneedtolearnsafestretchingexercisesandtheimportance
ofperformingstaticstretcheswithoutbouncing.Terearefoursafestretches.
2
ACROSS-ARMSTRETCH
Reachrightarmacrossthechestwithupperarm
paralleltotheground.
Placelefthandonrightupperarm.
Gentlypushonrightarmtowardchest.
Repeatwiththeotherarm.
SHOULDERSHRUGS
Stand.
Raiserightshouldertowardearlobe.
Lowershoulder.
Raiseleftshouldertowardearlobe.
Lowershoulder.
2
Becausetherearefewsafestretches,thesamestretchesarelistedforbothkindergartenandgrade
onestudents.Tesestretchesareappropriateforyoungstudents.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
ILLUSTRATIONCREDITS
ACROSS-ARMSTRETCH
Illustrationreprinted
withpermissionfrom
B.S.Mohnsen,Teaching
Middle School Physical
Education(Champaign,
IL:HumanKinetics),317.
1997.
SHOULDERSHRUGS
Illustrationreprinted
withpermissionfrom
BonniesFitware,Inc.

20
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
ILLUSTRATIONCREDITS
LOWERBACKSTRETCH
Illustrationreprintedwith
permissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),317.1997.
REVERSEHURDLESTRETCH
Illustrationreprintedwith
permissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),318.1997.
LOWERBACKSTRETCH
Lieonbackwithbothkneesbentandbothfeetontheground.
Grabwithbothhandsthethighofonebentleg.
Pullthightowardchest,keepingthekneeata90-degreeangle.
Repeatwithotherleg.
REVERSEHURDLESTRETCH
Sitwithonelegextendedandtheotherlegbentsothatthesoleofthefoot
Bendtheextendedkneeslightly.
Reachbothhandstowardtoesofthe
extendedleg.
Repeatwithotherleg.
isalongsidetheextendedknee.
Tepurposeofthisactivityistoinstructstudentsonthecorrectstretch-
ingtechnique.Astaticstretchisaslow,sustainedstretchthatisheldfor10
to30seconds.Testudentstretchesthemuscle-tendonunittothepoint
wheremilddiscomfortisfeltandthenbacksoslightly,holdingthestretch
atapointjustpriortodiscomfort.Tisisgenerallyconsideredasafestretch
...especiallyattheelementarylevel,thistypeofstretchingispreferred
(Physical Education for Lifelong Fitness2005,107).Postersandothervisual
aidscanprovidestudentswithapictureofthecorrecttechnique.During
thestretchingexercises,studentscanalsobeaskedtotouchthemusclethat
isbeingstretchedandchorallyrepeatthenamealoudtosupportlearning
Standard4.9.
STANDARD4
4.6 Identifythelocationofthelungsandexplaintheroleofthelungsinthe
collectionofoxygen.
Teteacherstartsthelessonwithanexplanationthatthelungsmoveoxygen
inandairoutofthebody.Teteachertheninstructsstudentstoplacetheir
handsontheirchestsandtotakeadeepbreathtodeterminethelocationof
theirlungs.Duringanaerobicexerciseorphysicalactivity,theteacheragain
asksstudentstoplacetheirhandsontheirchestsintheareaoftheirlungs.
Studentsarethenaskedaboutthedierencesintheirbreathingbeforeand
duringexercise.Studentsanswerthattheywerebreathingmorefrequently
whentheywereexercisingtogetmoreoxygenintotheirbodies.

21
STANDARD5
5.3 Demonstratethecharacteristicsofsharinginaphysicalactivity.
Studentsmustrstunderstandthecharacteristicsofsharingtodemonstrate
sharingduringphysicalactivities.Teteacherstartsthelessonbycreatinga
chartforsharing.TeleftsideofthechartislabeledSoundsLikeandthe
rightsideofthechartislabeledLooksLike.Teteacherasksthestudents
tobrainstormwhatsharingsoundslike.Teteacherwritesordrawsthe
responsesintheleft-handcolumn.Teteacherthenasksthestudentsto
brainstormwhatsharinglookslike.Teteacherwritesordrawstheresponses
intheright-handcolumn.Ten,theteacherreviewsthestudentsresponses
makingsuretheyarecorrect.Teteacherasksstudentstodemonstratethe
characteristicsofsharinglistedonthechartduringthemotorskillpractice
partofthelesson.Whilethestudentsarepracticinglocomotorandnonlo-
comotormovements,theteacherprovidesfeedbacktothestudentsontheir
demonstrationsofsharing.
3
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
3
Feedback is most effective when it is specic and positive or specic and corrective.

22
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
Kindergarten Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Movement Concepts
1.1 Travelwithinalargegroup,withoutbumpingintoothersorfalling,
whileusinglocomotorskills.
1.2 Travelforwardandsidewayswhilechangingdirectionquicklyinresponse
toasignal.
1.3 Demonstratecontrastsbetweenslowandfastspeedswhileusing
locomotorskills.
1.4 Createshapesathigh,medium,andlowlevelsbyusinghands,arms,
torso,feet,andlegsinavarietyofcombinations.
Body Management
1.5 Createshapesbyusingnonlocomotormovements.
1.6 Balanceonone,two,three,four,andvebodyparts.
1.7 Balancewhilewalkingforwardandsidewaysonanarrow,elevated
surface.
1.8 Demonstratetherelationshipofunder,over,behind,nextto,through,
right,left,up,down,forward,backward,andinfrontofbyusingthe
bodyandanobject.
Locomotor Movement
1.9 Performacontinuouslogroll.
1.10 Travelinstraight,curved,andzigzagpathways.
1.11 Jumpoverastationaryropeseveraltimesinsuccession,usingforward-
and-backandside-to-sidemovementpatterns.
Manipulative Skills
1.12 Strikeastationaryballorballoonwiththehands,arms,andfeet.
1.13 Tossaballtooneself,usingtheunderhandthrowpattern,andcatchit
beforeitbouncestwice.
1.14 Kickastationaryobject,usingasimplekickingpattern.
1.15 Bounceaballcontinuously,usingtwohands.
Rhythmic Skills
1.16 Performlocomotorandnonlocomotormovementstoasteadybeat.
1.17 Clapintimetoasimple,rhythmicbeat.
23
STANDARD2
Chapter2
Standards-Based
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
PhysicalEducation:
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Kindergarten
Through
Movement Concepts GradeFive
2.1 Explainthedierencebetweenunderandover,behindandinfrontof,
nexttoandthrough,upanddown,forwardandbackward,andsideways.
2.2 Identifyandindependentlyusepersonalspace,generalspace,and
boundariesanddiscusswhytheyareimportant.
Kindergarten
Body Management
2.3 Identifyanddescribepartsofthebody:thehead,shoulders,neck,back,
chest,waist,hips,arms,elbows,wrists,hands,ngers,legs,knees,ankles,
feet,andtoes.
2.4 Explainbaseofsupport.
Locomotor Movement
2.5 Identifythelocomotorskillsofwalk,jog,run,hop,jump,slide,andgallop.
Manipulative Skills
2.6 Explaintheroleoftheeyeswhenstrikingobjectswiththehands,arms,
andfeet.
2.7 Identifythepointofcontactforkickingaballinastraightline.
2.8 Describethepositionofthengersinthefollow-throughphaseof
bouncingaballcontinuously.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealth
andperformance.
Fitness Concepts
3.1 Participateinphysicalactivitiesthatareenjoyableandchallenging.
Aerobic Capacity
3.2 Participatethreetofourdayseachweekinmoderatetovigorousphysical
activitiesthatincreasebreathingandheartrate.
Muscular Strength/Endurance
3.3 Hangfromoverheadbarsforincreasingperiodsoftime.
3.4 Climbaladder,junglegym,orapparatus.
Flexibility
3.5 Stretchshoulders,legs,arms,andbackwithoutbouncing.
Body Composition
3.6 Sustaincontinuousmovementforincreasingperiodsoftimewhile
participatinginmoderatetovigorousphysicalactivity.
Assessment
3.7 Identifyindicatorsofincreasedcapacitytoparticipateinvigorous
physicalactivity.
24
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
Kindergarten
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,
andstrategiestoimprovehealthandperformance.
Fitness Concepts
4.1 Identifyphysicalactivitiesthatareenjoyableandchallenging.
4.2 Describetheroleofwaterasanessentialnutrientforthebody.
4.3 Explainthatnutritiousfoodprovidesenergyforphysicalactivity.
Aerobic Capacity
4.4 Identifythelocationoftheheartandexplainthatitisamuscle.
4.5 Explainthatphysicalactivityincreasestheheartrate.
4.6 Identifythelocationofthelungsandexplaintheroleofthelungs
inthecollectionofoxygen.
Muscular Strength/Endurance
4.7 Explainthatstrongmuscleshelpthebodytoclimb,hang,push,andpull.
4.8 Describetheroleofmusclesinmovingthebones.
Flexibility
4.9 Identifythebodypartinvolvedwhenstretching.
Body Composition
4.10 Explainthatthebodyiscomposedofbones,organs,fat,andother
tissues.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Identifythefeelingsthatresultfromparticipationinphysicalactivity.
5.2 Participatewillinglyinphysicalactivities.
Social Interaction
5.3 Demonstratethecharacteristicsofsharinginaphysicalactivity.
5.4 Describehowpositivesocialinteractioncanmakephysicalactivitywith
othersmorefun.
Group Dynamics
5.5 Participateasaleaderandafollowerduringphysicalactivities.
25
Grade One
First-graderscontinueamoderateandsteadygrowthinheightandweight.
Manystudentsatthisgradecandemonstratetheproperformforjumping,
hopping,galloping,sliding,walking,running,leaping,andskipping.Additional
practiceopportunitiesandinstructionshouldbeprovidedforstudentswhoare
experiencingdicultieswiththeseskills.Hand-eyecoordinationandreaction
timeareimproving,makingthemanipulationofobjectseasier.Staticanddynam-
icbalancesarealsoimproving,whichallowsforthelearningofmoreadvanced
tumblinganddancingskills.
First-gradersareexperiencinganincreasingnumberofformaldemandsfor
cognitiveunderstandingintheclassroomandinphysicaleducation.Fortunately,
theyareenthusiasticandreceptivetomostlearningchallenges.Teylovetotry
newthings,learnnewthings,anddiscovernewthingssimultaneously.Teyare
hands-onlearnerswhoasklotsofquestions.However,theirabilitytofocusis
usuallylimited,sonewinformationshouldbepresentedinsmallincrements.
Teyalsoneedavarietyofexperiencesandcreativeactivitiestostayfocusedon
thelesson.
Arst-graderisstillmostconcernedabouthimselforherselfandcanbe
impulsive.First-gradestudentsaremotivatedbyastrongdesiretopleasefamily
membersandotheradults.Friendsarebecomingincreasinglyimportant,
althoughtheymaychangefrequently.First-graderscanplanandcarryoutsimple
tasksandresponsibilities.Appropriateearlyphysicaleducationexperiencescan
extend,expand,andclarifysocialskillsthatstudentsrenethroughexperience.
First-gradersaregenuinelyexcitedaboutlearninginphysicaleducation.Tey
anticipatetheexcitementandfunassociatedwithmovingandlearning.Te
teachercanharnessthisenergyandenthusiasmandchannelittohelpstudents
developskillsandbuildasolidmovementfoundation.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatterns
neededtoperformavarietyofphysicalactivities.
First-gradestudentscontinuetoimprovetheirlocomotorandnonloco-
motorskillsbypracticingtheskillsusingavarietyofmovementqualities.
Terst-gradeemphasisisonthequalitiesofmovement,especiallythe
eortaspectsofspace(areas,levels,planes,pathways,directions)andtime
(fast,slow,thetempoofthemusic);seeAppendixC.However,other
aspectsofeort,includingweight(strong,light)andow(free,bound),
alongwithrelationships(behind,infrontof )toobjectsandpeople
arealsopracticed.Studentscombinelocomotorskillsintosequences

26
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
andthen,usingvariousqualitiesofmovement,createsequencesto
accompanyselectedpiecesofmusic.Nonlocomotorskillsarealso
practicedthroughbalancingskillsinwhichdierentbasesofsupport
areusedandsymmetricalandasymmetricalshapesareformed.
First-gradersreviewlogrollslearnedinkindergartenandprogressto
forwardrollsintumbling.Teyextendtheirjump-ropeskillsfrom
jumpingoverastationaryrope(learnedinkindergarten)tojumpingover
aswingingropeandlandingsoftlyonbothfeet.First-graderscontinue
topracticethrowing,catching,kicking,anddribblingbyusingavariety
ofobjects(e.g.,balls,balloons)andpracticestrikingbyusingvarious
implements(e.g.,arms,hands,feet,short-handlepaddle).Bytheend
ofrstgrade,studentsdemonstratethecorrecttechniqueforcatching
agentlythrownball.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andmanipulativeskillslearnedinrstgrade.
Often,thephysicaleducationlessonisabletoaddressStandards1and
2simultaneously;theteacherexplainstheinformationtothestudents
andthenhasthemexperienceit.Forexample,Standard2.10,states
Demonstrateandexplainhowtoreducetheimpactforcewhilecatching
anobject;andStandard1.13states,Catch,showingproperform,a
gentlythrownball.Teteacherexplainswhatitmeanstoreduceimpact
forcewhilecatchinganobject(e.g.,bendingtheelbowswhencatching)
anddemonstratesthecorrecttechniqueforcatchingaball.Ten,the
teacherhasthestudentspracticecatchingaball.
First-gradestudentsalsoexpandtheirmovementvocabularytodescribe
directions(right,left),spatialrelationships(e.g.,over,under,behind),
boundaries,andmovementpatterns(underhand,overhand).Teycan
distinguishbetweensimilarlocomotorskills,suchasgallopingand
sliding.Studentslearnthecorrecttechniqueformanipulativeskillsin
greaterdetail(e.g.,handandngerpositionforcatchingaball,position
ofnonstrikingfootwhenkicking),buildingonwhattheylearnedin
kindergarten.

27
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
First-graderscontinuetoperformmoderatetovigorousphysicalactivities
threetofourdayseachweekforincreasingperiodsoftime.Muscular
strengthandendurancecontinuetobedevelopedthroughactivities
performedonplaygroundequipmentsuchashorizontalladders,horizontal
bars,andclimbingapparatus.However,studentsareexpectedtoincrease
thedicultyoftheiractivity.Forexample,studentsarenowexpectedto
traverseahorizontalladder.Teyarealsoexperimentingwithdierent
bodypositions,suchasthev-sit,push-up,andsquat(withakneebend
nogreaterthan90degrees),whichareusedinlatergradelevelsformore
advancedexercises.Althoughrst-graderstypicallydonotlackexibility,
thisisthetimetohavestudentsdemonstrateappropriatestretching
exercisesforthearms,shoulders,backs,andlegswhilestressingthe
importanceofnothyperexingorhyperextendingthejoints.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4provides
thecognitiveinformationtosupportthetnessactivitiesdescribedin
Standard3.Forexample,studentsengageinavarietyofmoderateto
vigorousphysicalactivities.Troughtheseactivities,studentsdiscoverthat
theirheartbeatsfasterandbreathingacceleratesduringphysicalactivity
toprovideoxygenatedbloodtothemuscles.Studentsnotonlyexperience
thesephysicalchanges,theycanarticulatethemaswell.
First-graderslearnthatstrongermusclesproducegreaterforce,moreex-
iblemusclesallowmorerangeofmotion,andanincreaseinendurance
allowsanindividualtomoveforlongerperiodsoftime.Teylearnthatto
preventinjury,properbodypositionmustbeusedwhentheyareexercising
andthatwater,oxygen,andfoodactasfuelforthebody.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
First-gradersparticipatewillinglyinnewactivitiesandrespondinaccept-
ablewaystochallenges,successes,andfailure.Teyarelearningtoshare,
cooperate,andworkingroupswithoutinterferingwithothers.Tey
understandthecharacteristicsforsharing,workingwithothers,andbeing
aneectivepartner.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
28
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
ILLUSTRATIONCREDIT
Illustrationreprinted
withpermissionfrom
B.S.Mohnsen,Teaching
Middle School Physical
Education: A Standards-
Based Approach for Grades
5-8, 3
rd
ed.(Champaign,
IL:HumanKinetics),
346.2008.
LearningSnapshots
STANDARD1
1.10 Demonstratetheunderhandmovement(throw)pattern.
Teunderhandmovementpatternissimplerthantheoverheadmovement
patternandshouldbelearnedrst.Teunderhandmovementpatternis
usedinmanysportskills:thesoftballpitch,bowling,andtheunderhand
volleyballserve.Tegoalisforstudentstodemonstratetheunderhand
throwingpatternusingtheproperform.Teproperformfortheunderhand
throwingpatternisasfollows:
Facethetarget.
Holdtheballwiththethumbandthreengers.
Swingthearmback.*
Turnthebodybackslightly.
Stepforwardonthefootoppositetothethrowingarm.*
Turnthebodyforwardslightly.
Swingthearmforwardwiththepalmfacingforward.
Releasetheball.
Followthroughinthedirectionofthetarget.
Duringthelesson,theteacherdemonstratesthecorrecttechniqueforthe
underhandthrow(alsoknownasatoss),pointingoutoneortwocuesthat
studentsshouldfocusonrst(itemswithanasterisk).Students,inpairs,
practicetheunderhandthrow.Teteacherrotatesthroughtheclasspro-
vidingpositiveorcorrectivespecicfeedbackontheoneortwospecic
cues.
4
Studentschangepartnersfrequentlysothattheylearnsharingand
cooperation(Standard5.3)inthesamelesson.Asstudentsperformances
improve,theteacherfocusesonadditionalcues.Itisimportantforstudents
tofocusongeneratingforceinsteadofaccuracysothatproperthrowing
formremainstheprimaryobjective.Studentspracticetheunderhandthrow
throughouttheschoolyear.Multiplelessonsandpracticeopportunitieswill
beneededformoststudentstoachievethrowingprociency.
1.13 Catch,showingproperform,agentlythrownball.
Catchingisacommonskillusedinmanysportsandgames.Attherst-
gradelevel,studentslearntheproperformforcatchingagentlythrownball.
Teproperformis:
Watchtheball.
Movetowardtheball.
Fingersarepointedupiftheballisabovethewaistorpointeddownif
theballisbelowthewaist.
Extendbotharms.*
4
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.


29
Grasptheballwithbothhands.
Givewiththeballoncontact.*
Duringthelesson,theteacherdemonstratesthecorrecttechniqueforcatch-
ingwhilepointingoutoneortwocuesthatstudentsshouldfocusonrst
(itemswithanasterisk).Catchingcanbepracticedsimultaneouslywiththe
underhandthrow.Teteachercirculatesthroughtheclassprovidingposi-
tiveorcorrectivespecicfeedbackontheoneortwospeciccues.Students
continuetochangepartnersfrequently,sothattheylearntoshareandcoop-
erate(Standard5.3)inthesamelesson.Asstudentsperformancesimprove,
theteacherfocusesonadditionalcues.Teteacherreviewsandstudents
practicethecorrecttechniqueforcatchingthroughouttheyear.
STANDARD2
2.10 Demonstrateandexplainhowtoreducetheimpactofforcewhile
catchinganobject.
Tetermimpact forceasitappliestoachildcatchinganobjectsuchasaball
withthehandsisnothingmoreorlessthantheslaporstingtothepalmand
ngersastheballistouched,slowed,andbroughttorest.Bringingaballto
restrequiresaforceontheballtobeappliedforacertainamountoftime;as
moretimeistaken,theforcerequiredbecomessmaller,andsodoestheslap.
Anexampleoftakingmoretimeinordertoreducetheforceisbendingan
elbowwhencatchinginsteadofkeepingthearmstraight.Teslapcanalso
bereducedbyspreadingtheforcethathastobeappliedoveralargeareaof
thehand,sothatnoonespothastoapplyallofit;theslapislessifaballis
caughtwithtwohandsinsteadofone,becausetheforceisspreadoverthe
areaoftwohandsinsteadoftheareaofone.Anotherwaytoreducetheslap
istoputsomematerialbetweenthepalmofthehandandtheball.When
abaseballplayercatchesaballinthepalmofherorhisglove,someofthe
energyoftheballsmotiongoesintosqueezingandstretchingtheleatherof
thegloveinsteadofintosqueezingandstretchingherorhishand.
Tisstandardrequiresthatstudentsdemonstrateandexplaintheseconcepts.
Whenteachingthecorrecttechniqueforcatching(Standard1.13),the
teacherexplainswhyitisimportanttobendelbowswhencatchingand
whybaseball/softballplayersweargloves.Duringthrowingandcatching
practice,theteachercirculatesthroughtheclasstoprovidefeedbackand
periodicallyasksstudentstoexplainwhybendingtheirarmsisimportant
whencatching.
STANDARD3
3.6 Stretcharms,shoulders,back,andlegswithouthyperexingor
hyperextendingthejoints.
Hyperexionmeanstobendajointbeyonditsnormalrange.Hyperexten-
sionmeanstostraightenajointbeyonditsnormalrange.(SeetheGlossary.)
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne

30
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
ILLUSTRATIONCREDITS
ACROSS-ARMSTRETCH
LOWERBACKSTRETCH
Illustrationsreprinted
withpermissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),317.1997.
REVERSEHURDLESTRETCH
Illustrationsreprinted
withpermissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),318.1997.
SHOULDERSHRUGS
Illustrationreprinted
withpermissionfrom
BonniesFitware,Inc.
Bothpracticescouldresultininjurieswhenoneisstretchingandshouldbe
avoided.Oneexampleofhyperexionisthedeepkneebend.Oneexample
ofhyperextensioniswhenatrunkliftisperformedwiththechinhigher
than12inchesabovetheground.Tesetwoexercisesareunsafestretches
thatshouldnotbeapartofphysicaleducationinstruction.
Tepurposeofthisactivityistoinstructstudentsonthecorrectstretching
technique.Astaticstretchisaslow,sustainedstretchthatisheldfor10
to30seconds.Testudentstretchesthemuscle-tendonunittothepoint
wheremilddiscomfortisfeltandthenbacksoslightly,holdingthestretch
atapointjustpriortodiscomfort(Physical Education for Lifelong Fitness
2005,107).Postersandothervisualaidsprovidestudentswithapictureof
thecorrecttechnique.Allexibilityexercisesshouldbeperformedasstatic
stretcheswithnobouncing.Terearefoursafestretches.
5
ACROSS-ARMSTRETCH
Reachrightarmacrossthechestwithupperarm
paralleltotheground.
Placelefthandonrightupperarm.
Gentlypushonrightarmtowardchest.
Repeatwiththeotherarm.
SHOULDERSHRUGS
Stand.
Raiserightshouldertowardearlobe.
Lowershoulder.
Raiseleftshouldertowardearlobe.
Lowershoulder.
REVERSEHURDLESTRETCH
Sitwithonelegextendedandtheotherlegbent
sothatthesoleofthefootisalongsidethe
extendedknee.
Bendtheextendedkneeslightly.
Reachbothhandstowardtoesoftheextendedleg.
Repeatwithotherleg.
LOWERBACKSTRETCH
Lieonbackwithbothkneesbentandbothfeetontheground.
Grabwithbothhandsthethighofonebentleg.
Pullthightowardchest,keepingthekneeata90-degreeangle.
Repeatwithotherleg.
5
Becausetherearefewsafestretches,thesamestretchesarelistedforbothkindergartenandgrade
onestudents.Tesestretchesareappropriateforyoungstudents.
31
STANDARD4
4.5 Explainthatincreasingtheheartrateduringphysicalactivity
strengthenstheheartmuscle.
Beforeandduringaerobicexercise,theteacherasksstudentstoplacetheir
handsontheircheststofeeltheirheartsbeat.Teteachertellsthestudents
thattheheartisthesizeofast(Standard4.4)andisthemostimportant
muscleinthebody.And,liketheothermusclesinthebody,itneedstobe
exercisedtoremainstrong.Teteacherasksstudentswhethertheirhearts
arebeatingfasterbeforeorduringexercise.Whenthestudentsrespond
thattheirheartsbeatfasterduringaerobicactivity,theteacherexplainsthat
thisincreaseinheartrateiswhatmakestheheartstronger.Duringaerobic
activityinfuturelessons,theteacherquizzesthestudentsregardingthe
relationshipbetweenheartrateandstrengtheningtheheartmuscle.
STANDARD5
5.3 Demonstratethecharacteristicsofsharingandcooperationinphysical
activity.
Atthebeginningofthelesson,theteacherpresentsachartdividedinto
threecolumns.TerstcolumnislabeledLooksLike;thesecondcolumn
islabeledSoundsLike;andthethirdcolumnisheadedFeelsLike.Te
teacherasksthestudentstodiscusswhatsharingandcooperationlooklike,
soundlike,andfeellikeandrecordstheirresponses.Testudentsarethen
dividedintopairsandassignedtoatrolleyactivity,wheretheyaresupposed
towalkforwardandbackwards.Testudentsgetontheirtrolley,thinking
thatthisisgoingtobeaneasytask.Astheybeginwalking,theyrealizethat
itisdiculttomoveunlesstheyworktogether.Afterthestudentshave
triedtocompletethetaskbutfailed,theteachercallsthestudentsbackto
thechart.Teclassreviewstheimportantcomponents
ofsharingandcooperation.Tenthestudentstrythe
trolleyagain.Tepairsaresuccessfulthistime.During
closure,theteacherasksstudentstodiscusswhat
helpedthemtobesuccessful.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
ILLUSTRATIONCREDIT
Illustrationreprintedwith
permissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),328.1997.
32
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
Grade One Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Movement Concepts
1.1 Demonstrateanawarenessofpersonalspace,generalspace,and
boundarieswhilemovingindierentdirectionsandathigh,medium,
andlowlevelsinspace.
1.2 Travelover,under,infrontof,behind,andthroughobjectsandover,
under,infrontof,andbehindpartners,usinglocomotorskills.
1.3 Changespeedsinresponsetotempos,rhythms,andsignalswhile
travelinginstraight,curved,andzigzagpathways,usingthefollowing
locomotormovements:walking,running,leaping,hopping,jumping,
galloping,sliding,andskipping.
1.4 Changedirectionfromforwardandbackandrightandleftinresponse
totempos,rhythms,andsignalswhilewalking,running,hopping,and
jumping(i.e.,locomotorskills).
1.5 Demonstratethedierencebetweenslowandfast,heavyandlight,and
hardandsoftwhilemoving.
Body Management
1.6 Balanceoneself,demonstratingmomentarystillness,insymmetricaland
asymmetricalshapesusingbodypartsotherthanbothfeetasabaseof
support.
Locomotor Movement
1.7 Rollsmoothlyinaforwarddirection,withoutstoppingorhesitating,
emphasizingaroundedform.
1.8 Landonbothfeetaftertakingoononefootandonbothfeet.
1.9 Jumpaswingingropeheldbyothers.
Manipulative Skills
1.10 Demonstratetheunderhandmovement(throw)pattern.
1.11 Demonstratetheoverhandmovement(throw)pattern.
1.12 Demonstratethetwo-handedoverhead(throw)pattern.
1.13 Catch,showingproperform,agentlythrownball.
1.14 Catchaself-tossedball.
1.15 Catchaself-bouncedball.
1.16 Kickarolledballfromastationaryposition.
1.17 Kickastationaryball,usingasmooth,continuousrunningapproach.
1.18 Strikeaballoonupwardcontinuously,usingarms,hands,andfeet.
33
1.19 Strikeaballoonupwardcontinuously,usingalarge,short-handled
paddle.
1.20 Dribbleaballinaforwarddirection,usingtheinsideofthefoot.
1.21 Dribbleaballcontinuouslywithonehand.
Rhythmic Skills
1.22 Createorimitatemovementinresponsetorhythmsandmusic.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Identifytherightandleftsidesofthebodyandmovementfromright
toleftandlefttoright.
2.2 Identifypeople/objectsthatarewithinpersonalspaceandwithin
boundaries.
Body Management
2.3 Identifythebaseofsupportofbalancedobjects.
Locomotor Movement
2.4 Distinguishbetweenajogandarun,ahopandajump,andagallop
andaslideandexplainthekeydierencesandsimilaritiesinthose
movements.
Manipulative Skills
2.5 Identifyexamplesofunderhandandoverhandmovementpatterns.
2.6 Explainthatintheunderhandthrow,thepositionofthengersatthe
momentofreleasecaninuencethedirectionatossedobjectanda
thrownobjecttravel.
2.7 Explainthatthenonthrowingarmandhandprovidebalanceandcan
inuencethedirectionatossedobjectandathrownobjecttravel.
2.8 Explainthatthepointofreleaseinuencesthedirectionofatossedobject
andofathrownobject.
2.9 Describetheproperhandandngerpositionforcatchingaball.
2.10 Demonstrateandexplainhowtoreducetheimpactforcewhilecatching
anobject.
2.11 Identifytheplacementofthenonkickingfootwhenkickingwitha
smooth,runningapproach.
2.12 Identifythelocationofthecontactpointtostrikeanobjectupward.
2.13 Determineandanalyzehowmuchforceisneededtomovetheball
forwardwhiledribblingwiththehandandwiththefoot.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
34
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealth
andperformance.
Fitness Concepts
3.1 Participateinphysicalactivitiesthatareenjoyableandchallenging.
Aerobic Capacity
3.2 Participatethreetofourtimeseachweek,forincreasingperiodsoftime,
inmoderatetovigorousphysicalactivitiesthatincreasebreathingand
heartrate.
Muscular Strength/Endurance
3.3 Demonstrate,forincreasingperiodsoftime,avsitposition,apush-up
positionwitharmsextended,andasquatposition.
3.4 Movefromasittingtoastandingpositionandfromalyingtoasitting
positionwithoutusingarmstobraceoneselfwhileontheoor.
3.5 Travelhand-over-handalongahorizontalladderorhangfroman
overheadbar.
Flexibility
3.6 Stretcharms,shoulders,back,andlegswithouthyperexingor
hyperextendingthejoints.
Body Composition
3.7 Sustaincontinuousmovementforincreasingperiodsoftimewhile
participatinginmoderatetovigorousphysicalactivity.
Assessment
3.8 Identifyandusetwoindicatorsofincreasedcapacityforvigorousphysical
activitytomeasureachangeinactivitylevels.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,
andstrategiestoimprovehealthandperformance.
Fitness Concepts
4.1 Identifyenjoyableandchallengingphysicalactivitiesthatonecandofor
increasingperiodsoftimewithoutstopping.
4.2 Explaintheimportanceofdrinkingwaterduringandafterphysical
activity.
4.3 Explainthatnutritiousfoodprovidesenergyforalertnessandmental
concentration.
Aerobic Capacity
4.4 Recognizethattheheartisthemostimportantmuscleinthebodyandis
approximatelythesizeofast.
4.5 Explainthatincreasingtheheartrateduringphysicalactivitystrengthens
theheartmuscle.

35
4.6 Identifyphysicalactivitiesthatcausethehearttobeatfaster.
4.7 Describetheroleofbloodintransportingoxygenfromthelungs.
Muscular Strength/Endurance
4.8 Explainthatstrengtheningmuscleswillhelppreventinjuryandthat
strongmuscleswillproducemoreforce.
4.9 Discusshowprolongedphysicalactivityincreasesendurance,allowing
movementtooccurforlongerperiodsoftime.
Flexibility
4.10 Explainthattheproperbodypositionwhilestretchingandstrengthening
willhelppreventinjury.
4.11 Diagramhowexiblemusclesallowmorerangeofmotioninphysical
activity.
Body Composition
4.12 Identifythebodycomponents(e.g.,bones,muscles,organs,fat,and
othertissues).
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Participatewillinglyinnewphysicalactivities.
5.2 Identifyanddemonstrateacceptableresponsestochallenges,successes,
andfailuresinphysicalactivity.
Social Interaction
5.3 Demonstratethecharacteristicsofsharingandcooperationinphysical
activity.
5.4 Inviteotherstouseequipmentorapparatusbeforerepeatingaturn.
Group Dynamics
5.5 Identifyanddemonstratetheattributesofaneectivepartnerinphysical
activity.
5.6 Identifyanddemonstrateeectivepracticesforworkingwithagroup
withoutinterferingwithothers.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeOne

36
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
Grade Two
Second-graderscontinuetomaintainahighlevelofexibilityandamoderate
butsteadygrowthinmuscularstrengthandendurance.Teyexhibitrelatively
highheartandbreathingratesandaretypicallyactiveintermittently,showing
vigorousburstsofenergyfollowedbyperiodsofrestorrecovery(Siedentop
2004).Locomotorandmanipulativeskillscontinuetoimprove,andstudents
demonstrateakeeninterestinpracticingactivitiesthattheyknowhowto
perform.Staticanddynamicbalanceskillsalsoshowsteadyimprovement,and
rhythmicskillsshowanincreaseinqualityandcomplexityofmovement.
Second-gradersareenteringtheconcretestageintheircognitivedevelopment.
Duringthistime,theygainabetterunderstandingofmentaloperations.
Teybeginthinkinglogicallyaboutconcreteeventsbutstillhavediculty
understandingabstractconcepts.Second-graderswanttoknowhowthingswork,
includingtheirownbodies.Teirattentionspanisincreasing,butitisstillquite
short.Teyareveryliteralandinterpretnewconceptsintermsoftheirown
experiences.
Secondgradeisthetimewhenstudentsbeginworkingcooperativelywitha
partner,althoughtheyarestilleagerforadultapprovalandndcriticismdicult
tohandle.Troughsocialinteractionswithotherstudents,childrenbeginto
developasenseofprideintheiraccomplishmentsandabilities.Teseinteractions
alsoprovideopportunitiesforhelpingstudentsacceptandrespectdierences
inothers.Second-gradersarecapableofexhibitinggreatercontrolovertheir
emotions.Teyaredevelopingasenseofrightandwrongandarecapableof
understandingthatactionshaveconsequences.
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovement
patternsneededtoperformavarietyofphysicalactivities.
Second-gradestudentscontinuetoimprovetheirlocomotorandnonloco-
motorskillsbyfocusingtheirpracticetimeonmasteringthecorrect
technique.Bytheendofsecondgrade,studentscanexecutethecorrect
formforskipping,leaping,andjumpingroperepeatedly.Teycanalso
demonstratesmoothtransitionsbetweeneven-beatlocomotorskills
(e.g.,walking,running,jumping,andhopping)anduneven-beatloco-
motorskills(e.g.,sliding,skipping,andgalloping).Teyusetheseskillsin
theperformanceofrhythmicsequences,suchassimplefolkdances(e.g.,
ChildrensPolka)orribbonroutinesperformedwithandwithoutapartner.
Second-gradersreviewlogrolls,forwardrolls,andbalanceswhilelearning
totransferweightfromfeettohandsandhandstofeetwithcontrol.Tey
begintheirmoreformaltumblingeducationbycreatingtheirownroutines

37
thatincludebodyrollsandbalances.Teyextendtheirjumpropeskills
fromjumpingoveraswingingropetorepeatedlyjumpingoveraturning
rope.
Second-gradersalsocontinuetopracticemanipulativeskillsbythrowing,
catching,kicking,anddribbling(footandhand)forcontrolusingavariety
ofobjects(e.g.,balls,balloons)andpracticestrikingbyusingavariety
ofimplements(e.g.,short-handlepaddle,bats).Bytheendofsecond
grade,studentscandemonstratethecorrectformforrollingandthrowing
aballfordistanceaswellasdemonstratemorecontrolusingtheother
manipulativeskills.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andmanipulativeskillslearnedinsecondgrade.
Often,thephysicaleducationlessonisabletoaddressStandards1and2
simultaneously;theteacherexplainstheinformationtothestudentsand
thenhasthemexperienceit.Forexample,Standard2.5states,Compare
andcontrastlocomotormovementsconductedtoevenandunevenbeats;
andStandard1.17states,Demonstrateasmoothtransitionbetween
even-beatlocomotorskillsanduneven-beatlocomotorskillsinresponse
tomusicoranexternalbeat.Teteacherdiscussesthesimilaritiesand
dierencesbetweeneven-beatlocomotorskills(run,hop,jump,walk)and
uneven-beatlocomotorskills(skip,gallop,slide).Teteacherdemonstrates
transitionalmovesforconnectingeven-beatlocomotoranduneven-beat
locomotorskillstogether.Tentheteacherasksthestudentstopractice
even-beatlocomotorskillsanduneven-beatlocomotorskillswithsmooth
transitionsbetweenthem.
Second-graderslearntodescribethecorrecttechniqueformanipulative
skillsingreaterdetail(e.g.,theroleofbodypartsnotdirectlyinvolvedin
catching,timingtobeginthekickingmotionwhenkickingaslowlyrolling
ball).Inaddition,theylearntounderstandthepurposeofusingcorrect
form(e.g.,sideorientationwhenbatting).Inpreparationforgaininga
deeperunderstandingofthescienceofmovement,second-graderslearn
thatawiderbaseofsupportismorestablethananarrowbaseofsupport;
that,otherthingsbeingequal,greaterforcemustbeappliedtoaball
thatneedstotravelagreaterdistance;andthattheimpactforcefromthe
catchingorstrikingofaballisreducedbyincreasingtheareainwhich
theballisincontact,orincreasingthetimewhiletheballisincontact
andischangingitsmotion.Inpreparationforgameplayinlatergrade
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo

38
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
levels,studentslearntodescribesituationswhereunderhandandoverhand
throwingandstrikingskillsareused.Teyalsolearnthedenitionof
openspace,whichisthebasisforoensiveanddefensivegamestrategies
learnedinfourthgradeandbeyond.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Second-graderscontinuetoperformmoderatetovigorousphysical
activitiesthreetofourdayseachweekforincreasingperiodsoftime.
Muscularstrengthandendurancecontinuetobedeveloped,butthrough
morechallengingactivitiessuchastheperformanceofcurl-ups,modied
push-ups,obliquecurl-ups,forwardandsidelunges,squats(nolower
thana90-degreeangle),tricepspush-upsusingachairorbench,and
traversingtheoverheadladderonebaratatime.Intermsofexibility,
studentsdemonstratethecorrectformforstretchingthehamstrings,
quadriceps,shoulders,biceps,andtriceps.Duringsecondgrade,students
startmeasuringtheirowntnesslevelsandmonitoringtheirpersonal
improvement.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4provides
thecognitiveinformationtosupportthetnessactivitiesdescribedin
Standard3.Studentsarelearningthebenetsofphysicalactivityfor
maintaininggoodhealth.Teyarealsolearningaboutopportunitiesto
participateinphysicalactivityoutsideschool.
Second-graders,inpreparationforcreatingtnessplansinlatergrade
levels,learnthepurposeofincreasingexerciseintensityanddurationas
wellasthereasonforwarmingupmusclesbeforetheyarestretched.Tey
alsolearnthenamesofthemusclestheyarestrengtheningandstretching,
aswellasthebenetsderivedfromgoodhealth-relatedtness.Te
purposeofgoodnutrition,withafocusonnutritionalchoicesandwater
intake,completesthesecond-gradersunderstandingoftnessconcepts.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Insecondgrade,studentsparticipateinavarietyofgroupsettingswithan
emphasisonencouragingothers,demonstratingcooperation,andavoiding

39
interferencewithothers.Studentsmovefromthesenseofselfinisolation
andbegintoembracetheconceptofpartnersworkingtogethertosolve
movementproblems.Teybegintoacceptresponsibilityfortheirown
behaviorinagroupactivity.Tisisalsowhenstudentsgrowingawareness
ofotherscanhelptopromoterespectforpeopleandforequipmentduring
physicalactivities.
LearningSnapshots
STANDARD1
1.16 Jumparopeturnedrepeatedly.
Tecriticalfeaturesforjumpingalongropeare:
Standwithbothfeettogetherbythecenteroftherope.
Jumpovertheropeasitcomesunderthefeet.
Jumpwithbothfeet,landingonballsoffeet.
Keepfeet,ankles,andkneestogether.
Bendkneesonlandingtoreduceimpactforce.
Keephandsclosetothebody.
Tecriticalfeaturesforturningalongropeare:
Holdtheropeinonehand.
Keeptheupperarmoftheropehandstationary.
Lockthewristoftheropehand.
Turnthethumboftheropehandup.
Rotatetheelbowoftheropehandkeepingitclosetothebody.
Teteacherstartsthelessonwithademonstrationandexplanationofhow
tojumpalongropeheldbyothersandturnalongropeforotherstojump.
Teteacherthenhandsoutonelongjumpropetoeverythreestudents.
Somestudentswillalreadybeprocientatjumpingalongrope,while
otherstudentsmaybebeginners.Teteacherallowsstudentstoprogress
attheirownspeed.Ifnecessary,theteacherreteachesfoundationalskills
frompreviousgradelevels.Startingwiththeropelayingontheground,
thestudentsjumpbackandforthoverit.Tentheteacherinstructsthe
studentstojumpalongropeturnedbytheirpartners.Testudentsjump
onetime,thentwotimes,thenthreetimes,andsoonuntiltheycanjump
theropecontinuously.Asstudentsarepracticing,theteachercirculates
throughtheclassprovidingfeedback.
6
6
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo


40
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
1.17 Demonstrateasmoothtransitionbetweeneven-beatlocomotorskills
anduneven-beatlocomotorskillsinresponsetomusicoranexternal
beat.
Telocomotorskillsofwalking,running,hopping,andjumpingareeven-
beatskillswhilethelocomotorskillsofgalloping,sliding,andskippingare
uneven-beatskills.Tisstandardrequiresstudentstodemonstrateboth
typesoflocomotorskillsusingasmoothtransitionorchangebetweenthe
skills.Teteachermustrstassesswhetherstudentscancorrectlyperform
eachofthelocomotorskills(Standard1.6).Tentheteacherexplains
anddemonstratesthatchangesfromonelocomotorskilltothenextneed
tobesmoothratherthanjerky.Finally,theteacherplaysmusicandasks
thestudentstomoverhythmicallywiththemusicusingbothtypesof
locomotorskillsaswellassmoothtransitions.
STANDARD2
2.3 Explaintheimportanceofawideratherthananarrowbaseofsupport
inbalanceactivities.
Studentsareassignedtoworkinpairs.Teteacherasksonestudent
ineachpairtondapositioninwhichheorsheisleastlikelytofallover
(i.e.,bebalanced).Teteacherasksthesecondstudentineachpairtouse
chalktodrawacirclearoundthebodypartsincontactwiththeground.
Teteacherthenasksthesamestudentstondpositionsinwhichthey
arelikelytofallover(i.e.,beoutofbalance).Teteacherasksthesecond
studentineachpairtouseadierentcoloredpieceofchalktodrawacircle
aroundthebodypartsincontactwiththeground.Testudentsthenswitch
rolesandrepeattheactivity.Duringclosure,bothstudentscomparethe
circlesdrawnaroundeachofthemandobservethattheyaremorelikelyto
falloverwhentheyhaveanarrowbaseofsupportcomparedwithawider
baseofsupport.
2.5 Compareandcontrastlocomotormovementsconductedtoeven
andunevenbeats.
Fourlocomotorskills(e.g.,run,walk,hop,andjump)aretobeperformed
toanevenbeat.Treelocomotorskills(e.g.,skip,gallop,andslide)are
tobeperformedtoanunevenbeat.Teteacherstartsthelessonwitha
demonstrationtoreviewthecorrecttechniqueforeachskill.Tenthe
teacherplaysmusicthatalternatesbetweenanevenandunevenbeat.
Studentsperformtheappropriatelocomotorskillthatmatchesthebeat.
Duringclosure,theteacherpresentsthestudentswithaVenndiagramand
asksstudentstolistsimilaritiesanddierencesbetweenthoselocomotor
skillsperformedtoanevenbeatandthoseperformedtoanunevenbeat.
41
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
STANDARD3
3.4 Traversetheoverheadladderonebaratatime.
Mostschoolshaveonlyoneoverheadladdersothisstandardisoften
addressedusingastationapproachasdescribedhere.Teteacherstartsthe
lessonwithareviewofthesafetyrulesandappropriateactivitiesforthe
playgroundapparatus(e.g.,horizontalbar,parallelbars,climbingapparatus,
pull-upbars,lowbalancebeams,climbingpoles,overheadladders).Toadd
stations,theteacherplacestwojumpropes,forpracticingjumpingskills,
betweeneachpieceofapparatus.Students,inpairs,areassignedtoastarting
station(pieceofapparatusorjumpropestation).Afterafewminutesat
eachstation,theteachersignalsthestudentstoproceedtothenextstation.
Attheendofthelesson,theteacherreviewsthesafetyrules.Ifapplicable,
theteacherremindsstudentsthattheapparatusisavailabletothemduring
recessandlunch.
3.6 Engageinmoderatetovigorousphysicalactivityforincreasingperiods
oftime.
Moderate-intensityphysicalactivitygenerallyrequiressustainedrhythmic
movementsandreferstoalevelofeortahealthyindividualmightexpend
while,forexample,walkingbriskly,dancing,swimming,orbicyclingon
levelterrain.Apersonshouldfeelsomeexertionbutshouldbeableto
carryonaconversationcomfortablyduringtheactivity.Vigorous-intensity
physicalactivitygenerallyrequiressustained,rhythmicmovementsand
referstoalevelofeortahealthyindividualmightexpendwhile,for
example,jogging,participatinginhigh-impactaerobicdancing,swimming
continuouslaps,orbicyclinguphill.Vigorous-intensityphysicalactivity
maybeintenseenoughtoresultinasignicantincreaseinheartand
respirationrate(http://www.cdc.gov/nccdphp/dnpa/physical/terms/).A
popularaerobicactivityforthisagegroupistheperformanceoflocomotor
skillswhilemovinginopenspaceoraroundacircuitin
whichthelocomotorskillischangedateach
corner.TisisknownastheFourCorners
activity.Tesemoderatetovigorousphysical
activitiesshouldbeconductedforincreasing
periodsoftimethroughouttheschoolyear.
STANDARD4
4.3 Identifywaystoincreasetimeforphysicalactivityoutsideofschool.
Studentscalculatetheamountoftimefromwhentheyarrivehomefrom
schooluntiltheygotobed.Studentssubtractthetimetheyspenddoing
homework,performingchores,eatingdinner,andgettingreadyforbed.
Studentsexplainwhattheydowiththeremainingtimeandhowtheycan
increasetheiramountofphysicalactivityduringthistime.Forexample,
studentscangoforwalkswiththeirparentsandotherfamilymembers,
ILLUSTRATIONCREDIT
Illustrationreprinted
withpermissionfrom
B.S.Mohnsen,Teaching
Middle School Physical
Education(Champaign,
IL:HumanKinetics),316.
1997.


42
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
playvideogamesthatrequirephysicalactivity,andperformphysicalchores
(e.g.,rakeleaves,sweepoors).
Tisstandardlinkswithtwoofthemathstandardsinmeasurementand
geometry,providinganopportunityforinterdisciplinarylearning:
Grade2MeasurementandGeometryStandard1.4:Telltimetothenearest
quarterhourandknowtherelationshipsoftime(e.g.,minutesinanhour,
daysinamonth,weeksinayear).
Grade2MeasurementandGeometryStandard1.5:Determinethe
durationofintervalsoftimeinhours(e.g.,11a.m.to4p.m.).
4.13 Identifythemusclesbeingstretchedduringtheperformance
ofparticularphysicalactivities.
Stretching(exibility)exercisesareperformedduringtheclosureoflessons
thatinvolvephysicalactivity.Allexibilityexercisesshouldbeperformed
asstaticstretcheswithnobouncing.Atthebeginningoftheschoolyear,
theteacherannouncesthenameofthemusclebeingstretchedduringeach
activity.Astheschoolyearprogresses,thestudentsnamethemusclebeing
stretched.
STANDARD5
5.6 Demonstratehowtosolveaproblemwithanotherpersonduring
physicalactivity.
Second-gradersspendmostoftheirpracticetimeworkinginpairs.Some-
timesconictsorproblemsarisethatthestudentsneedtosolve.Itisbest
toprovidestudentswithastrategybeforehandforhandlingthesetypesof
problems.Anappropriateproblem-solvingstrategyconsistsofthefollowing
steps:
1.Denetheproblem.
2.Listpossiblesolutions.
3.Selectandtryoneofthesolutions.
4.Determineifthesolutionworkedandifnot,thentryanothersolution.
5.Continuetheprocessuntilbothstudentsfeelthatthesolutionprovided
awinwinsolution.
Teteacherinstructsthestudentsonthisve-stepapproachtosolving
problemsandthencreatessimulations(e.g.,aballgoesoutofboundsand
itisunclearwhotoucheditlast,duringataggameitisunclearwhethera
personwasactuallytagged)forthestudentstopracticethestrategy.During
thesimulations,theteachercirculatesthroughtheclassprovidingfeedback.
Whenreal-lifeproblemsarise,theteachershouldprovideappropriate
feedbacktoensurethatstudentsusetheproblem-solvingstrategytoresolve
theirissues.
43
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
Grade Two Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Movement Concepts
1.1 Movetoopenspaceswithinboundarieswhiletravelingatincreasing
ratesofspeed.
Body Management
1.2 Transferweightfromfeettohandsandfromhandstofeet,landingwith
control.
1.3 Demonstratebalanceonthegroundandonobjects,usingbasesof
supportotherthanbothfeet.
1.4 Createaroutinethatincludestwotypesofbodyrolls(e.g.,logroll,egg
roll,shoulderroll,forwardroll)andastationarybalancepositionafter
eachroll.
Locomotor Movement
1.5 Jumpfordistance,landingonbothfeetandbendingthehips,knees,and
anklestoreducetheimpactforce.
1.6 Skipandleap,usingproperform.
Manipulative Skills
1.7 Rollaballfordistance,usingproperform.
1.8 Trowaballfordistance,usingproperform.
1.9 Catchagentlythrownballabovethewaist,reducingtheimpactforce.
1.10 Catchagentlythrownballbelowthewaist,reducingtheimpactforce.
1.11 Kickaslowlyrollingball.
1.12 Strikeaballoonconsistentlyinanupwardorforwardmotion,usinga
short-handledpaddle.
1.13 Strikeaballwithabatfromateeorcone,usingcorrectgripandside
orientation.
1.14 Hand-dribble,withcontrol,aballforasustainedperiod.
1.15 Foot-dribble,withcontrol,aballalongtheground.
1.16 Jumparopeturnedrepeatedly.
Rhythmic Skills
1.17 Demonstrateasmoothtransitionbetweeneven-beatlocomotorskillsand
uneven-beatlocomotorskillsinresponsetomusicoranexternalbeat.
1.18 Performrhythmicsequencesrelatedtosimplefolkdanceorribbon
routines.
1.19 Performwithapartnerrhythmicsequencesrelatedtosimplefolkdance
orribbonroutines.
44
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Deneopen space.
2.2 Explainhowtoreducetheimpactforceofanoncomingobject.
Body Management
2.3 Explaintheimportanceofawideratherthananarrowbaseofsupportin
balanceactivities.
2.4 Explainwhyonehandorfootisoftenpreferredwhenpracticing
movementskills.
Locomotor Movement
2.5 Compareandcontrastlocomotormovementsconductedtoevenand
unevenbeats.
Manipulative Skills
2.6 Identifyopportunitiestouseunderhandandoverhandmovement
(throw)patterns.
2.7 Identifydierentopportunitiestousestrikingskills.
2.8 Comparethechangesinforceappliedtoaballandtheballspeedwhen
rollingaballforvariousdistances.
2.9 Explainkeyelementsofthrowingfordistance.
2.10 Identifytherolesofbodypartsnotdirectlyinvolvedincatchingobjects.
2.11 Identifywhentobeginthekickingmotionwhenkickingaslowlyrolling
ball.
2.12 Identifythedierentpointsofcontactwhenstrikingaballoonupward
andstrikingaballoonforward.
2.13 Explainthepurposeofusingasideorientationwhenstrikingaballfrom
abattingtee.
2.14 Dierentiatetheeectsofvaryingarmandhandspeedswhenhand-
dribblingaball.

STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealthand
performance.
Fitness Concepts
3.1 Participateinenjoyableandchallengingphysicalactivitiesforincreasing
periodsoftime.
Aerobic Capacity
3.2 Participatethreetofourtimeseachweek,forincreasingperiodsoftime,
inmoderatetovigorousphysicalactivitiesthatincreasebreathingand
heartrate.

45
Muscular Strength/Endurance
3.3 Performabdominalcurl-ups,modiedpush-ups,obliquecurl-ups,
forwardandsidelunges,squats,andtricepspush-upsfromachairor
benchtoenhanceenduranceandincreasemuscleeciency.
3.4 Traversetheoverheadladderonebaratatime.
Flexibility
3.5 Demonstratetheproperformforstretchingthehamstrings,quadriceps,
shoulders,biceps,andtriceps.
Body Composition
3.6 Engageinmoderatetovigorousphysicalactivityforincreasingperiods
oftime.
Assessment
3.7 Measureimprovementsinindividualtnesslevels.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,
andstrategiestoimprovehealthandperformance.
Fitness Concepts
4.1 Explainthefuelrequirementsofthebodyduringphysicalactivityand
inactivity.
4.2 Describetheroleofmoderatetovigorousphysicalactivityinachievingor
maintaininggoodhealth.
4.3 Identifywaystoincreasetimeforphysicalactivityoutsideofschool.
4.4 Discusshowbodytemperatureandbloodvolumearemaintainedduring
physicalactivitywhenanadequateamountofwaterisconsumed.
4.5 Explainhowtheintensityanddurationofexercise,aswellasnutritional
choices,aectfueluseduringphysicalactivity.
Aerobic Capacity
4.6 Compareandcontrastthefunctionoftheheartduringrestandduring
physicalactivity.
4.7 Describetherelationshipbetweentheheartandlungsduringphysical
activity.
4.8 Compareandcontrastchangesinheartratebefore,during,andafter
physicalactivity.
Muscular Strength/Endurance
4.9 Describehowmusclestrengthandmuscleenduranceenhancemotorskill
performance.
4.10 Identifymusclesbeingstrengthenedduringtheperformanceofparticular
physicalactivities.
4.11 Identifywhichactivitiesorskillswouldbeaccomplishedmoreeciently
withstrongermuscles.
4.12 Explaintherolethatweight-bearingactivitiesplayinbonestrength.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
46
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeTwo
Flexibility
4.13 Identifythemusclesbeingstretchedduringtheperformanceofparticular
physicalactivities.
4.14 Explainwhyitissafertostretchawarmmuscleratherthanacold
muscle.
Body Composition
4.15 Describethedierencesindensityandweightbetweenbones,muscles,
organs,andfat.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Participateinavarietyofgroupsettings(e.g.,partners,smallgroups,
largegroups)withoutinterferingwithothers.
5.2 Acceptresponsibilityforonesownbehaviorinagroupactivity.
Social Interaction
5.3 Acknowledgeonesopponentorpartnerbefore,during,andafteran
activityorgameandgivepositivefeedbackontheopponentsorpartners
performance.
5.4 Encourageothersbyusingverbalandnonverbalcommunication.
5.5 Demonstraterespectforself,others,andequipmentduringphysical
activities.
5.6 Demonstratehowtosolveaproblemwithanotherpersonduringphysical
activity.
Group Dynamics
5.7 Participatepositivelyinphysicalactivitiesthatrelyoncooperation.

47
Grade Tree
Tirdgradeisapivotaltimeinthedevelopmentofstudentsmovementskills.
Tird-graderswhodemonstrateandunderstandtheproperformforlocomotor
andnonlocomotorskillsnowshifttheirfocustocombiningthoseskillsintonew
movementsequences.Studentswhocannotperformtheskillsusingtheproper
techniqueareprovidedwithadditionallearningandpracticeopportunitiesto
improvetheseskills.
Tird-gradestudentsarewillingtoexperimentwithandexplorealternative
movements,suchastumbling,creativedance,andformaldance.Practice
opportunitiesprovidestudentswithsucienttimetodeveloptheproperform
formanipulativeskills,suchasrolling,throwing,catching,dribbling,kicking,
andstriking.Fitnessactivitiesbecomeincreasinglyimportantatthisage.Early
signsofpoorpostureanddecreasedexibilitybegintoappear.Givingstudents
opportunitiestoparticipateinmoderatetovigorousphysicalactivitiesforthree
tofourdayseachweekcanincreaseoverallhealth.
Tird-graders,likesecond-graders,areattheconcretestageofcognitive
development.Teirattentionspansareimproving,andtheyareinterestedin
whythingsoccur.Tesestudentsarefairlygoodattheuseofinductivelogicthat
involvesgoingfromaspecicexperiencetoageneralexperience.Ontheother
hand,studentsatthisagehavedicultyusingdeductivelogic,whichinvolves
usingageneralideatodeterminetheoutcomeofaspecicevent.
Bynowstudentshavedevelopedaself-imagestrongenoughtotolerate
howothersreacttothem.Teyhavedevelopedastrongersenseofrightand
wrong,havingreachedthestageofdevelopmentforinternalizationofrulesand
regulations.Teyarebecomingmoreself-reliantandcanworkindependently.
Tirdgradeisagoodtimetohavestudentscreategoalsforpersonaltnessand
motorskillsandmonitortheirownprogress,becausetheyhaveastrongdesire
forself-improvement.Tesestudentsalsoexperienceanincreaseddesirefor
interactionwithothersandshouldbeprovidedwithopportunitiestopractice
andworktowardcommongoalsinpairsandtrios.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovement
patternsneededtoperformavarietyofphysicalactivities.
Tird-gradestudentscontinuetoimprovetheirlocomotorskillsasthey
applytheskillstochasing,eeing,anddodgingintag-typegames;dance
stepsinline,circle,andfolkdances;andjumpingaropeturnedforward
andbackwards.Teycontinuetorenetheirnonlocomotorskillsasthey
usetheseskillstoperformforwardrolls,straddlerolls,andtripods.Tey
alsoapplynonlocomotorskillstobalancingactivitiesonground-level
balancebeams.

48
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
Manipulativepracticetakesonagreaterroleinthird-gradephysical
educationcomparedwithpreviousgradelevels.Studentsarehoning
theirthrowing,catching,kicking,andstrikingskills.Teypracticehand
dribblingandfootdribblingwhiletravelinganddodgingobstacles.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andmanipulativeskillslearnedinthirdgrade.
Often,thephysicaleducationlessonisabletoaddressStandards1and2
simultaneously;theteacherexplainstheinformationtothestudentsand
thenhasthemexperienceit.Forexample,Standard2.7states,Compare
andcontrastfolkdances,linedances,andcircledances;andStandard
1.15states,Performalinedance,acircledance,andafolkdancewith
apartner.Afterstudentshavehadtheopportunitytolearnandperform
allthreetypesofdance,theyaregiventheopportunitytodescribethe
similaritiesanddierencesbetweenthem.
Tird-graderscandescribethecorrecttechniqueformanipulativeskills
ingreaterdetail(e.g.,thecorrecthandpositionwhencatchingaballat
dierentlevels),buildingonknowledgegainedinkindergartenthrough
secondgrade.Inaddition,theycandescribetechniquedierences
whenapplyingmanipulativeskillsindierentsituations(e.g.,throwing
foraccuracy,dribblingaballwhilechangingdirection,throwingtoa
stationarypartner,throwingtoamovingpartner).Inpreparationforgame
playinlatergrades,studentslearnaboutalteringspeedanddirectionto
avoidanopponent.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Tird-graderscontinuetoperformmoderatetovigorousphysicalactivities
threetofourdayseachweekforincreasingperiodsoftime.Teystarteach
exerciseperiodwithawarm-upandconcludeeachexerciseperiodwitha
cool-down.Muscularstrengthandendurancecontinuetobedeveloped.
Inaddition,studentsareexpectedtoperformanincreasingnumberof
abdominalcurl-ups,obliquecurl-upsoneachsideofthebody,modied
push-upsortraditionalpush-upswithhandsonabench,forwardlunges,
sidelunges,andtricepspush-upsfromachair.Studentsalsolearnhowto
properlyliftandcarryheavyobjectssoasnottoincurinjury.Intermsof

49
exibility,studentsareexpectedtoholdstretchesforhips,shoulders,
hamstrings,quadriceps,triceps,biceps,back,andneckforincreasing
periodsoftime,upto30seconds(Physical Education for Lifelong
Fitness 2005,107).Tomonitortheirprogress,third-graderscontinueto
measureandrecordinalogtheirperformanceonhealth-relatedphysical
tnessassessments.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4
providesthecognitiveinformationtosupportthetnessactivities
describedinStandard3.ForStandard4,studentsarelearningabout
warm-upandcool-downactivitiesandtheimportanceofreadyingthe
bodyforactivityandrecovery.Inaddition,theyarelearningtoidentify
thebodysreaction(e.g.,increasedheartrate,increasedbreathing)to
physicalactivity.
Tird-graders,inpreparationforcreatingatnessplaninlatergrade
levels,learnthevecomponentsofhealth-relatedtness,theprinciple
ofprogression(i.e.,workloadsmustbeincreasedtoimprovetness),
thenamesofmajormuscles,properliftingtechniquestopreventback
injuries,andunsafeexibilityexercisesthatshouldbeavoided.Teyalso
learnabouttherelationshipbetweentheheart,lungs,blood,andoxygen
duringphysicalactivity.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Tird-gradersenjoyassumingresponsibilityforsettinggoals,working
towardgoals,andmonitoringprogresseitheraloneorwithothers.As
theirsocialinteractionskillsimprove,studentslearntousemovement
cuesandwordsofencouragementwhenworkingwithapartner.Tey
learnthepurposeofsafetyproceduresandrulesalongwiththeconse-
quencesofnotfollowingthoseproceduresandrules.Tisisalsoatime
whenstudentsincreasingabilitytoworkwithotherscanbeusedto
helpstudentslearntoacceptandappreciatedierencesinthemselves
andothers.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree



50
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
ILLUSTRATIONCREDIT
Illustrationreprinted
withpermissionfrom
B.S.Mohnsen,Teaching
Middle School Physical
Education: A Standards-
Based Approach for Grades
5-8, 2
nd
ed.(Champaign,
IL:HumanKinetics),186.
2003.
LearningSnapshots
STANDARD1
1.1 Chase,ee,andmoveawayfromothersinaconstantlychanging
environment.
Teskillsofchasing,eeing,andmovingawayfromothersareindividual
defensiveandoensivestrategiesthatstudentswilluseatupper-gradelevels
inmanysportsandgames.Atthethird-gradelevel,studentspracticethese
skillsandusetheminsimpletaggames.Workinginpairs,defensiveplayers
chasewhileoensiveplayersee.Oensiveplayersusefakestoconvince
thedefensetheyaregoinginonedirectionbutthenmoveinadierent
direction.Defensiveplayerslearntokeeptheireyesfocusedontheoensive
playerstorso,becausemostfakesoccurwitharmsandlegs.Oensive
playerschangedirectionandspeedconstantlytoevadethedefensiveplayers.
Studentspracticetheseskillsfrequentlythroughouttheschoolyearinpairs
andinsmallgroups.Itisimportantwhenpracticingtheseskillsthatthe
teachersetboundariesbyplacingoneconeateachcorneroftheactivity
area,sothatstudentsknowtheymustremaininadenedarea.During
closure,studentscanbeaskedtodescribehowchangingspeedanddirection
canallowonepersontomoveawayfromanother(Standard2.1).
1.2 Performaninvertedbalance(tripod)byevenlydistributingweight
onbodyparts.
Atripodinvolvesplacingtheheadandbothhandsontheground,creating
atriangleandthenpositioningkneesonelbowsandmaintainingabalanced
position.Temostimportantaspectofthisskilliscreatingasolidfounda-
tionorbaseofsupport.Whendemonstratinganddescribingthetripod,the
teacherremindsstudentsthatatricycleismorestablethanabicycle,anda
trianglefoundationismorestablethanpositioninghandsandtheheadina
straightline.Studentspracticethecorrectheadandhandpositiontoensure
thattheyarecreatingatriangle.Teteachermonitorsstudentstodetermine
whethertheyhavemasteredthecorrectposition.Tentheteacherhas
studentspracticebalancingtheirkneesontheirelbows.Tislessonshould
beperformedonmatsorongrass.

51
STANDARD2
2.2 Explainanddemonstratethecorrecthandpositionwhencatchingaball
abovethehead,belowthewaist,nearthemiddleofthebody,andaway
fromthebody.
Teteachershoulddemonstrateandexplainthecorrecttechniquefor
catchingaballabovethehead,belowthewaist,nearthemiddleofthebody,
andawayfromthebody.Intheexplanation,theteachershouldincludethe
followingpoints:
Watchtheball.
Movetotheballifitisawayfromthebody.
Handsarepositionedsongerspointupiftheballisatthemiddleofthe
bodyorabovethewaist.
Handsarepositionedsongerspointdowniftheballisbelowthewaist.
Extendthearms.
Grasptheballwithbothhands.
Givewiththeballoncontact.
Oncetheteacherhasintroducedtheskills,studentspracticethrowing
andcatchinginpairs.Teteachercirculatesthroughtheclass,providing
feedbackandaskingstudentstoexplainthecorrecthandpositionwhenthe
ballisabovethehead,belowthewaist,nearthemidsectionofthebody,and
awayfromthebody.
7
Teteacherreteachestheinformationuntilstudents
areabletodemonstrateandexplainthecorrecthandposition.
STANDARD3
3.1 Demonstratewarm-upandcool-downexercises.
Asoundpracticeistohavestudentsdoawarm-uppriortovigorous
physicalactivityatthebeginningofinstruction.Acool-downshouldbe
doneattheendofavigorousactivity,butitmaynotbenecessaryifthe
physicalactivityisnotvigorous.Terefore,ateachershouldconsiderthe
lessonfocusandtypeofphysicalactivityinthelessonbeforeincluding
warm-upandcool-downactivitiesasinstructionaltimemightbebetter
spentinlearningactivities.
Awarm-upconsistsofmildexercises(e.g.,briskwalking,kneelifts,orany
full-bodymovementthatprogressivelywarmsupthemuscles)performedto
preparethebodyformorevigorousexercise.Acool-downconsistsofmild
exercisesperformedafteranactivitysothatthebodygraduallyreturnsto
arestingstate.Stretchingexercises(alsoknownasexibilityexercises)are
bestperformedduringthecool-down.Oncetheyhavelearnedtheroutine,
studentsdemonstratethewarm-upandcool-downexercisesbyassistingthe
teacherinleadingthewarm-upandcool-downphasesoflessons.
7
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree

52
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
ILLUSTRATIONCREDITS
ACROSS-ARMSTRETCH
REVERSEHURDLESTRETCH
LOWERBACKSTRETCH
Illustrationsreprinted
withpermissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),317-18.1997.
SHOULDERSHRUGS
Illustrationreprinted
withpermissionfrom
BonniesFitware,Inc.
NECKSTRETCH
Illustrationreprinted
withpermissionfrom
C.Hinton,Fitness for
Children(Champaign,IL:
HumanKinetics),51.
1995.
3.6 Holdforanincreasingperiodoftimebasicstretchesforhips,shoulders,
hamstrings,quadriceps,triceps,biceps,back,andneck.
Stretchingexercisesaredoneduringcool-downforlessonsthatinvolve
physicalactivity.Allstretchingexercises(alsoknownasexibilityexercises)
shouldbeperformedasstaticstretcheswithnobouncing.Atthethird-grade
level,eachstretchshouldbeaminimumof10secondsincreasingtonot
morethan30secondsbytheendoftheschoolyear(Physical Education for
Lifelong Fitness2005,107).Safestretchesareillustratedbelow:
ACROSS-ARMSTRETCH
Reachrightarmacrossthechestwithupperarm
paralleltotheground.
Placelefthandonrightupperarm.
Gentlypushonrightarmtowardchest.
Repeatwiththeotherarm.
SHOULDERSHRUGS
Sitwithonelegextendedandthe
otherlegbentsothatthesole
ofthefootisalongsidetheextendedknee.
REVERSEHURDLESTRETCH
Stand.
Raiserightshouldertowardearlobe.
Raiseleftshouldertowardearlobe.
Lowershoulder.
Lowershoulder.
Bendtheextendedkneeslightly.
Reachbothhandstowardtoesoftheextendedleg.
Repeatwithotherleg.
*Note: Studentsshouldnotrotatetheheadinacircle.
Repeatwithotherleg.
LOWERBACKSTRETCH
Lieonbackwithbothknees
bentandbothfeeton
theground.
Grabwithbothhandsthe
thighofonebentleg.
Pullthightowardchest,keepingthekneeata90-degreeangle.
NECKSTRETCH
Stand.
Tuckchintochest.
Rotatenecksoleftearisover
leftshoulderkeeping
chintuckedtochest.
Rotatenecksorightearisoverrightshoulderkeepingchintuckedtochest.

53
FORWARDLUNGE
Standandextendonelegforwardwiththe
kneebentata90-degreeangle.
Leanforwardsoweightisonthebentleg.
Keeptherearlegextended.
Repeatwiththeotherleg.
STANDARD4
4.14 Identifyexibilityexercisesthatarenotsafeforthejointsandshould
beavoided.
Tereareseveralexibilityexercisesthathavetraditionallybeenperformed
butaredangeroustotheperformer.(SeeAppendixFforalistofcontra-
indicatedexercisesandalternatives.)Someofthesecontraindicatedexercises
areillustratedbelow:
CONTRAINDICATEDEXERCISES
DEEPKNEE
BENDS
STANDINGTOETOUCHES
CHERRYPICKERS
(standingtoetouches
performedrapidly)
WINDMILLS
(standingtoetoucheswheretheright
handtouchestheleftfootandtheleft
handtouchestherightfootinrapid
succession)
NECKCIRCLE
(NECKROLL)
HURDLERSSTRETCH
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
ILLUSTRATIONCREDITS
FORWARDLUNGE
Illustrationreprinted
withpermissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),318.1997
DEEPKNEEBENDS
NECKCIRCLE
HURDLERSSTRETCH
STANDINGTOETOUCHES
WINDMILLS
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc.


54
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
Teteachercreatesabulletinboarddisplayingpicturesofunsafeexercises
withanexplanationofwhyeachexerciseisdangerous.Duringphysical
educationinstruction,theteacherdistributesasetofcardsthatdepictsafe
andunsafeexercises.Studentsareaskedtoidentifythosethatareunsafeand
toselectfromthesetofcardsasafeexercisetoperform.
STANDARD5
5.1 Setapersonalgoaltoimproveamotorskillandworktowardthat
goalinnonschooltime.
Tird-gradestudentsareworkingonavarietyofskills(e.g.,rolling,
throwing,catching,kicking,striking,dribblingwithahand,anddribbling
withfeet).Afterintroducingaskilltothestudents,theteacherasksthem
towriteapersonalgoalforimprovingtheskill.Goalsshouldbeclear,
measurable,andachievable.Studentsareinstructedtopracticetheskill
duringnonschooltimeandtomonitortheirprogressinalog.Troughout
theyear,theteacherreviewsthelogsandassessesstudentsperformancesto
determinewhetherstudentsaremeetingtheirgoalsorneedadjustmentsto
theirgoalsorpracticeplans.
55
Grade Tree Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Movement Concepts
1.1 Chase,ee,andmoveawayfromothersinaconstantlychanging
environment.
Body Management
1.2 Performaninvertedbalance(tripod)byevenlydistributingweight
onbodyparts.
1.3 Performaforwardroll.
1.4 Performastraddleroll.
Locomotor Movement
1.5 Jumpcontinuouslyaforward-turningropeandabackward-turningrope.
Manipulative Skills
1.6 Balancewhiletravelingandmanipulatinganobjectonaground-level
balancebeam.
1.7 Catch,whiletraveling,anobjectthrownbyastationarypartner.
1.8 Rollaballforaccuracytowardatarget.
1.9 Trowaball,usingtheoverhandmovementpatternwithincreasing
accuracy.
1.10 Trowandcatchanobjectwithapartner,increasingthedistancefrom
thepartnerandmaintaininganaccuratethrowthatcanbeeasilycaught.
1.11 Kickaballtoastationarypartner,usingtheinsideofthefoot.
1.12 Strikeaballcontinuouslyupward,usingapaddleorracket.
1.13 Hand-dribbleaballcontinuouslywhilemovingaroundobstacles.
1.14 Foot-dribbleaballcontinuouslywhiletravelingandchangingdirection.
Rhythmic Skills
1.15 Performalinedance,acircledance,andafolkdancewithapartner.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Describehowchangingspeedandchangingdirectioncanallowone
persontomoveawayfromanother.
Manipulative Skills
2.2 Explainanddemonstratethecorrecthandpositionwhencatchingaball
abovethehead,belowthewaist,nearthemiddleofthebody,andaway
fromthebody.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
56
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
2.3 Explainthedierencebetweenthrowingtoastationarypartnerand
throwingtoamovingpartner.
2.4 Identifythekeyelementsforincreasingaccuracyinrollingaballand
throwingaball.
2.5 Identifythedierencesbetweendribblingaball(withthehandandthe
foot,separately)whilemovingforwardandwhenchangingdirection.
Rhythmic Skills
2.6 Denethetermsfolkdance,linedance,andcircledance.
2.7 Compareandcontrastfolkdances,linedances,andcircledances.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealthand
performance.
Fitness Concepts
3.1 Demonstratewarm-upandcool-downexercises.
3.2 Demonstratehowtoliftandcarryobjectscorrectly.
Aerobic Capacity
3.3 Participatethreetofourdayseachweek,forincreasingperiodsoftime,in
continuousmoderatetovigorousphysicalactivitiesthatrequiresustained
movementofthelarge-musclegroupstoincreasebreathingandheartrate.
Muscular Strength/Endurance
3.4 Performincreasingnumbersofeach:abdominalcurl-ups,obliquecurl-ups
oneachside,modiedpush-upsortraditionalpush-upswithhandsona
bench,forwardlunges,sidelunges,andtricepspush-upsfromachair.
3.5 Climbaverticalpoleorrope.
Flexibility
3.6 Holdforanincreasingperiodoftimebasicstretchesforhips,shoulders,
hamstrings,quadriceps,triceps,biceps,back,andneck.
Body Composition
3.7 Sustaincontinuousmovementforincreasingperiodsoftimewhile
participatinginmoderatetovigorousphysicalactivity.
Assessment
3.8 Measureandrecordimprovementinindividualtnessactivities.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,and
strategiestoimprovehealthandperformance.
Fitness Concepts
4.1 Identifythebodysnormalreactionstomoderatetovigorousphysical
activity.
4.2 Listanddenethecomponentsofphysicaltness.
4.3 Explainthepurposeofwarmingupbeforephysicalactivityandcooling
downafterphysicalactivity.
57
4.4 Recognizethatthebodywilladapttoincreasedworkloads.
4.5 Explainthatuidneedsarelinkedtoenergyexpenditure.
4.6 Discusstheneedforoxygenandfueltobeavailableduringongoing
musclecontractionsothatheatandwasteproductsareremoved.
Aerobic Capacity
4.7 Describetherelationshipbetweentheheart,lungs,muscles,blood,and
oxygenduringphysicalactivity.
4.8 Describeandrecordthechangesinheartratebefore,during,andafter
physicalactivity.
Muscular Strength/Endurance
4.9 Explainthatastrongerheartmusclecanpumpmorebloodwitheachbeat.
4.10 Identifywhichmusclesareusedinperformingmuscularendurance
activities.
4.11 Nameandlocatethemajormusclesofthebody.
4.12 Describeanddemonstratehowtorelieveamusclecramp.
4.13 Describetheroleofmusclestrengthandproperliftingintheprevention
ofbackinjuries.
Flexibility
4.14 Identifyexibilityexercisesthatarenotsafeforthejointsandshouldbe
avoided.
4.15 Explainwhyaparticularstretchisappropriatepreparationforaparticular
physicalactivity.
Body Composition
4.16 Dierentiatethebodysabilitytoconsumecaloriesandburnfatduring
periodsofinactivityandduringlongperiodsofmoderatephysicalactivity.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Setapersonalgoaltoimproveamotorskillandworktowardthatgoal
innonschooltime.
5.2 Collectdataandrecordprogresstowardmasteryofamotorskill.
5.3 Listthebenetsoffollowingandtherisksofnotfollowingsafety
proceduresandrulesassociatedwithphysicalactivity.
Social Interaction
5.4 Useappropriatecuesformovementandpositivewordsofencouragement
whilecoachingothersinphysicalactivities.
5.5 Demonstraterespectforindividualdierencesinphysicalabilities.
Group Dynamics
5.6 Workinpairsorsmallgroupstoachieveanagreed-upongoal.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeThree
58
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
Grade Four
Fourth-gradestudentsareatatransitionalstagebetweenchildhoodand
youth.Tereisstillverylittledierenceinmotorskillperformancebetweenboys
andgirls,andthereshouldbeequalexpectationsforbothintermsofphysical
performance.Eye-handcoordinationisimproving,ne-motoractivitiesare
performedwithmoreskill,andthegreatestgaininstrengthbeginsatthisstage.
Studentsarealsoexperiencingimprovementsinreactiontimeandbalance,
althoughthecenterofgravityisstilllocatedinthemidsectionofthebody,
makingbalanceachallenge.Inkindergartenthroughthirdgrade,studentsshould
havemasteredtheproperformforlocomotorandnonlocomotorskillsand
learnedtomanipulateobjectsinavarietyofways.Tefocusnowshiftstousing
theproperformformanipulating(e.g.,kicking,throwing,striking)objects.
Fourthgrademarksaperiodofincreasedcuriosityandrapidmentalgrowth.
Attentionspansincrease;consequently,studentscanfocusforlongerperiodsof
timeonlearningmovementconceptsandprinciples.Specicprinciplesand
conceptsforthisgradelevelincludebasicoensiveanddefensivestrategiesand
thecorrectwaytoperformmotorskills.
Fourth-gradersarecontinuingtogrowinself-condencethatleadstoanew-
foundsenseoffreedom.Teyarelikelytotestrulesduringplayandchallenge
howrulesapplytothem.Winningbecomesimportant,soteacherswillneedto
emphasizeself-competitionoverteamcompetition.Conictscanerupteasilybut
arealsoquelledquickly.Explainingthepurposeofrulesisimportantatthisstage
ofdevelopmentandwillhelptoeliminatemanyunnecessaryconicts.Belonging
isstillimportantatthisstage,solearningopportunitiesthatinvolvesmall-group
activitiesandmodiedteamgamesareappropriate.
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatterns
neededtoperformavarietyofphysicalactivities.
Fourth-gradestudentsapplynonlocomotorskillstobalancingstuntswith
apartner.Teyapplylocomotorskillstobasicsquare-dancestepsand
learndancesperformedduringearlyCaliforniatimestoconnectwiththe
historysocialsciencecurriculum.
8
Teyalsoapplylocomotorskillsto
individualoensiveanddefensivemoves(e.g.,aslideinbasketballdefense)
andtojumpingaself-turnedrope.Manipulativeskillpracticetakesona
muchgreaterroleinfourth-gradephysicaleducationasstudentsimprove
8
Tegradefourhistorysocialsciencecontentstandard4.2.5states:Describethedaily
livesofthepeople,nativeandnonnative,whooccupiedthepresidos,missions,ranchos,
andpueblos.

59
theirformforthrowing,catching,kicking,punting,striking,serving,
hand-dribbling,foot-dribbling,trapping,andvolleyingusingaforearm
passinavarietyofsituations.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andmanipulativeskillslearnedinfourthgrade.
Often,thephysicaleducationlessonisabletoaddressStandards1and2
simultaneously;theteacherexplainstheinformationtothestudentsand
thenhasthemexperienceit.Forexample,Standard2.2states,Describe
waystocreatemorespacebetweenanoensiveplayerandadefensive
player;andStandard1.3states,Changedirectionquicklytoincreasethe
spacingbetweentwoplayers.Teteacherexplainsthatchangingdirection
quicklyisonewaytocreatemorespacebetweenanoensiveanddefensive
player.Ten,inpartners,thestudentspracticechangingdirectiontocreate
morespacebetweenplayers.
Fourth-graderscontinuetolearnmoreaboutthecorrecttechniquefor
manipulativeskills(e.g.,bodyorientationwhenservingandstrikingaball,
bodypositionforvolleyingaball).Teycandescribethesimilaritiesand
dierencesbetweensimilarskills(e.g.,underhandthrowandunderhand
serve,puntingandkicking,strikingwithalong-handledimplementand
strikingwithashort-handledimplement)aswellasthecorrecttechnique
fortheuseofskillsindierentsituations(e.g.,dribblingwithouta
defender,dribblingwithadefender).Fourth-gradersalsocontinuetheir
rhythmseducationbydesigningroutinestomusicthatincludeevenand
unevenlocomotorpatterns.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Fourth-graderscontinuetoperformmoderatetovigorousphysical
activitiesthreetofourdayseachweekforincreasingperiodsoftime.
Testudentsalsodemonstratewarm-upandcool-downexercisesbefore
andafter,respectively,theactivity.Muscularstrengthandendurance
arestilldeveloping,butstudentsareexpectedtoperformanincreasing
numberofabdominalcurl-ups,obliquecurl-upsoneachsideofthe
body,modiedpush-upsortraditionalpush-ups,andtricepspush-upsas
wellashangingbythehandsfromanoverheadbarwithhipsandknees
at90-degreeangles.Inaddition,studentsdemonstratethecorrectbody
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour

60
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
positionforpushingandpullinglargeobjects.Intermsofexibility,
studentsdemonstratebasicstretchesusingproperbodyalignmentforthe
hamstrings,quadriceps,hipexors,triceps,back,shoulders,hipadductors,
hipabductors,andcalves.Fourth-graderscontinuetomeasureandrecord
individualchangesinaerobiccapacityandmuscularstrengthbyusing
scienticallybasedhealth-relatedphysicaltnesstests.Bytheendofthe
schoolyear,studentsareexpectedtomeetminimumstandardsonthe
tnesstestitems.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4pro-
videsthecognitiveinformationtosupportthetnessactivitiesdescribed
inStandard3.ForStandard4,studentsarelearningthecorrectbody
positionsforperforminglower-bodystretchestopreventinjuries.In
addition,theyaresettingpersonalshort-termgoalsforaerobicendurance,
muscularstrengthandendurance,andexibilityandmonitoringtheir
progresstowardtheirgoalsthroughouttheyear.
Fourth-graders,inpreparationforcreatingapersonaltnessplaninlater
gradelevels,learntheprinciplesofphysicaltnessorF.I.T.T.(frequency,
intensity,time,andtype);thepurposeofwarm-upandcool-downperiods;
howtocalculateheartrateandtheimportanceofastrongheart;the
valueofmuscularendurance,muscularstrength,aerobic,andexibility
exercises;andthecorrectformtouseforpushingandpullingheavyobjects
properlytopreventbackinjuries.Teyalsocontinuetheirnutrition
educationbylearningtherolethatfood(especiallycarbohydrates)and
waterplayinhelpingtoimprovephysicalperformance.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Fourth-gradersassumegreaterresponsibilityforsettinggoals,working
towardthegoals,andmonitoringtheirprogressduringnonschooltime.
Teyacceptresponsibilityfortheirperformanceontnesstestsandin
activitysettingsandlearntorespondtowinningorlosingwithdignity
andrespect.Fourth-graderscontinuetoincludeothersinphysical
activitiesandrespectindividualdierencesinskilllevelsandmotivation.

61
LearningSnapshots
STANDARD1
1.13 Strike,withapaddleorracket,alightweightobjectthathasbeen
tossedbyapartner.
Strikingwithapaddleorracketisaskillusedinsportssuchastennis,bad-
minton,pickleball,andpaddletennis.Tegoalisforstudentstodemon-
stratetheforehand,backhand,overhand,andunderhandstrikingpatterns
byusingtheproperform.Teproperformforforehandstrikingis:
Useahandshakegrip.
Watchtheball.
Turnsidetothetarget.*
Stepforwardwiththefootoppositethestriking
hand.*
Swingtheracketorpaddleback.*
Swingtheracketorpaddleforward.
Keepthearmstraightastheracketorpaddlecontacts
theball.
Followthroughinthedirectionofthetarget.
Duringthelesson,theteacherdemonstratesthecorrecttechniquefor
strikingalightweightobjectwithapaddleorracket.Teteacheralso
describestwoorthreecuesthatstudentsshouldfocusonrst(itemsmarked
withanasterisk).Studentsworkinpairs:onestudenttossestheball(askill
rstlearnedingradeone),andthesecondstudentstrikestheball.Te
teachercirculatesthroughtheclass,providingfeedbackonthetwoorthree
speciccues.
9
Asstudentsperformancesimprove,theteacherfocuseson
additionalcues.Itisimportantthatstudentsfocusongeneratingaforceful
strikeratherthanstriveforaccuracyandthattheyperformtheskillinone
smoothmotionratherthanpracticethecuesseparately.Forexample,a
forcefulstrikecallsforthepaddletotravelatahighspeed,whichcallsfor
notonlyincreasingthespeedofthearmrelativetothebody,butalsothe
speedofthebodyrelativetotheground,sostudentsneedtoswingthe
armforwardandstepforwardatthesametime.Duringlessonclosure,the
teacherasksstudentstonamethecuesforperformingastrike.Tolinkwith
Standard2.4(Describetheappropriatebodyorientationtostrikeaball,
usingtheforehandmovementpattern),emphasisshouldbeplaced
onstudentsnotingthecorrectbodyorientationwhenstrikingaball.
Teteacherreviewsstrikingskills,andstudentspracticethemthroughout
theschoolyear.
9
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
ILLUSTRATIONCREDIT
Illustrationreprinted
withpermissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),231.1997.
62
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
1.21 Performaseriesofbasicsquare-dancesteps.
Duringasquare-danceunitthestudentsaredividedintofourgroups.All
studentsineachgroupreceiveoneofthefourcardslistedbelow.
CARD#1
Circleleft
Allstudentsjoinhands,
formingacircle,andwalk
totheleft.
CARD#2
Circleright
Allstudentsjoinhands,
formingacircle,andwalk
totheright.
CARD#3
Alemandeleft
Studentsturntotheircorners.
Studentsjoinlefthands.
Studentswalkcounterclockwiseoncearoundtheir
corners,returningtothestartingposition.
ILLUSTRATIONCREDITS
CARDS#14
Illustrationsreprinted
withpermissionfrom
B.S.Mohnsen,Teaching
Middle School Physical
Education: A Standards-
Based Approach for Grades
5-8, 3
rd
ed.(Champaign,
IL:HumanKinetics),
516-517.2008.

63
CARD#4
Do-si-do
Studentsfacetheirpartners.
Studentswalkforwardtoward
theirpartnerspassingright
shoulders.
Studentswalkaroundtheir
partnersbacktoback.
Studentswalkbackwardaway
fromtheirpartnerspassing
leftshoulders.
Eachgroupwalksthroughthedancesteponitscard.Tennewgroupsare
formedwithonestudentfromeachoftheoriginalgroups.Studentsteach
theirnewgroupthedancesteptheylearnedintheiroriginalgroup,sothat
everyonelearnsallfoursteps.Teteacherthenasksthestudentstoperform
allfourstepsinsequence.Teteachercirculatesthroughouttheclass,
providingfeedback.
STANDARD2
2.6 Distinguishbetweenpuntingandkickinganddescribethesimilarities
anddifferences.
Kickingandpuntingaresimilarskills.Bothinvolvestrikingaballwith
thefoot.Tecriticalstepsforapuntareasfollows:
Holdonesideoftheballwitheachhand.
Tipfrontendoftheballup(ifitisafootball).
Watchtheball.
Takeashortstepwiththekickingfoot.
Takealongstepwiththenonkickingfoot.
Droptheball.
Usearmsforbalance.
Swingthekickingfootforwardandupward.
Contacttheballwiththeinstepofthekickingfoot.
Followthroughwiththekickingfoot.
Tecriticalstepsforakickareasfollows:
Placetheballontheground.
Standbehindtheball.
Stepforwardonthenonkickingfoot.
Swingthekickinglegback.
Usearmsforbalance.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour

64
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
ILLUSTRATIONCREDITS
ABDOMINALCURL-UPS
Illustrationreprinted
withpermissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),164.1997.
OBLIQUECURL-UPS
Illustrationreprinted
withpermissionfromS.J.
Virgilio,Fitness Education for
Children: A Team Approach
(Champaign,IL:Human
Kinetics),154.1997.
Swingthekickinglegforward.
Straightentheknee.
Contacttheballwiththeinstepofthefoot.
Followthroughwiththekickingfoot.
Astheteacherintroduceseachskillwithanexplanationanddemonstration,
theteacheralsopointsoutthedierencesbetweenthetwoskills.Aftera
lessonwhenthestudentspracticekickingandpunting,theteacherasks
eachstudenttocompleteaVenndiagramforclassworkorhomeworkthat
illustratesthesimilaritiesanddierencesbetweenkickingandpunting.
STANDARD3
3.4 Performincreasingnumbersofeach:abdominalcurl-ups,oblique
curl-upsoneachside,modiedpush-upsortraditionalpush-ups,
andtricepspush-ups.
Forstudentstoperformincreasingnumbersofanexercise,theymust
increasetheirmuscularendurance.Muscularenduranceisimprovedby
performingeachexercisetwotothreedaysperweek.Studentsperformeach
exerciseforsixto15repetitions.Oncethestudentscanperformtheexercise
for15repetitions,thentheyshouldworktowardtwosets.Asetisagroup
ofrepetitions(15forendurance)performedwithoutrest.So,twosetsmean
performing15repetitions,restingorperformingadierentexercise,and
performing15morerepetitions(Physical Education for Lifelong Fitness 2005,
8891).Eachoftheexercisesinthisstandardisillustratedbelow.
ABDOMINALCURL-UPS
OBLIQUECURL-UPS

65
MODIFIEDPUSH-UPS
TRICEPSPUSH-UPS
TRADITIONALPUSH-UPS
STANDARD4
4.2 Explaintheprinciplesofphysicaltness:frequency,intensity,time,
andtype.
Studentsmustfollowaprotocolthatincludesaspecicfrequency,intensity,
time,andtype(ofexercise)toimprovetheirtness.Table2.1showsthe
protocolforeachprincipleoftness(F.I.T.T.).
Ifstudentsareaskedtofollowtheseprotocolswhenexercisingduring
physicaleducation,theywilllearntheprinciplesofphysicaltnessquickly.
Speciclearningactivitiescanalsobeprovided.Forexample,studentsare
given3-inchby5-inchcardswiththeinformationthatgoesineachcellof
thechart.StudentsarethenaskedtocreateachartlikeTable2.1.Students
reviewthisinformationthroughouttheyearduringthewarm-upand
cool-down.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
ILLUSTRATIONCREDITS
MODIFIEDPUSH-UPS
TRICEPSPUSH-UPS
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc.
TRADITIONALPUSH-UPS
Illustrationreprintedwith
permissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),165.1997.
Frequency
(timesperweek) Intensity Time Type
CARDIORESPIRATORYENDURANCE
1
Developmentally Mixtureofmoderate Accumulationofat Varietyofactivities.
appropriatephysical andvigorousinter- least60minutesand
Activitiesshouldbe
activityonallor mittentactivity. uptoseveralhours
selectedfromtherst
mostdaysofthe ofactivity.
Moderateincludes threelevelsofthe
week.
low-intensitygames, Upto50%of activitypyramid.
Severalboutsof low-activitypositions, accumulatedminutes
Continuousactivity
physicalactivity somechores,and shouldbeaccumu-
shouldnotbe
lasting15minutes yardwork. latedinboutsof
expectedformost
ormoredaily. 15minutesormore.
Vigorousincludes students.
gamesinvolving
runningorchasing
andplayingsports.
MUSCULARSTRENGTH
1
Twoorthreedays Verylightweight. Atleastoneset(may Majormusclegroups,
perweek. dotwosets),615 oneexerciseper
reps,atleast2030 muscleofmuscle
minutes. group.
MUSCULARENDURANCE
1
Twoorthreedays Verylightweight. Atleastoneset(may Majormusclegroups,
perweek. dotwosets),615 oneexerciseper
reps,atleast2030 muscleofmuscle
minutes. group.
FLEXIBILITY
1
Threetimesper Slowelongationofthe Uptofourtove Thepreferredstretch
week,preferably muscletothepointof stretchespermuscle fortheclassroomis
dailyandaftera milddiscomfortand ormusclegroup. slow,staticstretching
warm-uptoraise backoffslightly. Holdeachstretch forallmusclesor
muscletemperature. 1030seconds. musclegroups.
Alwayswarmup
properlypriorto
stretching.
BODYCOMPOSITION
2
Threetosixdays, Lightaerobicactivity. 30to60plus Lightaerobicexercise.
dailypreferred. minutes.
4565%ofmaximum
heartrate.
Talktest:talking
shouldberelatively
easy.
66
Table2.1ProtocolsforthePrinciplesofFitness
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
1
Sources:Physical Education for Lifelong Fitness: The Physical Best Teachers Guide (Secondedition,page69,Table5.1;page
90,Table6.1;andpage116,Table7.1.2005byNationalAssociationforSportandPhysicalEducation.Reprinted
withpermissionfromHumanKinetics,Champaign,IL).
CharlesB.Corbin.FitnessforLifePhysicalActivityPyramidforChildrenPoster.Champaign,IL:HumanKinetics,2003
2
Source:CharlesB.Corbinetal.Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach(Seventhedition).
NewYork:McGraw-Hill,2008,page285.


67
STANDARD5
5.5 Includeothersinphysicalactivitiesandrespectindividualdifferences
inskillandmotivation.
Students,ingroupsofsix,areparticipatinginataggamewearingfootball
ags.Teteacherasksstudentstodesignataggametoplaywithstudents
whoareinwheelchairsorwhousecrutches.Testudentsdeterminethat
thesestudentscanparticipateinthegameoftagwithafewmodications:
(1)eachstudentinawheelchairorwithcrutcheshasanable-bodiedpartner
sheorhemuststayincontactwith;and(2)everyonewalksinsteadofruns.
Studentsmaysuggestothermodications,suchaseveryonehasapartner,
notjustthestudentswhohavetouseaidstowalkormove.Tomeetthis
standard,studentsneedtoactuallydemonstrateinclusionofothersinthe
activities.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
68
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFour
Grade Four Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Body Management
1.1 Performsimplebalancestuntswithapartnerwhilesharingacommon
baseofsupport.
1.2 Changedirectionquicklytomaintainthespacingbetweentwoplayers.
1.3 Changedirectionquicklytoincreasethespacingbetweentwoplayers.
1.4 Determinethespacingbetweenoensiveanddefensiveplayersbased
onthespeedoftheplayers.
Locomotor Movement
1.5 Jumpaself-turnedrope.
Manipulative Skills
1.6 Trowandcatchanobjectwithapartnerwhilebothpartnersare
moving.
1.7 Trowoverhandatincreasinglysmallertargets,usingproperfollow-
through.
1.8 Trowayingdiscfordistance,usingthebackhandmovementpattern.
1.9 Catchayballabovethehead,belowthewaist,andawayfromthebody.
1.10 Kickaballtoamovingpartner,usingtheinsideofthefoot.
1.11 Kickastationaryballfromthegroundintotheair.
1.12 Puntaballdroppedfromthehands.
1.13 Strike,withapaddleorracket,alightweightobjectthathasbeentossed
byapartner.
1.14 Servealightweightballtoapartner,usingtheunderhandmovement
pattern.
1.15 Strikeagentlytossedballwithabat,usingasideorientation.
1.16 Keepafoot-dribbledballawayfromadefensivepartner.
1.17 Keepahand-dribbledballawayfromadefensivepartner.
1.18 Manipulateanobjectbyusingalong-handledimplement.
1.19 Stopakickedballbytrappingitwiththefootwhilestandingstill.
1.20 Volleyatossedlightweightball,usingtheforearmpass.
Rhythmic Skills
1.21 Performaseriesofbasicsquare-dancesteps.
1.22 Performaroutinetomusicthatincludesevenandunevenlocomotor
patterns.
69
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Explainthedierencebetweenoenseanddefense.
2.2 Describewaystocreatemorespacebetweenanoensiveplayerand
adefensiveplayer.
Body Management
2.3 Describetheappropriatebodyorientationtoserveaball,usingthe
underhandmovementpattern.
2.4 Describetheappropriatebodyorientationtostrikeaball,usingthe
forehandmovementpattern.
Manipulative Skills
2.5 Explainthesimilarmovementelementsoftheunderhandthrowandthe
underhandvolleyballserve.
2.6 Distinguishbetweenpuntingandkickinganddescribethesimilarities
anddierences.
2.7 Compareandcontrastdribblingaballwithoutadefenderandwith
adefender.
2.8 Explainthedierencesinmanipulatinganobjectwhenusingalong-
handledimplementandwhenusingashort-handledimplement.
2.9 Identifykeybodypositionsusedforvolleyingaball.
Rhythmic Skills
2.10 Designaroutinetomusicthatincludesevenandunevenlocomotor
patterns.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealth
andperformance.
Fitness Concepts
3.1 Participateinappropriatewarm-upandcool-downexercisesforparticular
physicalactivities.
3.2 Demonstratethecorrectbodypositionforpushingandpullinglarge
objects.
Aerobic Capacity
3.3 Participatethreetofourdayseachweek,forincreasingperiodsoftime,
incontinuousmoderatetovigorousphysicalactivitiesattheappropriate
intensitytoincreaseaerobiccapacity.
Muscular Strength/Endurance
3.4 Performincreasingnumbersofeach:abdominalcurl-ups,oblique
curl-upsoneachside,modiedpush-upsortraditionalpush-ups,and
tricepspush-ups.
Chapter2
Standards-Based
PhysicalEducation:
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Through
GradeFive
GradeFour
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Chapter2
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PhysicalEducation:
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Through
GradeFive
GradeFour
3.5 Hangbythehandsfromanoverheadbarwiththehipsandkneeseach
ata90-degreeangle.
Flexibility
3.6 Demonstratebasicstretchesusingproperalignmentforhamstrings,
quadriceps,hipexors,triceps,back,shoulders,hipadductors,hip
abductors,andcalves.
Body Composition
3.7 Sustaincontinuousmovementforincreasingperiodsoftimewhile
participatinginmoderatetovigorousphysicalactivity.
Assessment
3.8 Measureandrecordchangesinaerobiccapacityandmuscularstrength,
usingscienticallybasedhealth-relatedphysicaltnessassessments.
3.9 Meetminimumrequirementsforhealth-relatedphysicaltness,using
scienticallybasedhealth-relatedphysicaltnessassessments.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,
andstrategiestoimprovehealthandperformance.
Fitness Concepts
4.1 Identifythecorrectbodyalignmentforperforminglower-bodystretches.
4.2 Explaintheprinciplesofphysicaltness:frequency,intensity,time,and
type.
4.3 Setpersonalshort-termgoalsforaerobicendurance,muscularstrength
andendurance,andexibilityandmonitorprogressbymeasuringand
recordingpersonaltnessscores.
4.4 Identifyhealthfulchoicesformealsandsnacksthathelpimprove
physicalperformance.
4.5 Explainwhythebodyneedswaterbefore,during,andafterphysical
activity.
4.6 Explainwhythebodyusesahigherpercentageofcarbohydratesforfuel
duringhigh-intensityphysicalactivityandahigherpercentageoffatfor
fuelduringlow-intensityphysicalactivity.
4.7 Explainthepurposeofwarm-upandcool-downperiods.
Aerobic Capacity
4.8 Calculatepersonalheartrateperminutebyrecordingheartbeatsfor
ten-secondintervalsand15-secondintervals.
4.9 Explainwhyastrongheartisabletoreturnquicklytoitsrestingrate
afterexertion.
4.10 Identifytwocharacteristicsofphysicalactivitythatbuildaerobiccapacity.
4.11 Determinetheintensityofpersonalphysicalactivitybyusingtheconcept
ofperceivedexertion.
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Through
GradeFive
GradeFour
Muscular Strength/Endurance
4.12 Describethedierencebetweenmuscularstrengthandmuscular
endurance.
4.13 Explainwhymuscularenduranceormuscularstrengthactivitiesdonot
increasemusclemassinpreadolescentchildren.
4.14 Recognizehowstrengtheningmajormusclescanimproveperformance
atworkandplay.
4.15 Describethecorrectformtopushandpullheavyobjects.
Flexibility
4.16 Explainthevalueofincreasedexibilitywhenparticipatinginphysical
activity.
Body Composition
4.17 Explaintheeectofregular,sustainedphysicalactivityonthebodys
abilitytoconsumecaloriesandburnfatforenergy.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Setapersonalgoaltoimproveanareaofhealth-relatedphysicaltness
andworktowardthatgoalinnonschooltime.
5.2 Collectdataandrecordprogresstowardattainmentofapersonaltness
goal.
5.3 Acceptresponsibilityforonesownperformancewithoutblamingothers.
5.4 Respondtowinningandlosingwithdignityandrespect.
Social Interaction
5.5 Includeothersinphysicalactivitiesandrespectindividualdierencesin
skillandmotivation.
Group Dynamics
5.6 Acceptanopponentsoutstandingskill,useofstrategies,orabilityto
workeectivelywithteammatesasachallengeinphysicalactivities.
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PhysicalEducation:
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Through
GradeFive
GradeFive
Grade Five
Fifth-gradestudentsareenteringearlyadolescenceandarebeginningto
experiencemanyphysicalchanges.Atthisage,itisnotuncommonforgirlsto
betallerthanboys.Dierencesinstrengthandmotorskillperformancemaybe
attributedtoexperienceandstudentspracticeopportunities.Flexibilitycontinues
todecrease,especiallyinboys,presentingtheneedformorestretchingexercises
duringphysicaleducation.Studentscontinuetomanipulateavarietyofobjects
usingeye-handandeye-footcoordination.However,theemphasisnowshifts
toimprovingaccuracyanddistancewhileecientlymanipulatingobjectsusing
bodyparts(e.g.,hand,foot)orimplements(e.g.,racket,bat).
Fifth-gradersexperienceamarkedincreaseinintellectualcuriosity.Teyhave
athirstforknowledgeandawiderangeofinterests.Teyliketoexperimentand
toinvestigatetheworldaroundthem.Problem-solvingactivitiesandintellectual
challengesareappropriateforthisagegroup.Teyareespeciallyinterestedin
knowingaboutthehumanbodyandhowtoimprovehealthandperformance.
Teacherscanaddressthisinterestbyteachingconceptsandprinciplesofmove-
mentrelatedtothephysicalandmotorskillsthatthestudentsarelearning.
Fifth-gradersthriveinasmall-groupactivityinwhichthreetofourstudents
interactcooperatively.Studentsareshowingincreasedcontroloveremotions,
takingprideinindividualaccomplishments,andenjoyingtheirsuccessesand
achievements.Teyarebeginningtodevelopanawarenessofindividualdier-
encesrelatedtogender,culturalheritage,ethnicity,andphysicalability,making
thisanidealtimetoteachthepositiveaspectsofdiversityandtheimportanceof
listeningtotheideasofothers.
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovement
patternsneededtoperformavarietyofphysicalactivities.
Fifth-gradestudentsapplynonlocomotorskillstosmall-groupbalancing
stunts.Teyapplylocomotorskillstocreativedancesandmovement
routinestomusicthatalsoinvolvethemanipulationofanobject.Te
locomotorskillofjumpingisthefocusofpracticeinfthgrade,including
jumpingforheight,jumpingfordistance,andjumpingaropeturnedby
others.
Tepracticeofmanipulativeskillscontinuestoplayamuchgreaterrolein
fth-gradephysicaleducation.Teemphasisforfthgradeisimproving
distanceandaccuracy.Studentsfocusonbothwhenpracticingthrowing,
elding,punting,striking,serving,dribbling,passing,andvolleyingas
wellasreningtheirperformancesoftrappingandcatching.Tepractice

73
ofmanyoftheseskillstakesontheaddedchallengeofperformancein
anopenenvironment(onethathasvariablessuchasadefender),thus
preparingstudentsforthelead-upgamesperformedinsixthgrade.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andmanipulativeskillspracticedinfthgrade.
TephysicaleducationlessonisoftenabletoaddressStandards1and2
simultaneously;theteacherexplainstheinformationtothestudentsand
thenhasthemexperienceit.Forexample,Standard2.5states,Design
aroutinetomusic,changingspeedanddirectionwhilemanipulating
anobject.Standard1.18states,Designandperformacreativedance,
combininglocomotorpatternswithintentionalchangesinspeedand
direction;andStandard1.19states,Designandperformaroutineto
musicthatinvolvesmanipulationofanobject.Allthreestandardscanbe
learnedtogether.Teteacherexplainstheprinciplesfordesigningaroutine
tomusic,andthenstudentsworkontheircreativedanceormanipulative
routinewhileapplyingthoseprinciples.
Bytheendoffthgrade,studentsarecompetentidentifyingthecorrect
techniqueforfundamentalmanipulativeskills(e.g.,identifyingthephases
forstrikingaball,identifyingadjustmentsthatneedtobemadewhen
catchingaballthrownocenter).Inpreparationforgameplayinsixth
grade,studentslearnabouttheimportanceofopenspacefromastrategic
perspective.Inpreparationforgainingadeeperunderstandingofthe
scienceofmovement,fth-graderslearnthedierencesintechnique
betweenapplyingforceonliftoandreceivingforceonlandingwhen
jumpingforheightanddistance.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Fifth-graderscontinuetoperformmoderatetovigorousphysicalactivities
threetofourdayseachweekforincreasingperiodsoftime.Teystarteach
activityperiodwithwarm-upexercisesandconcludeeachactivityperiod
withcool-downexercises.Muscularstrengthandendurancecontinueto
bedeveloped,andstudentsareexpectedtoperformanincreasingnumber
ofobliquecurl-upsoneachsideofthebodyandtricepspush-ups.In
termsofexibility,studentsperformexercisesthatstretchcertainmuscle
areasinpreparationforcertainphysicalactivities.Fifth-graderscontinue
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74
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
tomeasuretheirhealth-relatedphysicaltnessusingascienticallybased
assessment.Bytheendoftheschoolyear,studentsareexpectedtomeet
theminimumrequirementsonthesetnesstestitems.Inaddition,they
canplanadayofhealthy,balancedmealsandsnacksdesignedtoenhance
physicalactivityperformance.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4provides
thecognitiveinformationtosupportthetnessactivitiesdescribedin
Standard3.ForStandard4,studentsrecordwaterintake,heartrates,and
perceivedexertionbefore,during,andafterphysicalactivity.Tenthey
comparetheirheartrateswiththeirperceivedexertionlevelssotheylearn
whatbeingintheirtargetheartratezonesfeelslike.
Fifth-graders,inpreparationforcreatingapersonaltnessplanin
sixthgrade,learntheapplicationoftheprinciplesoftrainingtoeach
componentofhealth-relatedtness,howtocalculatetargetheartrate,
elementsofwarm-upandcool-downactivities,thevalueofstrength
andexibilityexercises,andtheuseoftechnology(e.g.,heartmonitors,
pedometers)toassistinthepursuitofphysicaltness.Studentsaregiven
theresultsoftheirmostrecenthealth-relatedphysicaltnessassessment
andinstructedtoidentifyoneormorewaystoimproveperformancein
thoseareaswhereminimumstandardswerenotmet.Teyalsocontinue
theirnutritioneducationbylearningmealplanning,theeectsofdehydra-
tion,therelationshipbetweencaloricintakeandexpenditure,andthe
benetsofmaintainingahealthybodycomposition.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Fifth-gradersassumegreaterresponsibilityforsettinglong-termgoals
relatedtopersonaltnessandmotorskillperformance,workingtoward
theirgoalsoutsideschoolandmonitoringtheirprogress.Teyalso
demonstratepersonalresponsibilitybyactinginasafeandhealthymanner
evenwhenconfrontedbynegativepeerpressureandthetemptation
toactrecklessly.Fifth-gradersdemonstratesocialskillsbyadapting
physicalactivitiestoaccommodateindividualdierencesandbyshowing
appreciationforgamesandactivitiesreectingdiverseheritages.Tey
listentotheideasofothersandacknowledgethesecontributionswhilealso
contributingtheirownideasduringcooperativeproblem-solvingactivities.

75
LearningSnapshots
STANDARD1
1.3 Jumpfordistance,usingpropertakeoffandlandingform.
Tisstandardasksstudentstodemonstratetheproperformwhenjumping
fordistance.Tecorrecttechniqueforjumpingis:
Swingarmsback.
Bendthekneeshalfway.
Swingarmsforward.
Pushowiththetoes.
Reachforward.
Landonheels.
Bendknees.
Shiftweightfromheelstoballsoffeet.
TisstandardparallelsStandard1.2thatasksstudentstodemonstratethe
properformwhenjumpingforheight.Tedierencebetweenthetwoskills
isthatontakeotheperformerreachesforwardwhenjumpingfordistance
andreachesupwardwhenjumpingforheight.Specically,theperformer
jumpingfordistancewantstotakeoata45-degreeangleformaximum
distance.TisstandardalsolinkstoStandard2.2.Asstudentsarelearning
tojump,theteacherexplainsthesciencebehindapplyingforceontakeo
andreceivingforceonlanding.Forstudentstolearntheskillcorrectly,the
teacherneedstocirculatethroughtheclassasstudentsarepracticingand
providethemwithfeedbackontheirform.
10
1.19 Designandperformaroutinetomusicthatinvolvesmanipulation
ofanobject.
Tisstandardisbestaddressedtowardtheendoftheschoolyearafter
studentshavelearnedhowtomovetomusicandcandemonstrateavariety
ofmanipulativeskills.Teteacherreviewswiththestudentshowtomoveto
thebeatofthemusic.Teteacherplaysacontemporarysongwithastrong
beat.Teteacherasksthestudentstoclapinrhythmwiththemusic.Ten
studentsareprovidedwithabasketballorrubberplaygroundballandasked
todesignaball-handlingroutinetomusic.Teteacherassignsstudentsto
groupsoffourtosix,andstudentsperformtheirroutinesfortheirassigned
group.
STANDARD2
2.1 Explaintheimportanceofopenspaceinplayingsport-relatedgames.
Teconceptofopenspaceformsthebasisofalloensiveanddefensive
strategies.Teoensetriestocreateopenspace(i.e.,areaswherethereare
nodefensiveplayers)sothattheoensecanmoveareceiverintothatspace
10
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
Chapter2
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PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive

76
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
(invasionsportsbasketball,soccer)orhittheballintothatspace(eld
sportssoftball;netsportsvolleyball).Tedefensetriestoclosespace
(coverallareas)topreventtheoensefromadvancingtheballdownthe
eldorscoring.Teteachercanbestconveythisconcepttostudentsby
usingvideoclips,softwaresimulations,orthree-dimensionalmodels.Once
thestudentsareintroducedtotheconcept,theyapplyitwhileworkingon
Standard1.6(Trowandcatchanobjectunderhandandoverhandwhile
avoidinganopponent).
STANDARD3
3.7 Sustaincontinuousmovementforanincreasingperiodoftimewhile
participatinginmoderatetovigorousphysicalactivities.
Moderate-intensityphysicalactivitygenerallyrequiressustainedrhythmic
movements.Itreferstoalevelofeortthatahealthyindividualmight
expendwhile,forexample,walkingbriskly,dancing,swimming,or
bicyclingonlevelterrain.Apersonshouldfeelsomeexertionbutshouldbe
abletocarryonaconversationcomfortablyduringtheactivity.Vigorous-
intensityphysicalactivitygenerallyrequiressustained,rhythmicmovements
andreferstoalevelofeortahealthyindividualmightexpendwhile,for
example,jogging,participatinginhigh-impactaerobicdancing,swimming
continuouslaps,orbicyclinguphill.Vigorous-intensityphysicalactivity
maybeintenseenoughtoincreaseheartandrespirationratessignicantly.
Popularaerobicactivitiesforthisagegroupincludetheperformanceof
shortjumpropeactivities,linedances,ormovingaroundacircuit(learning
stations)duringwhichthelocomotorskillischangedateachcorner(Four
CornersActivity).
STANDARD4
4.1 Recordandanalyzefoodconsumptionforonedayandmakeaplanto
replacefoodswithhealthierchoicesandadjustquantitiestoenhance
performanceinphysicalactivity.
Studentsareaskedtorecordtheirfoodconsumptionforoneday.
Simultaneously,studentsworkonStandard4.6(Recordwaterintake
before,during,andafterphysicalactivity)forthesameday.Studentsare
giventhetimeinclasstoanalyzetheirfoodconsumptioninrelationtothe
FoodPyramid.Forindependentclassworkorhomework,studentsdesigna
one-dayfoodplanthatmeetstherecommendationsoftheFoodPyramid.
STANDARD5
5.2 Worktowardalong-termphysicalactivitygoalandrecorddataon
onesprogress.
Fifth-gradestudentsareworkingonStandard3.7(Sustaincontinuous
movementforanincreasingperiodoftimewhileparticipatinginmoderate
tovigorousphysicalactivities).TogetherwithStandard5.2,students

77
writelong-termgoalsrelatedtoincreasingthetimetheyareparticipating
inphysicalactivityandrecordtheirprogresstowardtheirgoals.Tegoals
shouldbeclear,measurable,andachievable.Teteacherprovidesfeedback
onthegoalsbeforethestudentsbegintoworktowardthem.Testudents
aregivenaformorchartwithcolumnsfordates,times,andactivities.
Troughouttheyeartheteacherreviewstheprogresssheetswithstudentsto
determinewhethertheyhavemettheirgoalsorneedtoadjustthem.
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
78
Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
Grade Five Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Body Management
1.1 Performsimplesmall-groupbalancestuntsbydistributingweight
andbaseofsupport.
Locomotor Movement
1.2 Jumpforheight,usingpropertakeoandlandingform.
1.3 Jumpfordistance,usingpropertakeoandlandingform.
Manipulative Skills
1.4 Enter,jump,andleavealongropeturnedbyothers.
1.5 Trowayingdiscaccuratelyatatargetandtoapartner,usingthe
backhandmovementpattern.
1.6 Trowandcatchanobjectunderhandandoverhandwhileavoiding
anopponent.
1.7 Fieldathrowngroundball.
1.8 Puntaball,droppedfromthehands,atatarget.
1.9 Stopakickedballbytrappingitwiththefootwhilemoving.
1.10 Strikeadroppedball,witharacketorpaddle,towardatargetbyusing
theforehandmovementpattern.
1.11 Hitasoftlytossedballbackhandedwithapaddleorracket.
1.12 Strikeatossedball,withdierentimplements,fromasideorientation.
1.13 Servealightweightballoveralownet,usingtheunderhandmovement
pattern.
1.14 Dribbleaball(byhandorfoot)whilepreventinganotherpersonfrom
stealingtheball.
1.15 Dribbleaballandkickittowardagoalwhilebeingguarded.
1.16 Passaballbackandforthwithapartner,usingachestpassandbounce
pass.
1.17 Volleyatossedballtoanintendedlocation.
Rhythmic Skills
1.18 Designandperformacreativedance,combininglocomotorpatterns
withintentionalchangesinspeedanddirection.
1.19 Designandperformaroutinetomusicthatinvolvesmanipulation
ofanobject.
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Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Explaintheimportanceofopenspaceinplayingsport-relatedgames.
2.2 Explainthedierencesinapplyingandreceivingforcewhenjumping
forheightanddistance.
Body Management
2.3 Explainhowtoadjustbodypositiontocatchaballthrowno-center.
Manipulative Skills
2.4 Identifythefollowingphasesforstrikingaball:preparation,application
offorce,follow-through,andrecovery.
Rhythmic Skills
2.5 Designaroutinetomusic,changingspeedanddirectionwhile
manipulatinganobject.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealth
andperformance.
Fitness Concepts
3.1 Demonstratehowtowarmupmusclesandjointsbeforerunning,
jumping,kicking,throwing,andstriking.
3.2 Planadayofhealthfulbalancedmealsandsnacksdesignedtoenhance
theperformanceofphysicalactivities.
Aerobic Capacity
3.3 Participatethreetofourdayseachweek,forincreasingperiodsoftime,
incontinuousmoderatetovigorousphysicalactivitiesattheappropriate
intensityforincreasingaerobiccapacity.
Muscular Strength/Endurance
3.4 Performanincreasingnumberofobliquecurl-upsoneachside.
3.5 Performincreasingnumbersoftricepspush-ups.
Flexibility
3.6 Performexibilityexercisesthatwillstretchparticularmuscleareasfor
givenphysicalactivities.
Body Composition
3.7 Sustaincontinuousmovementforanincreasingperiodoftimewhile
participatinginmoderatetovigorousphysicalactivities.
Assessment
3.8 Assesshealth-relatedphysicaltnessbyusingascienticallybased
health-relatedtnessassessment.

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Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
3.9 Meetage-andgender-specictnessstandardsforaerobiccapacity,
muscularstrength,exibility,andbodycomposition,usingascientically
basedhealth-relatedtnessassessment.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,and
strategiestoimprovehealthandperformance.
Fitness Concepts
4.1 Recordandanalyzefoodconsumptionforonedayandmakeaplanto
replacefoodswithhealthierchoicesandadjustquantitiestoenhance
performanceinphysicalactivity.
4.2 Explainwhydehydrationimpairstemperatureregulationandphysical
andmentalperformance.
4.3 Developanddescribethreeshort-termandthreelong-termtnessgoals.
4.4 Examinepersonalresultsofascienticallybasedhealth-relatedphysical
tnessassessmentandidentifyoneormorewaystoimproveperformance
inareasthatdonotmeetminimumstandards.
4.5 Explaintheelementsofwarm-upandcool-downactivities.
4.6 Recordwaterintakebefore,during,andafterphysicalactivity.
4.7 Describetheprinciplesoftrainingandtheapplicationtoeachofthe
componentsofhealth-relatedphysicaltness.
Aerobic Capacity
4.8 Identifytheheartrateintensity(targetheart-raterange)thatisnecessary
toincreaseaerobiccapacity.
4.9 Determinetheintensityofpersonalphysicalactivity,usingtheconceptof
perceivedexertion.
4.10 Comparetargetheartrateandperceivedexertionduringphysicalactivity.
4.11 Measureandrecordtheheartratebefore,during,andaftervigorous
physicalactivity.
4.12 Explainhowtechnologycanassistinthepursuitofphysicaltness.
Muscular Strength/Endurance
4.13 Explainthebenetsofhavingstrongarm,chest,andbackmuscles.
Flexibility
4.14 Explainthebenetsofstretchingafterwarm-upactivities.
Body Composition
4.15 Explainwhybodyweightismaintainedwhencalorieintakeisequalto
thecaloriesexpended.
4.16 Describetheshort-andlong-termbenetsofmaintainingbody
compositionwithinthehealthytnesszone.

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Chapter2
Standards-Based
PhysicalEducation:
Kindergarten
Through
GradeFive
GradeFive
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Improvethelevelofperformanceononecomponentofhealth-related
physicaltnessandoneidentiedmotorskillbyparticipatingintness
andskilldevelopmentactivitiesoutsideschool.
5.2 Worktowardalong-termphysicalactivitygoalandrecorddataonones
progress.
5.3 Distinguishbetweenactsofphysicalcourageandphysicallyrecklessacts
andexplainthekeycharacteristicsofeach.
5.4 Actinasafeandhealthymannerwhenconfrontedwithnegativepeer
pressureduringphysicalactivity.
Social Interaction
5.5 Contributeideasandlistentotheideasofothersincooperativeproblem-
solvingactivities.
5.6 Acknowledgeorallythecontributionsandstrengthsofothers.
Group Dynamics
5.7 Accommodateindividualdierencesinothersphysicalabilitiesin
small-groupactivities.
5.8 Appreciatephysicalgamesandactivitiesreectingdiverseheritages.
3
Standards-Based
PhysicalEducation:
GradesSix
TroughEight

83
T
hephysicaleducationprogramingradessixthrougheightprovidesthe
opportunitytoexpandastudentsperformanceandunderstandingof
fundamentalmovementandmotorskillstomorespecializedmovement
andmotorskillsusedinavarietyofcontentareas(individualanddualactivities,
teamactivities,rhythmsanddance,combatives,aquatics,adventure/outdoor
activities,andtumblingandgymnastics).Testandardsaregrade-specic;there-
fore,thephysicaleducationclassesareorganizedbygradelevel.Studentsmay
experiencesixththrougheighth-gradephysicaleducationinanelementaryschool
setting,amiddleschoolsetting,oracombinationofsettings.Becausemost
studentsinCaliforniapublicschoolsattendamiddleschoolorjuniorhighschool
forsomepartofgradessixthrougheight,thetermsmiddle schoolandmiddle
school student areusedthroughoutthischapter.Whateverthesettingforphysical
education,studentsneedtodemonstratemasteryofthestandardsfortheirgrade
level.
Tetransitionfromelementaryschooltothemiddleschoolenvironmentwill
mostlikelyincludenewexperiencessuchasdressingforphysicaleducationclass,
lockers,alargerschoolfacility,andinteractingwithagreaternumberofpeers.A
supportiveenvironmentthatprovidesstudentswithopportunitiestosuccessfully
interactwiththeirnewenvironmentandpeerssetsthestageforapositivemiddle
schoolexperience.Middleschoolphysicaleducationprogramsworkmost
eectivelywhentheyaredesignedforstudentsuccessandemphasizelearning,
enjoyment,conceptualknowledge,appropriatechallenges,andcooperation.
Standards-basedmiddleschoolphysicaleducationprovidesstudentswith
experiencesinawidevarietyofactivities(e.g.,soccer,dancing,climbing).
Duringmiddleschool,studentslearntorene,combine,andapplyavarietyof
movementandmotorskillsindierentphysicalactivitysettings.Itisimportant
thatstudentshavedevelopmentallyappropriateequipmentandmanypractice
opportunitiesthroughoutalltheirlearningexperiences.Pretestingwillhelp
determinewhetherstudentsneedinstructionorremediationonthefundamental
movementandmotorskillsfrompreviousgradelevels.Tephysicaleducation
modelcontentstandardsprovideguidanceonwhichcontentareastoaddress
inwhichgradelevels.Itmaybenecessary,however,forteacherstoreteachor
reviewandprovidepracticeonfundamentalskillsfrompreviousgradelevels.
(SeeChapter7,UniversalAccess,foradditionalinformationonmeetingthe
instructionalneedsofstudents.)
Teemphasisatsixthgradeisontheapplicationofmovementandmotor
skillsinlead-upormodiedgamesalongwithfolkandlinedancing,stunts,and
tumbling.Teemphasisatseventhgradeisonmulticulturaldancing,individual
anddualphysicalactivities,trackandeld,combatives,andadventure/outdoor
activities.Teemphasisateighthgradeisonteamactivities,squaredancing,and
gymnastics/tumbling.Ineachareaofphysicaleducation,thecriticalelementsfor
eachmotorskillaswellasconceptsandprinciplesrelatedtobiomechanics,motor
development,motorlearning,andgametacticsaretaught.
Middleschoolphysicaleducationprogramscontinuetoemphasizethe
importanceofphysicalactivityandpersonaltnessthroughouttheschoolyear.
Chapter3
Standards-Based
PhysicalEducation:
GradesSix
ThroughEight

84
Chapter3
Standards-Based
PhysicalEducation:
GradesSix
ThroughEight
Studentsareprovidedwithopportunitiestoimprovetheirtnessaswellasto
understandmoreadvancedconceptsrelatedtophysicaltnessandphysical
activity.Providingthestudentwiththeopportunitytoparticipateinavarietyof
activitiesthatareenjoyableandengagingisbenecialinincreasingaerobictness
(WrightandKarp2006).Studentsshouldbeactivemostofthetimeduring
physicaleducationtoexperiencetheaerobicbenets.
Participationinphysicalactivitycanalsobeanimportantvenueforthesocial,
psychological,andemotionaldevelopmentofadolescents.Socialskillsand
personalresponsibilityskillsneedtobetaughtandpracticedandfeedbackgiven.
1
Physicaleducationclassesprovideanidealsettingforadolescentstolearnand
practicethoseskills.
Tischapterincorporatesthephysicaleducationmodelcontentstandards
forgradessixthrougheight,providinganexplanationofthephysicaleducation
contentareasunderlyingthestandardsandoutliningactivitiesthatareconsistent
withtheintentofthestandards.Teactivitiesinthischapterareexamplesof
onewayinwhichthestandardsmaybeapproached.Teexamplesarenottobe
interpretedasrequirementsforthephysicaleducationclassroomorastheonly
instructionalapproachtoaparticularstandard.Tephysicaleducationmodel
contentstandardssetforthwhatstudentsshouldknowandcando.Terefore,
masteryofanindividualstandardisachievedwhenstudentshaveactuallylearned
theconcept,principle,orskill.Contentmasterydoesnotoccursimplybecause
studentshavereceivedaparticularexplanationorparticipatedinaparticular
activity;studentsmasterthecontentthrougheectiveinstructionandmultiple
opportunitiestopractice.
1
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85
Grade Six
Sixth-gradestudentsarerapidlyenteringadolescenceandexperiencing
numerousphysicalchanges.Tisisthebeginningofatwo-tothree-yeargrowth
spurtforsomestudentsthatcanaccountfor20percentoftheireventualadult
stature.Teheartandlungsarealsoincreasinginsizeandcapacityproportionate
toheightandweightgains.Studentsenjoybeingactive,engagingintness
activities,assessingtheirowntnesslevels,andcreatingpersonaltnessplans.
Studentsatthisstagecancombinevariousskillsincooperativeactivities.Te
focusnowshiftstoprovidingstudentswithexperiencesthathelpthemtransition
fromusingtheproperformforfundamentalmovementskillstosport-skill
learning.
Sixth-gradestudentsaremovingtowardthecapacityforabstractthinking.
Nolongersatisedwithpatanswers,theydemandmorethoroughexplanations.
Sixth-gradersexperienceamarkedincreaseinattentionspanthatallowsmore
complexandchallengingcognitiveactivities.However,sixth-graderscanbeeasily
distractedfromlearningexperiencesbecauseofthemental,social,andemotional
changesthattheyareexperiencing.
Studentsinsixthgradearemoreindependentinthoughtandactionthan
youngerstudents.Teyarealsomorelikelytoseekoutnewchallengesin
individualandgroupactivitiesandtotestthelimitsofacceptablebehavior.Tey
are,however,capableofrespectingtheperformanceofothersandproviding
appropriatefeedback.
2
Cooperationisanimportantsocialskillforthisagegroup,
includingcooperationwithopponentsingamesettings.Studentsalsolearn
cooperationthatfacilitatesdevelopmentofmotorskills.
Sixth-gradephysicaleducationmaybetaughtinavarietyofenvironments:
inanelementaryschool,amiddleschool,orajuniorhighschool,byateacher
withamultiple-subjectcredentialorbyateacherwithasingle-subjectcredential.
Intheelementarysetting,sixth-gradeteachersmayteam-teachorcoordinate
withaphysicaleducationspecialistoradaptedphysicaleducationspecialistto
adequatelyaddressthesixth-gradestandards.Teelementarysettingprovides
additionalopportunitiesforcross-curricularinstruction,smallerclasssizes,and
teacherswhooftenknowtheirstudentswell.Techallengesfacedbysixth-grade
teachersintheelementarysettingincludelimitedfacilities,suchasthelackof
dressingfacilities.Studentsmustparticipateinphysicaleducationwearingtheir
schoolclothing.Teacherscommunicatewithparentsaboutwhenstudentsshould
dressforphysicaleducationandwhatclothingandshoesareappropriatefor
physicaleducationinstruction.Itisimportantintheelementaryschoolsettingto
createascheduleforphysicaleducationsothatonlyafewclassesusethefacilities
atonetime,andeachclasshasampleroomforallstudentstoparticipatesafely.
Inthemiddleschoolsetting,physicaleducationteachershavethesupportof
otherphysicaleducationteachersinadepartmentsetting.Teymayhavebetter
facilitiesandchangingrooms,sostudentscanbeexpectedtochangeclothesfor
2
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
Chapter3
Standards-Based
PhysicalEducation:
GradesSix
ThroughEight
GradeSix
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Chapter3
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PhysicalEducation:
GradesSix
ThroughEight
GradeSix
physicaleducation.However,middleschoolphysicaleducationteachersalsoface
instructionalchallenges:largerclasssizes,morestudents-per-teachercontacts,
andmoreheterogeneousclasses.Tesechallengesareaddressedthroughoutthe
framework.
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatterns
neededtoperformavarietyofphysicalactivities.
Sixth-gradestudentscombinenonlocomotor,locomotor,andmotorskills
whileincorporatingqualitiesofmovement(e.g.,relationships,levels,
speed,direction,andpathways)incomplexphysicalactivities.Sixthgrade
representsashiftfromthepracticeoffundamentalmanipulativeskillsto
specializedsportskills.Testudentsarealsogivenlearningopportunities
todeveloprhythmicskillsastheyperformfolkandlinedances,aswellas
developanddemonstraterhythmicroutinestomusic.Stunts,tumbling,
andrhythmicpatternsarealsointroducedasstudentsprepareformore
advancedtumblingandgymnasticsskillsthatwillbelearnedintheeighth
grade.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andmanipulativeskillspracticedinsixthgrade.
Often,thephysicaleducationlessonisabletoaddressStandards1and2
simultaneously;theteacherexplainstheinformationtothestudentsand
thenhasthemexperienceit.Forexample,Standard2.6states,Explainthe
roleofthelegs,shoulders,andforearmintheforearmpass;andStandard
1.1states,Volleyanobjectrepeatedlywithapartner,usingtheforearm
pass.Teteacherstartsthelessonbydescribingthecorrecttechniquefor
theforearmpass(includingtheroleofthelegs,shoulders,andforearms)
andthendemonstratingtheskill.Asthestudentspracticetheforearmpass
withapartner,theteacherasksstudentstoexplaintheroleofthelegs,
shoulders,andforearms.
Bytheendofsixthgrade,studentscanidentifydancestepsandrhythm
patternsandexplainthecontributionofmovementqualitiestothe
aestheticdimensionofphysicalactivity.Sixth-gradersarealsoexpanding
theirunderstandingofbiomechanics(seetheGlossary)bylearningthe
variablesinvolvedwithincreasinganddecreasingtheforcesappliedby

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PhysicalEducation:
GradesSix
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GradeSix
thebodyoranotherobjectandthosecontrollingtheintendedightof
anobject.Testudentsareexpandingtheirknowledgeofmotorlearning.
Studentslearnthecorrecttypeoffeedback(specicpositive,specic
corrective)toprovide.Teyimprovetheirunderstandingofoensive
strategiesbyidentifyingopportunitiestopassordribblewhilebeing
closelyguarded.Insixthgrade,studentsdevelopandteachacooperative
gamethatusesrules,skills,andoensivestrategies.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Sixth-graderscontinuetoperformmoderatetovigorousphysicalactivities
whilemonitoringtheirheartrates,buttheyincreasethefrequencyfrom
threetofourdayseachweektoaminimumoffourdayseachweek.
Teyassesstheirownlevelofhealth-relatedphysicaltnessandcompare
themselveswithestablishedstandardsforgoodhealth.Studentsusethis
informationtogeneratepersonalgoalsforeachtnesscomponent.As
studentscontinuetoparticipateintnessactivities,theymonitorchanges
intheirhealth-relatedphysicaltnessstatus.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4
providesthecognitiveinformationtosupportthetnessactivities
describedinStandard3.ForStandard4,studentslearndierentmethod
ofmonitoringheartrateintensity.Tesemethodsincludeheartrate
monitorsandplacingtwongersoverthewrist.
Sixth-gradestudentslearnthelong-termbenetsofregularparticipation
inphysicalactivityandclassifyactivitiesasaerobicandanaerobic.Tey
alsodistinguishbetweeneectiveandineectivewarm-ups,cool-downs,
andexibilityexercises(stretches).Sixth-gradestudentscompileand
analyzetheeectsofcaloricintakeandenergyexpendituresthrough
physicalactivity.Bytheendofsixthgrade,studentshavedevelopeda
one-dayphysicaltnessplanusingtheF.I.T.T.(frequency,intensity,tim
andtype)principlesandaddressingeachcomponentofhealth-related
physicaltness.
s

e,

88
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Standards-Based
PhysicalEducation:
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GradeSix
ILLUSTRATIONCREDIT
Illustrationreprinted
withpermissionfrom
B.S.Mohnsen,Teaching
Middle School Physical
Education(Champaign,
IL:HumanKinetics),231.
1997.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Sixth-gradestudentsparticipateincooperativegroupactivities.Tey
identifytheindividualrolesandresponsibilitiesnecessarytomaketheir
groupsuccessful.Teycomparetheirownbehaviorwiththoserolesand
responsibilitiestoensurethattheyareproductivemembersofthegroup.
Tesecooperativephysicalactivitiesalsoallowstudentstodevelopand
collaborateoncommongoalsandagreeonpossiblesolutionstoavariety
ofphysicalchallenges.
LearningSnapshots
STANDARD1
1.4 Strikeanobjectconsistently,usinganimplement,sothattheobject
travelsintheintendeddirectionatthedesiredheight.
Forthisstandard,studentspracticestrikingskillsusingavarietyof
implements(e.g.,paddles,racquets)andobjects(e.g.,balloons,balls,
shuttlecock).Asstudentspracticetheirforehand
strikingskills,theyshouldusethefollowing
technique:
Watchtheball.
Turnonesidetowardthetarget.
Swingtheimplementbackwards.
Stepwiththeoppositefoot.
Swingtheracketorpaddleforward.
Contact,withastraightarm,theobject.
Followthroughinthedirectionofthetarget.
Tepointofcontactbetweentheimplementandobjectdeterminesthe
directionandheightatwhichtheobjectwilltravel.Studentsworkin
pairsandexperimentwithcontactingobjectsatdierentheightsfromthe
groundandatdierenttakeoangles.Tisstandardcanbeintegratedwith
Standard2.8byaskingstudentstoillustratehowtheintendeddirectionof
anobjectisaectedbytheangleoftheimplementatthetimeofcontact.
1.7 Performfolkandlinedances.
TislessonfocusesonlearningthelinedancePataPata.Testudentsare
organizedintofourgroups.Eachstudentinagroupreceivesacopyofthe
samecard,oneofthefourcardslistedbelow.

89
CARD#1
1. Steprightfoottotheright.
2. Returnrightfoottothestartingposition.
3. Stepleftfoottotheleft.
4. Returnleftfoottothestartingposition.
L
L R
L R
R
R
R
L
L
R

L
R

L
R

L
R

L R
L
L L R
CARD#2
1.Movetoesofleftandrightfeetapart.
2.Moveheelsofleftandrightfeetapart.
3.Moveheelsofleftandrightfeettogether.
4.Movetoesofleftandrightfeettogether.
CARD#3
1.Kickrightfootforward.
2.Touchtoesofrightfootbehindthebody.
3.Kickrightfootforward.
4.Stepbackonrightfootandpivot
1/4turnclockwise.
CARD#4
1.Kickleftfootforward.
2.Stepbackonleftfoot.
3.Stepbackonrightfoot.
4.Stepbackonleftfoot.
R
L R
L
R
R
L
R
R
R

L
L R
L R
L R
Eachgroupwalksthroughthedancestepsonthecard.Tennewgroupsare
formedwithonestudentfromeachoftheoriginalgroups.Studentsteach
theirnewgroupthedancestep,sothateveryonelearnsallfoursteps.Te
teacherthenasksthestudentstoperformallfourstepsinsequence.Te
teachercirculatesthroughouttheclassprovidingfeedback.
Chapter3
Standards-Based
PhysicalEducation:
GradesSix
ThroughEight
GradeSix

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Chapter3
Standards-Based
PhysicalEducation:
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GradeSix
STANDARD2
2.1 Explainhowtoincreaseforcebasedontheprinciplesofbiomechanics.
Waysofincreasingforceareasfollows:
Increasethespeedofthestrikingimplementorbodypart.
Usestrongermuscles(e.g.,hipexorswhenkickingaball).
Useaheavierstrikingimplement.
Usemoremuscles.
Usealongerlever.
Increasethedistanceoverwhichforceisapplied.
Stretchthemusclepriortocontraction(e.g.,pullthearmback,then
throw).
Usesequentialmovementofthebodysmuscles.
Studentsareintroducedtooneortwowaystoincreaseforceduringeach
instructionalunit.Testudentsexperimentwitheachmethodtoproveto
themselvesthatitdoesincreaseforce.Forexample,studentsthrowaball
usingonlytheirwristjoint;thentheirwristandelbowjoints;thentheir
wrist,elbow,andshoulderjoints;andnallytheirentirebodies.Teteacher
asksthestudentstoobserveandidentifyinwhichsituationtheballtraveled
farther.Tenthestudentsexplaintoapartnerwhytheballwentfarther
whenmorebodypartswereinvolved.Tedierentwaystoincrease
forceshouldbereviewedthroughouttheyeartoensurethatthestudents
understandandrememberthem.
STANDARD3
3.6 Monitortheintensityofonesheartrateduringphysicalactivity.
Terearethreegeneralmethodsofmonitoringheartrateduringphysical
educationinstruction:listeningtotheheartbeatusingastethoscope,
recordingtheheartrateusingaheartratemonitor,andfeelingtheheartrate
atapulsepoint(e.g.,wrist).Teteacherdemonstrateseachmethodforthe
students.Studentsselectamethod,dependingontheequipmentavailable,
formonitoringtheintensityoftheirheartratesduringphysicalactivity.
Whenusingastethoscopeorfeelingforapulse,studentsshouldcountfor
15secondsandthenmultiplythenumberbyfourtodeterminethebeats
perminute.
STANDARD4
4.2 Developaone-daypersonalphysicaltnessplanspecifyingthe
intensity,time,andtypesofphysicalactivitiesforeachcomponent
ofhealth-relatedphysicaltness.
Tisstandardrequiresstudentstoidentifysafeexercisesforeachcomponent
ofhealth-relatedphysicaltness.Testudentsarethenaskedtosequencethe
exercisesandtodeterminetheintensitylevelanddurationoftimeforeach
exercise.Priortocompletingthistask,theteacherinstructsstudentsonthe
followingexerciseprotocols:
Frequency
(timesperweek) Intensity Time Type
CARDIORESPIRATORYENDURANCE
1
Dailyornearly Moderateto 3060minutes Play,games,sports,
everyday.Three vigorousactivity. dailyactivity. work,transportation,
ormoresessions Maintainingatarget recreation,physical
Asinglesession
perweek. heartrateisnot education,orplanned
of20minutesor
expectedatthis exerciseinthecontext
more.
level. offamily,school,and
communityactivities.
A1216ratingof
perceivedexertion Briskwalking,jogging,
(RPE). stairclimbing,basketball,
racketsports,soccer,
dance,lapswimming,
skating,lawnmowing,
andcycling.
MUSCULARSTRENGTH
1
Twoorthreedays Lightweight Atleastoneset Majormusclegroups,
perweek. (maydothreesets), oneexercisepermuscle
615reps,atleast ormusclegroup.
2030minutes.
MUSCULARENDURANCE
1
Twoorthreedays Lightweight Atleastoneset Majormusclegroups,
perweek. (maydothreesets), oneexercisepermuscle
615reps,atleast ormusclegroup.
2030minutes.
FLEXIBILITY
1
Threetimesper Slowelongation Uptofourto Thepreferredstretch
week,preferably ofthemuscleto vestretchesper fortheclassroomisslow
dailyandafter thepointofmild muscleormuscle staticstretchingforall
awarm-upto discomfortandback group.Holdeach musclesormusclegroups.
raisemuscle offslightly. stretch1030
temperature. seconds.Alwaysdo
awarm-upproperly
priortostretching.
BODYCOMPOSITION
2
Threetosixdays, Lightaerobicactivity. 30to60plus Lightaerobicexercise.
dailypreferred.
4565%ofmaximum
minutes.
heartrate.
Talktest:talking
shouldberelatively
easy.
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GradeSix
Table3.1ProtocolsforExercise
1
Sources:Physical Education for Lifelong Fitness: The Physical Best Teachers Guide (Secondedition,page69,Table5.1;
page90,Table6.1;andpage116,Table7.1.2005byNationalAssociationforSportandPhysicalEducation.
ReprintedwithpermissionfromHumanKinetics,Champaign,IL).
2
Source:CharlesB.Corbinetal.Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach(Seventh
edition).NewYork:McGraw-Hill,2008,page285.

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GradeSix
STANDARD5
5.2 Evaluateindividualresponsibilityingroupefforts.
Studentslearnthateachmemberofagrouphasanimportantroleto
play.And,ifamemberneglectshisorherresponsibility,thenthegroups
performancewillsuer.
StudentsareassignedtogroupsofsixandaskedtoparticipateinTracJam:
Formgroupsofsixdividedintosubgroupsofthree.
Placesevencarpetsquaresinaline.
Instructonestudenttostandoneachcarpetsquare,facingthemiddle
squarethatisunoccupied.
Tellstudentsthattheobjectiveisforthestudentsontherightsideofthe
middlesquaretoendupontheleftsideofthemiddlesquare,andvice
versa,bysteppingonlyoncarpetsquaresnottheoororground.
Establishtherules:
Atalltimesonlyonepersonmayoccupyacarpetsquare.
Apersoncanmoveontoanemptycarpetsquareinfrontofhim.
Apersoncanmovearoundapersonfacingherontoanemptycarpet
squareontheothersideoftheperson.
Attheendoftheactivity,eachgroupanswersthefollowingquestions:
Whatwaseachindividualsroleintheactivity?
Didindividualsfullltheirroles?
Ifindividualsdidnotfullltheirroles,whatwastheresult?
Eachgroupmemberthenevaluateshisorherindividualroleinthegroup
activityandwhetherheorshehelpedorhinderedthegroupsprogress.
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GradeSix
Grade Six Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Manipulative Skills
1.1 Volleyanobjectrepeatedlywithapartner,usingtheforearmpass.
1.2 Strikeaballcontinuouslyagainstawallandwithapartner,usinga
paddlefortheforehandstrokeandthebackhandstroke.
1.3 Strikeanobjectconsistently,usingabodypart,sothattheobjecttravels
intheintendeddirectionatthedesiredheight.
1.4 Strikeanobjectconsistently,usinganimplement,sothattheobject
travelsintheintendeddirectionatthedesiredheight.
1.5 Dribbleandpassaballtoapartnerwhilebeingguarded.
1.6 Trowanobjectaccuratelyandwithappliedforce,usingtheunderhand,
overhand,andsidearmmovement(throw)patterns.
Rhythmic Skills
1.7 Performfolkandlinedances.
1.8 Develop,rene,anddemonstrateroutinestomusic.
Combinations of Movement Patterns and Skills
1.9 Combinerelationships,levels,speed,direction,andpathwaysincomplex
individualandgroupphysicalactivities.
1.10 Combinemotorskillstoplayalead-upormodiedgame.
1.11 Designandperformsmooth,owingsequencesofstunts,tumbling,
andrhythmicpatternsthatcombinetraveling,rolling,balancing,and
transferringweight.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Explainhowtoincreaseforcebasedontheprinciplesofbiomechanics.
2.2 Explainhowimpactforceisreducedbyincreasingthedurationof
impact.
2.3 Analyzeandcorrecterrorsinmovementpatterns.
2.4 Providefeedbacktoapartnertoassistindevelopingandimproving
movementskills.
2.5 Identifypracticesandproceduresnecessaryforsafeparticipationin
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GradeSix
Manipulative Skills
2.6 Explaintheroleofthelegs,shoulders,andforearmintheforearmpass.
2.7 Identifythetimenecessarytoprepareforandbeginaforehandstroke
andabackhandstroke.
2.8 Illustratehowtheintendeddirectionofanobjectisaectedbytheangle
oftheimplementorbodypartatthetimeofcontact.
2.9 Identifyopportunitiestopassordribblewhilebeingguarded.
Rhythmic Skills
2.10 Identifystepsandrhythmpatternsforfolkandlinedances.
2.11 Explainhowmovementqualitiescontributetotheaestheticdimension
ofphysicalactivity.
Combination of Movement Patterns and Skills
2.12 Developacooperativemovementgamethatuseslocomotorskills,object
manipulation,andanoensivestrategyandteachthegametoanother
person.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealth
andperformance.
3.1 Assessthecomponentsofhealth-relatedphysicaltness(musclestrength,
muscleendurance,exibility,aerobiccapacity,andbodycomposition)
byusingascienticallybasedhealth-relatedtnessassessment.
3.2 Compareindividualphysicaltnessresultswithresearch-basedstandards
forgoodhealth.
3.3 Developindividualgoalsforeachofthecomponentsofhealth-related
physicaltness(musclestrength,muscleendurance,exibility,aerobic
capacity,andbodycomposition).
3.4 Participateinmoderatetovigorousphysicalactivityaminimumoffour
dayseachweek.
3.5 Measureandevaluatechangesinhealth-relatedphysicaltnessbasedon
physicalactivitypatterns.
3.6 Monitortheintensityofonesheartrateduringphysicalactivity.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,
andstrategiestoimprovehealthandperformance.
4.1 Distinguishbetweeneectiveandineectivewarm-upandcool-down
techniques.
4.2 Developaone-daypersonalphysicaltnessplanspecifyingtheintensit
time,andtypesofphysicalactivitiesforeachcomponentofhealth-relat
physicaltness.
4.3 Identifycontraindicatedexercisesandtheiradverseeectsonthebody.
4.4 Classifyphysicalactivitiesasaerobicoranaerobic.
y,
ed
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GradeSix
4.5 Explainmethodsofmonitoringheartrateintensity.
4.6 Listthelong-termbenetsofparticipationinregularphysicalactivity.
4.7 Compileandanalyzealognotingthefoodintake/caloriesconsumedand
energyexpendedthroughphysicalactivity.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Participateproductivelyingroupphysicalactivities.
5.2 Evaluateindividualresponsibilityingroupeorts.
Social Interaction
5.3 Identifyanddenetheroleofeachparticipantinacooperativephysical
activity.
Group Dynamics
5.4 Identifyandagreeonacommongoalwhenparticipatinginacooperative
physicalactivity.
5.5 Analyzepossiblesolutionstoamovementprobleminacooperative
physicalactivityandcometoaconsensusonthebestsolution.
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PhysicalEducation:
GradesSix
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GradeSeven
Grade Seven
Seventh-gradestudentsaremovingthroughacriticalstageintheirdevelop-
mentastheybecomeconcernedwiththechangesoccurringintheirbodies.
Acceleratedphysicaldevelopmentismarkedbyincreasesinheight,weight,
heartsize,lungcapacity,andmuscularstrength.Tehead,hands,andfeetof
anadolescentattainmaturesizebeforethelegs,whichattaintheirfulllength
beforearms.Tisunevenmuscleandbonedevelopmentoftenresultsinlack
ofcoordinationandawkwardness,leadingtotemporarydisruptionsorbrief
regressionsinmotorskillsperformance.
Seventh-gradestudentsarebeginningthetransitionfromtheconcretestage
totheabstractstageintheircognitivedevelopment.Tistransitionprovides
thecapacityforabstractthinkingandmetacognition(abilitytoknowwhatone
knows).Studentsarebetterabletoanticipatefutureeventsandtoformulategoals
toaddressthosesituations.Teyaregainingadditionalinsightintosourcesof
previouslyunquestionedattitudes,behaviors,andvalues.Seventh-gradestudents
arecapableofdemonstratingandanalyzingmorecomplexmovementpatterns
andstrategies.Teypossessagreaterknowledgeoftnessandarecapableof
creatingweeklongpersonaltnessplansdesignedtoimprovetheircurrentlevel
ofhealth-relatedphysicaltness.
Seventh-gradestudentsarebecomingmoreindependentoftheirparentsand
increasinglydependentontheapprovaloftheirpeers.Somestudentsbecome
rebellioustowardparentsbecausetheywanttomakedecisionsforthemselves.
Teyliketoexperiencechallengesandtesttheirlimits.Physicaleducation
providesthesestudentswithchallengingactivitiesinasafeandcontrolled
environment.Itisnotunusualforstudentsinthisagegrouptodisplayerratic
andinconsistentbehavior.Teyareexperiencingchemicalandhormonal
imbalances,whichcanleadtomoodiness,anger,andanacutesensitivityto
criticism.However,thesestudentsareincreasinglyabletosolveproblemsand
resolveconictswithinagroupsetting.Teyarealsomorelikelytoexpressan
appreciationforcooperationandfairplayastheyadheretogrouprules.A
well-plannedphysicaleducationprogramtakesintoaccounttheimportance
ofthetransitionfromsixthtoeighthgradeandtherapidphysical,social,and
emotionalchangesoccurringatthislevel.
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovement
patternsneededtoperformavarietyofphysicalactivities.
Insixthgradestudentsweregiventheopportunitytopracticespecialized
sportskills,suchasdribblingandtheforearmpass.Seventhgradeallows
studentstheopportunitytorenethoseskills.Troughindividualand

97
dualactivities,adventure/outdooractivities,combativeactivities,andtrack
andeldactivities,studentshaveachancetopracticebodymanagement
andlocomotor,nonlocomotor,andspecializedsportskills.Rhythm
activitiesincludedancesfromculturesaroundtheworldtohelpstudents
developgreaterunderstandingandacceptanceoftheirownandothers
heritages.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportstheloco-
motor,nonlocomotor,andspecializedsportskillstaughtinseventhgrade.
Forecientinstruction,teachersdeveloplessonsthataddressStandards
1and2simultaneouslywhenappropriate.Forexample,Standard2.6
states,Diagramanddemonstratebasicoensiveanddefensivestrategies
forindividualanddualphysicalactivitiesandlinkstoStandard1.4,
whichstates,Demonstratebodymanagementandobject-manipulation
skillsneededforsuccessfulparticipationinindividualanddualphysical
activities.Severalinstructionalunitsforthisgradelevelfocuson
individualanddualphysicalactivities.Duringtheseunits,theteacher
providesinstructiononthebasicoensiveanddefensivestrategies.Te
studentspracticethestrategiesandthendiagramthem,thusaddressing
standardsunderbothOverarchingStandards1and2.
Bytheendofseventhgrade,studentscanidentifyanddescribethekey
elementsinavarietyofmovementpatterns.Teyarealsoabletoanalyze
movementpatterns,detectandcorrecterrorsinperformance,andchart
theirownmotorskilldevelopmentinspecicactivities.Studentslearnthat
practicingskillsasawholeandpracticingskillsinpartsareappropriatein
dierentlearningsituations.
Inthesixthgrade,studentsdevelopedacooperativegameandtaughtthe
gametoanotherperson.Ingradesevenstudentsextendthisknowledgeby
creatinganindividualordualgameusingmanipulativeskills,oensiveand
defensivestrategies,andascoringsystem.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Seventhgraderscontinuetoperformmoderatetovigorousphysical
activitiesaminimumoffourdayseachweekforincreasingperiodsof
time.Teyalsocontinuetoassesstheirownhealth-relatedphysicaltness
andcomparethemselveswithminimumtnesscompetencies.Withthis
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informationtheydevelopgoalsandplanandimplementaweeklypersonal
tnessprogram.Troughouttheschoolyear,thestudents,withassistance
fromtheirteacher,revisetheirtnessprogramsastheirtnessneeds
change.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
Standard4providesthecognitiveinformationtosupportthetness
activitiesdescribedinStandard3.ForStandard4,studentscreate
tnessplans.Tesetnessplansspecifyproperwarm-upandcool-down
techniques,applytheprinciplesofexerciseforeachcomponentofhealth-
relatedtness,andallowstudentstoselectactivitiesthattheyprefer.
Seventh-gradestudentsalsohaveanunderstandingoftheeectsonheart
rateduringexercise,immediatelyfollowingexercise(recoveryphase),and
whileatrest.Teycandescribetherelationshipbetweenphysicalactivity
andnutritionnecessarytoachieveadesiredlevelofphysicaltness.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Seventh-gradersacceptgreaterresponsibilityfortheirownimprovement
anddemonstrategreateracceptanceofindividualswhoaredierent.
Teycanidentifyappropriateandinappropriaterisksinvolvedinthe
physicalactivitiestheyarelearning.Teyalsounderstandtheroleand
responsibilitiesoftheleaderandseethevalueofencouragingothersduring
physicalactivity.
LearningSnapshots
STANDARD1
1.1 Demonstratematuretechniquesforthefollowingpatterns:
overhand,sidearm,andunderhandthrowing;catching;kicking/
punting;striking;trapping;dribbling(handandfoot);andvolleying.
Tisstandardasksstudentstodemonstratetheproperformfor11motor
skillpatterns.Teteacherdemonstrateseachskill,pointingoutcritical
features.Studentspracticeeachskillrepeatedlyinavarietyofclosed
situations(i.e.,withnovariables)andopensituations(i.e.,withvariables)
throughouttheschoolyear.Duringpracticeopportunities,studentswork


99
ingroupsofthree.Twoofthestudentspracticetheskill,whilethethird
providesfeedbackusingachecklistofkeyelements.
3
Eachstudenthasthe
opportunitytobothpracticeaskillandprovidefeedback.Avideocamera
mayalsobeusedsothatthestudentscanreceivevisualfeedbackontheir
ownperformances.Teirteachercirculatesthroughouttheclass,providing
specicpositiveorspeciccorrectivefeedbacktothestudentsontheir
performances.TisstandardlinkswithStandard2.1,whichasksstudentsto
identifyanddescribethekeyelementsinthematureperformanceofthese
11motorskills.
STANDARD2
2.4 Explainanddemonstratespinandreboundprinciplesforperforming
manipulativeskills.
Toexplainanddemonstratetheseprinciples,studentsmustrstbetaught
thebiomechanicsrelatedtospinandrebound.
Forceappliedbelowthecenterofgravitycausesbackwardrotation
(backspin),whichresultsinaballstayingintheairlonger,bouncing
higherotheground,thenhavingasmallerforwardvelocityanda
shorterroll.
Forceappliedabovethecenterofgravitycausesforwardrotation(top
spin),whichresultsinaballhavingaquickdrop,leavingthegroundwith
alowerbutlongerbounce,andthenhavingalargerforwardvelocityand
alongerroll.
Forcetotheleftofthecenterofgravityresultsincounterclockwisespin
(asseenfromabove),andforcetotherightofthecenterofgravityresults
inclockwisespin.
Bouncinganobjectwithnospincausesittoreboundatananglefrom
thesurfaceequaltothatatwhichitstrikes.
Oncestudentshavelearnedthesefourconcepts,theyareprovidedwith
basketballsorrubberplaygroundballs.Studentsdemonstratetheresult
ofspinandreboundandexplainwhyitoccurs.
STANDARD3
3.5 Participateinmoderatetovigorousphysicalactivityaminimum
offourdayseachweek.
Moderate-intensityphysicalactivitygenerallyrequiressustainedrhythmic
movementsandreferstoalevelofeortahealthyindividualmightexpend
while,forexample,walkingbriskly,dancing,swimming,orbicyclingon
levelterrain.Apersonshouldfeelsomeexertionbutshouldbeableto
carryonaconversationcomfortablyduringtheactivity.Vigorous-intensity
physicalactivitygenerallyrequiressustained,rhythmicmovementsand
referstoalevelofeortahealthyindividualmightexpendwhile,for
3
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
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example,jogging,participatinginhigh-impactaerobicdancing,swimming
continuouslaps,orbicyclinguphill.Vigorous-intensityphysicalactivity
maybeintenseenoughtoresultinasignicantincreaseinheartand
respirationrate.Althoughtheseactivitiescananddooccurduringphysical
education,thefocusofthisstandardismakingphysicalactivityaregular
partofanindividualsdailyactivities.Terefore,studentsareencouragedto
participateinphysicalactivityontheirownandtomonitortheiractivity
timeandintensity.
STANDARD4
4.2 Identifyphysicalactivitiesthatareeffectiveinimprovingeachofthe
health-relatedphysicaltnesscomponents.
Tisstandardasksstudentstomatchphysicalactivitiestothehealth-related
physicaltnesscomponentthatitdevelops.Studentshavebeenperforming
exercisesforeachofthetnesscomponentssinceearlyelementaryschool,
soabriefreinforcementactivityisappropriate.Teteachermakesaseriesof
cards,eachwiththenameandapictureofanexercise.Teteacherdisplays
veposterswiththefollowinglabels:cardiorespiratoryendurance,muscular
strength,muscularendurance,exibility,andbodycomposition.Students
areaskedtomatcheachexercisetooneofthosehealth-relatedphysical
tnesscomponents.Infuturelessons,duringthewarm-upandcool-down
phases,theteacherasksindividualstudentsthepurposeofeachexercisethey
perform.Standard4.3supportsthisstandardastheteacherfollowsupwith
questionsregardingwhichoftheexercisesstudentsprefertodoforeach
component.
STANDARD5
5.1 Identifyappropriateandinappropriaterisksinvolvedinadventure,
individual,anddualphysicalactivities.
Appropriaterisksarethosethatoerachallengetothestudentbuthavea
lowriskofinjury.Inappropriaterisksarethosewithahighriskofinjury.
Itisimportantforstudentstodierentiatebetweenthetwotypesofrisks.
Appropriaterisksrequireapersonalchallenge,butinappropriaterisksare
simplydangerous.Teteachercanexplainthetwotypesofrisksandthen
provide,oraskstudentsfor,examplesofeach.Duringfollow-uplessons,the
teacherprovidesstudentswithalistofactivitiesandasksthemtocategorize
theriskleveloftheactivitiesasappropriateorinappropriate.Or,the
teachercanaskstudentstocreateagraphicorganizeranduseittorepresent
appropriateandinappropriateactivitiesrelatedtorisk.
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Grade Seven Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Manipulative Skills
1.1 Demonstratematuretechniquesforthefollowingpatterns:overhand,
sidearm,andunderhandthrowing;catching;kicking/punting;striking;
trapping;dribbling(handandfoot);andvolleying.
Rhythmic Skills
1.2 Performmulticulturaldances.
Combinations of Movement Patterns and Skills
1.3 Combinemanipulative,locomotor,andnonlocomotorskillsinto
movementpatterns.
1.4 Demonstratebodymanagementandobject-manipulationskillsneeded
forsuccessfulparticipationinindividualanddualphysicalactivities.
1.5 Demonstratebodymanagementandlocomotorskillsneededfor
successfulparticipationintrackandeldandcombativeactivities.
1.6 Demonstratebodymanagementandobject-manipulationskillsneeded
forsuccessfulparticipationinintroductoryadventure/outdooractivities.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Manipulative Skills
2.1 Identifyanddescribekeyelementsinthematureperformanceof
overhand,sidearm,andunderhandthrowing;catching;kicking/punting;
striking;trapping;dribbling(handandfoot);andvolleying.
Movement Concepts
2.2 Analyzemovementpatternsandcorrecterrors.
2.3 Useprinciplesofmotorlearningtoestablish,monitor,andmeetgoalsfor
motorskilldevelopment.
2.4 Explainanddemonstratespinandreboundprinciplesforperforming
manipulativeskills.
2.5 Compareandcontrasttheeectivenessofpracticingskillsasawholeand
practicingskillsinsmallerparts.
2.6 Diagramanddemonstratebasicoensiveanddefensivestrategiesfor
individualanddualphysicalactivities.
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Combination of Movement Patterns and Skills
2.7 Developanindividualordualgamethatusesamanipulativeskill,two
dierentoensivestrategies,andascoringsystemandteachittoanother
person.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealthand
performance.
3.1 Assessonesownmusclestrength,muscleendurance,aerobiccapacity,
exibility,andbodycompositionbyusingascienticallybasedhealth-
relatedtnessassessment.
3.2 Evaluateindividualmeasuresofphysicaltnessinrelationshiptopatterns
ofphysicalactivity.
3.3 Developindividualgoals,fromresearch-basedstandards,foreachofthe
vecomponentsofhealth-relatedphysicaltness.
3.4 Planaweeklypersonalphysicaltnessprogramincollaborationwiththe
teacher.
3.5 Participateinmoderatetovigorousphysicalactivityaminimumoffour
dayseachweek.
3.6 Assessperiodicallytheattainmentof,orprogresstoward,personal
physicaltnessgoalsandmakenecessaryadjustmentstoapersonal
physicaltnessprogram.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,and
strategiestoimprovehealthandperformance.
4.1 Developaone-weekpersonalphysicaltnessplanspecifyingtheproper
warm-upandcool-downactivitiesandtheprinciplesofexerciseforeach
componentofhealth-relatedphysicaltness.
4.2 Identifyphysicalactivitiesthatareeectiveinimprovingeachofthe
health-relatedphysicaltnesscomponents.
4.3 Matchpersonalpreferencesinphysicalactivitieswitheachoftheve
componentsofhealth-relatedphysicaltness.
4.4 Explaintheeectsofphysicalactivityonheartrateduringexercise,
duringtherecoveryphase,andwhilethebodyisatrest.
4.5 Describetheroleofphysicalactivityandnutritioninachievingphysical
tness.
4.6 Identifyandapplytheprinciplesofoverloadinsafe,age-appropriate
activities.
4.7 Explainprogression,overload,andspecicityasprinciplesofexercise.
4.8 Discusstheeectofextremitygrowthratesonphysicaltness.
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STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformanc
ofphysicalactivity.
Self-Responsibility
5.1 Identifyappropriateandinappropriaterisksinvolvedinadventure,
individual,anddualphysicalactivities.
5.2 Acceptresponsibilityforindividualimprovement.
Social Interaction
5.3 Demonstrateanacceptanceofdierencesinphysicaldevelopmentand
personalpreferencesastheyaectparticipationinphysicalactivity.
Group Dynamics
5.4 Evaluatetheeectofexpressingencouragementtootherswhile
participatinginagroupphysicalactivity.
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Grade Eight
Eighth-gradestudentsreectawiderangeofindividualdierencesthatare
inherenttopuberty,includingheight,weight,skillcompetency,andmaturity.
Genderdierencesarebecomingmorepronouncedasmalesshouldersgrow
largerthantheirhipsandasfemaleshipsgrowlargerthantheirshoulders.
Despitethesedierences,allstudentsarecapableofattaininggreatermotor
achievementandshouldbeencouragedtosetrealisticpersonalgoalsandmonitor
theirownprogress.
Eighth-gradestudentsarecapableofabstractthinkingatthisstageoftheir
cognitivedevelopment.Teycanunderstandandconsiderseveralaspectsofa
problemsimultaneously.Skillssuchaslogicalthought,deductivereasoning,and
systematicplanningalsoemergeduringthisstage.Withtheseemergingcognitive
skills,studentssuccessfullyengageinmodiedteamsportsandlearnthecom-
plexitiesofoensiveanddefensiveteamstrategies.Eighth-gradestudentsalso
planalternativeactivitiesfortheirpersonaltnessplan,sothattheyareprepared
forinclementweatherorinjury.
Eighth-gradestudentsaresearchingfortheiradultidentity;theirappearance
isbecomingincreasinglyimportanttothem.Tisfocusonappearanceprovides
teacherswithanopportunitytostresstheimportanceofgoodhealthandtness.
Eighth-gradersarealsoabletoacceptresponsibilityfortheirbehavior,work
cooperativelywithalargegroup,resolveindividualandgroupconicts,andfocus
onlong-termgroupgoalsallimportantskillsforparticipatinginteamactivities.
AtaGlance
STANDARD1
Studentsdemonstratethemotorskillsandmovement
patternsneededtoperformavarietyofphysicalactivities.
Byeighthgradestudentsarecompetentinlocomotor,nonlocomotor,
andmanipulativeskillsaswellasoensiveanddefensivestrategiesanda
numberofspecializedskills.Intheeighthgrade,studentsdevelopthese
skillsfurtherbyapplyingthemtoteamphysicalactivitiesandbycreating
fundamentaltumblingorgymnasticsroutines.Developmentofrhythmic
skillsalsocontinuesasstudentscreateandperformsquaredances.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,
andstrategiesthatapplytothelearningandperformanceofphysical
activities.
Standard2representsthecognitiveknowledgethatsupportsthespecialized
motorskillslearnedineighthgrade.Learningexperiencesthataddress

105
Standards1and2simultaneouslyprovideforbetteruseofinstructional
timeandamorethoroughunderstandingofthecontentforstudents.
Forexample,Standard2.2(Explaintherotationprinciplesusedin
performingvariousmanipulativeskills)andStandard1.5(Demonstrate
fundamentalgymnastic/tumblingskills)deepenstudentknowledgewhen
taughttogether.Duringthegymnastics/tumblingunit,theteacherexplains
thatanobjectwithashorteraxisofrotationrotatesmorequickly.Te
teacherdescribesanddemonstratesboththesquatforwardrollandpike
forwardroll,notingthatthesquatforwardrollrequireslesseortbecause
itusesashorteraxisofrotation.Studentsarethenaskedtoperformboth
thesquatandpikeforwardrollstobetterunderstandthisconceptandto
improvetheirmotorskillperformance.
Bytheendoftheeighthgrade,studentshaveexperiencedavarietyof
physicalactivities.Nowtheycanbegintoseetherelationshipsbetween
motorskillsandhowthelearningofoneskillcanbetransferredtohelp
learnasimilarskill.Inaddition,studentscanidentifythecharacteristics
ofhighlyskilledperformanceandapplythatknowledgetoimprovetheir
skills.Teyalsounderstandtheinuenceofphysicalcharacteristicson
selectionofdevelopmentallyappropriatephysicalactivities(e.g.,taller
playersmayhaveanadvantageinbasketball).Studentsingradeeightcan
diagram,explain,andjustifyoensiveanddefensivestrategiesinteam
activitiesandusethestrategiestodevelopandteachagamethatutilizes
theelementsofspinorrebound,penalties,andascoringsystem.
STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprove
healthandperformance.
Eighth-graderscontinuetoperformmoderatetovigorousphysical
activitiesaminimumoffourdayseachweekforincreasingperiodsoftime
whilemakingadjustmentsintheiractivitiesbasedonchangesinweather
andphysicalwellness.Teyalsocontinuetoassesstheirownhealth-
relatedphysicaltnessandcomparethemselveswithminimumtness
competencies.Usingthisinformation,theyrenetheirgoalsthenplan
andimplementatwo-weekpersonaltnessprogram.Dependingontheir
progress,studentscontinuetoadjusttheirpersonaltnessprogramand
renetheirgoalsforthevecomponentsofhealth-relatedphysicaltness.
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,
principles,andstrategiestoimprovehealthandperformance.
SimilartotherelationshipbetweenStandards1and2,Standard4provides
thecognitiveinformationtosupportthetnessactivitiesdescribedin
Standard3.ForStandard4,thestudentsrenetheirtnessplans.
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Eighth-gradestudentsarebuildingupontheirseventh-gradeexperience
increatingapersonaltnessplanbyexpandingitfromonetotwoweeks.
Tisexperienceispreparationfordevelopingtnessplansthroughouttheir
lives.Studentsalsoidentifyappropriatesubstitutephysicalactivitiesfor
timeswhentheirusualtnessprogramisdisruptedbyinclementweather,
travel,orminorinjury.
Eighth-gradersexplaindierenttypesofconditioningtosupportdierent
physicalactivities.Teyidentifysafetyproceduresfor,andapplybasic
principlesin,resistancetrainingactivities.Teyarealsoabletoexplain
hownutritionandparticipationinphysicalactivityimpactweightcontrol,
self-concept,andphysicalperformance.Tisisacrucialtimetohelp
studentsapplytheirknowledge,sotheycanuseitfortheremainderof
theirlives.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicaland
sociologicalconcepts,principles,andstrategiesthatapplytothe
learningandperformanceofphysicalactivity.
Byeighthgradestudentshavedevelopedtheskillsnecessarytorecognize
theirneedforlifelongphysicalactivityandtoacceptresponsibilityfor
developingandachievingnew,realisticpersonalgoals.Groupaliation
assumesaddedimportanceatthislevel,withemphasisonteampartici-
pation,rolesofgroupmembers,grouployalty,andtheidenticationof
ethicalandunethicalbehavioringroupactivities.Studentscontinueto
practicesupportingeachmemberoftheirteamandencouragingothers
tobeinclusiveofeverymemberoftheirteamandclass.Studentsbegin
tothinkofthemselvesasmembersofateamandusecooperationto
achievecommongoals.Teylearntoidentifyandapplyspeciccriteriafor
successfulteamparticipationandtoleadandfollowbysharingleadership
positions.
LearningSnapshots
STANDARD1
1.1 Identifyanddemonstratesquaredancesteps,positions,andpatterns
settomusic.
Tislessonoccursduringasquare-danceunit.Testudentsaredividedinto
groupsofeight.Ineachgroup,twostudentsreceiveCard#1,twostudents
receiveCard#2,twostudentsreceiveCard#3,andtwostudentsreceive
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107
CARD#1
FourLadiesRight-HandStar/FourLadiesLeft-HandStar
Fourdancersmovetowardcenterofsquareformingasmallcirclewiththeirsides
tothecenterofcircle.
Leftorrightarm(dependingonthecall)israised.
Allhandsaretouching,withelbowsstraight.
Fourdancersmovecounterclockwise(left-handstar)orclockwise(right-handstar).
CARD#2
RightandLeftThrough
Couples1and3(orcouples2and4)walkforwardandshakerighthandswith
theiropposites.
Coupleswalkpasstherightshoulderoftheiropposite.
Couplesreleasethehandsoftheiropposites.
Couplesjoinlefthandswiththeirpartnerinfrontofthegentlemansbody.
Ladiesplacerighthandontheirrighthip.
Gentlemenplacerighthandoverladiesrighthand.
Partnerspivottotheleftforfourstepstofacetheoppositedirection.
Couplesendupfacingtheiropposite.
Theprocessisusuallyrepeatedsothatcouplesreturntotheirhomeposition.
CARD#3
LadiesChain(callissideladieschainorheadladieschain)
Twocouplesfaceeachother.
Gentlemenremaininplace.
Ladieswalkforward.
Ladiesextendrighthandstoeachother.
Ladiescontinuewalking,passingrightshoulders.
Ladiesreleasehands.
Ladiesgivelefthandstooppositegentlemen.
Ladiesputrighthandsonrighthips.
Gentlemenputrightarmsaroundladieswaists.
Gentlemenputrighthandsonladiesrighthands.
Gentlemenpivotaroundwiththeladiestotheleftinfoursteps.
Couplesendupfacingeachother.
Thecallisusuallyrepeatedsoladiesreturntotheirhomeposition.
CARD#4
GrandRightandLeft
Everyonefaceshisorherpartner.
Partnersjoinrighthands.
Gentlemenwalkcounterclockwisepassingpartnersrightshoulder.
Ladieswalkclockwisepassingpartnersrightshoulder.
Partnersreleasehands.
Gentlemencontinuetowalkcounterclockwisefortheremainderofthecall.
Ladiescontinuetowalkclockwisefortheremainderofthecall.
Everyonejoinslefthandswiththepersonapproaching.
Everyonewalksforward,passingleftshoulderswiththepersonwhosehandthey
areholding.
Everyonereleaseslefthands.
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Everyonejoinsrighthandswiththepersonapproaching.
Everyonewalksforward,passingrightshoulderswiththepersonwhosehand
theyareholding.
Everyonereleasesrighthands.
Everyonejoinslefthandswiththepersonapproaching.
Everyonewalksforward,passingleftshoulderswiththepersonwhosehand
theyareholding.
Everyonereleaseslefthands.
Everyonejoinsrighthandwiththepersonapproaching(theiroriginalpartner).
Eachpairreadsitscard,discusseshowthecall(seriesofmovements)is
performed,andpracticesthecall.Oncestudentshavelearnedthecall,they
returntotheirgroupofeightandteachtheircall(step-by-step)totherest
ofthegroup.Whenallstudentshavelearnedthefourcalls,theteacherplays
asongthatincludesthefourcalls.Teteachercirculatesthroughtheclass
duringthelesson,providingfeedback.
4
1.4 Applylocomotor,nonlocomotor,andmanipulativeskillstoteam
activities.
Tislessonispartofaninvasionsportsoraspeed-a-wayunit.Teteacher
beginsinstructionwithareviewofthrowing,catching,passingwithfeet,
trapping,kicking,andlifting.Testudentsareorganizedintogroupsoffour
withtwoonoenseandtwoondefense.Teoensestartswiththeball
nearthegoalline.Usingtheskillsreviewedatthebeginningofthelesson,
theoenseattemptstoscoreagainstthedefense.Teplayerwiththeball
hasseveraloptions:throwingtheballtotheteammatewhoispositioned
acrossthegoalline,droppingtheballtothegroundandkickingittoscore,
droppingtheballandpassingittotheteammatewhothenkickstoscore,
ordroppingtheballandliftingittotheteammatewhothenrunsacrossthe
goallinetoscore.TisstandardcanbetaughtinconjunctionwithStandard
2.5(Diagram,explain,andjustifyoensiveanddefensivestrategiesin
modiedandteamsports,games,andactivities)byhavingthestudents
diagramandexplaintheoptionstheyselectedforscoringwhenplaying
oense.
STANDARD2
2.6 Developandteachateamgamethatuseselementsofspinor
rebound,designatedoffensiveanddefensivespace,apenaltysystem,
andascoringsystem.
Duringseventhgrade,thestudentslearnedthebiomechanicsrelatedtospin
andrebound.Tisstandardasksstudentstodeveloptheirownteamgame
thatuseselementsofspinorrebound.Everygamehaspurpose,equipment,
organizationpatterns,movements,limitations(rulesandpenalties),andat
leastonewaytoscore.Gametacticsorstrategies(decisionsaboutwhatto
doinacompetitivesituation)arealsoapartofmostteamgamesandsports.
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109
Forthisstandard,theteacherdevisesaworksheetlistingthecomponentsof
agame.Studentsareorganizedintogroupsoffourtocreatetheirowngame.
Testudentstrytheirgametoensurethatitworks.Tenthestudentsteach
theirgametoanothergroupoffour.
STANDARD3
3.6 Participatesafelyinmoderatetovigorousphysicalactivitywhen
conditionsareatypical(weather,travel,injury).
Tisstandardasksstudentstoparticipateinmoderatetovigorousphysical
activityonatypicaldays.Atypicaldaysincludethosewhentheweatheris
bad,travelisrequired,oranindividualhasaninjury.Studentsbrainstorm
optionsforparticipatinginphysicalactivityduringthesetimesasalink
toStandard4.2.Possiblesolutionsmayincludeworkingoutindoors
(e.g.,gymnasium,tnesslab,mall)or,ifinjured,discussingmodications
withadoctor.Afteranatypicalday,thestudentsreporthowthey
participatedinmoderatetovigorousphysicalactivity.
STANDARD4
4.3 Identifywaysofincreasingphysicalactivityinroutinedailyactivities.
Teteachercreatesabulletinboardinthegymnasiumorlockerroomwith
aheadingofWaystoIncreasePhysicalActivity.Studentsareaskedto
posttheirideas,aspicturesorwords,overseveralweeks.Duringeachclass
closure,theteachertakestimetodiscussnewadditionstothebulletinboard
withthestudents.
STANDARD5
5.7 Modelsupporttowardindividualsofallabilitylevelsandencourage
otherstobesupportiveandinclusiveofallindividuals.
Teteacherasksstudentstobrainstormwaystoincludeindividualswith
dierentstrengthsandweaknessesintheircurrentactivity(e.g.,teamsport,
gymnastics).Teteacherthensetsupsimulations(e.g.,avolleyballgame
inwhichsomestudentsaregoodatspikingandsomearegoodatsetting,
abasketballgameinwhichastudentinawheelchairwantstoparticipate)
sostudentscanpracticeincludingindividualsofallabilitylevelsintheir
activity.Troughoutthelesson,theteachercirculatesthroughtheclassand
providesfeedbacktothestudents.Duringclassclosure,theteacherasks
studentstodiscusswaystoencourageotherstobesupportiveandinclusive
ofallindividuals.
Chapter3
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GradesSix
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GradeEight
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Chapter3
Standards-Based
PhysicalEducation:
GradesSix
ThroughEight
GradeEight
Grade Eight Physical Education
Model Content Standards
STANDARD1
Studentsdemonstratethemotorskillsandmovementpatternsneeded
toperformavarietyofphysicalactivities.
Rhythmic Skills
1.1 Identifyanddemonstratesquaredancesteps,positions,andpatterns
settomusic.
1.2 Createandperformasquaredance.
Combinations of Movement Patterns and Skills
1.3 Demonstratebasicoensiveanddefensiveskillsandstrategiesinteam
physicalactivities.
1.4 Applylocomotor,nonlocomotor,andmanipulativeskillstoteam
physicalactivities.
1.5 Demonstratefundamentalgymnastic/tumblingskills.
1.6 Createandperformaroutineusingfundamentalgymnastic/tumbling
skills,locomotorandnonlocomotormovementpatterns,andthe
elementsofspeed,direction,andlevel.
STANDARD2
Studentsdemonstrateknowledgeofmovementconcepts,principles,and
strategiesthatapplytothelearningandperformanceofphysicalactivities.
Movement Concepts
2.1 Describeanddemonstratehowmovementskillslearnedinonephysical
activitycanbetransferredandusedtohelplearnanotherphysical
activity.
2.2 Explaintherotationprinciplesusedinperformingvariousmanipulative
skills.
2.3 Explainhowgrowthinheightandweightaectsperformanceand
inuencestheselectionofdevelopmentallyappropriatephysicalactivities.
Combination of Movement Patterns and Skills
2.4 Identifythecharacteristicsofahighlyskilledperformanceforthepurpose
ofimprovingonesownperformance.
2.5 Diagram,explain,andjustifyoensiveanddefensivestrategiesin
modiedandteamsports,games,andactivities.
2.6 Developandteachateamgamethatuseselementsofspinorrebound,
designatedoensiveanddefensivespace,apenaltysystem,andascoring
system.
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STANDARD3
Studentsassessandmaintainalevelofphysicaltnesstoimprovehealth
andperformance.
3.1 Assessthecomponentsofhealth-relatedphysicaltness(musclestrength,
muscleendurance,aerobiccapacity,exibility,andbodycomposition)
byusingascienticallybasedhealth-relatedphysicaltnessassessment.
3.2 Reneindividualpersonalphysicaltnessgoalsforeachoftheve
componentsofhealth-relatedphysicaltness,usingresearch-based
criteria.
3.3 Planandimplementatwo-weekpersonalphysicaltnessplanin
collaborationwiththeteacher.
3.4 Participateinmoderatetovigorousphysicalactivityaminimumoffour
dayseachweek.
3.5 Assessperiodicallytheattainmentof,orprogresstoward,personal
physicaltnessgoalsandmakenecessaryadjustmentstoapersonal
physicaltnessprogram.
3.6 Participatesafelyinmoderatetovigorousphysicalactivitywhen
conditionsareatypical(weather,travel,injury).
STANDARD4
Studentsdemonstrateknowledgeofphysicaltnessconcepts,principles,
andstrategiestoimprovehealthandperformance.
4.1 Developatwo-weekpersonalphysicaltnessplanspecifyingtheproper
warm-upandcool-downactivitiesandtheprinciplesofexerciseforeach
ofthevecomponentsofhealth-relatedphysicaltness.
4.2 Identifyappropriatephysicalactivitiesthatcanbeperformedifones
physicaltnessprogramisdisruptedbyinclementweather,travelfrom
homeorschool,oraminorinjury.
4.3 Identifywaysofincreasingphysicalactivityinroutinedailyactivities.
4.4 Identifyandapplybasicprinciplesinweight/resistancetrainingandsafety
practices.
4.5 Explaintheeectsofnutritionandparticipationinphysicalactivityon
weightcontrol,self-concept,andphysicalperformance.
4.6 Explainthedierenttypesofconditioningfordierentphysical
activities.
STANDARD5
Studentsdemonstrateandutilizeknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningandperformance
ofphysicalactivity.
Self-Responsibility
5.1 Abidebythedecisionsoftheocials,accepttheoutcomeofthegame,
andshowappreciationtowardparticipants.
5.2 Organizeandworkcooperativelywithagrouptoachievethegoalsofthe
group.

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PhysicalEducation:
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ThroughEight
GradeEight
5.3 Identifyandevaluatethreepreferencesforlifelongphysicalactivityand
determineonesresponsibilityfordevelopingskills,acquiringknowledge
ofconcepts,andachievingtness.
Social Interaction
5.4 Identifythecontributionsofmembersofagrouporteamandreward
membersforaccomplishingataskorgoal.
Group Dynamics
5.5 Accepttherolesofgroupmemberswithinthestructureofagameor
activity.
5.6 Describeleadershiprolesandresponsibilitiesinthecontextofteam
gamesandactivities.
5.7 Modelsupporttowardindividualsofallabilitylevelsandencourage
otherstobesupportiveandinclusiveofallindividuals.
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T
hehighschoolexperiencerepresentstheculminationofphysical
educationinstructionforCaliforniaskindergartenthroughgradetwelve
students.Troughouttheirschoolyears,studentshaveexperienced
aplannedsequenceofformalphysicaleducationinstructionalexperiences.
Fromkindergartenthroughfthgrade,thecontentisdeliveredincrementally
tobestenablestudentlearningattheappropriatedevelopmentallevel.Insixth
througheighthgrade,thecontentisconsolidatedandstudentsskillsarerened,
representinganaturalprogressionofskillsophistication.Whenstudentsreach
ninthgrade,theyarereadytointegrateallthattheyknowwithallthatthey
cando.Teybecomecapableofhigher-orderthinkingandofmoreskilled
performance.Tehighschoolcoursesprovideablueprintfordeliveringcontent
inamannerthatequipsstudentstomakeasuccessfultransitionfromthephysical
educationinstructionalprogramtoparticipationinphysicalactivityduring
adulthood.
BeginningwithHighSchoolCourse1,theveoverarchingstandardsfor
kindergartenthroughgradeeightareconsolidatedintooverarchingthree
standardsforgradesninethroughtwelve.EssentiallyHighSchoolStandard1
incorporatesOverarchingStandards1and2fromkindergartenthrougheighth
grade;HighSchoolStandard2incorporatesOverarchingStandards3and4;and
HighSchoolStandard3incorporatesOverarchingStandard5.Tesestandards
areextremelyrigorous,asisappropriateforahighschoolexperiencethatrepre-
sentstheculminationofphysicaleducation.Inthehighschoolcourses,the
foundationforaphysicallyactivelifestyleisrmlylaidsothatstudentsbecome
independentlearnerswhoinitiateandmonitortheirownparticipationinphysical
activity.
Tofullltherequirementforhighschoolgraduation,studentsmusttakeat
leasttwoyearsofphysicaleducationinhighschool,pursuanttoEducationCode
Section51225.3(a)(1)(F).HighSchoolCourses1and2aredesignedtomeet
thisrequirementandtoprovidethefoundationforhighschoolinstruction.In
thosecourses,studentsdevelopprociencyintheirmovementskills,expand
theircapabilitiesforindependentlearning,andexaminepracticesthatallow
sounddecisionmakingtoenhancesuccessfulparticipationinmovement
activities.EducationCodeSection33352(b)(7)listseightcontentareasforhigh
schoolphysicaleducationwhich,whenincludedinacourseofstudy,providea
widevarietyofphysicalactivitiesnecessarytodeveloptheskillsandknowledge
essentialtoanindividualfortheselectionoflifetimepursuits.TeCalifornia
DepartmentofEducationhastheresponsibilityofmonitoringtheextentto
whichhighschoolsprovideacourseofstudyhavingtheseeightareas.Tese
contentareasare:
Eectsofphysicalactivityupondynamichealth
Mechanicsofbodymovement
Aquatics
Gymnasticsandtumbling
Individualanddualsports

115
Rhythmsanddance
Teamsports
Combatives
Course1addressesthreecontentareas(aquatics,rhythmsanddance,and
individualanddualactivities)aswellastheeectsofphysicalactivityupon
dynamichealthandmechanicsofbodymovement.Tecontentareaofaquatics
isauniqueactivityinthatitdoesnoteasilycrossoverintootherphysical
activities.Whereastheskillofstrikingisutilizedinvarioussportactivities
(e.g.,softball,golf,tennis)andisaddressedthroughoutthestudentsphysical
educationexperiences,thiscrossoverdoesnotoccurwithaquatics.Knowledgeof
aquaticskillsandsafetyisessentialforCaliforniasstudents,manyofwhomlive
nearortraveltopools,lakes,rivers,andtheocean.Althoughaquaticfacilities
maybelimitedornonexistentforsomeschools,aquaticscanstillbetaughtby
stressingwatersafety,rescuetechniques,dry-landstrokeandkickpractice,and
buoyancyprinciples.Ataminimum,studentsshouldlearndrowning-prevention
strategies.Itisimportanttonotethatdry-landinstructionwillnotensurethat
studentsareabletoswiminwaterorunderreal-lifecircumstances.
Course2addressesthreeothercontentareas(combatives,gymnasticsand
tumbling,andteamactivities)aswellastheeectsofphysicalactivityupon
dynamichealthandmechanicsofbodymovement.Self-defenseisoneoption
foraddressingthecontentareaofcombatives.Becauseitisdirectlyrelatedto
studentsafety,itisanimportantareaforphysicaleducatorstoteachandstudents
tolearn.Teemphasisofthisunitisonhowtodefend,nothowtoght.Te
unitbeginswithstudentslearningaboutpotentiallyunsafesituationsandhowto
avoidthem.Safetyskillsaretheinitialfocusofinstruction.Onlyafterlearning
safetyskillsdostudentsbegintolearnhowtoprotectthemselvesshouldtheybe
attacked.
Asnotedabove,Courses1and2continuetoemphasizetheimportanceof
physicalactivityandpersonaltness.Studentsareprovidedwithopportunities
toimprovetheirhealth-relatedphysicaltnessaswellastounderstandadvanced
conceptsrelatedtophysicaltnessandphysicalactivity.Studentslearnhowto
achievephysicaltnessandtheimportanceofmaintaininganactivelifestyle
throughouttheirlifetime.
Participationinphysicalactivityalsocanbeanimportantvenueforthe
social,psychological,andemotionaldevelopmentofyoungadults.Social
skillsandpersonalresponsibilityskillsneedtobetaughtandpracticedwith
feedback.
1
Physicaleducationcoursesprovideanidealsettingforadolescentsto
learnappropriatesocialinteractionskills,suitablewaystoexpressandcontrol
emotions,andopportunitiestosolvecomplexproblems.
HighSchoolCourses3Athrough3Fand4Athrough4Dprovidestudents
withtheopportunitytoexploreavarietyofphysicalactivitiesinsearchofthose
thattheycanenjoyandparticipateinforalifetime.Course3classesaredesigned
forstudentswhohavecompletedHighSchoolCourses1and2.Course3classes
1
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.
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providestudentswiththeirrstopportunitytolearnadvancedknowledge
andskillsinaself-selectedactivity(e.g.,outdooractivities,aerobics)thatmeets
theirparticularneedsandinterests.Course4classesaredesignedasacontinua-
tionoftheCourse3classes.Teyareintendedforstudentswhohavecompleted
Course3andwantanintensiveexperienceinthesameactivity.Tepurposeof
Course4classesistodeepenstudentunderstandingofthecontent,buildinga
foundationforfuturetnessandcareerneeds(seeAppendixK).Course4classes
aredesignedforstudentswhohavecompletedHighSchoolCourses1and2as
wellasCourse3inthesamecontentarea.
Tischapterincorporatesthephysicaleducationmodelcontentstandards
forHighSchoolCourses1through4,providinganexplanationofthephysical
educationcontentareasunderlyingthemodelcontentstandardsandoutlining
activitiesthatareconsistentwiththeintentofthestandards.Teactivitiesin
thischapterareexamplesofonewayinwhichthestandardsmaybeapproached.
Teexamplesarenottobeinterpretedasrequirementsforthephysicaleduca-
tionclassroomorastheonlywaytoapproachaparticularstandard.Tephysical
educationmodelcontentstandardssetforthwhatstudentsaretoknowandbe
abletodo;theydonotprescribehowtoprovideinstruction.
Contentmasterydoesnotoccursimplybecausestudentshavereceiveda
particularexplanationorparticipatedinaparticularactivity;studentsmusthave
manyopportunitiestopracticeandapplyphysicaleducationconcepts,principles,
andskills.Masteryofanindividualstandardisachievedwhenstudentshave
learnedtheconcept,principle,orskill.
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High School
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High School Course 1
Tedevelopmentalrangeofhighschoolstudentsisdiverse.Studentsexperi-
encenumerousphysicalandphysiologicalchangesduringtheirhighschool
years.Ninth-gradeboystypicallyexperienceaperiodofrapidgrowthuntil
aboutfourteenorfteenyearsofage.Ten,aslowerrateofgrowthfollowsuntil
aroundtwenty-oneyearsofage.Byninthgrade,girlsarealreadyexperiencing
theirslowerrateofgrowth.Asadolescentsattainmaturity,theirbodyproportions
becomemorecongruent,increasingtheirpotentialforhigherskillperformance.
Somestudentsmaynothavemasteredthestandardsofearliergradelevels,so
dierentiatedinstructionbecomesincreasinglyimportantinhighschool.
Ninth-gradestudentsoperateusinghigher-orderthinkingskills.Teyevaluate
performance,analyzedata,reectonpersonalgoals,andadjustbehavioras
necessary.Studentsarenowatthecognitivestagewhentheycansynthesizemuch
ofwhattheyhavelearnedintheearliergradelevelsandapplyittonewlearning
situations.
Ninth-gradestudentsarestillveryconcernedaboutbodyimageandwhatother
peoplethinkofthem.Teyarecaughtsomewherebetweenadolescenceandyoung
adulthoodastheycontinuetomatureemotionally.Teirpersonalexperiences
helptoformulatetheirattitudesandbeliefsabouttheworld.
Course1addressesaquatics,rhythms/dance,andindividualanddualactivities.
Instructionontheeectsofphysicalactivityondynamichealthandthemechan-
icsofbodymovementisintegratedthroughouttheschoolyear.Course1is
designedtobetakenbeforeCourse2,and,therefore,ismostappropriatefor
ninth-gradestudentsorotherstudentstakingtheirrsthighschoolphysical
educationcourse.
AtaGlance
STANDARD 1
Studentsdemonstrateknowledgeofandcompetencyin
motorskills,movementpatterns,andstrategiesneededtoperform
avarietyofphysicalactivities.
Standard1buildsonthemotorskillprociencydevelopedinkindergarten
througheighthgrade.Prociencygivesthestudentthecapacityfor
successleadingtoadvancedlevelsofperformance,therebyincreasingthe
likelihoodofcontinuedparticipationwellintoadulthood.Bytheendof
Course1,studentsdemonstrateprociencyinaquatics,rhythms/dance,
andindividualanddualactivitiesskills.Ifaswimmingpoolisunavailable,
studentsstilllearnwater-safetyskills(e.g.,swimparalleltothecoastwhen
caughtinariptide)anddry-landstrokes.However,dry-landinstruction
doesnotensurethatastudentknowshowtoswiminthewater.

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Studentscombinemovementpatternstoperformadvancedoensive,
defensive,andtransitionstrategiesinaquaticsandindividualanddual
activities.Oncestudentsperform,theyevaluatetheeectivenessofthe
strategy.Studentsalsocombinemovementpatternstocreatemorecomplex
rhythmicactivitiesanddances.
Ninth-gradestudentslearntousebiomechanics(seetheGlossary)to
analyzeandimproveperformance,suchasleverage,force,inertia,rotary
motion,opposition,andbuoyancy.Studentsworkontheskill-related
tnesscomponentstoenhancetheirperformance.Teskill-relatedtness
componentsarespeed,power,agility,coordination,reactiontime,and
balance.Studentsusetheirunderstandingoftrainingandconditioning
practicestoimproveskillacquisitionandperformance.Understanding
thethreeareas(biomechanics,skill-relatedtness,andtrainingand
conditioning),alongwiththeroleofemotions,provideslearnerswith
thecomprehensiveknowledgeforimprovingperformanceinaquatics,
rhythms/dance,andindividualanddualactivities.
Ontheirpathtobecomingindependentlearnersofmovementskills,
studentsimprovetheirunderstandingofmotorlearningconcepts.By
theendofninthgrade,studentscancreatepracticeplansforimproving
theirownperformanceinaquatics,rhythms/dance,andindividualand
dualactivities.Tesepracticeplansarebasedoneachstudentsstrengths
andweaknessesasidentiedthroughfeedbackfromproprioception,from
others,andfromtheperformanceofcomplexmovementactivities.
2
STANDARD 2
Studentsachievealevelofphysicaltnessforhealthandperformance
whiledemonstratingknowledgeoftnessconcepts,principles,and
strategies.
Understandingtheroleofphysicalactivityinthepreventionofdisease
enablesstudentstoseetheconnectionsbetweencurrentphysicallifestyle
habitsandfuturehealthcarecosts.Studentscontinuetoparticipate
inenjoyableandchallengingactivitiesatamoderatetovigorouslevel
foraminimumoffourdayseachweek.Teactivitiesaddresstheve
componentsofhealth-relatedtness.Toexpandonthevarietyofactivities
inwhichtheyparticipate,studentsidentifyavailabletnessresourcesinthe
community.
Troughouttheyearstudentsareassessedthroughscienticallybased
health-relatedphysicaltnessassessmentstodeterminewhethertheymeet
health-relatedtnessperformancestandards.Studentssetgoalsbasedon
theoutcomeofthoseassessmentsanddevelopandimplementmonthly
2
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119
personalphysicaltnessplans.BytheendofCourse1,studentsmeetthe
minimumhealthstandardsonascienticallybasedhealth-relatedphysical
tnessassessment.
Lookingtowardthefuture,studentslearntotransfertheirknowledge
oftnesstoreal-worldsituations.Teyidentifythephysicaltness
requirementsoffutureoccupationchoices(seeAppendixK).Teyalso
analyzeconsumerphysicaltnessproductsandprogramsforuseintheir
futuretnessplans.Finally,nowthatstudentsareolderandmoremature,
theylearntheinherentrisksassociatedwithphysicalactivityinextreme
environments.
STANDARD 3
Studentsdemonstrateknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningand
performanceofphysicalactivity.
Tisstandardaddressesself-responsibility,socialinteraction,andgroup
dynamics.StudentsinCourse1evaluatetheirpsychologicalresponsesto
physicalactivity.Teysetgoalsandthendescribethepositivefeelingsthey
experiencefromsuccessfulparticipationinphysicalactivity.Teysharethe
responsibilityforcreatingandmaintainingaphysicallyandemotionally
safeandnonthreateningenvironmentforall.Andnally,theyact
independentlyandignorenegativepeerpressureduringphysicalactivity.
BytheendofCourse1,studentsdiscussthechangingpsychologicaland
sociologicalneedsofadiversesocietyinrelationtophysicalactivity.Tey
understandthatphysicalactivityisuniversal,andallculturesaroundthe
worldperformphysicalactivities.Troughparticipationinactivitiesfrom
dierentpartsoftheworld,studentsgaingreaterinsightsintothehistory
andtraditionsofdierentcultures.Studentsextendthislearningtosocial
interactionandcooperationathomeaswellasintheirfutureworkplace.
Studentslearnthateachgroupmemberbringsdierentstrengthsand
abilitiesandthatitisimportantforthegrouptoidentifyandutilizethe
strengthsofeachmembertobesuccessfulinphysicalactivities.Tey
understandthatsuccesscanbeachievedonlywhenstudentscooperateand
interactpositivelywithothers.
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LearningSnapshots
STANDARD 1
1.1 Combineandapplymovementpatterns,simpletocomplex,in
aquatic,rhythms/dance,andindividualanddualactivities.
AquaticsisoneofthecontentareaslistedintheCaliforniaCodeof
Regulations,Title5,Section10060.(SeeAppendixA.)Providingaquatics
instructionisachallengeforschoolswithoutapool.Schoolsinthis
situationshouldinvestigateopportunitiesinthecommunityforpoolaccess
orconsiderpurchasingaporta-pool.Evenwithoutapool,swimming
strokescanbetaught.Studentsaregroupedinpairsandassignedtoa
bench.Teteacherhandsouttaskcardsontheutterkick,crawlarm
stroke,crawlbreathing,andcompletecrawlstroke.Lyingproneonthe
bench,onestudentperformseachpartofthecrawlstrokewhilethesecond
studentprovidesfeedback.Oncethestudenthasmasteredeachpart,the
entirestrokecanbeattempted.Itcannotbeassumedthatstudentswhohave
masteredastrokeondrylandareabletoswimsafelyinwater.
1.2 Demonstrateprocientmovementskillsinaquatic,dance/rhythms,
andindividualanddualactivities.
Tisstandardasksstudentstodemonstrateprociencyinmovement
skillsinthecontentareasofaquatics,rhythms/dance,andindividualand
dualactivities.Atthislevelofskilldevelopment,thestudentsarerening
theirskills.Teyarebecomingmoresuccessfulandconsistentintheir
performance.Studentsatthislevelofskillrequirevariablepracticeas
wellaslessfrequentfeedback.Intermsofvariablepractice,theteacher
plansinstructionsothatadierentvariableofaskilloradierentskillis
practicedoneachtrial.Tevariablemaybespeed,distance,direction,or
trajectory.Forexample,studentsshouldnotpracticethesamebadminton
stroketwiceinarow.Instead,theyshouldperformthebadmintonoverhead
smash,forehandclear,dropshot,andserveinturn.Asthestudentslevelof
learningadvances,lessfeedbackisneededforeectivelearning.
1.7 Analyzeandevaluatefeedbackfromproprioception,fromothers,and
fromtheperformanceofcomplexmotor(movement)activitiesto
improveperformanceinaquatic,rhythms/dance,individualactivities,
anddualactivities.
Proprioceptionreferstotheabilitytosensetheposition,location,
orientation,andmovementofonesbodyanditsparts.Tislessonfocuses
onindividualanddualactivities.Testudentsareassignedtogroupsoftwo.
Onestudentperformsthegolfswing,whilethesecondstudentprovides
feedback.Duringclosure,theperformersanalyzethefeedbacktheyreceived
fromproprioceptionandtheirpartnertodeterminewhattheyneedtodoto
improvetheirperformance.Teperformerswritetheiranalysis.

121
1.12 Demonstrateindependentlearningofmovementskills.
Tisstandardpreparesstudentsaslifelonglearnersofmovementskills.
Eachstudentselectsonemovementskillfromthecontentareasofaquatics,
rhythms/dance,orindividualanddualactivities.Testudentsareinstructed
toresearchthecorrecttechniquefortheirchosenskillanddeveloplearning
cuesforpracticingthecorrecttechnique.Tentheydeterminethebesttype
ofpracticetousetolearntheparticularskill.Finally,studentscreateand
implementtheirownpracticeplan.
STANDARD 2
2.9 Explaintheinherentrisksassociatedwithphysicalactivityinextreme
environments.
Tislessonbeginswiththeteacherexplainingtheinherentrisksofphysical
activitiesinsomeenvironments.Forexample,thedesertenvironmenthas
hightemperatures,themountainenvironmenthaslowtemperaturesand
highaltitude(lessoxygen),andtheoceanenvironmenthasriptides.Students
conductresearchonanextremeenvironmentinCalifornia(e.g.,ocean,
mountains)inwhichtheywouldliketoparticipateinphysicalactivity.
Studentscreateawrittenreportbasedontheirresearchontheinherentrisks
associatedwiththeselectedenvironment.
2.10 Identifyandlistavailabletnessresourcesinthecommunity.
TisstandardprovidesstudentswithanopportunitytousetheInternetfor
physicaleducationinstruction.TeWebsitehttp://www.bam.govprovides
informationonphysicalactivitiesstudentsmightenjoy.Studentsconduct
anInternetsearchtondappropriateresourcesintheircommunityforthe
physicalactivitiesthatinterestthem.ForthosewithoutInternetaccess,the
activitycanbecompletedusingcommunitydirectories.Studentscompilea
listofresourcesforreviewandfeedbackbytheteacher.
2.11 Explaintheroleofphysicalactivityinthepreventionofdiseaseand
thereductionofhealthcarecosts.
Tisstandardprovidesstudentswithanopportunitytoresearchatopic
relatedtophysicaleducation.Teschoolsteacherlibrariancanassistthe
studentswithndingmaterialsintheschoollibrary/mediacenterandon
theInternet.Studentscreateawrittenreportbasedontheirresearch.Te
physicaleducatorconnectsthisactivitytotheEnglish-languageartscontent
standardsforgradeninebyassigningareportthatincorporatesthegrades
nineandtenwritingstrategiesandwritingapplicationsstandards.
STANDARD 3
3.8 Recognizethevalueofphysicalactivityinunderstandingmulticulturalism.
Studentsareassignedtogroupsoffourbasedontheirinterestinaparticular
culture.Tegroupsresearchthesignicantphysicalactivities,dances,and
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Chapter 4
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High School
Course 1
recreationalactivitiesofthatculture.Eachgroupselectsagameoradance
fromtheculture.Teylearnthegameordancewellenoughtoteachitto
therestoftheclass.Whileteachingthegameordancetoothers,thegroup
alsoexplainshowthedanceorgameconnectstothecultureoforigin.
Duringclosure,theteacherasksstudentstoselecttwogamesordancesfrom
dierentculturesforcomparison.Testudentswriteacomparisonofthe
relationshipbetweeneachphysicalactivityanditscultureoforigin.
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High School Course 1
PhysicalEducationModelContentStandards
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Combineandapplymovementpatterns,simpletocomplex,inaquatic,
rhythms/dance,andindividualanddualactivities.
1.2 Demonstrateprocientmovementskillsinaquatic,rhythms/dance,and
individualanddualactivities.
1.3 Identify,explain,andapplytheskill-relatedcomponentsofbalance,
reactiontime,agility,coordination,explosivepower,andspeedthat
enhanceperformancelevelsinaquatic,rhythms/dance,andindividual
anddualactivities.
1.4 Explainanddemonstrateadvancedoensive,defensive,andtransition
strategiesinaquaticandindividualanddualactivities.
1.5 Explaintheuseoftheprinciplesofbiomechanics(leverage,force,inertia,
rotarymotion,opposition,andbuoyancy);applytheprinciplestoachieve
advancedperformanceinaquatic,rhythms/dance,andindividualand
dualactivities;andevaluatetheperformancebasedontheuseofthe
principles.
1.6 Examinethephysical,emotional,cognitive,andscienticfactorsthat
aectperformanceandexplaintherelationshipbetweenthosefactors.
1.7 Analyzeandevaluatefeedbackfromproprioception,fromothers,
andfromtheperformanceofcomplexmotor(movement)activities
toimproveperformanceinaquatic,rhythms/dance,andindividual
activities,anddualactivities.
1.8 Analyzeandexplainwhichtrainingandconditioningpracticeshavethe
greatestimpactonskillacquisitionandperformanceinaquatic,rhythms/
dance,andindividualanddualactivities.
1.9 Createormodifypractice/trainingplansbasedonevaluativefeedback
ofskillacquisitionandperformanceinaquatic,rhythms/dance,and
individualanddualactivities.
1.10 Analyzesituationsanddetermineappropriatestrategiesforimproved
performanceinaquatic,rhythms/dance,andindividualanddual
activities.
1.11 Assesstheeect/outcomeofaparticularperformancestrategyinaquatic,
rhythms/dance,andindividualanddualactivities.
1.12 Demonstrateindependentlearningofmovementskills.
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Course 1
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Participateinmoderatetovigorousphysicalactivityatleastfourdays
eachweek.
2.2 Participateinenjoyableandchallengingphysicalactivitiesthatdevelop
andmaintainthevecomponentsofphysicaltness.
2.3 Meethealth-relatedphysicaltnessstandardsestablishedbyascientically
basedhealth-relatedtnessassessment.
2.4 Usephysicaltnesstestresultstosetandadjustgoalstoimprovetness.
2.5 Improveandmaintainphysicaltnessbyadjustingphysicalactivitylevels
accordingtotheprinciplesofexercise.
2.6 Identifythephysicaltnessrequirementsofanoccupation.
2.7 Developandimplementaone-monthpersonalphysicaltnessplan.
2.8 Analyzeconsumerphysicaltnessproductsandprograms.
2.9 Explaintheinherentrisksassociatedwithphysicalactivityinextreme
environments.
2.10 Identifyandlistavailabletnessresourcesinthecommunity.
2.11 Explaintheroleofphysicalactivityinthepreventionofdiseaseandthe
reductionofhealthcarecosts.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Acceptpersonalresponsibilitytocreateandmaintainaphysicallyand
emotionallysafeandnonthreateningenvironmentforphysicalactivity.
3.2 Actindependentlyofnegativepeerpressureduringphysicalactivity.
3.3 Identifyandevaluatepersonalpsychologicalresponsetophysicalactivity.
3.4 Describetheenjoyment,self-expression,challenge,andsocialbenets
experiencedbyachievingonesbestinphysicalactivities.
3.5 Developpersonalgoalstoimproveonesperformanceinphysicalactivities.
SocialInteraction
3.6 Discussthechangingpsychologicalandsociologicalneedsofadiverse
societyinrelationtophysicalactivity.
3.7 Analyzetherolethatphysicalactivityplaysinsocialinteractionand
cooperativeopportunitiesinthefamilyandtheworkplace.
3.8 Recognizethevalueofphysicalactivityinunderstandingmulticulturalism.
GroupDynamics
3.9 Recognizeandevaluatetheroleofcooperationandpositiveinteractions
withotherswhenparticipatinginphysicalactivity.
3.10 Identifyandutilizethepotentialstrengthsofeachindividualinphysical
activity.
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High School
Course 2
High School Course 2
AsnotedinCourse1,thedevelopmentalrangeofhighschoolstudentsisvery
diverse.However,bytenthgrade,moststudentsareexperiencingaslowerrate
ofgrowth.Tisslowdowningrowthrate,alongwithincreasesinthelengthand
breadthofmuscles,producesahigherlevelofmotorabilityandtness.Students
arebecomingmoreinterestedintheirpersonaldevelopmentandrecognizethe
valueofhigh-levelphysicalperformancefortheirfuturelivesandcareers.
Tenth-graderscontinuetoimprovetheircognitivefunctioning.Teyare
experiencinganexpansionoftheirknowledgebase;anincreaseintheirability
toabsorb,process,andretrieveinformation;arenementoftheirlanguageand
communicationskills;anincreaseintheirattentioncapacity;andanincreasein
theirabilitytoconceptualize,reason,andanalyzeinformation.Teyaremoving
towardtheirfullintellectualpotential,whichisusuallyachievedbetweensixteen
andtwenty-veyearsofage.
Astenth-gradersmature,theiregocentrismdecreases.Troughsocialinter-
actiontheylearntheyarenotthesolefocusofattention.Teyarelearningto
expresstheiremotionsinmoreappropriateways,andtheirmoralreasoningis
becomingincreasinglysophisticated.Peergroupsanddatingactivitiesdominate
theirsociallives.Teyarereadytoassumemoreformalleadershiprolesduring
physicalactivities.
Forsomehighschoolstudents,Course2istheirlastopportunityforformal
instructioninphysicaleducation.Course2addressescombatives,gymnastics/
tumbling,andteamactivities.Instructionontheeectsofphysicalactivityon
dynamichealthandthemechanicsofbodymovementisintegratedthroughout
theschoolyear.Course2isdesignedtobetakenafterCourse1iscompleted.
Typically,tenth-gradersenrollinCourse2,thoughsomestudentswilltake
Course2aseleventh-ortwelfth-graders.
AtaGlance
STANDARD 1
Studentsdemonstrateknowledgeofandcompetencyin
motorskills,movementpatterns,andstrategiesneeded
toperformavarietyofphysicalactivities.
TestandardsinCourse2aresimilartothoseinCourse1.Tedierence
isinthecontentareasaddressedineachgradelevel.BytheendofCourse
2,studentsdemonstrateprociencyincombatives,gymnastics/tumbling,
andteamactivities.Apersonaldefenseclassinwhichstudentslearnhow
toavoiddangeroussituationsaswellashowtodefendthemselvesmeets
thecombativesrequirement.Prociencygivesthestudentthecapacity
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likelihoodofcontinuedparticipationwellintoadulthood.Studentscan
combinemovementpatternstoperformadvancedoensive,defensive,and
transitionstrategiesinteamsportsituations.Onceperformed,students
canevaluatetheeectivenessofthestrategy.Studentscanalsocombine
movementpatternstocreatemorecomplexgymnastics/tumblingroutines
andcombativecombinations.
Tenth-gradestudentslearntousebiomechanics(seetheGlossary)to
analyzeandimproveperformance,suchasleverage,force,inertia,rotary
motion,andopposition.Studentsalsoexplainandusetheskill-related
tnesscomponentstoenhancetheirperformance.Teskill-relatedtness
componentsarespeed,power,agility,coordination,reactiontime,and
balance.Studentscanalsousetheirunderstandingoftrainingandcondi-
tioningpracticestoimproveskillacquisitionandperformance.Under-
standingthesefourareas(biomechanics,motorlearning,skill-related
tness,andtrainingandconditioning),alongwiththeroleofemotions,
provideslearnerswiththecomprehensiveknowledgeforimprovingperfor-
manceincombatives,gymnastics/tumbling,andteamsportactivities.
Ontheirpathtobecomingindependentlearnersofmovementskills,
studentsincreasetheirunderstandingofmotorlearningconcepts.Bythe
endoftenthgrade,studentscreatepracticeplansforimprovingtheirown
performanceincombatives,gymnastics/tumbling,andteamsportactivities.
Tesepracticeplansarebasedontheirpersonalstrengthsandweaknesses
asidentiedbythestudentsthroughfeedbackfromproprioception,from
others,andfromtheperformanceofcomplexmovementactivities.
3
STANDARD 2
Studentsachievealevelofphysicaltnessforhealthandperformance
whiledemonstratingknowledgeoftnessconcepts,principles,and
strategies.
Forsomestudents,Course2maybethelastopportunitytolearnabout
physicaltnessandachievelevelsofexcellenceinphysicaltnessbeyond
theperformancestandardsestablishedbyscienticallybasedhealth-related
tnessassessments.Studentsshouldbeassessedoneachofthehealth-
relatedtnesscomponentsthroughouttheschoolyear,sothatphysical
activitycanbeadjustedtoaccommodatechangesinage,growthand
development,andgoals.Studentscontinuetodevelopanexercisehabitby
participatinginchallengingactivitiesatamoderatetovigorouslevelfora
minimumoffourdayseachweekbasedonindividualneedsandinterests.
DuringCourse2,studentslearntobewiseconsumersbyevaluatingtness
productsandprograms,aswellastnessresourcesinthecommunity.
3
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127
Teyalsolearnthefactsaboutergogenicaidsthatclaimtoenhancebody
composition,appearance,physicaltness,andperformance.Bytheend
ofCourse2,studentscandevelopanddescribeaphysicaltnessplan
thatenhancespersonalhealthandperformance.Teirplansalsotakeinto
considerationfutureleisureandworkplaceactivities.Besidesplanning
theirowntnessprograms,studentscanalsodevelopandimplement
appropriatepersonalphysicaltnessprogramsforfamilyorcommunity
members.
STANDARD 3
Studentsdemonstrateknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningand
performanceofphysicalactivity.
InCourse2,studentslearntoidentifyandparticipateinthoseactivities
thattheyenjoy.Teylearnthattheirchoiceofphysicalactivitiesmay
changethroughouttheirlives.Teyunderstandthatphysicalactivitiesmay
needtobemodiedtoallowparticipationbyindividualsofvariousages
andthosewithspecialneeds.Studentsrealizetheywillneedtoevaluate
andrenetheirpersonalgoalscontinuallytoimproveperformancein
physicalactivities.Troughtheirparticipationinregularphysicalactivity,
studentslearnthepsychologicalbenetsofphysicalactivity.Teycan
explaintheroleofattitude,motivation,anddeterminationinachieving
personalsatisfactionfromchallengingphysicalactivities.
Astheirsocialskillsmature,tenth-gradestudentsidentifytheeects
ofindividualdierencesonpreferenceforandparticipationin
physicalactivity.Tesedierencesmayincludeage,gender,ethnicity,
socioeconomicstatus,andculture.Astoageandspecialneeds,students
learnhowtoselectandmodifyphysicalactivitiessothateveryonecan
participate.
Intermsofgroupdynamics,studentslearntoidentifyleadershipskills.
Teylearntoperformplannedleadershipassignmentsandalsoassume
spontaneousleadershiproles.BytheendofCourse2,studentsknowhow
toencourageotherstobesupportiveandinclusiveofindividualsatall
abilitylevels.
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LearningSnapshots
STANDARD 1
1.4 Explainanddemonstrateadvancedoffensive,defensive,andtransition
strategiesandtacticsincombative,gymnastic/tumbling,andteam
activities.
Tiscomplexstandardisdesignedtobeaddressedovermanylessonsin
dierentcontentareas.Alloensivestrategiesarebasedonopeningup
space.Oneexampleinvolvesteachingstudentstheoensivestrategyknown
astheverticalstackinthegamecalledUltimate.Inthisstrategythe
oenseformsastraightlineastackalongthelengthoftheeld.Te
stackusuallylinesupinthemiddleoftheeld,therebyopeninguptwo
lanesalongthesidelines.Teindividualwiththeyingdiscthrowsthedisc
intoalanewithoutadefenderasareceiverquicklycutsintothelaneto
catchthedisc.Studentsexplainanddemonstratethisadvancedoensive
strategy.
1.7 Analyzeandevaluatefeedbackfromproprioception,fromothers,
andfromtheperformanceofcomplexmotor(movement)activities
toimproveperformanceincombative,gymnastic/tumbling,andteam
activities.
Proprioceptionreferstotheabilitytosensetheposition,location,
orientation,andmovementofonesbodyanditsparts.Testudentsare
assignedtogroupsoffourtoworkontheroundo,acommongymnastics/
tumblingskill.Onepersonperformstheroundo,onepersonisthe
spotter,onepersonprovidesfeedback,andonepersonistherecorder.
Studentsrotaterolesaftereachtrial.Duringclosure,theperformersanalyze
thefeedbacktheyreceivedthroughproprioceptionandfromothersto
determinewhattheyneedtodotoimprovetheirperformance.
STANDARD 2
2.3 Identifyandachievelevelsofexcellenceinphysicaltnessthat
enhancephysicalandmentalperformancebeyondthestandards
establishedbyscienticallybasedhealth-relatedtnessassessments.
Tisstandardchallengesstudentstoexceedminimumhealth-related
physicaltnessperformancestandards.Terststepinthisprocessis
forstudentstodeterminetheircurrentlevelsoftness.Tissteplinks
toStandard2.11thatcallsforstudentstoassessthemselvesonthe
vecomponentsofhealth-relatedphysicaltness.Tesecondstepis
forstudentstoanalyzetheresultsoftheassessmentandtosetrealistic
goalsforimprovement.Tethirdstepisforstudentstoparticipatein
challengingphysicaltnessactivitiesusingtheprinciplesofexerciseto
meettheirindividualneedsandinterests.(TissteplinkstoStandard2.2.)
Troughouttheyear,studentsreassesstheirlevelsoftnesstomonitortheir

129
progress.Teyalsomeetwiththeteachertoreneandadjusttheirgoals.If
necessary,theyrevisetheirpersonaltnessplans.Moststudentswillneedto
implementtnessprogramsbothinandoutofschooltoraisetheirtness
levelsaboveminimumperformancestandards.
2.8 Explainhowtoevaluateconsumerphysicaltnessproductsand
programs.
Teteacherprovidesstudentswithalistofsomeimportantpointsto
considerwhentheyselectphysicaltnessproductsandprograms.For
example:
Taketimetocompareprices,features,andquality.
Tryoutanypieceofequipmentorprogrambeforemakingapurchase.
Gatherevidenceabouttheprogramorproduct.
Evaluatethecredibilityofclaimsabouttheproductorprogram.
Buyonlyqualityequipment.
Makesureyouhaveaconvenientplacetousetheequipmentorthatthe
programisavailableclosetowhereyoulive.
Decideonthefeaturesyoureallyneed.
Decidewhethertherearelessexpensivewaystoachievethesamegoals
withouttheproductorprogram.
Makesurethereisawarranty.
Asalearningactivity,studentsselectaproductorprograminthecom-
munitythattheythinkwillhelpthemwiththeirtness.Studentscanuse
thelistnotedaboveasastartingpointtoevaluatetheproductorprogram.
Studentsinvestigatetheproductorprogram.Eachstudentmustalsowritea
summarystatementexplainingwhethertheproductorprogramisworththe
price.Tisactivityprovidesextensionactivitiesforusewithothersubject
areas.Forexample,studentscouldapplytheanalysisskillsinthehistory
socialsciencestandardsbyanalyzingthecostsandbenetsofatness
productorprogram.Or,theycouldapplyEnglishlanguageartsstandards
bywritingapersuasiveessaytosupporttheirconclusionaboutwhetherthe
productorprogramisworththeprice.
STANDARD 3
3.8 Identifyleadershipskills,performplannedleadershipassignments,
andassumespontaneousleadershiproles.
Leadershipskillsincludebeinganactivegroupmember,facilitating
groupinteractions,teachingpeers,encouraginggroupmembers,and
sharingleadershipresponsibilitieswithothers.Tespecicleadership
stylethatoneassumesdependsonthepeopleinvolved,thetask,andthe
environmentalfactors.Teteacherdiscussesthoseskillswiththestudents
sothattheyunderstandtheroleofaleader.Asstudentsparticipatein
leadershipsituations,theteacherprovidesthestudentswithfeedbackso
theycanimprove.Toaddressthisstandard,allstudentsmustbegiven
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Chapter 4
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High School
Course 2
theopportunitytoassumeplannedleadershipassignmentsandmustbe
positionedtoassumespontaneousleadershiproles.Toseopportunities
donothappensimplybychance.Situationsmustbecarefullyplanned
andsimulatedbytheteacher,andstudentsmusthavelearnedtheskills,
concepts,andcondencetobesuccessfulinleadershiproles.Everystudent
istobeprovidedwithopportunitiestobegroupleaderforacooperative
activityorgroupproject.

131
High School Course 2
PhysicalEducationModelContentStandards
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Combineandapplymovementpatterns,fromsimpletocomplex,in
combative,gymnastic/tumbling,andteamactivities.
1.2 Demonstrateprocientmovementskillsincombative,gymnastic/
tumbling,andteamactivities.
1.3 Explaintheskill-relatedcomponentsofbalance,reactiontime,agility,
coordination,explosivepower,andspeedthatenhanceperformancelevels
incombative,gymnastic/tumbling,andteamactivitiesandapplythose
componentsinperformance.
1.4 Explainanddemonstrateadvancedoensive,defensive,andtransition
strategiesandtacticsincombative,gymnastic/tumbling,andteam
activities.
1.5 Explaintheuseoftheprinciplesofbiomechanics(leverage,force,inertia,
rotarymotion,andopposition);applytheprinciplestoachieveadvanced
performanceincombative,gymnastic/tumbling,andteamactivities;and
evaluatetheperformancebasedonuseoftheprinciples.
1.6 Evaluatetherelationshipsofphysical,emotional,andcognitivefactors
aectingindividualandteamperformance.
1.7 Analyzeandevaluatefeedbackfromproprioception,fromothers,and
fromtheperformanceofcomplexmotor(movement)activitiesto
improveperformanceincombative,gymnastic/tumbling,andteam
activities.
1.8 Analyzeandexplainwhichtrainingandconditioningpracticeshave
thegreatestimpactonskillacquisitionandperformanceincombative,
gymnastic/tumbling,andteamactivities.
1.9 Createormodifypractice/trainingplansbasedonevaluativefeedback
fromskillacquisitionandperformanceincombative,gymnastic/
tumbling,andteamactivities.
1.10 Analyzesituationstodetermineappropriatestrategiestouseincomba-
tive,gymnastic/tumbling,andteamactivities.
1.11 Assesstheeect/outcomeofaparticularperformancestrategyusedin
combative,gymnastic/tumbling,andteamactivities.
1.12 Evaluateindependentlearningofmovementskills.
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STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Participateinmoderatetovigorousphysicalactivityatleastfourdays
eachweek.
2.2 Participateinchallengingphysicaltnessactivitiesusingtheprinciples
ofexercisetomeetindividualneedsandinterests.
2.3 Identifyandachievelevelsofexcellenceinphysicaltnessthatenhance
physicalandmentalperformancebeyondthestandardsestablishedby
scienticallybasedhealth-relatedtnessassessments.
2.4 Assesslevelsofphysicaltnessandadjustphysicalactivitytoaccommo-
datechangesinage,growth,anddevelopment.
2.5 Justifytheuseofparticularphysicalactivitiestoachievedesiredtness
goals.
2.6 Developanddescribeaphysicaltnessplanthatenhancespersonalhealth
andperformanceinfutureleisureandworkplaceactivities.
2.7 Developandimplementanappropriatepersonalphysicaltnessprogram
forafamilyorcommunitymember.
2.8 Explainhowtoevaluateconsumerphysicaltnessproductsandprograms.
2.9 Identifyandevaluateergogenicaidsthatclaimtoenhancebody
composition,appearance,physicaltness,andperformance.
2.10 Evaluatetheavailabilityandqualityoftnessresourcesinthecommunity.
2.11 Useandanalyzescienticallybaseddataandprotocolstoassessoneself
onthevecomponentsofhealth-relatedphysicaltness.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Participateinphysicalactivitiesforpersonalenjoyment.
3.2 Examineandexplainthewaysinwhichpersonalcharacteristics,
performancestyles,andpreferencesforactivitiesmaychangeovera
lifetime.
3.3 Evaluatethepsychologicalbenetsderivedfromregularparticipationin
physicalactivity.
3.4 Explainandanalyzetheroleofindividualattitude,motivation,and
determinationinachievingpersonalsatisfactionfromchallengingphysical
activities.
3.5 Evaluateandrenepersonalgoalstoimproveperformanceinphysical
activities.

133
SocialInteraction
3.6 Identifytheeectsofindividualdierences,suchasage,gender,
ethnicity,socioeconomicstatus,andculture,onpreferencesforand
participationinphysicalactivity.
3.7 Explainhowtoselectandmodifyphysicalactivitiestoallowforpartici-
pationbyyoungerchildren,theelderly,andindividualswithspecial
needs.
GroupDynamics
3.8 Identifyleadershipskills,performplannedleadershipassignments,and
assumespontaneousleadershiproles.
3.9 Encourageotherstobesupportiveandinclusiveofindividualsofall
abilitylevels.
Chapter 4
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Chapter 4
Standards-Based
PhysicalEducation:
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ThroughTwelve
High School
Course 3
High School Course 3
Eleventh-andtwelfth-gradersareexperiencingvarioussystemicchangeson
theirjourneytoadulthood.Whenmalesandfemaleshavereachedtheagesof
eighteenandsixteen,respectively,theyhavegrowntoapproximately98percent
oftheiradultheight.Finalgrowthoftenoccursbytheageofeighteenforyoung
womenandbyagetwenty-oneforyoungmen.Astheirbodieschangeandthey
growtaller,adolescentsalsoputonweight.Girlsoftengain35poundsduring
adolescentyears,whileboysgain45pounds(PayneandIssacs1995).Eleventh-
andtwelfth-gradestudentsareofteninterestedinachievingandmaintaining
optimallevelsoftnessifonlyforthesakeofpersonalappearance.
Eleventh-andtwelfth-gradestudentsarealsomovingtowardtheirfull
intellectualpotential.Teirincreasedknowledgeandexperienceprovidethem
withtheabilitytoselectthoseactivitiesinwhichtheywouldliketoimprove.
Tesestudentslikestructureandwanttoknowwhatisexpectedofthem.Te
teachershouldthereforemakeitapointtosharelessonobjectivesandstandards
withthestudents.
Eleventh-andtwelfth-gradestudentsarecontinuingtheirsocialdevelopment
inpreparationforadulthood.Teirpersonalsystemofvaluesisbecoming
moreintegrated.Teyarebeginningtoadjusttheirself-conceptbecauseof
developmentalchangesandexperiences.Teirself-esteemisimprovingasthey
becomemorecompetent.
Bytheeleventhandtwelfthgrades,studentsarepreparedtofocusonthe
activitiestheyplantopursueindependentlyaftergraduationfromhighschool.
Teycanexplainwhyanindividualspursuitofexcellenceinanyarenaisan
evolvingprocessrequiringcommitment,courage,condence,initiative,and
perseverance.Tesestudentsdesigntheirownlearningschedulesandareoften
abletoattainhighlevelsofspecializedskillsiftheyapplythemotorlearning
principles.Teyhavelearnedthatself-expressionthroughphysicalactivityisof
greatvalueindevelopingandmaintainingthehealthymindandbodyneededto
excelintheirpersonalaswellasprofessionallife.
Aspartofasequentialcurriculum,Course1and2classesaredesignedas
prerequisitesforCourse3classes.Course3classesaredesignedasprerequisites
forCourse4classes.StudentswhohavenotcompletedaCourse3classcovering
thesamecontentareamaynotbepreparedtotaketheCourse4class.Each
coursehasitsownuniquecontentandspecicstandardsforstudentstolearn,
althoughtheremaybesomesimilarities.
TesixcontentareasidentiedforCourse3are:
Course3A,Adventure/OutdoorActivities
Course3B,AerobicActivities
Course3C,IndividualandDualActivities
Course3D,Dance
Course3E,Aquatics
Course3F,WeightTrainingandFitness

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Chapter 4
Standards-Based
PhysicalEducation:
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ThroughTwelve
High School
Course 3
AtaGlance
STANDARD 1
Studentsdemonstrateknowledgeofandc

ompetency
inmotorskills,movementpatterns,andstrategies
neededtoperformavarietyofphysicalactivities.
TefocusofStandard1istohelpstudentsapplypreviouslylearned
movementconceptsandprinciplestotheattainmentofadvanced
knowledgeandskillsinphysicalactivitiesthattheywishtopursueafter
graduationfromhighschool.Studentslearnaboutthesafetyissues
relatedtotheirselectedactivitysothattheycanenjoyitwithoutinjury.
Teyalsolearnthecharacteristicsandcriticalelementsofthespecialized
skillsrequiredforparticipationintheirchosenactivityalongwiththe
biomechanicsintheperformanceoftheseskills.Finally,theylearntobe
independentlearnerscapableofcreatingtheirownlearningplans.
STANDARD 2
Studentsachievealevelofphysicaltnessforhealthandperformance
whiledemonstratingknowledgeoftnessconcepts,principles,and
strategies.
Studentsareexpectedtoimproveormaintaintheirphysicaltnesslevel
byadjustingtheirlevelsofphysicalactivityaccordingtotheprinciples
ofexercise.Studentslearntoincorporatetheirselectedactivityintotheir
personaltnessprogram.Teylearntoanalyzetheeectsoftheirselected
activitiesontheiroverallhealth,personalphysicaltnessprogram,and
personallevelsofhealth-relatedphysicaltness.Course3Fprovides
additionalopportunitiesforstudentstoengageintheexaminationofthe
disciplineofexercisephysiologyandthebodysphysiologicalresponseto
dierentconditioningprograms.
STANDARD 3
Studentsdemonstrateknowledgeofpsychologicalandso

ciological
concepts,principles,andstrategiesthatapplytothelearningand
performanceofphysicalactivity.
StudentstakingCourse3arepreparedtofocusontheactivitiestheyplan
topursueforrecreationorasacareeraftergraduationfromhighschool.
Studentsaregiventheopportunitytoselecttheactivitiesinwhichthey
wouldliketoparticipate.Duringthecoursetheylearnhowtoexplain
whythisactivityispersonallyenjoyable.Studentsassumeresponsibility
fordevelopingpersonalgoalstoimproveperformanceintheirselected
activitiesandforengagingintheirselectedactivitiesbothinandoutside
school.Teyalsolearntoevaluatethepotentialrisksassociatedwith

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PhysicalEducation:
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High School
Course 3
participationintheiractivityofchoice.Studentsusethatknowledgeto
avoidforeseeableinjuries.
Studentslearntoanalyzetheroleofsocialinteractioninthesuccessful
participationinandenjoymentoftheirselectedactivity.Teyextendtheir
inclusionskillsbylearninghowtoselectandmodifyactivitiestoallow
participationbyyoungerchildren,theelderly,andindividualswithspecial
needs.
Leadershipisamajorskillforeleventh-andtwelfth-gradestudents.
Studentslearntocompareandcontrasteectiveleadershipstrategiesused
intheirselectedactivity.Studentswillinglyacceptleadershipassignments
andanalyzeandrespondappropriatelywhentheirleadershipisnecessary.
Teyarealsoabletocooperatewithotherswhoassumeleadershiproles.
LearningSnapshots
STANDARD 1
HighSchoolCourse3E,AquaticActivities,Standard1.3:
Applypreviouslylearnedmovementconceptstothelearningand
developmentofmotorskillsrequiredforsuccessfulparticipationin
aquaticactivities.
Tomeetthisstandard,studentsusetheirmotorlearningknowledgetohelp
themimprovetheiraquaticskills.Terststepisforstudentstoanalyze
theircurrentaquaticperformance.Studentsseekfeedbackfromtheteacher
orapeer.
4
Studentscanalsohavetheirperformancesrecordedonvideo,
sothattheycananalyzetheirownperformance.Onthebasisoffeedback
foraparticularskill(e.g.,butterystroke),studentsclassifythemselvesas
beginners,intermediate,oradvancedlearners.Testudentsthenreviewthe
variouspracticeprotocols(e.g.,closedskillpractice,partpractice,random
practice),selectingthoseprotocolsthatareappropriatefortheirlevelof
performance.Telaststepintheprocessisforstudentstoimplementthe
practiceprotocolwhenpracticingaquaticskills.
HighSchoolCourse3B,AerobicActivities,Standard1.4:
Identifyandapplytheprinciplesofbiomechanicsnecessaryforthe
safeandsuccessfulperformanceofaerobicactivities.
Atthebeginningoftheschoolyear,theteacherreviewspreviouslylearned
biomechanicsprinciples,includingthefollowing:
Forcemustbeappliedtochangeanobjectsstateofmotion(application
ofNewtonsFirstLaw).
4
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137
Foreveryaction,thereisanequalandoppositereaction(NewtonsTird
Law).
Ifoneobjectistochangethemotionofanotherbyexertingpressure(for
example,whenthepalmofthehandexertspressureonthesurfaceofa
ballastheballiscaughtorstruck),themaximumpressureneededcanbe
reducedbyincreasingthedurationofthepressureorbyincreasingthe
areathatappliesthepressure.
Astheteacherreviewseachconcept,heorsheleadsadiscussionwiththe
studentsregardingitsapplicationtoaerobicactivities.Forexample,atthe
beginningofanaerobicactivitytheperformersarestationaryandmustpush
onthegroundsothatthegroundwillpushonthemsotheycanstartto
move.Troughouttheyear,theteacherorallyquizzesthestudentsregarding
theapplicationofbiomechanics(seetheGlossary)toperformancein
aerobicactivities.
STANDARD 2
HighSchoolCourse3F,WeightTrainingandFitness,Standard2.7:
Developanduseapersonalphysicaltnesslogtorecordallworkout
dataonadailybasis.
Tiscourserequiresstudentstoassumeresponsibilityfortheirownwork-
outs.Accordingly,studentsdevelopandmaintainapersonalphysicaltness
logasevidencethattheyhaveperformeddailyworkouts.Importantinfor-
mationintheirlogshouldincludedate,weighttrainingexercise,number
ofrepetitions,numberofsets,andamountofweightlifted.Teacherscheck
thelogsthatstudentsdevelopatthebeginningoftheschoolyearand
monitorthemthroughouttheyear.Periodicallythroughouttheschoolyear
orcourse,studentsandteachersdiscussthestudentsprogressusingthedata
inthelog.
STANDARD 3
HighSchoolCourse3A,Adventure/OutdoorActivities,Standard3.9:
Engageinadventure/outdooractivitiesbothinschoolandoutside
school.
StudentsenrolledinHighSchoolCourse3Awillparticipateinadventure/
outdooractivitiesinschool.Findingopportunitiesoutsideschool,however,
maybemoredicult.Itisthestudentsresponsibilitytodevelopalistof
communityresourcesforadventureandoutdooractivities.Itisalsothe
studentsresponsibilitytoplantimetoparticipateintheseactivitiesand
toarrangefortransportationtoandfromtheactivitycenter.Teteacher
providesstudentswithalog,sothattheycanrecordthedate,time,location,
andtypeofactivityinwhichtheyengage.Troughouttheschoolyear,the
teachermeetsperiodicallywitheachstudenttoreviewhisorherlog.
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PhysicalEducation:
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High School
Course 3
High School Courses 3A Trough 3F
PhysicalEducationModelContentStandards
HighSchoolCourse3A:Adventure/OutdoorActivities
HighSchoolCourses1and2aredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse3A.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateadvancedknowledgeandskillsintwoormoreadventure/
outdooractivities.
1.2 Identifythecharacteristicsandcriticalelementsofahighlyskilled
performanceinadventure/outdooractivitiesanddemonstratethem.
1.3 Applypreviouslylearnedmovementconceptsandprinciplestothe
learninganddevelopmentofthemotorskillsrequiredforsuccessful
participationinadventure/outdoorpursuitsandactivities.
1.4 Identifyandapplytheprinciplesofbiomechanicsnecessaryforthesafe
andsuccessfulperformanceofadventure/outdooractivities.
1.5 Listthesafetyequipmentrequiredforparticipationinoutdoorpursuits
andadventures;describeanddemonstratetheuseofsuchequipment.
1.6 Demonstrateindependentlearningofmovementskillsinadventure/
outdooractivities.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Participateinadventure/outdooractivitiesthatimprovehealth-related
physicaltness.
2.2 Analyzetheeectsofadventure/outdooractivitiesonapersonalphysical
tnessprogramandpersonallevelsofhealth-relatedphysicaltness.
2.3 Improveormaintainphysicaltnessbyadjustingphysicalactivitylevels
accordingtotheprinciplesofexercise.
2.4 Explaintherelationshipbetweenparticipationinadventure/outdoor
activitiesandhealth.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Compareandcontrasttheeectiveleadershipskillsusedinadventure/
outdooractivitiesandthoseusedinotherphysicalactivities.

139
3.2 Developpersonalgoalstoimproveperformanceinadventure/outdoor
activities.
3.3 Identifyandanalyzeadventure/outdoorphysicalactivitiesthatenhance
personalenjoyment.
3.4 Evaluatetherisksandsafetyfactorsthatmayaectparticipationin
adventure/outdooractivitiesthroughoutalifetime.
SocialInteraction
3.5 Explainhowtoselectandmodifyadventure/outdooractivitiestoallow
forparticipationbyyoungerchildren,theelderly,andindividualswith
specialneeds.
3.6 Analyzetheroleofsocialinteractioninthesuccessfulparticipationinand
enjoymentofadventure/outdooractivities.
GroupDynamics
3.7 Acceptandperformplannedandspontaneousleadershipassignments
androlesinadventure/outdooractivities.
3.8 Analyzetherolethatcooperationandleadershipplayinadventure/
outdooractivities.
3.9 Engageinadventure/outdooractivitiesbothinschoolandoutside
school.
HighSchoolCourse3B:AerobicActivities
HighSchoolCourses1and2aredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse3B.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateadvancedknowledgeandskillsintwoormoreaerobic
activities,selectingoneormorefromeachofthefollowingcategories:
Category1 Category2
Aerobicdance Cross-countryskiing
Running Cycling
Skating Rowing
Swimming Triathlon
Walking
1.2 Identifythecharacteristicsandcriticalelementsofahighlyskilled
performanceinaerobicactivitiesanddemonstratethem.
1.3 Applypreviouslylearnedmovementconceptstothelearningand
developmentofthemotorskillsrequiredforsuccessfulparticipationin
aerobicactivities.
1.4 Identifyandapplytheprinciplesofbiomechanicsnecessaryforthesafe
andsuccessfulperformanceofaerobicactivities.
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1.5 Listthesafetyequipmentrequiredforparticipationinaerobicactivities;
describeanddemonstratetheuseofsuchequipment.
1.6 Demonstrateindependentlearningofmovementskillsinaerobic
activities.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Identifyandachieveapersonallevelofexcellenceinphysicaltness.
2.2 Engageindependentlyinphysicalactivitythatincreasesaerobiccapacity.
2.3 Evaluategoal-settingandotherstrategiesaseectivetoolsformaintaining
andincreasingadherencetoapersonalphysicalactivityprogram.
2.4 Measurehealth-relatedphysicaltnessperiodicallyandadjustphysical
activitytoachievetnessgoals.
2.5 Identifyandexplainthepositiveeectsofparticipationinaerobicactivity
onpersonalhealth.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Engageindependentlyinaerobicactivities.
3.2 Developpersonalgoalstoimproveperformanceinaerobicactivities.
3.3 Compareandcontrasttheeectiveleadershipskillsusedinaerobic
activitiesandthoseusedinotherphysicalactivities.
3.4 Identifyandanalyzeaerobicactivitiesthatenhancebothpersonal
enjoymentandthechallenge.
3.5 Evaluatetherisksandsafetyfactorsthatmayaectparticipationin
aerobicactivitiesthroughoutalifetime.
SocialInteraction
3.6 Inviteotherstojoininaerobicactivity.
3.7 Explainhowtoselectandmodifyaerobicactivitiestoallowfor
participationbyyoungerchildren,theelderly,andindividualswith
specialneeds.
3.8 Analyzetheroleofsocialinteractioninthesuccessfulparticipationinand
enjoymentofaerobicactivities.
GroupDynamics
3.9 Acceptandperformplannedandspontaneousleadershipassignments
androlesinaerobicactivities.
3.10 Analyzetherolethatcooperationandleadershipplayinaerobicactivities.
3.11 Engageinaerobicactivitiesbothinschoolandoutsideschool.

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HighSchoolCourse3C:IndividualandDualActivities
HighSchoolCourses1and2aredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse3C.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateadvancedknowledgeandskillsintwoormoreindividual
anddualactivities,selectingoneormorefromeachofthefollowing
categories:
Individual Dual
Archery Badminton
Cycling Handball
Golf Racquetball
Gymnastics/Tumbling Squash
Skating Tennis
Skiing Two-playervolleyball
Surng
Yoga
1.2 Identifythecharacteristicsandcriticalelementsofahighlyskilled
performanceinindividualanddualactivitiesanddemonstratethem.
1.3 Applypreviouslylearnedmovementconceptstothelearningand
developmentofthemotorskillsrequiredforsuccessfulparticipationin
individualanddualactivities.
1.4 Identifyandapplytheprinciplesofbiomechanicsnecessaryforthesafe
andsuccessfulperformanceofindividualanddualactivities.
1.5 Listthesafetyequipmentrequiredforparticipationinindividualand
dualactivities;describeanddemonstratetheuseofsuchequipment.
1.6 Demonstrateindependentlearningofmovementskillsinindividualand
dualactivities.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Meetphysicaltnessstandardsthatexceedthoseofascienticallybased
health-relatedtnessassessment.
2.2 Participateinindividualanddualactivitiesthatimproveormaintain
health-relatedphysicaltness.
2.3 Analyzetheeectsofindividualanddualactivitiesonapersonalphysical
tnessprogramandpersonallevelsofhealth-relatedphysicaltness.
2.4 Improveormaintainphysicaltnessbyadjustingphysicalactivitylevels
accordingtotheprinciplesofexercise.
2.5 Explaintherelationshipbetweenparticipationinindividualandindual
activitiesandhealth.
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2.6 Demonstratetheabilitytodevelopcriteriaandanalyzefactorstoconsider
inthepurchaseoftnessproductsandprogramsrelatedtoindividualand
dualactivities.
2.7 Developandimplementamonth-longpersonalphysicaltnessplanthat
includesindividualanddualactivities.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Compareandcontrasttheeectiveleadershipskillsusedinindividual
anddualactivitiesandthoseusedinotherphysicalactivities.
3.2 Developpersonalgoalstoimproveperformanceinindividualanddual
activities.
3.3 Identifyandanalyzeindividualanddualphysicalactivitiesthatenhance
personalenjoyment.
3.4 Evaluatetherisksandsafetyfactorsthatmayaectparticipationin
individualanddualactivitiesthroughoutalifetime.
SocialInteraction
3.5 Explainhowtoselectandmodifyindividualanddualactivitiestoallow
forparticipationbyyoungerchildren,theelderly,andindividualswith
specialneeds.
3.6 Analyzetheroleofsocialinteractioninthesuccessfulparticipationin
andenjoymentofindividualanddualactivities.
GroupDynamics
3.7 Acceptandperformplannedandspontaneousleadershipassignments
androlesinindividualanddualactivities.
3.8 Analyzetherolethatcooperationandleadershipplayinindividualand
dualactivities.
3.9 Engageinindividualanddualactivitiesbothinschoolandoutside
school.
HighSchoolCourse3D:Dance
HighSchoolCourses1and2aredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse3D.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateadvancedknowledgeandskillsintwoormoredance
activities,selectingoneormorefromeachofthefollowingcategories:

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Category1 Category2
Ballet Modern
Folk Social
Jazz Square
1.2 Identifythecharacteristicsandcriticalelementsofahighlyskilled
performanceindanceactivitiesanddemonstratethem.
1.3 Applypreviouslylearnedmovementconceptstothelearningand
developmentofthemotorskillsrequiredforsuccessfulparticipationin
danceactivities.
1.4 Identifyandapplytheprinciplesofbiomechanicsnecessaryforthesafe
andsuccessfulperformanceofdanceactivities.
1.5 Listthesafetyequipmentandfacilitiesrequiredforparticipationin
danceactivities;describeanddemonstratetheuseofsuchequipment
andfacilities.
1.6 Demonstrateindependentlearningofmovementskillsindance
activities.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Meetphysicaltnessstandardsthatexceedthoseofascienticallybased
health-relatedtnessassessment.
2.2 Participateindanceactivitiesthatimproveormaintainpersonallevels
ofhealth-relatedphysicaltness.
2.3 Analyzetheeectsofdanceactivitiesonapersonalphysicaltness
programandpersonallevelsofhealth-relatedphysicaltness.
2.4 Improveormaintainonesphysicaltnessbyadjustingphysicalactivity
levelsaccordingtotheprinciplesofexercise.
2.5 Explaintherelationshipbetweenparticipationindanceactivitiesand
health.
2.6 Demonstratetheabilitytodevelopcriteriaandanalyzefactorstoconsider
inthepurchaseofproductsandprogramsrelatedtodanceactivities.
2.7 Developandimplementamonth-longpersonalphysicaltnessplanthat
includesdanceactivities.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Compareandcontrasttheeectiveleadershipskillsusedindance
activitiesandthoseusedinotherphysicalactivities.
3.2 Developpersonalgoalstoimproveperformanceindanceactivities.
3.3 Identifyandanalyzedanceactivitiesthatenhancepersonalenjoyment.
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3.4 Evaluatetherisksandsafetyfactorsthatmayaectparticipationindance
activitiesthroughoutalifetime.
SocialInteraction
3.5 Explainhowtoselectandmodifydanceactivitiestoallowfor
participationbyyoungerchildren,theelderly,andindividualswith
specialneeds.
3.6 Analyzetheroleofsocialinteractioninthesuccessfulparticipationin
andenjoymentofdanceactivities.
GroupDynamics
3.7 Acceptandperformplannedandspontaneousleadershipassignments
androlesindanceactivities.
3.8 Analyzetherolethatcooperationandleadershipplayindanceactivities.
3.9 Engageindanceactivitiesbothinschoolandoutsideschool.
HighSchoolCourse3E:AquaticActivities
HighSchoolCourses1and2aredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse3E.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateadvancedknowledgeandskillsintwoormoreaquatic
activities,selectingoneormorefromeachofthefollowingcategories:
Category1 Category2
Diving Lifeguarding
Kayaking/Canoeing/Rowing Scubadiving
Snorkeling Synchronizedswimming
Swimming Waterpolo
1.2 Identifythecharacteristicsandcriticalelementsofahighlyskilled
performanceinaquaticactivitiesanddemonstratethem.
1.3 Applypreviouslylearnedmovementconceptstothelearningand
developmentofmotorskillsrequiredforsuccessfulparticipationin
aquaticactivities.
1.4 Identifyandapplytheprinciplesofbiomechanicsnecessaryforthesafe
andsuccessfulperformanceofaquaticactivities.
1.5 Listthesafetyequipmentrequiredforparticipationinaquaticactivities;
describeanddemonstratetheuseofsuchequipment.
1.6 Demonstrateindependentlearningofmovementskillsinaquatic
activities.
1.7 Identifyandpracticethesafetyskillsnecessaryforenteringswimming
pools,lakes,rivers,andoceans(e.g.,walking,jumping,falling,and
diving).


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1.8 Demonstrateandexplainbasicwaterrescuewithandwithoutequipment.
1.9 Demonstrateandexplainbasiccardiopulmonaryresuscitation.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Meetphysicaltnessstandardsthatexceedthoseofascienticallybased
health-relatedtnessassessment.
2.2 Participateinaquaticactivitiesthatimproveormaintainhealth-related
physicaltness.
2.3 Analyzetheeectsofparticipationinaquaticactivitiesonlevelsof
health-relatedphysicaltnessactivitiesandapersonaltnessprogram.
2.4 Improveormaintainonesphysicaltnessbyadjustingphysicalactivity
levelsaccordingtotheprinciplesofexercise.
2.5 Explaintherelationshipbetweenparticipationinaquaticactivitiesand
indicatorsofgoodhealth.
2.6 Demonstratetheabilitytodevelopcriteriaandanalyzefactorstoconsider
inthepurchaseofproductsandprogramsrelatedtoaquaticactivities.
2.7 Developandimplementamonth-longpersonalphysicaltnessplanthat
includesaquaticactivities.
2.8 Explainhowaquaticactivitiescontributetothedevelopmentand
maintenanceofhealth-relatedphysicaltness.
2.9 Createandimplementaquaticprogramsthatimprovehealth-related
physicaltness.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Compareandcontrasttheeectiveleadershipskillsusedinaquatic
activitiesandthoseusedinotherphysicalactivities.
3.2 Developpersonalgoalstoimproveperformanceinaquaticactivities.
3.3 Identifyandanalyzeaquaticactivitiesthatenhancepersonalenjoyment.
3.4 Evaluatetherisksandsafetyfactorsthatmayaectparticipationin
aquaticactivitiesthroughoutalifetime.
3.5 Identifyanddemonstratepersonalresponsibilitiesforsafetyandhygiene
intheaquaticssetting.
SocialInteraction
3.6 Explainhowtoselectandmodifyaquaticactivitiestoallowfor
participationbyyoungerchildren,theelderly,andindividualswith
specialneeds.
3.7 Analyzetheroleofsocialinteractioninthesuccessfulparticipationin
andenjoymentofaquaticactivities.
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GroupDynamics
3.8 Acceptandperformplannedandspontaneousleadershipassignments
androlesinaquaticactivities.
3.9 Analyzetherolethatcooperationandleadershipplayinaquaticactivities.
3.10 Engageinaquaticactivitiesbothinschoolandoutsideschool.
HighSchoolCourse3F:WeightTrainingandFitness
HighSchoolCourses1and2aredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse3F.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Explaintheprinciplesofbiomechanicsofrst-,second-,andthird-class
leversandapplythoseprinciplestoavarietyofliftingtechniques.
1.2 Observeandanalyzetheliftingtechniquesofanotherperson(oroneself
throughvideo)andwriteananalysisoftheperformance.
1.3 Demonstrateproperspottingtechniquesforallliftsandexercisesthat
requirespotting.
1.4 Observeandanalyzethetechniquesofanotherperson(oroneself
throughvideo)performingaplyometricexerciseandwriteananalysisof
theperformance.
1.5 Measureandassessmultipleperformancesofanotherpersoninthe
followingareas:balance,reactiontime,agility,coordination,power,and
speed.
1.6 Identifyandapplytheprinciplesofbiomechanicsnecessaryforthesafe
andsuccessfulperformanceofweighttraining.
1.7 Listthesafetyequipmentrequiredforparticipationinweighttraining;
describeanddemonstratetheuseofsuchequipment.
1.8 Demonstrateindependentlearningofmovementskillsinweighttraining.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Establishasetofpersonalphysicaltnessgoals,usingtheprinciplesof
training,andcreateastrength-trainingandconditioningprogram.
2.2 Identifytheprimemovermuscles,antagonisticmuscles,andstabilizer
musclesforeachofthemajorweight-trainingexercises.
2.3 Assessmultipleperformancesofanotherpersoninthefollowingareas:
muscularstrength,muscularendurance,cardiorespiratoryendurance,
andexibility.
2.4 Explainhowtheprinciplesofbiomechanics,muscledevelopment,
gender,age,trainingexperience,trainingtechnique,andspecicityaect
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2.5 Demonstrateandexplainthetechniquesandconceptsofthreetypesof
weight-trainingprograms.
2.6 Demonstrateandexplaintheconceptsoftwodierentconditioning
programs.
2.7 Developanduseapersonalphysicaltnesslogtorecordallworkoutdata
onadailybasis.
2.8 Meetincreasinglyhigherlevelsofspeed,strength,power,andendurance.
2.9 Meetphysicaltnessstandardsthatexceedthoseofscienticallybased
health-relatedtnessassessments.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Displaysafeandresponsiblebehaviorwhiletraining.
3.2 Describetheroleofmotivationinphysicalactivity.
3.3 Describehowtheperceptionofeortandqualityisapersonalassessment
anddescribetherolethatperceptionplaysinachievingtnessgoals.
3.4 Developpersonalgoalstoimproveperformanceinweighttrainingand
tness.
3.5 Identifyandanalyzeweight-trainingandtnessactivitiesthatenhance
personalenjoyment.
3.6 Evaluatetherisksandsafetyfactorsthatmayaectparticipationin
weighttrainingandtnessthroughoutalifetime.
SocialInteraction
3.7 Explainhowtoselectandmodifyweight-trainingandtnessactivitiesto
allowforparticipationbyyoungerchildren,theelderly,andindividuals
withspecialneeds.
3.8 Analyzetheroleofsocialinteractioninthesuccessfulparticipationinand
enjoymentofweight-trainingandtnessactivities.
GroupDynamics
3.9 Assistothersintheachievementoftheirtnessgoals.
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High School Course 4
Twelfth-gradersareexperiencingsystemicchangesontheirjourneytoadult-
hood.Bytwelfthgrade,moststudentshaveattainedapproximately98percentof
theiradultheight.Astheirbodieschangeandtheygrowtaller,adolescentsalso
putonweight.Girlstypicallygain35poundsduringadolescentyears,whileboys
typicallygain45pounds(PayneandIssacs1995).Twelfth-gradestudentsare
physicallyabletoattainhighlevelsofskillsastheycontinuetospecializein
activitiesoftheirownchoosing.
Adolescentsdevelopmentbringsthemtotheupperlimitsoftheircognitive
potentialsometimebetweensixteenandtwenty-veyearsofage.Twelfth-graders
canoperateinhigher-orderthinking.Teyevaluatetheirperformances,analyze
data,reectonpersonalgoals,andadjustphysicalactivitiesandgoalsasnecessary.
Twelfth-graderswanttoknowwhyaswellashowthingswork.Teachersexplain
tostudentswhyskillsareperformedacertainway,practicedinaparticular
manner,andusedinaparticularwayduringphysicalactivity.
Twelfth-gradersarebecomingmoreinterestedintheproblemsexperiencedby
society.Teyarenarrowingtheirowncareeroptionsandlifetimechoices.Tey
liketomaketheirowndecisionstoshowtheirindependence.Teyalsoareready
toassumeawidevarietyofleadershiproles.
Bythetwelfthgrade,studentsarepreparedtofocusontheactivitiestheyplan
topursueforrecreationorasacareeraftergraduationfromhighschool.Students
whocompleteCourse4classesarewellpreparedtocontinuetheactivityontheir
own.Teyapplysocialskillsacquiredinphysicaleducationactivitiestoenhance
theirownexperienceandtheexperienceofotherswithwhomtheyareinvolved
inphysicalandsocialactivities.Teyareencouragedtosupportandparticipate
incommunityorganizationsthatpromotehealthandtnessbyproviding
recreationalopportunitiesforpeopleofallages.
TeCourse4classesaredesignedasacontinuationoftheCourse3classes.
StudentswhohavenotcompletedCourse3inthesamecontentareasmaynot
bepreparedtotakeCourse4.BecauseCourses1,2,and3aredesignedare
prerequisitesforCourse4,generallyonlygradetwelvestudentsareenrolledin
Course4.TepurposeofCourse4classesistodeepenstudentunderstanding
ofthecontent,sothattheycanmeettheirhealth-relatedphysicaltnessneeds
throughouttheiradulthood.
TerearefourcontentareasidentiedforCourse4:
Course4A,AdvancedAdventure/OutdoorActivities
Course4B,AdvancedAerobics
Course4C,AdvancedIndividualandDualActivities
Course4D,AdvancedDance
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AtaGlance
STANDARD 1
Studentsdemonstrateknowledgeofandcompetency
inmotorskills,movementpatterns,andstrategies
neededtoperformavarietyofphysicalactivities.
Course4isdesignedtohelpstudentsimprovetheirperformanceof
specializedmotorskills.Studentspracticetheirskillsinreal-worldsettings.
Teyacquirethenecessaryknowledgetoanalyzeandevaluatetheinter-
relationshipbetweentheprinciplesofbiomechanicsandtheuseof
strategiesinhigh-levelperformance.Teylearntocreateormodifytheir
ownpractice/trainingplans.Eachoftheseexperiencespreparesstudents
forlifelongparticipationintheactivity.
STANDARD 2
Studentsachievealevelofphysicaltnessforhealthandperformance
whiledemonstratingknowledgeoftnessconcepts,principles,and
strategies.
InCourse4,studentslearntodesignapersonalphysicaltnessprogram
thatcanbecompletedathomeorinagym.Teylearntomodifytheir
personalprogrambasedonthedemandsoftheirselectedphysicalactivity.
Studentscontinuetheirexerciseprogramtoachievealeveloftnessthat
improveshealthandperformanceandpreparesthemforparticipationin
andenjoymentoftheirselectedactivity.
STANDARD 3
Studentsdemonstrateknowledgeofpsychologicalandsociological
concepts,principles,andstrategiesthatapplytothelearningand
performanceofphysicalactivity.
InCourse4,studentslearntoevaluatechangesinself-responsibility
astheirskilllevelintheselectedactivityimproves.Teycontinueto
setpersonalgoalsforimprovedperformanceandenjoymentofthe
activity.Teyalsolearntoperformplannedandspontaneousleadership
assignmentsduringparticipationintheiractivityandtocontinuously
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High School
Course 4
LearningSnapshots
STANDARD 1
HighSchoolCourse4C,AdvancedDualandIndividualActivities,
Standard1.3
Createormodifypractice/trainingplansbasedonevaluativefeedback
fromskillacquisitionandperformance.
Tisstandardasksstudentstocreateapracticeplanforimprovingtheir
performanceintheiractivityofchoice.Ifstudentsareenrolledinagolf
class,theycreatepersonalgolfpracticeplans.Terststepisforthe
studentstoanalyzetheircurrentgolfperformances.Teyaskforfeedback
fromtheteacherorapeer,ortheycanhavetheirperformancesrecorded
andperformtheirownanalysis.
5
Onthebasisoffeedbackforaparticular
skill(e.g.,dicultlieingolf ),studentsclassifythemselvesasbeginning,
intermediate,oradvancedlearners.Testudentsthenreviewthevarious
practiceprotocols(e.g.,openskillpractice,wholepractice,variable
practice),selectingthoseprotocolsthatareappropriatefortheirlevelof
performance.Telaststepintheprocessisforstudentstocreateormodify
theirpracticeplans.
STANDARD 2
HighSchoolCourse4A,AdvancedAdventure/OutdoorActivities,
Standard2.2
Designapersonalphysicaltnessprogramtobecompletedinahome
orgymandthatwillbeconsistentwiththedemandsofanadventure/
outdooractivity.
Tomeetthisstandard,studentsdesigntheirownphysicaltnessprogram.
Studentsrstassessthemselvesusingahealth-relatedphysicaltnesstest.
Teyanalyzetheirscores,lookingforareasoftnesstomaintainandareas
forimprovement.Foreachareaofhealth-relatedphysicaltness,theywrite
apersonaltnessgoal.Astheybegintodesignatnessprogram,students
listtheactivitiesandexercisesinwhichtheywillengageasapartoftheir
adventure/outdooreducationactivitycourse.Finally,theydesignapersonal
physicaltnessprogramtomaintaintheirleveloftnessandaddressany
areasofimprovementthatwillnotbeaddressedintheirphysicaleducation
course.Forexample,ifastudentsupperbodystrengthandcardiorespiratory
endurancesystemsarenotatthedesiredlevel,sheorhemaydetermine
thattheadventure/outdooractivitycourseaddressesherorhisupperbody
strengthneeds,butnotherorhiscardiorespiratoryenduranceneeds.To
improvecardiorespiratoryendurance,thestudentdevelopsandimplements
acardiorespiratoryenduranceprogramoutsideschool.
5
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STANDARD 3
HighSchoolCourse4A,AdvancedAdventure/OutdoorActivities,
Standard3.2
Setpersonalgoalsforimprovedperformanceandenjoyment
ofadventure/outdooractivities.
Studentsareaskedtodevelopgoalsrelatedtoimprovingtheirperformance
andenjoymentofadventure/outdooractivities.Studentsdeterminetheir
currentlevelofperformanceandenjoyment.Basedonthosendings,they
writeclear,measurable,andachievablegoals.Tegoalsarepresentedtothe
teacherforfeedbackandrewrittenasnecessary.
HighSchoolCourse4D,AdvancedDance,Standard3.3
Performplannedandspontaneousleadershipassignmentsandroles
inhigh-leveldanceactivities.
Tecontentareaofdanceprovidesmanyopportunitiesforbothformal
(e.g.,choreographer)andinformal(e.g.,assistingasmallgroupof
performerswithaparticularmovement)leadershipexercises.Tespecic
leadershipstylethatoneassumesdependsonthepeopleinvolved,the
task,andtheenvironmentalfactors.Teteacherdiscussesleadershipskills
withthestudentssothattheyunderstandtheroleofaleader.Studentsare
providedwithinstructionalmaterials,sothattheycanlearnaboutdance
leaders.Asstudentsparticipateinleadershipsituations,theteacherprovides
thestudentswithfeedbacksotheycanimprove.
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High School Courses 4A Trough 4D
PhysicalEducationModelContentStandards
HighSchoolCourse4A:AdvancedAdventure/OutdoorActivities
HighSchoolCourses1,2,and3Aaredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse4A.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateexpertiseinoneadventure/outdooractivity.
1.2 Analyzeandevaluatetheinterrelationshipoftheprinciplesof
biomechanicsandtheuseofstrategiesinhigh-levelperformance.
1.3 Createormodifypractice/trainingplansbasedonevaluativefeedback
fromskillacquisitionandperformanceofadventure/outdooractivities.
1.4 Practiceadventure/outdooractivitiesinreal-worldsettings.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Achievealeveloftnessthatimproveshealthandperformanceand
providesopportunitiesforenjoymentandchallengeinanadventure/
outdooractivity.
2.2 Designapersonalphysicaltnessprogramtobecompletedinahome
orgymandthatwillbeconsistentwiththedemandsofanadventure/
outdooractivity.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Evaluatechangesinself-responsibilityasskilllevelsinadventure/outdoor
activitiesimprove.
3.2 Setpersonalgoalsforimprovedperformanceandenjoymentof
adventure/outdooractivities.
GroupDynamics
3.3 Performandevaluateplannedandspontaneousleadershipassignments
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HighSchoolCourse4B:AdvancedAerobicActivities
HighSchoolCourses1,2,and3Baredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse4B.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateexpertiseintwoormoreofthefollowingaerobicactivities,
preferablyonefromeachcategory:
Category1 Category2
Aerobicdance Cross-countryskiing
Running Cycling
Skating Rowing
Swimming Triathlon
Walking
1.2 Analyzeandevaluatetheinterrelationshipoftheprinciplesof
biomechanicsandtheuseofstrategiesinhigh-levelperformance.
1.3 Createormodifypractice/trainingplansbasedonevaluativefeedback
fromskillacquisitionandperformance.
1.4 Practiceaerobicactivitiesinreal-worldsettings.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Identifyandachievelevelsofpersonalexcellenceinhealth-related
physicaltness.
2.2 Adjustpersonaltnessgoalsonthebasisoftnessassessmentmeasures
toimproveperformanceinaerobicactivities.
2.3 Designapersonalphysicaltnessprograminpreparationforthe
demandsofacompetitiveaerobicactivity.
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Demonstrateaphysicallyactivelifestylethatprovidesforenjoymentand
challengethroughaerobicactivity.
3.2 Identifythequalitiesofaerobicactivitythatenhancepersonalenjoyment.
3.3 Evaluatechangesinself-responsibilityasskilllevelsinaerobicactivities
improve.
3.4 Setpersonalgoalsforimprovedperformanceandenjoymentofaerobic
activities.
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Chapter 4
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PhysicalEducation:
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ThroughTwelve
High School
Course 4
GroupDynamics
3.5 Performandevaluateplannedandspontaneousleadershipassignments
androlesinhigh-levelaerobicactivities.
HighSchoolCourse4C:AdvancedIndividualandDualActivities
HighSchoolCourses1,2,and3Caredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse4C.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateexpertiseintwoormoreofthefollowingindividualand
dualactivities,preferablyonefromeachcategory:
Individual Dual
Archery Badminton
Cycling Handball
Golf Racquetball
Gymnastics/Tumbling Squash
Skating Tennis
Skiing Two-playervolleyball
Surng
Yoga
1.2 Analyzeandevaluatetheinterrelationshipoftheprinciplesofbio-
mechanicsandtheuseofstrategiesinhigh-levelperformancein
individualanddualactivities.
1.3 Createormodifypractice/trainingplansbasedonevaluativefeedback
fromskillacquisitionandperformance.
1.4 Practiceindividualanddualactivitiesinreal-worldsettings.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Developpersonalphysicaltnessstandardsthatexceedthoseofa
scienticallybasedhealth-relatedphysicaltnessassessment.
2.2 Demonstratetheabilitytodevelopcriteriaandanalyzefactorstoconsider
inthepurchaseofproductsandprogramsrelatedtoindividualanddual
activities.
2.3 Achievealeveloftnessthatimproveshealthandperformanceand
providesopportunitiesforenjoymentandchallengeinindividualand
dualactivities.
2.4 Designapersonalphysicaltnessprogramtobecompletedinahomeor
gymandthatwillbeconsistentwiththedemandsofaselectedindividual
ordualactivity.

155
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Evaluatechangesinself-responsibilityasskilllevelsinindividualand
dualactivitiesimprove.
3.2 Setpersonalgoalsforimprovedperformanceandenjoymentofindividual
anddualactivities.
GroupDynamics
3.3 Performandevaluateplannedandspontaneousleadershipassignments
androlesinhigh-levelindividualanddualactivities.
HighSchoolCourse4D:AdvancedDance
HighSchoolCourses1,2,and3Daredesignedtobecompletedbeforeastudent
enrollsinHighSchoolCourse4D.
STANDARD1
Studentsdemonstrateknowledgeofandcompetencyinmotorskills,movement
patterns,andstrategiesneededtoperformavarietyofphysicalactivities.
1.1 Demonstrateexpertiseintwoormoreofthefollowingdanceactivities,
preferablyonefromeachcategory:
Category1 Category2
Ballet Modern
Folk Social
Jazz Square
1.2 Analyzeandevaluatetheinterrelationshipoftheprinciplesofbio-
mechanicsandtheuseofstrategiesinhigh-levelperformanceindance
activities.
1.3 Createormodifypractice/trainingplansbasedonevaluativefeedback
fromskillacquisitionandperformance.
1.4 Practicedanceinreal-worldsettings.
1.5 Demonstrateskillsinchoreography.
STANDARD2
Studentsachievealevelofphysicaltnessforhealthandperformancewhile
demonstratingknowledgeoftnessconcepts,principles,andstrategies.
2.1 Achievealeveloftnessthatimproveshealthandperformanceand
providesopportunitiesforenjoymentandchallengeinadanceactivity.
2.2 Designapersonalphysicaltnessprogramtobecompletedinahomeor
gymandthatwillbeconsistentwiththedemandsofadanceactivity.
2.3 Adjustpersonaltnessgoalsonthebasisoftnessassessmentmeasuresto
improveperformanceindanceactivities.
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Chapter 4
Standards-Based
PhysicalEducation:
GradesNine
ThroughTwelve
High School
Course 4
STANDARD3
Studentsdemonstrateknowledgeofpsychologicalandsociologicalconcepts,
principles,andstrategiesthatapplytothelearningandperformanceofphysical
activity.
Self-Responsibility
3.1 Evaluatechangesinself-responsibilityasskilllevelsindanceactivities
improve.
3.2 Setpersonalgoalsforimprovedperformanceandenjoymentofdance
activities.
GroupDynamics
3.3 Performplannedandspontaneousleadershipassignmentsandrolesin
high-leveldanceactivities.
5
Assessment
158
Chapter5
Assessment
A
ssessmentofstudentlearningisacriticalcomponentofastandards-based
physicaleducationprogram.Itfocusesinstructiononstudentlearning.
Becauseassessmentandinstructionareinextricablylinkedinstandards-
basedinstruction,anddecisionsregardingassessmentaremadebeforethoseon
instruction,theassessmentchapterhasbeenpurposelyplacedbeforethechapters
relatedtoinstruction.Tissequenceservesasareminderthatifitisimportant
enoughforstudentstolearn,thenitisimportantenoughtoassess.Tequestion
teachersaskisnolongerDidIteachthematerial?Tequestionsthatmustbe
answeredareDidmystudentslearn?andWhatevidenceofthatlearningdo
Ihave?Whenassessmentisusedappropriately,itisapowerfulinstructional
tool.Itprovidesevidenceofwhatstudentshavelearnedandrevealstheconcepts
andskillsonwhichstudentsneedadditionalinstructionandpractice.Eective
teachersuseassessmenttodevelopandtoaltertheirinstructionalplansbasedon
theinstructionalneedsoftheirstudents.
1
Standards-basedassessmentisanongoingprocessofcollectingevidence
generatedbythestudentsperformancemeasuredagainstthegrade-orcourse-
levelstandards.High-qualityassessmentisvalid,reliable,andobjectiveand
answersthecriticalquestionHavethestudentsmasteredthestandards?It
challengesstudentstoprocientlyapplytheskills,knowledge,andattitudescalled
forinthemodelcontentstandards.Terefore,assessmentresultsarereportedto
eachstudentinatimelymanner,withafocusonthestudentsstrengthsandareas
inneedofimprovement.
TypesofAssessment
Assessmentinformsinstructionatthebeginning(entrylevel),during(progress
monitoring),andattheend(summative)ofthelearningexperience.Tosethree
typesofassessmentareessentialforstudentlearningbecausetheyprovidedirec-
tionforinstruction.Takentogether,theydesignatethestartingplace,routeto
take,pointatwhichtochangeroutes,andthedestination.
Entry-LevelAssessment
Entry-levelassessmentmeasuresstudentmasteryofprecedinggrade-or
course-levelstandardsthatserveasprerequisitebuildingblocksforthecontent
forthcoming.Italsohelpstheteacherdeterminewhichofthecurrentgrade-or
course-levelstandardsthestudentshavealreadymastered.Forexample,the
teachermaydesignalessonduringwhichstudentsdemonstratetheirbasketball
skillsatanumberofstationsatthebeginningoftheeighth-gradebasketballunit
todeterminestudentscurrentlevelsofperformance.Teresultsprovidethe
teacherwithinformationregardinginstructionalstartingpoints.
1
Manyexamplesandsuggestionsareprovidedinthischapter.Aswithallexamplesandsuggestions
inthisframework,theyarenottobeinterpretedasrequirementsorastheonlywaytoassessstudent
learning.

159
Progress-MonitoringAssessment
Assessmentcanalsorevealtheeectivenessoftheteachersinstructionaldeci-
sionsandprovideinsightintohowphysicaleducationteacherscanmakelearning
moremeaningful.Qualityassessmentinformsstudents,teachers,andparentsof
studentsprogresstowardmasteryofthestandardsthroughouttheschoolyear.
Temostcriticalguidelineforthemonitoringofprogressisthatitshouldoc-
curatfrequentintervalsandtheassessmentdatareviewedimmediatelytoadjust
instruction.Collectingandactingoninformationfrequentlyduringinstructionis
asignofahighlyeectiveprogram.Toensuretheprogressofeverystudent,data
areexaminedattheclassroomlevelaswellastheindividualstudentlevel.Because
themonitoringofprogressisacollaborativeprofessionalactivity,thedataare
sharedamongteachersatthesamegradeorcourselevelandanalyzedtoidentify
studentneedsanddeterminewhichstrategiesworkmosteectively.
Instandards-basedlearning,progressmonitoringbecomesacrucialcomponent
ofinstructionforeverystudent.Itisonlythroughsuchmonitoringthatteachers
cancontinuallyadjustinstructionsothatallstudentsareconstantlyprogressing.
Nostudentshouldlanguishandbeleftbehindbecauseofateachersfailureto
recognizethestudentsneedforextrahelporforadierentapproach.Similarly,
studentsshouldnotspendtimepracticingstandardsalreadymasteredbecauseof
ateachersfailuretorecognizethattheyarereadytomoveon.Assessmentthat
monitorsstudentprogresshelpssteerinstructionintherightdirection.Itsignals
whenalternativeroutesneedtobetakenorwhenthestudentneedstobacktrack
togainmoreforwardmomentum.
Inonesense,everythingstudentsdoduringinstructionisanopportunityfor
progressmonitoring.Teacherscontinuallylookforindicatorsamongstudent
responsesandperformancesandinstudentwork.Monitoringcanbeassimple
asdemonstratingaskillandaskingstudentstoindicate,usingthumbsupor
thumbsdown,whethertheskillwasperformedcorrectly.Itcanincludecheck-
inghomeworkorobservingstudentsperformances.Or,itmaybeamoreformal
typeofassessment,suchasshort,objectiveassessments(writtenquiz,structured
observation,skillschecklist,etc.)toensurethatstudentlearningofthestandardis
consistentfortheentireclass.
Tevalueofusingperformancedataasthebasisformakingwell-informed
adjustmentstoinstructioncannotbeoverstated.Teachersneedasolidbasisfor
answeringsuchquestionsasthese:
ShouldImoveaheadorspendmoretimeonthecurrentphaseofinstruction?
Arestudentsabletopracticewhattheyhavelearnedthroughindependent
activities,ordoIneedtoprovideadditionalinstruction?
CanIacceleratetheplannedinstructionforsomeorallstudentsand,ifso,
whatisthebestwaytodothat?
SummativeAssessment
Summativeassessment,whichhascharacteristicssimilartothoseofentry-level
assessment,isdonetodeterminewhetherthestudenthasattainedastandardor
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Chapter5
Assessment
groupofstandards.Summativeassessmentanswersquestionssuchasthese:Does
thestudentknowandunderstandtheconcepts?Canheorsheperformtheskills?
Canheorsheapplytheknowledge?Hasheorshereachedasucientlyhigh
levelofmasterytomoveon?
Summativeassessmentmeasuresinamoreformalwaytheprogressstudents
havemadetowardmeetingthestandards.Typically,itcomesattheendofan
instructionalunit,course,orschoolyear.Temostcriticalaspectofsummative
assessmentisthatitmeasurestheabilityofstudentstotransferwhattheyhave
learnedtorelatedapplications.Forexample,sixth-gradeStandard4.2states,
Developaone-daypersonalphysicaltnessplanspecifyingtheintensity,time,
andtypesofphysicalactivitiesforeachcomponentofhealth-relatedphysical
tness.Troughouttheschoolyear,teachersmayconductprogress-monitoring
assessmentthatasksstudentstoidentifytheintensity,time,andtypeofphysi-
calactivityforeachcomponentofhealth-relatedphysicaltness.However,the
summativeassessmentforthisstandardrequiresthatstudentscreateaone-day
personaltnessplan.Tisplanmaytaketheformofawrittenschedule,a
videotapeoftheprogram,oracomputer-generatedplan.Regardlessoftheform,
theassessmentisbasedontheapplicationofthreeofthefourtnessprinciples:
intensity,time,andtype.
PrinciplesofAssessment
Tefollowingprinciplesofeectiveassessmentareintegratedintotheassess-
mentdesign:
Selectthebestevidenceofstudentperformancerelatedtothestandard.
Examinetheextenttowhichallstudentsareachievingthegrade-orcourse-
levelstandards.
Ensurethattheassessmentmeasureswhatitintendstomeasureasdirectlyas
possible(validity).
Ensurethattheassessmentproducesthesameresultswhenrepeated
(reliability).
Ensurethattheresultscanbemeasuredthesamewaybyanyqualied
professionalandarenotbasedonthatprofessionalsopinion(objectivity).
Provideassessmentsthatareongoingandintegratedwithinstruction
(embeddedassessment).
Communicateexpectationsforstudentachievementatthebeginningofthe
task.
Createaprocessofcontinuousfeedbackforthestudent.
2
Includestudentself-reectionandself-assessmentaspartoftheassessment
system.
Ensurethatassessmentsarenotbiasedastogender,language,orethnicity.
Ensurethatassessmentsdonotplacestudentswithdisabilitiesata
disadvantage.
2
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.

161
Standardizedassessmentsmeettheprinciplesnotedaboveandtheones
below:
Standardizedassessmentsshouldbeadministeredunderthesameconditions
toallstudents.
Standardizedassessmentsshouldbeadministeredusingthesamedirections
toallstudents.
Standardizedassessmentsshouldbescoredinscaledincrementssmallenough
todetectvaryingdegreesofskillsandknowledge.
AssessmentTools
Avarietyofassessmenttoolsareusedtoassessstudentlearninginphysical
education:structuredobservations,selected-response/forced-choiceitems,essay
questions,logs,journals,performancetasks,reports,projects,andstudentport-
folios.Forsomeassessmenttools(essays,performancetasks,andreports),rubrics
aredevelopedtoevaluatestudentlearning.Teacherstypicallyusethesetools,
especiallyforformalassessments.However,self-assessmentandpeerassessment
arealsoeectivemethods.
Studentscanassessthemselveswhengivenlistsofperformanceobjectivesand
directedtojudgetheirownachievement.Tisprocedureisfacilitatedbythevid-
eotapingofthestudentsperformanceforfollow-upviewingbythestudent.Te
resultsoftheseassessmentsdemonstratehowstudentsuseskills,solvemovement
problems,andprogressovertime.Self-assessmentalsohelpsmotivatestudentsto
assumeresponsibilityfortheirownlearning.
Inpeerassessment,onestudentcomparesandcontrastsanotherstudentsper-
formanceaccordingtothecriteriaestablishedbytheteacher,whicharebasedon
clearexpectationsforstudentachievement.Peerassessmentisconductedliveor
videotaped.Asstudentsdeveloptheirpeerassessmentskills,theylearntheimpor-
tanceofgivingandreceivingsupportandconstructivefeedback.Teresultscan
becommunicatedverballyorvisuallyusingataskcard,ratingscale,orchecklist.
However,theteacherisalwaysultimatelyresponsiblefortheevaluationofstudent
learning.
StructuredObservations
Observationreferstolookingataperformanceandassessingthatperformance.
Tistypeofassessmenthasoftenbeencriticizedforbeingtoosubjective.Te
termstructuredobservationreferstoobservingaperformanceandassessingthe
performanceusingcriteriaknownbyboththeteacherandstudents.Teuseof
speciccriteriamovestheassessmentfromthesubjectivesideoftheassessment
continuumtotheobjectivesideofthecontinuum.Tistoolisespeciallyeective
forassessingstudentperformancerelatedtomovement,motor,andsocialskills.
Forexample,Standard1.1forgradesevenstates,Demonstratematuretech-
niquesfor thefollowingpatterns:overhand,sidearm,andunderhandthrowing;
catching;kicking/punting;striking;trapping;dribbling(handandfoot);and
volleying.Oneassessmenttoolforthisstandardisthestructuredobservation.
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Forittobeanobjectivemeasure,theremustbecriteriaagainstwhichstudent
performanceismeasured.(Seethesamplesix-pointrubricforthisstandardunder
theRubricssectionlaterinthischapter.)
Structuredobservationsareconductedthroughavarietyofmethods,includ-
ingstationapproachandembeddedassessment.Inthestation-approachscenario,
studentsareassignedtooneofseveralstationsinacircuit.Somestationsinvolve
exercising,whileothersinvolvemotorskillpracticeandmini-games.Onesta-
tionisdesignatedasthetestingstationwherestudentsmeetwiththeteacherfor
motorskillsassessment.Embeddedassessmentreferstotheassessmentoflearning
asstudentsarepracticingskillsitoccurssimultaneouslywithinstruction.Te
assessmentcantakeplaceperiodicallythroughoutthelearningsequence(progress
monitoring)orattheconclusionoftheunit(summativeassessment).
Selected-Response/Forced-ChoiceItems
Selected-responseandforced-choiceitemsarewrittentestquestionstoassess
studentscognitivelearning.Inselected-responseandforced-choicequestions,
studentsselectasinglecorrectresponse.Tistypeofassessmenthasavalidrolein
assessingpureknowledgeandfacts,butitispossibleforstudentstoguessthecor-
rectresponsetothesequestionsinsteadofactuallydemonstratingtheirlearning.
Examplesofselected-response/forced-choiceitemsincludetraditionalmultiple-
choiceitems,matchingtests,true/falsetests,andll-in-theblanksfromalistof
choices.
Forexample,Standard2.12forgradetwostates,Identifythedierentpoints
ofcontactwhenstrikingaballoonupwardandstrikingaballoonforward.Tis
standardcanbeassessedusingamultiple-choicequestion.Tecorrectanswer
anddistracters(incorrectanswers)areillustrationsappropriateforeachpointof
contactandthequestionsarewrittenatthesecond-gradereadinglevel.
1.Howdoyoumaketheballoongoup?
a. Hittherightside.
b. Hittheleftside.
c. Hitthebottom.
d. Hitthetop.
Standard2.6forfourthgradestates,Distinguishbetweenpuntingandkick-
inganddescribethesimilaritiesanddierences.UsingaVenndiagram,students
areaskedtollin(fromalist)thesimilaritiesanddierencesbetweenpunting
andkicking.
EssayQuestions
Essayquestionsareusefulforexploringingreaterdepthstudentsabilityto
applythefacts,concepts,principles,andtheorieslearnedinphysicaleducation.
Tequestionstypicallytakemoretimethanmultiple-choiceorshort-answertests,
andtheyarealsomorecomplextograde.Teyareusuallygradedwitharubric
thatiscreatedbytheteacherandsharedwiththestudentsinadvance.Inevaluat-
ingessayresponsesinphysicaleducation,teachersneedtobecarefultodierenti-

163
atebetweenstudentsactuallackofknowledge(ormisunderstanding)ofphysical
educationcontentandlimitedreadingorwritingability.Examplesfollow.
Standard4.7forgradethreestates,Describetherelationshipbetweenthe
heart,lungs,muscles,blood,andoxygenduringphysicalactivity.Oneexample
ofanessayquestionforthisstandardis:
Howdoyourheart,lungs,muscles,blood,andoxygenworktogetherwhenyouare
physicallyactive?
Standard2.6forgradefourstates,Distinguishbetweenpuntingandkicking
anddescribethesimilaritiesanddierences.Oneexampleofanessayquestion
forthisstandardreads:
Howarepuntingandkickingthesameandhowaretheydierent?
Standard4.12forgradevestates,Explainhowtechnologycanassistinthe
pursuitofphysicaltness.Oneexampleofanessayquestionforthisstandard
reads:
Describeonetypeoftechnologythatcanhelpimproveyourpersonalphysical
tness.Tellhowthistechnologycanhelpyoumeetyourpersonaltnessgoals.
Standard4.3forgradesevenstates,Matchpersonalpreferencesinphysical
activitieswitheachofthevecomponentsofhealth-relatedphysicaltness.
Oneexampleofanessayquestionforthisstandardreads:
Listthetypesofphysicalactivitiesyouenjoydoinganddescribehowthatactivity
matchesoneormoreofthecomponentsofhealth-relatedphysicaltness.
HighSchoolCourse1,Standard2.11states,Explaintheroleofphysical
activityinthepreventionofdiseaseandthereductionofhealthcarecosts.One
exampleofanessayquestionis:
Youhavelearnedthatphysicalactivitywillhelpyoulivealongerandhealthierlife.
Explaintherolephysicalactivityplaysinthepreventionofdiseaseandthereduction
ofhealthcarecosts.
HighSchoolCourse1,Standard3.4states,Describetheenjoyment,self-
expression,challenge,andsocialbenetsexperiencedbyachievingonesbestin
physicalactivities.Oneexampleofanessayquestionforthisstandardreads:
Todayyouparticipatedinatimedlong-distancerun,andyouachievedyourpersonal
besttime.Describetheenjoyment,self-expression,challenge,andsocialbenetsyou
experiencedbyachievingthispersonalbest.
HighSchoolCourse2,Standard2.8states,Explainhowtoevaluateconsumer
physicaltnessproductsandprograms.Oneexampleofanessayquestionfor
thisstandardreads:
Whatarethefactorsthatyouwouldconsiderwhenevaluatingphysicaltness
products?Howwouldyouusethesefactorstoevaluatetnessproducts?
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Assessment
Logs
Logsprovidestudentswiththeopportunitytorecorddata.Teachersperiodi-
callyreviewthedatawiththestudentsandprovidefeedbackonthestudents
progress.Tesedatacaninclude:
Physicalactivityperformedoutsidetheschoolday
Tefrequency,intensity,time,andtypeofexerciseperformeddaily
Scoresonmotorskillassessmentstodemonstrateimprovementovertime
Itisimportanttomatchthelogtoaspecicstandard.Forexample,Standard
3.3forgradethreestates,Participatethreetofourdayseachweek,forincreas-
ingperiodsoftime,incontinuousmoderatetovigorousphysicalactivitiesthat
requiresustainedmovementofthelarge-musclegroupstoincreasebreathingand
heartrate.
Studentsuselogstomonitortheirparticipation.Eachstudentslogincludesspace
torecordthedate,activity,andamountoftimeengagedinactivitiesthatmeetthe
criteria(sustainedmovementoflarge-musclegroups,increasedbreathingandheart
rate).
Standard4.11forgradevestates,Measureandrecordtheheartratebefore,
during,andaftervigorousphysicalactivity.
Studentsrecordtheirheartratesinalog.Telogincludescolumnsforthedateand
heartratebeforeactivity,duringactivity,andafteractivity.
Standard3.6forgradesevenstates,Assessperiodicallytheattainmentof,or
progresstoward,personalphysicaltnessgoalsandmakenecessaryadjustmentsto
apersonalphysicaltnessprogram.
Studentsmonitortheirphysicaltnessprogressinalog.Telogcanbeusedona
monthlyorbimonthlybasisandincludesthetnessgoalsandcolumnsforthename
ofthetnesstest,datethetestwasadministered,andthestudentsscore.
Journals
Journalsprovidestudentswiththeopportunitytorecordtheirinsights,
reactions,andreections.Teyareespeciallyeectiveforassessingstudent
learningrelatedtoOverarchingStandard5(kindergartenthroughgradeeight)
andOverarchingStandard3(highschool).Troughthejournal-writingprocess,
studentsdocumenttheirowngrowthovertime.Journalwritingmaytakeplace
duringlessonclosureorasahomeworkassignment.Attheelementaryschool
level,journalwritingcanalsobedoneafterthephysicaleducationlessonwhen
studentsarebackintheclassroom.Tejournalmaybespecictophysical
educationorahistory-socialstudiesjournaloralanguageartsjournaloranother
subjectrelatedtotheprompt.Examplesofwritingpromptsforstudentjournals
usedasanassessmenttoolinphysicaleducationareasfollows:
Standard5.8forgradevestates,Appreciatephysicalgamesandactivities
reectingdiverseheritages.Anappropriatejournalpromptforthisstandardis:
Whatdidyouappreciatemostabouttheheritageofthegameyouplayedtoday?
Whydidyouappreciatethataspectofthegame?
165
Standard5.4forgradesevenstates,Evaluatetheeectofexpressingencour-
agementtootherswhileparticipatinginagroupphysicalactivity.Anappropri-
atejournalpromptforthisstandardis:
Atthebeginningofthelessonweidentiedwaystoexpressencouragementboth
verballyandnonverbally.Duringthelessonyouhadtheopportunitytousethese
ideas.Howdidsomeonesencouragementaectyourparticipationintheactivity?
Whenyouencouragedothers,whatwastheresultofthatencouragement?
HighSchoolCourse1,Standard3.10states,Identifyandutilizethepotential
strengthsofeachindividualinphysicalactivities.Anappropriatejournalprompt
forthisstandardis:
Todayyouwereinvolvedinateambuildingactivity.Identifythestrengthsof
yourteammembersandtellhowyouutilizedtheirstrengthsforyourteamtobe
successful.
PerformanceTasks
Performancetasksrequirestudentstoaccomplishcomplextasksbyusing
priorknowledgeandrecentlearningandskills.Tesetasksdemonstrateadeeper
understandingofthecontentandskillsandincreasestudentengagement.Per-
formanceassessmentinvolvesstudentsinsituationswheretheymustconstruct
responsesthatclearlyillustratehigher-levelthinkingskills.Tesetasksoftenhave
morethanoneacceptableresponse;therefore,whenassessingstudentresponses,
teachersallowfornovelresponses.Creatingalistofpossiblesolutionsaheadof
timeprovidestheteacherwithanobjectivemethodforassessingtheperformance
task.
Forexample,Standard1.4forsecondgradestates,Createaroutinethat
includestwotypesofbodyrolls(e.g.,logroll,eggroll,shoulderroll,forwardroll)
andastationarybalancepositionaftereachroll.
Forthisperformancetask,studentsdemonstratetheirabilityinaroutineoftheir
owncreationtoperformsmoothlytwotypesofbodyrollsandtheirabilityto
balance,inamomentofstillness,aftereachroll.
Standard1.1forfthgradestates,Performsimplesmall-groupbalancestunts
bydistributingweightandbaseofsupport.
Forthisperformancetask,studentsingroupsoffourperformaminimumofve
balancestunts.Eachstuntincludesallmembersofthegroup.Allvestuntsmust
useawidebaseofsupport,andtheweightofthegroupmustbeevenlydistributed
amonggroupmembers.
Standard1.2foreighthgradestates,Createandperformasquaredance.
Forthisperformancetask,smallgroupsofstudentscreateanovelsquaredancethat
useseightofthecallspreviouslytaught.Studentssettheirsquaredanceroutineto
musicandperformitfortheclass.
Standard2.6foreighthgradestates,Developandteachateamgamethatuses
elementsofspinorrebound,designatedoensiveanddefensivespace,apenalty
system,andascoringsystem.
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Chapter5
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Forthisperformancetask,studentsdevelopagamethatuseselementsofspinor
rebound,andtheyteachtheirgametootherstudents.Tenewgamemustinclude
amethodofscoring,anorganizationalpattern,playermovement,limitations
(rules),andpenaltiesforruleviolation.Testudentswritedownthegamerulesand
requiredcomponentsandthenteachthegametootherstudents.Tewritingand
theteachingarebothperformancetasks.
HighSchoolCourse2,Standard1.10states,Analyzesituationstodetermine
appropriatestrategiestouseincombative,gymnastic/tumbling,andteam
activities.
Forthisperformancetask,studentsareprovidedwithanattacksituationin
combativesthattheymustanalyzetodeterminethebestdefensiveresponse.In
gymnastics/tumblingaperformancetaskmayincludeanalyzingaroutinecarefully
toselectwherebestintheroutinetoaddabalancesequence.Oncestudentshave
determinedtheappropriatestrategies,theydefendtheirchoice.Tisdefensecanbe
eitheroralorwritten.
Reports
Reportsrequirestudentstosearchthroughavarietyofresourcesinthe
classroomorlibrary/mediacenter(e.g.,videoclips,books,magazines,online
databases,orotherInternetresources);ndthemostrelevant,accurate,and
up-to-dateinformationonaspecictopic;andwriteasummary.Writingreports
isanoptionforeverystandardthathasacognitivecomponent.Forexample,
HighSchoolCourse1,Standard2.11states,Explaintheroleofphysicalactivity
inthepreventionofdiseaseandthereductionofhealthcarecosts.Assigning
awrittenreportwouldbeanappropriatewaytoassessstudentsmasteryofthe
standard.Studentsaregiventimeduringclassorreceiveahomeworkassignment
toresearchthetopicandwritethereportfollowingcarefullyselectedcriteria.
Teteacherexplainsthecriteriawhenassigningthereport.Reportsmayalso
bedeliveredasoralpresentationsusingvisualaidssuchascomputer-based
presentations.
Otherstandardsforwhichreportsareanappropriatewaytoassessachievement
include:
- Standard4.5forfourthgrade:Explainwhythebodyneedswaterbefore,
during,andafterphysicalactivity.
- Standard2.1forfthgrade:Explaintheimportanceofopenspaceinplaying
sport-relatedgames.
- Standard2.1forsixthgrade:Explainhowtoincreaseforcebasedonthe
principlesofbiomechanics.
- Standard4.4forseventhgrade:Explaintheeectsofphysicalactivityon
heartrateduringexercise,duringtherecoveryphase,andwhilethebodyis
atrest.
- Standard2.2foreighthgrade:Explaintherotationprinciplesusedin
performingvariousmanipulativeskills.

167
Projects
Projectsareactivitiesthatmayrequireasmuchasseveralweekstocomplete.
Numerousproductsmaybecreatedforaproject,includinggraphs,posters,calen-
dars,presentations,electronicpresentations(usingacomputerandprojectionsys-
tem),andmultimediaproductsthatcombinetext,stillimages,digitizedsound,
anddigitizedvideoclips.Multimediaprojectsareidealforinterdisciplinarywork
becausestudentscanintegratecontentfromphysicaleducation,computerskills
fromtheircomputerclass,andwritingandspeakingskillsfromtheirEnglish-lan-
guageartsclassinthedevelopmentoftheproject.
Whethertheprojectisforasinglesubjectorinterdisciplinary,studentsneed
tofocusbothontheindividualcomponentsoftheprojectandonputtingthose
componentsintoacompleteproject.Examplesofprojectsareasfollows:
Standard2.5forgradesevenstates,Compareandcontrasttheeectivenessof
practicingskillsasawholeandpracticingskillsinsmallerparts.
Inmotorlearninglanguage,thisisknownaswholeandpartpractice.Students
areaskedtoresearchthetwodierenttypesofpracticeandthentopresenttheir
ndingsintheformatofagraphicorganizer(e.g.,tableorchart,Venndiagram)to
theentireclass.
Standard4.5forgradesevenstates,Describetheroleofphysicalactivityand
nutritioninachievingphysicaltness.
Studentsresearchoneaspectofphysicalactivityornutritionthathasapossible
eectonphysicaltness.Studentscreateavisualaid(suchasaposterorgraph)
andprepareacommercial(orpublicserviceannouncement)topresentliveoron
videotapeemphasizingthepositiveeectoftheactivityoraspectofnutrition.
Otherstandardsforwhichprojectscouldbeassignedforassessmentpurposes
include:
- Standard4.6forsecondgrade:Compareandcontrastthefunctionofthe
heartduringrestandduringphysicalactivity.
- Standard2.10forfourthgrade:Designaroutinetomusicthatincludeseven
andunevenlocomotorpatterns.
- Standard1.11forsixthgrade:Designandperformsmooth,owingsequences
ofstunts,tumbling,andrhythmicpatternsthatcombinetraveling,rolling,
balancing,andtransferringweight.
- Standard4.1foreighthgrade:Developatwo-weekpersonalphysical
tnessplanspecifyingtheproperwarm-upandcool-downactivitiesandthe
principlesofexerciseforeachofthevecomponentsofhealth-relatedphysical
tness.
- HighSchoolCourse2,Standard1.12:Evaluateindependentlearningof
movementskills.
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168
Chapter5
Assessment
StudentPortfolios
Portfoliosarecollectionsofstudentsworkrelatedtothegrade-orcourse-level
standardsandmaybeeitherpaperordigital.Portfolioshelpstudentsobserve
improvementintheirworkandassistteacherswithassessingstudentprogressand
theeectivenessoftheirteachingstrategies.Whentheportfoliosarereviewed
accordingtopredeterminedcriteria,theteacherandstudentscandeterminethe
levelsofcontentmasteryalreadyachieved.Portfolioscanalsobeusedtodem-
onstratetoparentshowfarstudentshaveadvancedtowardthegoalofcontent
mastery.
Tereareseveraltypesofportfolios:
Processportfolios.Processportfoliosdemonstratethestudentsmasteryover
time.Duringtheschoolyearorlengthofthecourse,teachersandstudents
periodicallydiscusstheworkintheportfoliotodetermineprogressandareas
needingimprovement.Anidealuseoftheprocessportfolioinphysicaleduca-
tionismonitoringstudentperformanceofmotorskillsthroughouttheschool
year.Studentsarevideotapedonaperiodicbasis,andtheirperformancesare
insertedintoadigitalportfolio.Studentsandtheirparentscanviewthe
developmentoftheirskillperformancethroughouttheschoolyear.
Portfoliosofassessmenttasks.Portfoliosofassessmenttasksincludeaseriesof
specictasksorassignmentsusuallyrelatedtothemasteryofasetofspecic
content.Anexampleofanassessmentportfolioforphysicaleducationisa
tnessportfolio.Atnessportfolioincludesassessmentsrelatedtoeachofthe
standardsundertheoverarchingtnessstandards.
Best-workportfolios.Teportfoliosshowcasestudentsbestworkrelatedto
eachgrade-levelorcourse-levelstandardthroughouttheschoolyear.Usually
theteacherandthestudentjointlyselecttheitems.Teportfoliosaretypically
usedinformalandinformalreviewsofstudentprogress.Anexampleofabest-
workportfolioinphysicaleducationisacomprehensiveportfoliowithatleast
oneassessmentrelatedtoeachgrade-levelorcourse-levelstandard.
Digitalportfolios.Digitalportfoliosareanelectronicextensionofthepaper
portfolio.Usingacomputer,studentscanstoretext,graphics,videoclips,and
audioclipsalongwithcompletemultimediaprojectsinadigitalformat.Te
digitalversionprovidesbothstudentsandteacherwithameansoftracking
andaccessinglargeamountsofdatafromavarietyofformatsinashortperiod
oftime.

169
Rubrics
Wheneveraperformanceassessmenttoolisused,arubricofexplicitcriteria
forevaluatingstudentsworkisdeterminedbytheteacherandsharedwiththe
studentsbeforetheassessmentisconducted.Arubricisaxedscaleshowingthe
characteristicsofperformanceforeachpointonthescale.Ifthestudentsper-
formanceisbetweentwolevels,hisorherscoreisthelowernumber.Rubricsare
mostoftenusedtorateperformancetasksandessays,buttheycanbemodied
formanytypesofassessmenttools.Ateacherdevelopingrubricsshouldconsider
thefollowingpoints:
Tescaleincludesthreeormorelevels.
Tepointsofthescale(levelsofstudentperformance)areequidistantona
continuum.
Descriptorsaremeaningful.
Descriptorsclearlydeneeachlevelofperformance.
Tehighestpointindicatesexemplaryperformance.
Six-pointrubricsandfour-pointrubricsarethemostcommonformats.Ona
six-pointrubric,levels5and6describecompetencybeyondmeetingthestan-
dardinordertomotivatehighlyskilledstudents.Level4describesmeeting
thestandard.Levels2and3describemovingtowardthestandard,andlevel1
representsalackofanyknowledgeorskillrelatedtothestandard.
Onafour-pointrubric,level3denotesmeetingthestandardofminimum
competency.Level4describescompetencybeyondmeetingthestandard,level2
describesabeginner,andlevel1representsalackofanyknowledgeorskillrelated
tothestandard.
Hereisanexampleofasix-pointrubricforassessingaportionofStandard1.1
forgradeseven:Demonstratethematuretechniqueforthefollowingpatterns:
overhand,sidearm,andunderhandthrowing;catching;kicking/punting;strik-
ing;trapping;dribbling(handandfoot);andvolleying.Remember,level4is
theminimumcompetencylevelforasix-pointrubric;sothereisadirectmatch
betweenthestandardandthestudentsperformanceatthislevel.Level2describes
thebeginningstageoflearning,andlevel3describestheintermediatestageof
learning.Tesetwolevelsarederivedfromresearchonmotordevelopmentthat
delineatesthestagesofdevelopmentforfundamentalmovementandmotor
skills(GallahueandOzmun2006).Levels5and6arebeyondthemasterylevel
calledforinthestandard.Level5requiresthestudenttodemonstratethe
correcttechniquewhilegeneratingadditionalforce(distance)andaccuracy,and
level6requiresthestudenttodemonstratethecorrecttechniqueinanopen
environment.
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170
Chapter5
SampleRubric
Assessment
Level6 Demonstratesthematurestagefortheoverhandpatterninagamesetting.
Level5 Demonstratesthematurestagefortheoverhandpatternalongwithaccuracy
fromavarietyofdistances.
Level4 Demonstratesthematurestagefortheoverhandpattern:
1. Playerstandswithsidetotarget.
2. Armisswungupward,sideways,andbackwardtopositionofelbow
exion.
3. Trunkrotatestothethrowingside.
4. Playerstepsforwardwithnondominantfoottransferringweight.
5. Bodyrotationforwardoccursthroughlowerbody,thenupper
body,andthenshoulders.
6. Elbowleadsarmmovement,followedbyforearmextensionand
wristsnap.
7. Thereisarmfollow-throughinthedirectionofthetarget.
Level3 Demonstratestheelementarystagefortheoverhandpattern:
Playerfacestargetwithfeetparallel.
Armisswungupward,sideways,andbackwardtopositionofelbow
exion.
Playerstepsforwardincorrectlywithfootonsamesideofbodyas
throwingarm.
Bodyrotatesandbodyweightshiftsforwardwiththestep.
Elbowleadsthewayinthearmmovement.
Level2 Demonstratestheinitialstagefortheoverhandpattern:
Playerstandsfacingthetarget.
Actionismainlyfromtheelbow.
Actionresemblesapush.
Thereislittleornorotation.
Feetremainstationary.
Follow-throughisforwardanddownward.
Level1 Demonstratesrandomattemptstothrowtheball:
Playerstandserectfacingthetarget.
Forceoriginatesfromexingthehip.
Theballisthrownwithverylittlearmaction.
DESCRIBETHELEVELSOFQUALITY
DETERMINETHECRITERIAFORCOMPETENCE
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
DETERMINETHEEVIDENCE
UNPACKTHESTANDARD



171
AssessingtheSkillsandConceptsLearned
Studentsareassessedonthemodelcontentstandardstodeterminethedegree
ofstudentlearning.Tefollowingve-stepprocessforassessingstudentlearning
relatedtoeachstandardisoneapproachtoensuringthattheassessmentaligns
withthestandard:
Step1: Revealallthecontentinthestandardbyunpackingastandard.
Unpackingrevealsthedepthandbreadthofthecontentineach
standardandprovidesthefoundationforknowingwhatlearning
shouldbeassessed.
Step2: Determinetheevidencestudentsmustgeneratetodemonstrate
thattheyhavelearnedthecontent.
Step3: Selectordesigntheassessmenttool/taskthatallowsstudents
todemonstratetheirlearning.
Step4: Determinethecriteriaforcompetence.
Step5: Describelevelsofquality.
Anexampleoftheve-stepprocessforassessmentinactionfollows.Aswithall
examplesinthisframework,theexampleisnottobeinterpretedasarequirement
orastheonlywaytoassessthisstandard.
GRADE7,STANDARD1.1
Demonstratematuretechniquesforthefollowingpatterns:overhand,sidearm,
andunderhandthrowing;catching;kicking/punting;striking;trapping;dribbling
(handandfoot);andvolleying.
1 UNPACKTHESTANDARD
Demonstratematuretechniqueforthehanddribble.
Whatistheverb:Demonstrate
Whatisthelevelofprociency(ifavailable):Maturetechnique
Whatistheskillorcontent:Handdribble
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172
Chapter5
Assessment
2
4
3
5
DETERMINETHEEVIDENCE
Handdribbleaballwithmaturetechnique.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:Studentsdemonstratewithmaturetechnique
thehanddribble.
DETERMINETHECRITERIAFORCOMPETENCE
1. Bendslightlyatwaistandknees.
2. Keepheadupwitheyeslookingforward.
3. Pushtheballdownandslightlyforwardwithspreadngers
ofdominanthand.
4. Flexwristandextendelbowtoimpartforce.
5. Keeptheballbelowwaist.
DESCRIBETHELEVELSOFQUALITY
Level6 Demonstratesthematurestagefordribblinginagamesetting
Level5 Demonstratesthematurestagefordribblingwhenmovingaround
stationaryobjects
Level4 Demonstratesthematurestagefordribbling
1.Bendslightlyatwaistandknees.
2.Keeptheheadupwitheyeslookingforward.
3.Pushtheballdownandslightlyforwardwithspreadngers
ofdominanthand.
4.Flexwristandextendelbowtoimpartforce.
5.Keeptheballbelowwaist.
Level3 Demonstratestheelementarystageofdevelopmentfordribbling
Holdtheballwithbothhands.
Positiononehandontopandtheothernearthebottomoftheball.
Slaptheballwiththehandforsubsequentbounces.
Useinconsistentforcefordownwardthrust.
Leanslightlyforwardwiththeballatchestlevel.
Level2 Demonstratestheinitialstageofdevelopmentfordribbling
Holdtheballwithbothhands.
Placehandsonthesidesoftheballwithpalmsfacingeachother.
Usebotharmsfordownwardthrust.
Bouncetheballsoitcontactsthegroundandisclosetothebody.
Repeatbounce-and-catchpattern.
Level1 Demonstratesrandomattemptstodribbletheball
Slapattheball.








173
AssessmentofMotorSkills
Temostcommontoolforassessingmotorskillperformanceisstructured
observation.Itistheassessmenttoolusedforeachoftheexamplesinthissection.
Structuredobservationistypicallyusedtogetherwitharubric,althoughacheck-
listorcriterion-referencedscalemayalsobeused.Tethreestandardsinthis
sectionallrelatetocatchingtoillustrateassessmentatdierentgradelevels.
GRADE1,STANDARD1.13
Catch,showingproperform,agentlythrownball.
4
3
5
2
1
UNPACKTHESTANDARD
Whatistheverb:Catch
Whatisthelevelofprociency(ifavailable):Properform
Whatistheskillorcontent:Catch(gentlythrownball)
DETERMINETHEEVIDENCE
Catchaballthatisgentlythrowntothem,demonstratingproperform
forcatching.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:Studentsdemonstratetheskillofcatchingwhenreceiving
agentlythrownballbyanotherstudentortheteacher.
DETERMINETHECRITERIAFORCOMPETENCE
1. Watchtheball.
2. Extendarms.
3. Grasptheballwithbothhands.
4. Givewiththeballoncontacttoreduceimpactforce.
DESCRIBETHELEVELSOFQUALITY
Level6 Demonstratesthematurestageforcatchinginanopenenvironment
Level5 Demonstratesthematurestageforcatchingaballtossedoffcenter
Level4 Demonstratesthematurestage(allfourcriticalelements)forcatching
1.Watchtheball.
2.Extendarms.
3.Grasptheballwithbothhands.
4.Givewiththeballoncontacttoreduceimpactforce.
Level3 Demonstratestheelementarystageofdevelopmentforcatching
Preparesforthecatchbyliftingarms,bendingarmsslightly,
attemptingtomakecontactwithhandsrst,andusingthechest
asabackstop.
Level2 Demonstratestheinitialstageofdevelopmentforcatching
Makesananticipatorymovement,holdsarmsinfrontofbody,with
elbowsextendedandpalmsup;bendsarmsatelbows;cradlesball.
Level1 Demonstratesrandomattemptstocatchtheobject
Attemptstotraptheball.
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174
Chapter5
Assessment
GRADE2,STANDARD1.10
Catchagentlythrownballbelowthewaist,reducingtheimpactforce.
4
3
5
2
1
UNPACKTHESTANDARD
Whatistheverb:Catch
Whatistheskillorcontent:catch(gentlythrownballbelowthewaist)
DETERMINETHEEVIDENCE
Catchagentlythrownballbelowthewaistwhileclearlydisplayingthebody
positionsandmovementsneededtoreduceimpactforce.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:Studentsdemonstratetheskillofcatchingbelowthewaist
whenreceivingagentlythrownballbyanotherstudentortheteacher.
DETERMINETHECRITERIAFORCOMPETENCE
1. Watchtheball.
2. Pointngersdown.
3. Extendbotharms.
4. Grasptheballwithbothhands.
5. Givewiththeballoncontact.
DESCRIBETHELEVELSOFQUALITY
Level6 Demonstratesthematurestageforcatchinginanopenenvironment
Level5 Demonstratesthematurestageforcatchingaballtossedoffcenter
Level4 Demonstratesthematurestage(allvecriticalelements)forcatching
1.Watchtheball.
2.Pointngersdown.
3.Extendbotharms.
4.Grasptheballwithbothhands.
5.Givewiththeballoncontact.
Level3 Demonstratestheelementarystageofdevelopmentforcatching
Preparesforthecatchbyliftingarms,bendingarmsslightly,
attemptingtomakecontactwiththehandsrst,andusingthechest
asabackstop.
Level2 Demonstratestheinitialstageofdevelopmentforcatching
Makesananticipatorymovement,holdsarmsinfrontofbody,with
elbowsextendedandpalmsup;bendsarmsatelbows;cradlesball.
Level1 Demonstratesrandomattemptstocatchtheobject
Attemptstotraptheball.








175
4
3
5
2
1
GRADE7,STANDARD1.1 Chapter5
Assessment
Demonstratethematuretechniqueforcatching.
UNPACKTHESTANDARD.
Whatistheverb:Demonstrate
Whatisthelevelofprociency:Maturetechnique
Whatistheskillorcontent:Catching
DETERMINETHEEVIDENCE
Catchaballwhiledisplayingmaturetechnique.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:Studentsdemonstratethematuretechniqueforcatching.
DETERMINETHECRITERIAFORCOMPETENCE
1.Watchtheball.
2. Movetotheball.
3.Positiononefootaheadoftheother.
4.Handsarepositionedwithngerspointingupiftheballisabovethewaist,
andhandsarepositionedwithngerspointeddownifballisbelowthewaist.
5.Extendbotharms.
6.Grasptheballwithtwohands.
7.Givewiththeballoncontact.
DESCRIBETHELEVELSOFQUALITY
Level6 Demonstratesthematurestageforcatchinginagamesetting
Level5 Demonstratesthematurestageforcatchingavarietyofthrownballs
Level4 Demonstratesthematurestage(allsevenkeyelementsinplace)for
catching
1. Watchtheball.
2.Movetotheball.
3.Positiononefootaheadoftheother.
4.Handsarepositionedwithngerspointingupiftheballisabove
thewaist,andhandsarepositionedwithngerspointingdown
iftheballisbelowthewaist.
5.Extendbotharms.
6.Grasptheballwithtwohands.
7.Givewiththeballoncontact.
Level3 Demonstratestheelementarystageofdevelopmentforcatching
Preparesforthecatchbyliftingarms,bendingarmsslightly,
attemptingtomakecontactwithhandsrst,andusingthechest
asabackstop.
Level2 Demonstratestheinitialstageofdevelopmentforcatching
Makesananticipatorymovement,holdsarmsinfrontofbody,with
elbowsextendedandpalmsup;bendsarmsatelbows;cradlesball.
Level1 Demonstratesrandomattemptstocatchtheobject
Attemptstotraptheball.






176
Chapter5
Assessment
AssessmentofMovementConcepts,Principles,andStrategies
Temostcommontoolsforassessingstandardsrelatedtomovementconcepts,
principles,andstrategiesareselected-responsequestions,essayquestions,reports,
andprojects.Tersttwoexamplesinthissectionaddressinformationrelated
tocriticalfeatures,andthethirdexampleaddressesinformationrelatedtogame
tactics.
Critical Features
KINDERGARTEN,STANDARD2.8
Describethepositionofthengersinthefollow-throughphaseof
bouncingaballcontinuously.
4
3
2
1
5
UNPACKTHESTANDARD.
Whatistheverb:Describe
Whatistheskillorcontent:Follow-throughphaseofbouncingaballcontinuously
DETERMINETHEEVIDENCE
Anoraldescriptionofthepositionofthengersduringthefollow-through
phaseofbouncingaballcontinuously.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Question(oralresponse):Whenyouarebouncingaball,whatistheposition
ofthengerswhentheballhitstheground(follow-throughphase)?
DETERMINETHECRITERIAFORCOMPETENCE
1. Studentrespondsthatngerspointdownwhentheballhitstheground.
DESCRIBETHELEVELSOFQUALITY
Level4 Studentdescribesthatthengerspointdowninthefollow-throughphase
andaddsthatthengerspointupintheinitialcontactphase.
Level3 Studentdescribesthatthengerspointdown.
Level2 Studentdescribesthatthengerspointanywherebutdown.
Level1 Studentdoesnotrespond.
GRADE7,STANDARD2.1
Identifyanddescribekeyelementsinthematureperformanceofdribbling
(hand).
1
UNPACKTHESTANDARD
Whatistheverb:Identifyanddescribe
Whatisthelevelofperformance:Matureperformance
Whatistheskillorcontent:Handdribbling



177
4
3
2
5
DETERMINETHEEVIDENCE
Mustbeabletoidentifythekeyelementsfordribblingwhenpresentedwith
thoseandotherchoicesthatmaynotbeconsideredkeyelementsfordribbling.
Adescription(writtenororal)ofthekeyelementsinmatureperformanceof
handdribblingconstitutesevidenceofstudentlearning.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Bothactions(verbs)mustbeassessed.Theselected-responsequestion
addressesidentication,andtheessayquestionaddressesdescriptionofthe
keyelements.
SelectedResponse/ForcedChoice
Whichofthefollowingtechniquesarekeyelementsinthemature
performanceofthehanddribble?
[Listavarietyofcorrectandincorrectresponsesforthestudenttochoose.]
EssayQuestion
Whatarethekeyelementsinthematureperformanceofahanddribble?
DETERMINETHECRITERIAFORCOMPETENCE
Studentidenties(selectedresponse)anddescribes(essayquestion)the
following:
1. Balldribbledwithngers
2. Ballreboundstowaistheight
3. Onehanddribblestheballatatime
4. Lookup
DESCRIBETHELEVELSOFQUALITY
SelectedResponse/ForcedChoice
Level4 Correctlyidentiesthefourkeyelementsofahanddribbleplusan
additionalcorrectanswerfromthelist
Level3 Correctlyidentiesthefourkeyelementsofahanddribble
Level2 Correctlyidentiestwoofthekeyelementsofahanddribble
Level1 Doesnotcorrectlyidentifyanykeyelementsofahanddribble
EssayQuestion
Level4 Correctlydescribesthefourkeyelementsofahanddribbleplusan
additionalcorrectanswerfromthelist
Level3 Correctlydescribesthefourkeyelementsofahanddribble
Level2 Correctlydescribestwokeyelementsofahanddribbleaball
Level1 Doesnotrespond
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178
Chapter5
Assessment
Game Tactics
HIGHSCHOOLCOURSE2,STANDARD1.4
Explainanddemonstrateadvancedoffensive,defensive,andtransition
strategiesandtacticsincombative,gymnastic/tumbling,andteamactivities.
4
3
2
1
UNPACKTHESTANDARD
Whatistheverb:Explainanddemonstrate
Whatisthelevelofprociency:Advanced
Whatistheskillorcontent:Offensive,defensive,andtransitionstrategies
forvolleyball
DETERMINETHEEVIDENCE
Anexplanation(writtenororal)ofadvancedoffensive,defensive,andtransition
strategiesandtacticsincombative,gymnastic/tumbling,andteamactivities.
Ademonstrationofadvancedoffensive,defensive,andtransitionstrategies
andtacticsincombative,gymnastic/tumbling,andteamactivities.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Becausetherearetwoverbs,thisitemrequiresthatstudentsprovideevidence
oflearningbothskills.Twoassessmentsareusedinthisexample,eachassessing
oneoftheverbs.
Project
Explainthreeadvancedoffensivestrategicconcepts,threetransitionstrategic
concepts,andthreedefensivestrategicconceptsusedinvolleyball.
Structuredobservation
Demonstratethreeadvancedoffensivestrategicconcepts,threetransition
strategicconcepts,andthreedefensivestrategicconceptsusedinvolleyball.
DETERMINETHECRITERIAFORCOMPETENCE
Advancedoffensivestrategicconceptsforvolleyball
1.Createspace.
Sendtheballtoanopenspace.
Sendtheballtoaweakplayer.
Fakeahitinonedirectionandthensendtheballinadifferentdirection.
2.Sendtheballlowoverthenettoopponentstoreducethetimethatthey
havetoreturntheball.
3.Changepositionssoplayersareplacedaccordingtotheirstrengths
(e.g.,movethesettertothecenterfrontposition).
Advanceddefensivestrategicconceptsforvolleyball
1.Maintainanunobstructedviewofthenetandtheopposingteam.
2. Closespace.
Coverallcourtspace(e.g.,wformationonservereceive).
Covertheareaswheretheballismostlikelytoland(e.g.,blockformation
whendefendingagainstaspike).
3.Prepareforallpossibleattacks.
Bepreparedtocoverthespaceofthecourtagainstaspikeorlessforceful
hitoverthenet.








179
Advancedtransitionstrategiesforvolleyball
5
1.Transitionfromdefensetooffensebyimmediatelymovingfromblock
coveragetoawformation.
2.Transitionfromoffensetodefensebyimmediatelymovingfromaspike
coveragesetuptoablockcoveragesetup.
3.Supportthespikerbycoveringallpossiblespacewhereaspikecouldbe
returned.
DESCRIBETHELEVELSOFQUALITY
Project
Level4 Playersareabletoexplaincorrectlyallninestrategicconceptsandgive
aspecicexampleofeachone.
Level3 Playersareabletoexplaincorrectlyallninestrategicconcepts.
Level2 Playersareabletoexplaincorrectlytwostrategicconceptseachfor
offense,defense,andtransitions.
Level1 Playersareunabletoexplainanystrategies.
StructuredObservation
Level4 Playersareabletodemonstratecorrectlyallninestrategicconcepts
duringagamesituation.
Level3 Playersareabletodemonstratecorrectlyallninestrategicconcepts.
Level2 Playersareabletodemonstratecorrectlytwostrategicconceptseach
foroffense,defense,andtransitions.
Level1 Playersareunabletodemonstrateanystrategicconcepts.
AssessmentofPhysicalFitnessPerformance
Fitnessassessmentisanongoingprocessthathelpsstudentstoimprovetheir
personaltness.Terefore,manystandardsinthissectionbuildfromonegrade
orcourseleveltothenext.Verbscommonlyusedforstandardsrelatedtophysical
tnessperformanceareperform,participate,anddemonstrate.Assessmenttoolsfor
thosestandardsincludestructuredobservationandlog.
GRADE5,STANDARD3.4
Performanincreasingnumberofobliquecurl-upsoneachside.
3
2
1
UNPACKTHESTANDARD
Whatistheverb:Perform
Whatistheskillorcontent:Obliquecurl-upsoneachside
DETERMINETHEEVIDENCE
Datacollectedfromasequenceofperformancesthatspanstimeandshowsan
increasingnumberofobliquecurl-ups.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:Countthenumberofobliquecurl-upsperformedoneach
sideduringapretestandpost-test.
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180
Chapter5
Assessment
4
5
DETERMINETHECRITERIAFORCOMPETENCE
1. Increasesthenumberofobliquecurl-upsperformedoneachside
DESCRIBETHELEVELSOFQUALITY
Level4 Increasesthenumberofobliquecurl-upsperformedoneachsideby
atleastve
Level3 Increasesthenumberofobliquecurl-upsperformedoneachsideby
atleastone
Level2 Increasesthenumberofobliquecurl-upsperformedononesideby
atleastone
Level1 Thereisnoincreaseinthenumberofobliquecurl-upsperformed
GRADE6,STANDARD3.4
Participateinmoderatetovigorousphysicalactivityaminimumoffour
dayseachweek.
4
3
5
2
1
UNPACKTHESTANDARD
Whatistheverb:Participate
Whatistheskillorcontent:Physicalactivity
DETERMINETHEEVIDENCE
Datatodemonstrateparticipationatleastfourdaysaweekinmoderateto
vigorousphysicalactivity.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Lognotingthetypeofactivity,levelofactivity(moderate,vigorous),anddate
performed
DETERMINETHECRITERIAFORCOMPETENCE
1. Fourdayseachweek
2. Moderatetovigorouslevel
DESCRIBETHELEVELSOFQUALITY
Level4 Logsmoderatetovigorousactivityvetimesormoreperweek
Level3 Logsmoderatetovigorousactivityfourtimesaweek
Level2 Logsmoderatetovigorousactivitytwotimesaweek
Level1 Logsnomoderatetovigorousactivity












181
AssessmentofPhysicalFitnessConceptsandPrinciples
Tephysicaltnessconceptsandprinciplesarecognitivestandards.Common
assessmenttoolsforcognitivestandardsareselectedresponse-questionsandessay
questions.However,reportsandprojectsmayalsobeused.
GRADE3,STANDARD4.14
Identifyexibilityexercisesthatarenotsafeforthejointsandshouldbe
avoided.
4
3
5
2
1
UNPACKTHESTANDARD
Whatistheverb:Identify
Whatistheskillorcontent:Unsafeexibilityexercises
DETERMINETHEEVIDENCE
Fromalistofseveralexibilityexercises,studentsidentifythosethatarenot
safeforjoints.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Selectedresponse:
Circletheexercisesbelowthatarenotsafeforjoints.
Theteacherprovidesaworksheetillustratedwithpicturesofthelowerback
stretch,hurdlerstretch,reversehurdlerstretch,ballisticwindmills,backsaver
sit-and-reach,neckcircles,straight-legstandingtoetouches,forwardlunges,
armcircles,andacross-cheststretch.
DETERMINETHECRITERIAFORCOMPETENCE
Thestudentidentiesanyfourofthefollowingexercisesasunsafe:
hurdlerstretch,neckcircles,straightlegstandingtoetouches,armcircles,
andballisticwindmill.
DESCRIBETHELEVELSOFQUALITY
Level4 Correctlyidentiesve(hurdlerstretch,neckcircles,straight-legstanding
toetouches,armcircles,andballisticwindmills)asunsafeexercises
Level3 Correctlyidentiesfourunsafeexercises
Level2 Correctlyidentiestwounsafeexercises
Level1 Doesnotidentifyanyunsafeexercises
HIGHSCHOOLCOURSE2,STANDARD2.8
Explainhowtoevaluateconsumerphysicaltnessproductsandprograms.
1
2
UNPACKTHESTANDARD.
Whatistheverb:Explain
Whatistheskillorcontent:Consumerphysicaltnessproductsandprograms
DETERMINETHEEVIDENCE
Anexplanation(writtenororal)ofhowtoevaluatetnessproductsand
programs.
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182
Chapter5
Assessment
4
3
5
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Essayquestion:Youaresettingupahomegym.Howwouldyouevaluatethephysical
tnessproductsyouwoulduseinyourhomegym?Provideanexampleofonepiece
ofequipment.
DETERMINETHECRITERIAFORCOMPETENCE
Taketimetocomparecosts,features,andquality.
Tryoutanypieceofequipmentorprogrambeforeyouspendyourmoney.
Documenttheevidencethatsupportstheprogramorproduct.
Evaluatethecredibilityofclaimsabouttheproductorprogram.
Buyonlyqualityequipment.
Makesureyouhaveaconvenientplacefortheequipmentorthatthe
programisavailableclosetowhereyoulive.
Decideonthefeaturesyoureallyneed.
Decidewhethertherearelessexpensivewaystoachievethesamegoals
withouttheproductorprogram.
Makesurethereisawarranty.
DESCRIBETHELEVELSOFQUALITY
Level4 Allninepointsareincludedintheresponse,andanexampleisprovided.
Level3 Allninepointsareincludedintheresponse.
Level2 Fivepointsareincludedintheresponse.
Level1 Fourorfewerofthepointsareincludedintheresponse.
AssessmentofPsychologicalandSociologicalConcepts,
Principles,andBehaviors
Testandardsthatfocusonpsychologicalandsociologicalconcepts,principles,
andbehaviorsencompasscognitive,psychomotor,andaectivelearning.
Commontoolsforassessingcognitivelearningarewrittenresponsesandreports.
Temostcommontoolforassessingpsychomotorlearningisthestructured
observation.Forassessingaectivelearning,themostcommontoolisthejournal.
Examplesofanappropriateassessmenttoolforeachtypeoflearningareshown
below.
Cognitive Learning
GRADE8,STANDARD5.6
Describeleadershiprolesandresponsibilitiesinthecontextofteam
gamesandactivities.
1
2
UNPACKTHESTANDARD
Whatistheverb:Describe
Whatistheskillorcontent:Leadershiprolesandresponsibilities
DETERMINETHEEVIDENCE
Descriptionofleadershiprolesandresponsibilitiesinthecontextofteamgames
andactivities.



183
4
3
5
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Essayquestion:Whataretheleadershiprolesandresponsibilitiesforteamgames
andactivities?
DETERMINETHECRITERIAFORCOMPETENCE
1. Studentdescribesthefollowingleadershiproles:
Communicator
Organizer
Motivator
2. Studentdescribesthefollowingleadershipresponsibilities:
Resolvesconicts
Developsoffensiveanddefensivestrategies
Empowersteammates
DESCRIBETHELEVELSOFQUALITY
Level4 Meetslevel3anddescribesoneadditionalleadershiproleandone
additionalleadershipresponsibility
Level3 Describesthethreeleadershiprolesandthreeleadershipresponsibilities
identiedundercriteriaforcompetence
Level2 Describestwoleadershiprolesandtwoleadershipresponsibilities
identiedundercriteriaforcompetence
Level1 Failstodescribeanyleadershiprolesorleadershipresponsibilities
Psychomotor Learning
GRADE5,STANDARD5.6
Acknowledgeorallythecontributionsandstrengthsofothers.
4
3
5
2
1
UNPACKTHESTANDARD
Whatistheverb:Acknowledge
Whatistheskillorcontent:Contributionsandstrengthsofothers
DETERMINETHEEVIDENCE
Orallyacknowledgecontributionsandstrengthsofothers.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:trackonachartthenumberofacknowledgmentsduring
anactivity
DETERMINETHECRITERIAFORCOMPETENCE
1. Orallyacknowledgestwootherstudents
DESCRIBETHELEVELSOFQUALITY
Level4 Orallyacknowledgesthecontributionsandstrengthsofthreeormore
students
Level3 Orallyacknowledgesthecontributionsandstrengthsoftwootherstudents
Level2 Orallyacknowledgesthecontributionsandstrengthsofoneotherstudent
Level1 Doesnotorallyacknowledgethecontributionsandstrengthsofothers
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Chapter5
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Aective Learning
GRADE5,STANDARD5.7
Accommodateindividualdifferencesinothersphysicalabilities
insmall-groupactivities.
4
3
5
2
1
UNPACKTHESTANDARD
Whatistheverb:Accommodate
Whatistheskillorcontent:Individualdifferencesandabilities
DETERMINETHEEVIDENCE
Accommodateindividualdifferencesinphysicalabilityduringsmall-group
activities.
SELECTORDESIGNTHEASSESSMENTTOOL/TASK
Structuredobservation:Observestudentaccommodatingindividualsinsmall-group
activities.
DETERMINETHECRITERIAFORCOMPETENCE
Giveseveryoneanequalopportunitytoplay(e.g.,dribble,pass,andshoot).
Modieshowthegameisplayedsothetaskislessdifcult(e.g.,Donot
guardtheplayeroneonone)forthosehavingdifculty.
Treatsplayerswithrespectandusesencouraginglanguage
DESCRIBETHELEVELSOFQUALITY
Level4 Assumesaleadershiproleinprovidingtheaboveaccommodations,
asappropriate,toallmembersduringsmall-groupactivities.
Level3 Providestheaboveaccommodations,asappropriate,toallmembers
duringsmall-groupactivities.
Level2 Providestheaboveaccommodations,asappropriate,tofriendsduring
small-groupactivities.
Level1 Doesnotprovidetheaboveaccommodationsduringsmall-groupactivities.
State-RequiredPhysicalPerformanceTest
Education CodeSection60800requireseveryschooldistrictandcharterschool
inCaliforniawithpupilsingradesve,seven,andninetoadministerthephysical
performancetest(designatedbytheStateBoardofEducation)toeachpupilin
thosegradesduringthemonthsofFebruary,March,April,orMay.Allstudents
inthosethreegradelevelsmustbetested;therearenoprovisionsforparents
requestingthattheirchildrennotbetested.Studentsingradesve,seven,and
ninehavinganIEP(individualizededucationprogram)or504Planshouldalso
haveaprovisionfortakingthestatephysicalperformancetestincludedintheir
IEPor504Plan.Resultsofthephysicalperformancetestadministrationsareto
besubmittedtotheCaliforniaDepartmentofEducation(CDE),uponrequest,
atleastonceeverytwoyears.TeCDEisrequiredtocompiletheresultsina
reporttothestateLegislatureandtheGovernoreverytwoyears.Districtsmust

185
alsoreporttheaggregateresultsofthephysicalperformancetestintheirannual
schoolaccountabilityreportcard.
Currently,thedesignatedphysicalperformancetestistheFITNESSGRAM

(TirdEdition),whichisdesignedtoassesssixkeytnessareasthatrepresent
threebroadcomponentsoftness:(1)aerobiccapacity,(2)bodycomposition,
and(3)musclestrength,endurance,andexibility.
3
Performanceoneachof
thetness-areatestsisdividedintotwogeneralareas:aHealthyFitnessZone
(HFZ)orneedsimprovement(i.e.,notintheHealthyFitnessZone).Tedesired
performancestandardforeachtness-areatestistheHFZ,establishedbythe
testdevelopers,thatreectsreasonablelevelsofphysicaltnessattainableby
moststudents.HFZsvarybystudentageandgender.Forstudentsingradenine,
Education CodeSection51241(b)(1)denespassingofthephysicalperformance
testasmeetingsatisfactorily(performingwithintheHFZ)atleastveofthesix
standardsofthetest.
Aswiththeadministrationofotherstatewidestandardizedtests,regulations
andprotocolsfortheFITNESSGRAM

(TirdEdition)testbatterymustbe
carefullyfollowedtoensurethevalidityofthetest.Districtadministratorsare
responsibleforbeingawareofcurrentstatutesandregulationsandensuring
compliance.Inaddition,theadministratorsareresponsibleforensuringthat
stamembersresponsiblefortestingareproperlytrainedandprovidedwithany
resourcesandassistancetheymayrequire.TeadministrationoftheFITNESS-
GRAM

(TirdEdition)testbatteryrequiresspecializedtrainingbecausethe
teachersjudgmentcomesintoplay(e.g.,evaluatingtheperformanceofpush-
ups).Inaddition,carefulplanningisnecessarytocreateasafeenvironmentfor
allstudents,onethatpreservesthedignityofeachstudent.Districtadministrators
areencouragedtocreateatness-testingplanthatconformstothetestadminis-
trationmanualandcomplieswithcurrentstatutoryandregulatoryrequirements
foradministeringtheassessmentandreportingresults.
Resources
InformationabouttheFITNESSGRAM

(TirdEdition)isavailableonthe
CDEWebsiteathttp://www.cde.ca.gov/ta/tg/pf/.TeCDEmanualfortest
administrationanddatareporting,Physical Fitness Test (PFT): Preparation Manual
for Testing and Reporting,maybedownloadedfromthatsite.
AssessmentandtheUseofTechnology
Newmediaandelectronictechnologiesforassessmentcanbevaluabletophys-
icaleducatorsandstudents.Educatorswhodonothaveaccesstothetechnology
devicesandsoftwarenotedheremaywanttoapplyforcompetitivegrantsorseek
categoricalfunds.Chapter9coverstheinstructionalusesoftechnology,whilethis
sectionisfocusedonusingtechnologytoenhancetheassessmentprocess.
3
AsofJanuary2009,thestate-designatedphysicalperformancetestistheFITNESSGRAM

(TirdEdition).
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186
Chapter5
Assessment
ElectronicTesting
Test-generationsoftwareassiststeacherswiththedevelopmentofwrittentests.
Teteacherentersthetestquestionsintothesoftwarealongwiththeanswers.
Tesoftwarestorestheinformationandallowstheteachertosortandselect
storedquestionsforinclusiononatest.Tesoftwarealsoformatsandprintsthe
test,orthestudentscantakethetestonlineandthesoftwarescoresit.Sometest-
generationprogramscomewithtestquestions.Whenselectingquestionsforin-
clusioninatest,teachersconsiderthecontenttaughtandwhatistobemeasured
toensurealignmentbetweenstandards-basedinstructionandassessment.
Astudent-responsesystemprovidestheaddedfeatureofcapturingallstudents
responsessimultaneouslyanddisplayingasummaryoftheresultsimmediately.
Eachstudentisprovidedwitharemotekeypadforuseinansweringtheteachers
questions.Tesystemscanbeusedforformalandinformalassessments.
Fitness-ReportingSoftware
Fitness-reportingsoftwareanalyzesrawtnessscores,printssummaries,and
storesdataforpre-andpost-testcomparisons.Sometness-reportingprograms
havethecapacitytofollowastudentfromkindergartenthroughgradetwelve,
providingyear-to-yearcomparisons.However,dataentrycanbeatime-consum-
ingtaskunlessthesoftwareinterfaceswithahandheldcomputer.Trialversions
oftness-reportingsoftwarearesometimespostedontheInternet.Itisrecom-
mendedthatteachersexperimentwithseveralprogramsbeforeselectingone.
Fitness-reportingsoftwaresupportstheassessmentofseveralstandards,
including:
Grade4,Standard3.8:Measureandrecordchangesinaerobiccapacityand
muscularstrength,usingscienticallybasedhealth-relatedphysicaltness
assessments.
Grade7,Standard3.1:Assessonesownmusclestrength,muscleendurance,
aerobiccapacity,exibility,andbodycompositionbyusingascientically
basedhealth-relatedtnessassessment.
HighSchoolCourse1,Standard2.4:Usephysicaltnesstestresultstoset
andadjustgoalstoimprovetness.
NutritionalAnalysisSoftware
Nutritionalanalysissoftwareusesastudentsage,weight,height,gender,
andamountofphysicalactivitytocalculatethestudentsnutritionalneeds.Te
studentrecordsthetypesandamountsoffoodsheorshehaseaten.Tenthe
programcreatesareportofcaloriesingested,thenutrientvaluesforeachfood,
andthetotalofallnutrientsingested.Studentsusethesereportstoanalyzetheir
foodconsumption.Someprogramsalsoanalyzethetypeandquantityofphysi-
calactivity.Teseprogramscalculatecaloriesexpendedforaspeciedamountof
timeandtherelationshipbetweencaloricintakeandcaloricoutput.
Nutritionalanalysissoftwaresupportstheassessmentofseveralstandards,
including:

187
Grade5,Standard4.1:Recordandanalyzefoodconsumptionforonedayand
makeaplantoreplacefoodswithhealthierchoicesandadjustquantitiesto
enhanceperformanceinphysicalactivity.
Grade6,Standard4.7:Compileandanalyzealognotingthefoodintake/
caloriesconsumedandenergyexpendedthroughphysicalactivity.
DigitalCameras/Camcorders
Digitalcamerasandcamcordersareusedtorecordwhattheteacheris
observing.Tisisespeciallybenecialwhentheteacherisusingstructured
observationastheassessmenttool.Teacherscanviewrecordingstoassess
performancelater,ortheycanviewtherecordingwiththestudenttoenhance
studentlearning.
Digitalrecordingscanalsobeusedwithvideo-analysissoftwaretoanalyze
movementperformances.Testudentsperformanceisrecordedandthen
transferredtothecomputer.Terecordingspeed(framespersecond)andthe
length(ininches)ofaphysicalobjectintheeldofviewareenteredinthe
software.Tosetwovariablesallowthesoftwaretoanalyzethemovementfor
factorssuchasdisplacement,velocity,andacceleration.Testudentsusethis
informationfordeeperanalysisoftheirperformance.
Videoanalysissupportstheassessmentofafewstandards,including:
Grade6,Standard2.3:Analyzeandcorrecterrorsinmovementpatterns.
Grade7,Standard2.2:Analyzemovementpatternsandcorrecterrors.
Pedometers/Accelerometers
Pedometersaccuratelymeasurethenumberofstepsthatanindividualtakes.
Accelerometersaccuratelymeasurethequantityandintensityofmovementin
oneormoredimensions.Bothdevicesprovideavalidindicatorofoverallphysical
activitywhenstudentsareinstructedinthecorrectprotocol.
Pedometersandaccelerometerssupporttheassessmentofseveralstandards,
includingthefollowingones:
Grade5,Standard3.3:Participatethreetofourdayseachweek,forincreasing
periodsoftime,incontinuousmoderatetovigorousphysicalactivitiesatthe
appropriateintensityforincreasingaerobiccapacity.
Grade6,Standard3.4:Participateinmoderatetovigorousphysicalactivity
aminimumoffourdayseachweek.
HighSchoolCourse2,Standard2.1:Participateinmoderatetovigorous
physicalactivityatleastfourdayseachweek.
HeartRateMonitors
Heartratemonitorsmeasureheartratebefore,during,andafterphysical
activity.Somemonitorscanbeprogrammedtorecorddata,sothatstudentscan
reviewthenumbersaftertheworkout.Otherheartratemonitorsinterfacewith
acomputerandprintoutahardcopythatstudentscananalyzeattheirleisure.
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188
Chapter5
Assessment
Heartratemonitorssupporttheassessmentofseveralstandards,including:
Grade5,Standard4.10:Comparetargetheartrateandperceivedexertion
duringphysicalactivity.
Grade5,Standard4.11:Measureandrecordtheheartratebefore,during,
andaftervigorousphysicalactivity.
Grade6,Standard3.6:Monitortheintensityofonesheartrateduring
physicalactivity.
BodyCompositionAnalyzers
Bodycompositionanalyzersmeasuretheratiooffat-freemasstofatmass.
Tereareavarietyofbodycompositionanalyzers,includingbioelectrical
impedance,skinfoldmeasurements,andhydrostaticweighing.Bodycomposition
analyzerssupporttheassessmentofseveralstandards,includingthefollowing
ones:
Grade6,Standard3.1:Assessthecomponentsofhealth-relatedtness
(musclestrength,muscleendurance,exibility,aerobiccapacity,andbody
composition)byusingascienticallybasedhealth-relatedtnessassessment.
Grade7,Standard3.1:Assessonesownmusclestrength,muscleendurance,
aerobiccapacity,exibility,andbodycompositionbyusingascientically
basedhealth-relatedtnessassessment.
Grade8,Standard3.1:Assessthecomponentsofhealth-relatedphysicaltness
(musclestrength,muscleendurance,aerobiccapacity,exibility,andbody
composition)byusingascienticallybasedhealth-relatedphysicaltness
assessment.
GradingPracticesinStandards-Based
PhysicalEducation
Gradingpoliciesandpracticesaregenerallydevelopedattheschooldistrict
level.Implementationofstandards-basedphysicaleducationmayrequirechanges
ingradingpoliciesandpractices.District-levelinvolvementandapprovalare
necessarystepsindevelopingormodifyinggradingpoliciesandpractices.Grades
symbolizetheprogressandcumulativeachievementsofindividualstudents
inaformthatcanbecommunicatedtothemandtotheirparents.Periodic
assessmentsonstandardstaughtduringthegradingperiodarethebasisofthe
gradeforthatperiod.Bytheendoftheyear,allstandardshavebeenassessed
becausestudentswillhavehadtheopportunitytolearnthemall.Gradingbased
ontheachievementofclearlystatedcriteriaemphasizeswhatstudentsknowand
cando.Tephysicaleducationgradeisbasedontheindividualsprogresstoward
allthegrade-orcourse-levelstandards.Troughoutthegradingperiodstudents
arerequiredtogenerateevidenceofhavingmetorexceededthegrade-or
course-levelstandards.Aswithothersubjectareas,gradinginphysicaleducation
189
isbasedontheachievementofstandardsinsteadofbeingbasedondressing,
eort,andparticipation.(SeeECSection49066[c]inAppendixA.)Tegrade
forcitizenship,behavior,orworkhabitsisappropriateforreportingattendance,
participation,dressing,andeort.
Forgradingtobevalidandfair,thestudentandteachermustshareacommon
understandingofwhatistobeaccomplished.Gradingpracticesareexplainedto
studentsatthebeginningoftheyearorcourse.Troughouttheschoolyearor
course,studentsarekeptinformedoftheirgrades.Tecriteriaforanassignment
areclearlyexplainedtothestudentspriortoitsimplementation,andstudentsare
providedwithenoughtimeforinstructionandpractice.
Tedepthandbreadthofknowledgeandskillsineachstandardvary.When
basinggradesongrade-orcourse-levelstandards,teachersmustdecidehow
muchweighttogiveeachstandard.Standards-basedgradingismostbenecialfor
studentsandparentswhenastandards-basedreportcardisused.(SeeAppendixes
GandHforexamplesofstandards-basedreportcards.)Tistypeofreportcard
showsthestudentsgradesforeachoverarchingstandardorspecicstandardsina
gradelevelorcourselevelsothatparentsandstudentscanclearlyunderstandthe
studentsareasofstrengthandareasthatneedimprovement.
Technologyisalsoavailabletoassistwiththecreationofgradereports.Tere
arenumerousgenericsoftwaregradingprogramsonthemarketandseveral
softwareprogramsspecictogradingphysicaleducation.Manyoftheprograms
allowdatacollectionusingahandheldcomputer.Portabilityisconvenientfor
physicaleducatorswhoprimarilyworkawayfromtheiroces.Manygrading
programsaresimilar,promptingtheuserforthenamesofstudents,testsand
assignments,andgradingpractices.Teteacherentersdatathroughouttheschool
yearorgradingperiod,andthesoftwarecalculatesthenalgrade.Someprograms
producestandards-basedreportcards.Somepublishersofgradingprograms
posttrialversionsoftheirsoftwareontheInternet.Itishighlyrecommended
thatteachersexperimentwithseveralprogramstodeterminewhetherasoftware
gradingprogramisanappropriateuseoffundsandwhichprogrambestmeets
theirneeds.
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6
Instruction

191
S
tandards-basedphysicaleducationinstructionfocusesonstudentlearning
sothateachstudenthastheopportunitytomasterallthegrade-levelor
course-levelphysicaleducationmodelcontentstandards.Tisframework
providesaroadmapforthedesignofstandards-basedphysicaleducationlessons.
Teachersstartbyselectingthegrade-orcourse-levelstandard(s)forinstruction,
determineanddesignassessmentstrategies,andthencreateinstructionaloppor-
tunitiesforstudentstoengageinthecontent.(Seeinformationonstandards-
basedinstructionaldesignandunpackingstandardsinChapter1.)Alllearning
opportunities(e.g.,drills,games,cognitiveactivities)aredirectlyalignedwiththe
grade-orcourse-levelstandards.
Lessonsareplannedlogicallyandsequentiallyformaximuminstructionaltime
andlearning.Eectiveinstructionalunitsareofsucientlengthtoallowstudents
todevelopskillsandcompetenceintheareasbeingtaught.Teseinstructional
unitsbuilduponskillsandknowledgethathavebeenlearnedpreviouslyand
preparestudentstoreachfuturegrade-orcourse-levelstandards.
Skilledteachersdesigninstructionbasedonthecontentorskilltobetaught,
thestrategiesavailabletoteachit,andtheneedsoftheirstudents.Nosingle
methodofinstructionisthebestormostappropriateinallsituations.Teach-
ersmustthoughtfullyconsidertheimpactoftheirdecisionsontheinstructional
processandevaluatethosedecisionsastotheireectonthelearningprocess.
Instructionallysoundlessonsarecarefullydevelopedandaredesignedtoengage
allmembersoftheclassinlearningactivitiesfocusedonstudentmastery.
Priortoinstructionstudentsareassessedtodeterminewhethertheyareready
forthenewcontent.Iftheyarenot,theninstructionisprovidedtobringthem
uptogradeorcourselevel.Oncestudentsareatgradeorcourselevel,then
thecurrentgrade-orcourse-levelstandardsareaddressed.Lessonsneedtobe
designedsothatstudentsareconstantlyexposedtonewinformationwhile
practicingskillsandreinforcingtheirunderstandingofinformationintroduced
previously.Teteachingofstandards-basedphysicaleducationisholistic:several
standardsmaybetaughtsimultaneouslyinthesamelessonorsequenceoflessons.
Toguideeducatorsindesigninginstructionalstrategies,thischapterisorga-
nizedintoeightmainsections:
InstructionalModels
EstablishingaSafeEnvironment
ClassManagement
EectiveTeachingBehaviors
PrinciplesofMotorLearning
ASamplePhysicalEducationLesson
InstructionalStrategies
MultidisciplinaryOpportunities
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Instruction

192
Chapter 6
Instruction
Instructional Models
Physicaleducationinstructiontakesplaceinmanysettings;therefore,avariety
ofinstructionalmodelsneedtobedevelopedforphysicaleducation.Tosemod-
elsthatareultimatelyselectedandimplementedprovideeachstudentwiththe
opportunitytolearninthemosteectivemanner.Studentlearningofphysical
educationcontent,ratherthanmereparticipationinphysicalactivityprograms,
isthefoundationfordecisionsrelatedtoinstructionalmodels.
Tetraditionalsettingreferstophysicaleducationinstructioninaregular
schoolenvironment.Otherenvironmentsincludejuvenilecourtandalternative
educationsettings(e.g.,continuationschools,courtandcommunityschools,in-
dependentstudyschools,etc.).Regardlessofthesetting,allstudentsareexpected
toreceiveinstructioninphysicaleducationthatprovidesthemwiththeskillsand
knowledgespeciedinthecontentstandardsandenablesthemtodemonstrate
learningrelatedtoallgrade-andcourse-levelphysicaleducationmodelcontent
standards.Inaddition,studentsmustbeprovidedwiththeminimumminutesof
physicaleducationrequiredfortheirgradelevel.(SeeAppendixAforstatutory
requirements.)Developmentofstandards-basedinstructionalprogramsinall
settingsrequirescarefulplanningtoensurethattheinstructionalprogrampro-
videsacomprehensivecurriculum.
Insomesituations,theuseofanindependentstudycoursetoobtaincreditfor
physicaleducationmaybeanopportunitytomeetstudentseducationalneeds.
Independentstudyisaninstructionalstrategy,notanalternativecurriculum.
Independentstudyshallnotbeprovidedasanalternativecurriculum(Education
CodeSection51745[a][3]).Independentstudyphysicaleducationcoursesincor-
poratethedepthandbreadthofthephysicaleducationcurriculum.
Appropriate Use of Independent Study
Outsidelearningmayaddressanindividualstudentsneedsinaparticular
learningsequencemoreappropriatelythanthephysicaleducationcourse.
Inappropriate Use of Independent Study
Itshouldnotbeareplacementforthephysicaleducationcourse.
Contentoftheoutsideactivityisnotofequivalentdepthandbreadthasthe
standards-basedcurriculum.
Itisinappropriatetousetheamountoftimespentinanoutsideactivityor
sportasarationaleforchoosingindependentstudyasaninstructionalstrategy.
Distancelearning,virtualschools,interactivevideo,andonlinecoursesareoth-
erinstructionalmodels.Forsomestudents,technology-basedinstructionalmod-
elsmayprovetobeanadequatesettingforphysicaleducationinstruction.Online
physicaleducationcoursesmustbecarefullyevaluatedtodeterminewhetherthey
addressthemodelcontentstandards,appropriatelyassessstudentlearningand
provideevidenceofsuch,andhaveauthenticmeasuresasanintegralpartofthe
program.Chapter9providesspecicinformationonevaluatingonlinecourses.

193
Establishing a Safe Environment
Asafeenvironmentinphysicaleducationhastwocomponents:thephysical
andthepsychological.Terstreferstothephysicalenvironmentandtheneed
toensurethatthefacilitiesandequipmentaresafe,staispreparedtohandle
emergencies,classsizeisconducivetoprovidingasafeenvironment,commu-
nicationsystemsareinplacesothatphysicaleducationteacherscanconnect
quicklytothemainoceorhealthoce,studentsuseequipmentandfacilities
inasafemanner,andthereispropersupervisionofallphysicalactivities.(See
theFacilitiessectionofChapter9foradditionalinformationonfacilitysafety.)
Tesecondcomponentreferstothepsychologicalenvironmentandtheneed
toensurethatstudentsfeelphysically,emotionally,andsociallysafeduringthe
instructionalprocess.
Teachersestablish,teach,andenforcesafetyrules.Provisionsaremadeto
ensurethateverystudentunderstandsrulesandexpectationsregardingsafety.
Tesafetyrulesarespecictotheschoolsite;theyincluderulesstatingthatstu-
dentsmustusematerialsonlyfortheirintendedpurposeandthatstudentsmust
alwaysusesafetymaterials(e.g.,catchersprotectiveequipment,shinguardsfor
soccer,matsforclimbingwall).Ifanactivityhasaninherentrisk(e.g.,therisk
ofdrowningduringswimming),studentsaremadeawareofthisinherentrisk
aheadoftimealongwithwaystoensuretheirpersonalsafety.Allsafetyrulesare
documentedintheteacherslessonplans,aswellasschoolanddistrictpolicyand
proceduresdocuments.
Studentsshouldwearproperattireinphysicaleducation.Properattireisnon-
restrictive,withadequateventilationtopreventheat-andcold-relatedillnesses.
Appropriateshoesoersupportandpreventslippage.Schooldistrictsmaywant
toevaluateandadoptdressingpoliciesandproceduresthatareappropriateto
theirindividualprograms.Allpoliciesarecommunicatedtostudentsandparents
andguardians.Elementaryteachersclearlycommunicatethephysicaleducation
scheduletoparentsandguardians,sothatparentsandguardiansknowthedays
andtimesofphysicaleducationinstructionandcanhelptheirchildrenplanap-
propriateattireforthosedays.
Adequatesupervision,basedonthenatureoftheactivityaswellastheages,
maturitylevels,andskilllevelsofthestudents,isalwaysprovidedduringphysi-
calactivity.Inaddition,closersupervisionisprovidedforhigh-riskactivitiesor
stations.Schoolsandteachershelpcreateasafelearningenvironmentbyimple-
mentingthefollowingsupervisionprinciples:
Alwaysbeintheimmediatevicinity(withinsightandsound)ofthestudents.
Constantlyscantheareaforcluesthatmayindicateapotentiallydangerous
situation.
Secureanadequatereplacement(notaparaprofessional,studentteacher,or
custodian)whenitisnecessarytoleavethearea.
Beawareofthehealthstatusofeverystudent.
Provideabuerzonearoundallplayareas(donotusecommonboundary
lines).
Chapter 6
Instruction

194
Chapter 6
Instruction
Carefullymatchstudentsbysizeandabilityforanyactivityinvolvingpotential
contact.
Createwrittensupervisionproceduresthatdesignatetheresponsiblesta
memberand/orcerticatedpersonnel(e.g.,forthelockerroom,beforeclass,
afterclass).
Haveaccesstoatelephoneorothercommunicationdeviceandpostemergency
telephonenumbersinahandylocation.
Donotuseequipmentforpurposesotherthanthoseforwhichitwas
intended.
Donotalterequipmentinanymanner.
Donotallowstudentstouseanyequipmentbeforetheyreceiveinstructionon
thesafeuseoftheequipment(Mohnsen2008,48).
Planforweatherconditionsandairquality.
Tepsychologicalsideofasafeandhealthyenvironmentislesstangiblebut
isequallyimportant.High-qualityprogramsarenonthreateningandencourage
everystudenttosucceedinphysicaleducation.Tereisacultureofconcernand
mutualsupportamongstamembersandstudents.Teimportanceofsocial
valuescaringforothers,treatingotherswithrespect,armingdiversity,and
beingaresponsiblememberofagroupareclearlystated,recognized,andmod-
eledbyalladults.Appropriatesocialinteractionskillsaretaughtandpracticed
withfeedbackfromtheteacher.
1
Demeaningstatementsoractionsdirectedto
stamembersorstudentsarenottolerated.
Allinstructionalpracticespreservethedignityandself-respectofeverystu-
dent.Physicaleducatorslearnandusestudentsnames,helpstudentstofeel
valuedandrecognizedforwhotheyareandwhattheyarecapableofdoing,and
takestudentsneedsintoconsiderationwhenplanninginstructionalactivities.
Practicesthatdonotpreservethedignityofstudents,suchasforminggroupsor
teamsthroughapublicselectionprocess,usingstudentsastargetsingamessuch
asDodgeBall,andweighingstudentsinfrontofothers,arebothharmfuland
inappropriate.
Teachersareawareofandalerttothedierentformsofharassmentand
bullyingthatmaytakeplaceduringphysicaleducation:duringclass,inthelocker
room,orontheschoolgroundsbeforeandafterclass.Physicaleducationtakes
placeinapublicvenue;therefore,vigilancebyphysicaleducationteachersand
administratorsensuresthatnoindividualstudentorgroupofstudentsistargeted
forhumiliationorbullying.Infact,teachershavethelegalresponsibilitytocreate
aschoolenvironmentfreefromdiscriminatoryattitudesandpracticesandacts
ofviolence.In1982,CaliforniavotersamendedthestateConstitutionbyadd-
ingtheRighttoSafeSchoolsprovision,whichstates:Allstudentsandstaof
primary,elementary,juniorhigh,andseniorhighschoolshavetheinalienable
righttoattendcampuseswhicharesafe,secure,andpeaceful.(Cal.Const.art.1,
28,subd.[c].)
1
Feedbackismosteectivewhenitisspecicandpositiveorspecicandcorrective.

195
Itisimportantforteacherstomonitorstudentsforinappropriatebehavior
andtointerveneimmediatelywhenthereisaproblem.Earlyinterventionis
especiallyimportantforsexist,heterosexist,orhomophobicbehaviorsdisplayed
bystudents.Signsofthosebehaviors(e.g.,inappropriatelanguage,demeaning
comments)arefrequentlyignoredbyphysicaleducators(MorrowandGill2003)
andcanquicklyescalate.
Akeyfactorinthepreventionofbullyingandharassmentistheestablishment
ofaneectiveandconsistentclassmanagementsystem.Additionally,localschool
boardsadoptpoliciesandprocedures,aswellasadministrativeregulations,to
createschoolenvironmentsthatarefreefromdiscriminatoryattitudesandprac-
ticesandactsofhateviolence,basedonECSection233(a)(1).Actsofviolence
includehatecrimesasdenedbelowintheCaliforniaPenal Code. Teinstigator
ofahatecrimeissubjecttoprosecution.
Ahatecrimemeansacriminalactcommitted,inwholeorinpart,becauseofone
ormoreofthefollowingactualorperceivedcharacteristicsofthevictim:
1. Disability.
2. Gender.
3. Nationality.
4. Raceorethnicity.
5. Religion.
6. Sexualorientation.
7. Associationwithapersonorgroupwithoneormoreoftheseactualor
perceivedcharacteristics(Penal CodeSection422.55[a]).
Class Management
Aneectiveclass-managementsystemsetsthestageforhigh-qualityphysical
educationinstructionbyprovidingthetimeandopportunityforlearningtotake
place.Itpromotesstudentengagementandmaximizesinstructionaleectiveness.
Eectiveclassmanagementdoesnotjusthappen;itiscarefullyandsystematically
planned.
Preventiveclassmanagementreferstotheproactive(ratherthanreactive)
strategiesteachersusetodevelopandmaintainapositive,predictable,task-
orientedclassclimateinwhichminimaltimeisdevotedtomanagerialtasks
andoptimaltimeisthereforeavailableforinstructionaltasks(Siedentopand
Tannehill2000).Researchsupportssettinghighexpectationsandestablishing
teachingroutines(e.g.,handingoutequipment),rules,andconsequencesfor
studentsduringtherstseveraldaysoftheschoolyearandreinforcingthem
throughouttheyear.Classrulesareeectivewhentheyarefewinnumber,stated
inthepositive,andpostedsothattheycanbereferredtofrequently.Examplesof
eectiverulesinclude:
Dressappropriately.
Arriveontime.
Listentoothers.
Chapter 6
Instruction

196
Chapter 6
Instruction
Respectothers.
Useequipmentresponsibly.
Potentially,theprimarymanagementtoolforteachersisthephysicaleducation
curriculumitself.Whenstudentsareactivelyengagedinfocused,rigorous,and
challengingphysicaleducationactivities,feweropportunitiesforinappropriate
behaviorarise.Whenstudentsaresuccessfulandtheirsuccessesaremadeclearto
them,theyaremorelikelytobemotivatedtoworkonphysicaleducation.Tis
intrinsicmotivationisvaluedovertheuseofarticialexternalrewardsystems
(Weiss2000;Whitehead1993).
Inaphysicaleducationprogram,aneectiveclassroomischaracterizedbythe
followingmanagementpractices:
Everystudentisengagedinalearningactivity.
Studentsaregivenanopportunitytoexploreneworunfamiliarequipment
beforeinstruction.
Teachersidentifyalocationforstudentstoplaceequipmentwhiletheteacher
istalking(e.g.,bytheirfeet).
Teachersuseasignalthatcanbeheardoverdistanceoutsidetoalertstudents
tothenexttask.
Whenprovidinginstructions,teacherspositionstudentssothattheydonot
lookdirectlyintothesun.
Teachersconstantlymovethroughoutthelearningenvironmenttomonitor
studentbehavior.
Disciplinaryproceduresareappropriatefortheinfraction,andexerciseisnever
usedaspunishmentorareward.
Eectiveclass-managementpracticesthatteachersuseindoors(suchasknow-
ingstudentsnames,settingboundaries,usingproximitytocontrolbehavior,
beingpositive,providinglearningactivitiesthatpromotesuccessforallstudents,
andactivelysupervisingstudents)alsoworkoutdoors.
Eective Teaching Behaviors
ResearcherLindaDarling-Hammond(1997,293)states,Whenallissaid
anddone,whatmattersmostforstudentslearningarethecommitmentsand
capabilitiesoftheirteachers.Successfulteachershavehighexpectationsforevery
studentanduseeectiveteachingbehaviorstoensurethateverystudentachieves
thegrade-levelorcourse-levelstandards.Eectiveteachingbehaviorsreferto
thedecisionsthatteachersmakeregardingtheuseoftimeandtheirinteraction
withstudents.Physicaleducationteachersuseresearch-basedeectiveteaching
behaviorstosupportstudentlearning.Teseinclude:
Planningforeverylesson
Usingtimeeectively
Providingeectivepractice
Providingspecicpositiveorspeciccorrectivefeedback

197
Keepingstudentsengagedinmoderate-to-vigorousphysicalactivityatleast50
percentoftheinstructionaltime(Healthy People 20102000)
Keepingstudentsengagedinacademiclearningtimeforsucienttimeto
supportstudentsuccess(Rink1998;Siedentop1991).
Applyingmotorlearningconceptstoinstructionalpractices(SeeAppendixE,
ConceptsandPrinciplesofMotorLearning.)
Principles of Motor Learning
Motorlearningisthestudyofchangeinapersonsabilitytoperformfunda-
mentalandspecializedmovementandmanipulativeskills.Usingresearch-based
principlesofmotorlearningsupportsstudentlearningmostecientlyand
eectively.Inaddition,whenteacherspointouttheprinciplestheyareusing,
itteachesstudentsaboutthelearningprocessandappropriatewaystopractice
whenworkingontheirown.(SeeAppendixE.)
Feedback
Feedbackisbenecialtolearnersifitisspeciccorrectivefeedback(e.g.,
Formawidertrianglewithyourhandsandheadtogiveyouawiderbaseof
supportthiswillmakeiteasierforyoutoperformtheheadstand)orspecic
positivefeedback(e.g.,Goodjobyoubentyourelbowsasyoucaughtthe
ball).Feedbackshouldbedelayedaboutvesecondsafterthestudentcom-
pletestheskill,sothatheorshehastimetoprocesstheproprioceptionfeedback
beforehearingexternalfeedback.Feedbackshouldberestrictedtothefeatures
notreadilyapparenttothelearner(e.g.,thetechniqueratherthanaccuracy)and
shouldbelimitedtooneortwospeciccorrectiveorspecicpositivestatements
atatime.Additionally,thefocusofthefeedbackshouldmatchthefocusofthe
lesson.Feedbackcanbeprovidedbytheteacher,apeer,oroneselfusingmirrors
oravideo.
Transfer of Learning
Telearningofoneskillcanhaveapositiveornegativeeectonthelearn-
ingofanotherskill.Whentheimpactispositive,itiscalledapositivetransferof
learning.Whentheimpactisnegative,itiscalledanegativetransferoflearning.
Providingstudentswithinformationaboutthewaysinwhichskillsaresimilar
helpsthemtopositivelytransfertheappropriatelearningfromtherstlearned
skilltothesecond.Forexample,theoverhandmovementpatternisusedinthe
overhandvolleyballserve,tennisserve,andbadmintonsmash.Whenlearningthe
tennisserve,afterhavinglearnedthevolleyballserve,studentsshouldbealerted
tothesimilaritiesbetweenthetwoserves.Dierencesbetweenskillsarebrought
totheattentionofthestudentstominimizethepotentialinterferenceoftherst
skillonthelearningofthesecondskill.Forexample,attheelementarylevel,
studentsarealertedtothedierencesbetweengallopingandskippingatthetime
whenthesecondskillistaught.
Chapter 6
Instruction
198
Chapter 6
Instruction
Improving Speed and Accuracy
Whenstudentsarerstintroducedtonewmotorskills,itisimportanttoem-
phasizespeedorforceinsteadofaccuracy.Otherwise,learnerswilloftenchoosea
poortechnique(e.g.,dart-throwingtechniquefortheoverhandthrow)insteadof
thepropertechnique(armback,rotatebody,andtransferweightfortheover-
handthrow)toensureaccuracy.Aslearnersprogress,theycanfocusmoreon
accuracy;however,thereisalwaysatradeobetweenspeedandaccuracy.
Practice Schedules
Motorskillpracticecanbeorganizedinmanydierentcongurations.Some
congurationsleadtoecientlearningofmotorskillswhileothersdonot.Tis
sectiondiscussesseveraldierentmethodsoforganizingpracticeandtheimplica-
tionsofeachoneforeectivepracticeinphysicaleducation.
Practicecanbespacedoutovertime(distributedpractice)orcompletedinone
instructionalperiod(masspractice).Distributedpracticegenerallyleadstomore
eectivelearning,especiallyintheearlystages.Terefore,studentspracticeseveral
dierentskillsduringeachclassperiod.
Practicemayinvolvetheentireskill(wholepractice),ortheskillcanbebroken
downintosmallunits(partpractice).Forexample,thetriplejumpinvolvesa
hop,askip,andajump.Wholepracticewouldinvolveperformingthehop,skip,
andjumptogether.Partpracticewouldinvolvepracticingthehop,thenpractic-
ingtheskip,andthenpracticingthejump.Wheneverpossible,however,whole
practiceisusedespeciallywhenbreakingdowntheskillchangesitsignicantly.
Forexample,aforehanddriveintennisinvolvesabackswingandaforwardswing
oftheracquet.However,practicingjustthebackswingorjusttheforwardswing
changestheskillsignicantly.Insituationswheretheskilliscomplexandhas
relativelyindependentpartssuchasthetriplejumpwholepracticeisusedas
soonasthelearnercandemonstrateeachpartcorrectly.
Practicecanbeorganizedsothatthesameskillispracticedinthesameway
(constantpractice),orthesameskillcanbepracticedwithchangingconditions
(variablepractice).Constantpracticefortheoverhandthrowmightbethrow-
ingandcatchingwithapartner.Variablepracticefortheoverhandthrowmight
includeseveralstations:throwingandcatchingwithapartner,throwingatasta-
tionarytarget,throwingatamovingtarget,throwingwhilebeingdefended,etc.
Inphysicaleducation,everystudentpracticesclosedskillsusingconstant
practice.Closedskillsarethoseskillsthatareperformedinastaticenvironment.
Examplesincludebasketballfreethrow,volleyballserve,andtennisservesinceno
oneinterfereswiththeplayerperformingtheseskills.Beginnersshouldprac-
ticeopenskillsusingconstantpractice,andintermediateandadvancedlearners
shouldpracticeopenskillsusingvariablepractice.Openskillsarethoseskills
performedinachangingenvironment.Examplesofopenskillsincludebasketball
dribble,volleyballspike,andtennisforehanddrivesincetheexecutionoftheskill
dependsonthepositioningofthedefense.Constantpracticeenhancesthelearn-
ingofclosedskillsandopenskillsforbeginnersonly.Variablepracticeenhances
thelearningofopenskillsforintermediateandadvancedlearners.

199
Closed Skills
(staticenvironment)
Open Skills
(changingenvironment)
Constant Practice
(practiceinsameway)
Allstudents Beginners
Variable Practice
(practicewithchanging
conditions)
Notapplicable Intermediateand
advancedstudents
Practicethatinvolvesseveralskillsduringoneinstructionalperiodmaybe
organizedineitherablockedorrandommanner.Inablockedprotocol,eachskill
ispracticedonceandforthesameamountoftime.Forexample,thevolleyball
forearmpassispracticedfor10minutes,thenthevolleyballsetispracticedfor
10minutes,andthenthevolleyballserveispracticedfor10minutes.Inaran-
domprotocol,theskillsarepracticedinarandomorderforvariouslengthsof
time.Forexample,thevolleyballforearmpassispracticedfor10minutes,then
thevolleyballsetispracticedforveminutes,thentheforearmpassispracticed
againforveminutes,thenthevolleyballserveispracticedfor10minutes,and
thenthesetispracticedagainforveminutes.Blockedpracticeleadstoshort-
termsuccess;however,randompracticeleadstolong-termsuccess(e.g.,perfor-
manceofthecorrecttechnique,improvementinaccuracy).Terefore,practice
inphysicaleducationiseitherchangedfrequentlyorastationapproachisused
(SchmidtandWrisberg2000;Magill2001).
A Sample Physical Education Lesson
Tissamplelessonconsistsoffourcomponents:anopening,instruction,prac-
tice,andaclosing.
2
Avisitortoaclassinwhichthislessonplanisfollowedmight
observethefollowing.
Opening
Teclassopeningbeginswithapreviewofthestandardstobelearned,an
overviewofthelesson,andananticipatoryset,wheretheteachershowsthe
studentsthevalueofwhattheywillbelearningduringtheinstructionalperiod.
Teconceptsandmotorskillsbeingtaughtandpracticedduringthelessonare
alsointroduced.Additionally,theorganizationofskillpractice,including
grouping,location,andequipmentdistribution,isexplained.Toincreasestudent
physicalactivitytime,theteacherkeepsinstructionsuccinctandprovidesno
morethanthreedirectionsbeforehavingstudentsattempttheskilloractivity.
Tentheteacherprovidesadditionaldirectionsasneeded.
2
Tesamplelessonshowsoneapproachtoorganizingalesson.Aswithallsuggestionsandexamples
intheframework,thesamplelessonisnotintendedtobearequirementforthephysicaleducation
classroom.
Chapter 6
Instruction

200
Chapter 6
Instruction
Instruction
Whenintroducinganewmotorskill,theteacherprovidesamodeloftheskill
byperformingit,askingastudentwhoisprocientattheskilltoperformit,or
providingavideooftheskill.Whenstudentsareusedfordemonstrationpurpos-
es,bothgendersandvariousethnicitiesareproportionallyrepresentedovertime.
Eectivemodelsareaccurate,highlightthecriticalfeaturesoftheskill,provide
visualinformationsothatstudentscanformamentalimageoftheaction,and
depicttheskillinitsentiretyandatnormalspeed.Tedemonstrationisaccom-
paniedbyabriefexplanationthatislogicallysequencedandthatfocusesonone
ortwocues.Acueisashortphraseorsinglewordthatfocusesontheimportant
aspectsoftheskilltobepracticed(e.g.,reachandgiveforcatching).
Whenintroducinganewcognitiveconcept,theteacherrstdetermineswhat
thestudentsalreadyknow.Tenthecognitiveinformationisprovidedthrougha
scaoldingprocesswherebynewinformationisbuiltuponpreviousknowledge.
Tenewinformationisorganizedandpresentedinameaningfulway(e.g.,
graphicorganizers)thatrequiresstudentstoactivelyusetheinformation.During
thelessonclosure,timeisprovidedforstudentstodiscussthenewinformation.
Priortothestartofpractice,theteacherchecksthestudentsunderstanding
oftheconcept(s)andmotorskill(s)presentedaswellasthedirectionsfor
practicingtheskill(s).Manyteachersareunawarethatstudentsdonotunder-
standtheirdirectionsuntilthestudentstrytodemonstratetheskillorimplement
theactivity.Checkingforunderstanding,atypeofinformalprogressmonitoring,
occursthroughavarietyoftechniques:signaledanswers,choralresponses,or
samplingindividualstudents.Signaledanswersmeansaskingstudentstrueor
falsequestionsandrequestingathumbs-uporthumbs-downresponsetoindicate
theirunderstanding.Forachoralresponse,studentscallouttheanswertoa
questioninunison.Tesamplingofindividualstudentsinvolvesaskingafew
studentstorespondtothequestionsandgeneralizingtheunderstandingofthese
studentstotheentireclass.
Providing Eective Practice
Practicetimeengagesstudentsinthemaximumamountofpracticeatthe
appropriatelevelofdicultyusingthecorrecttechnique.Tefollowingguide-
linessupporteectivepracticeopportunitiesforeverystudent:
Usegameswithasmallnumberofplayers(two-on-twobasketballinsteadof
ve-on-ve)formaximumpracticeopportunities.
Havesucientequipmentsothatnostudentiswaitingforequipment.
Providestudentswithspeciccorrectiveorspecicpositivefeedback.
Monitorprogress(embeddedassessment)todeterminewhenreteachingaskill
orconceptmaybenecessary.
Organizeactivitiessothatonlyafewstudentsareineachgroup.
Providesucientpracticetrialstoalloweverystudenttoachievesuccess.
Keeptransitiontimestoaminimum.


201
Omitanyactivitythatinvolvesstudentswaitingforaturnorbeingeliminated.
Providedierentiatedinstructionattheappropriatelevelofdicultyforevery
studentthroughtheuseofalternativeactivitiesatvariouslevelsofcomplexity.
Activelysupervisestudentsduringpracticetokeepthemon-task.
Asidefromprovidingstudentswithappropriatemotorskillpractice,theguide-
lineshelptoensurethatstudentsareengagedinmoderatetovigorousphysical
activityduringmostoftheinstructionalperiod.
Closing
Duringclosurethecontentofthelessonisreviewed.Ifthestudentshavebeen
engagedinphysicalactivity,thestudentsparticipateinacool-down.Acool-down
involvesthegradualslowingdownofactivitythatresultsinaloweringofbody
temperatureaftermoderatetovigorousexercise.Acool-downmayinclude
walkingorstretching.
Duringtheopeningofthelesson,studentsaretoldwhattheywilllearn.
Duringtheclosure,studentsreviewwhattheyhavelearned,thusbringingthe
learningexperiencefullcircle.Teclosureisanidealtimetoemployaquestion-
ingstrategythatrequiresstudentstousehigher-orderthinkingskills.Asking
questionsaboutthewhyandhowofaconceptorskillrequiresstudentstothink
deeplyabouttheirlearning.Studentscanbeaskedtojournalwriteorpairshare
(discussthequestionwithapartner).Aneectiveuseofclasstimeistocheckfor
understandingbyhavingthestudentsdiscussthelessonwhileparticipatingina
cool-down.
Instructional Strategies
Everystudentisexpectedtomeetorexceedthegrade-orcourse-levelstandards
setforthinthephysicaleducationmodelcontentstandards. Testandardsdene
thewhat,butitistheinstructionthatdescribesthehow.Dierentiated
instructionreferstotheuseofavarietyofstrategiestoaccommodatedierences
instudentslearningstyles,interests,needs,andpriorknowledge.Nosingle
instructionalstrategyisthebestormostappropriateforallstudentsorinall
situations.
Teachersdrawfrombothstudent-initiatedlearningstrategiesandteacher-
directedlearningstrategiestosatisfythelearningneedsofindividualstudentsand
tostimulatehigherlevelsofthinkingandcreativity.Specicstrategiescaninclude
competency-basedlearning,contractlearning,drillandpractice,smallgames,
problem-basedlearning,lecture,cooperativelearning,stations,androleplaying.
Drawingontheirexperienceandtraining,teachersdeterminetheinstructional
strategiesmostlikelytopromotehighstudentlearningandachievement.Suc-
cessfulteachersconstantlyreevaluatetheeectivenessoftheapproachtheytake
andmodifystrategieswhenstudentsarenotmovingtowardprociencywiththe
standards.
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Instruction

202
Chapter 6
Instruction
Examples of Instructional Strategies
Tefollowingexamplesconsistofthreeinstructionalstrategiesthatcouldbe
usedtoprovideinstructiononthesamestandard.Tereareexamplesforagrade
four,gradeseven,andHighSchoolCourse2standardusingeightdierent
instructionalstrategies.Teexamplesrepresentjustsomeofthewaysthata
standardcouldbetaught.Teexamples,likeallotherexamplesinthisframe-
work,arenottobeinterpretedasrequirementsforthephysicaleducation
classroomorastheonlyinstructionalapproachtoaparticularstandard.In
physicaleducationclasses,theteacherdeterminesthemosteectivestrategy
orstrategiesforherorhisstudents.
GRADE 4, STANDARD 1.1
Performsimplebalancestuntswithapartnerwhilesharingacommonbase
ofsupport.
Therearethreepossibleinstructionalstrategiesforaddressingthisstandard.
Problem solving
Theteacherpromptsthestudentswithquestionsandrequeststhatthey
respondtophysically.Forexample,Canyouandyourpartnerbalanceon
threebodyparts?
Stations with task cards
Theteachersetsupthreebalancing-stuntstationsthatrequirestudentsto
workwithapartner:
1. Bottomsup
Partnerssitfacingeachotherwithkneesbent,feetheldhigh,andsoles
touching.
Theobjectiveistopushagainstapartnersfeetuntilbothstudents
bottomsareofftheground.
2. Partnerinchworm
Partnersfaceeachother,sittingoneachothersfeet.
Partnersgrasponeanotherselbowsorupperarms.
Theobjectiveisforstudentstomoveforwardorbackwardwhile
sittingoneachothersfeet.
3. Back-to-back
Pairssitontheground,back-to-back,kneesbent,andelbowslinked.
Theobjectiveistostanduptogether.
Lecture and demonstration
Theteacherdescribesandusesavisualaidtodemonstrateeachpartner-
balancestunt(seepreviousstrategy)andthenhasstudentsinpairsreplicate
thestunt.

203
GRADE 7, STANDARD 3.4
Planaweeklypersonalphysicaltnessprogramincollaborationwiththe
teacher.
Therearethreepossibleinstructionalstrategiesforaddressingthisstandard.
Lecture
Theteacherpresentsalectureononeaspectofhealth-relatedtness
includingfrequency,intensity,time,andtype(F.I.T.T.)conceptseachday
foraweek.Thestudentsareaskedtotakenotesonthelecture.
Problem-based learning
Theteachertellsthestudentsthattheyarenowtnesstrainersandthat
theyhaveanewclient.Theclientisvefeettall,has30percentbody
fat,andissixteenyearsold.Thestudentsareprovidedwithavarietyof
resourcesandtoldtocreateatnessplanfortheclient.
Cooperative learning
Theteacherorganizesstudentsintovegroups.Eachgroupisassignedone
aspectofhealth-relatedtnesstoresearchusinglibraryresources.After
learningthefrequency,intensity,time,andtype(F.I.T.T.)conceptsfortheir
areaoftness,theyteachtheinformationtotherestoftheclass.
HIGH SCHOOL COURSE 2, STANDARD 3.9
Encourageotherstobesupportiveandinclusiveofindividualsofallabilitylevels.
Therearethreepossibleinstructionalstrategiesforaddressingthisstandard.
Social skill instruction
Theteacherstartstheclassbyaskingstudentstobrainstormwhat
encouragementlookslike,soundslike,andfeelslike.Theteacherthen
instructsthestudentstoencourageoneanotherduringthephysicalactivity
portionofthelesson.Attheendofthelesson,theteacherhasstudents
reportorallyontheiruseofencouragementduringthelessonorbywriting
intheirjournals.
Lecture and practice
Theteacherexplainsandgivestudentsexamplesofwhatencouragement
lookslike,soundslike,andfeelslike.Theteachertheninstructsthestudents
topracticeencouragingoneanotherduringthephysicalactivityportionof
thelesson.
Role-play
Theteachertellsthestudentswhatencouragementlookslikeandsounds
like.Theteacherthenputsstudentsintriosandhasthemrole-play
providingencouragement.Onestudentprovidesencouragement;one
studentacceptstheencouragement;andthethirdstudentgivesfeedbackto
therststudentonhisorherabilitytoprovideencouragement.Students
rotaterolessothateachstudentcanprovideencouragement,accept
encouragement,andgivefeedback.
Chapter 6
Instruction

204
Chapter 6
Instruction
Multidisciplinary Opportunities
Physicaleducationteachersshouldcontinuallyinteractwithandsupportthe
othersubjectareateachers,includingtheteacherlibrarian.Andothersubjectarea
teachersshouldcontinuallyinteractwithandsupportphysicaleducationteachers.
Tegoalofthisinteractionistolookatthecontentindierentsubjectareasand
ndnaturalconnections.Generally,thestudyofbiomechanicsalignswellwith
physicalscienceandphysics,thestudyoftness(exercisephysiology)alignswell
withbiologyandhealth,sociology(socialinteraction)andpsychology(personal
responsibility)alignwellwithhealtheducationandhistorysocialscience,and
thestudyofmovementconceptsalignswellwithaesthetics(arts).However,when
amultidisciplinaryapproachtoinstructionisused,itisimportanttomakesure
thatthecontentisfromthesamegradelevelineachsubjectarea.
Tefollowingexamplesillustratethealignmentofcontentstandardsthatmay
benetfromamultidisciplinaryapproachtoinstruction:
Table 6.1 Alignment of Physical Education Content with Other Subjects
Science
History
Social
Science
Mathematics
Grade 2
1c. Studentsknowthewayto
changehowsomethingismoving
isbygivingitapushorapull.
Thesizeofthechangeisrelated
tothestrength,ortheamount
offorce,ofthepushorpull.
Kindergarten
K.4.1Determinetherelative
locationsofobjectsusingthe
termsnear/far,left/right,and
behind/infront.
Grade 5
5.1.2 Describetheirvaried
customsandfolkloretraditions.
Grade 1
Measurement and Geometry
2.3Giveandfollowdirections
aboutlocation.
Physical Education
2.8 Comparethechangesin
forceappliedtoaballandthe
ballspeedwhenrollingaball
forvariousdistances.
2.1Explainthedifference
betweenunderandover,behind
andinfrontof,nexttoand
through,upanddown,forward
andbackward,andsideways.
5.8Appreciatephysicalgames
andactivitiesreectingdiverse
heritages.
1.4Changedirectionfrom
forwardandbackandright
andleftinresponsetotempos,
rhythms,andsignalswhile
walking,running,hopping,and
jumping(i.e.,locomotorskills).

205
Mathematics
(continued)
Visual and
Performing
Arts
Grade 5
Number Sense 2.1Add,
subtract,multiply,anddivide
withdecimals;addwithnegative
integers;subtractpositive
integersfromnegativeintegers;
andverifythereasonableness
oftheresults.
Grade 4
3.4Performandidentifyfolk/
traditionalandsocialdances
fromCaliforniahistory.
Grade 4
3.3Explainthevariousways
peoplehaveexperienceddance
intheirdailylives(e.g.,Roman
entertainments,Asianreligious
ceremonies,babynaming
inGhana,LatinAmerican
celebrations).
Physical Education
4.8Identifytheheartrate
intensity(targetheart-rate
range)thatisnecessaryto
increaseaerobiccapacity.
Standard4.8requiresthe
followingcalculation:
Maximumheartrate
(MHR)=208(.7yourage)
Targetheartraterange
(THRR)=MHR.7to
MHR.8
1.21Performaseriesofbasic
square-dancesteps.
1.7Performfolkandline
dances.
Eectivephysicaleducationteachersseekopportunitiesforinterdisciplinary
instructiontoenrichanddeepenstudentlearning.However,thesesame
teachersalwayskeepinmindthattheirnumberonegoalforphysicaleducation
instructionistoensurestudentlearningofthephysicaleducationmodelcontent
standards.
Chapter 6
Instruction
7
UniversalAccess

207
T
hediversityofCaliforniastudentspresentsuniqueopportunitiesand
signicantchallengesforinstruction.StudentscometoCaliforniaschools
withawidevarietyofskills,abilities,interests,andlevelsofprociency.
Inanyphysicaleducationclass,therearetallandshortstudents,advancedand
remediallearners,andstudentsatdierentphysical,social,andemotional
developmentallevels.Regardlessofthevariationofthestudentpopulationin
eachphysicaleducationclass,theteachersroleistodeliverhigh-qualityinstruc-
tionappropriatetothestudentscurrentlevelofachievement.
Testate-adoptedmodelcontentstandardsforphysicaleducationareforall
students.TegoalofphysicaleducationprogramsinCaliforniaistoensureuni-
versalaccesstohigh-qualitycurriculumandinstructionsothateverystudentcan
meetorexceedthestatesphysicaleducationmodelcontentstandards.Toreach
thatgoal,teachersdesigninstructiontomeettheinstructionalneedsofevery
student.Teacherscanbewellpreparedtoadapttothediversityintheirclass-
roomsthroughcarefuldiagnosisandplanningandappropriateadaptationsofthe
curriculum,assessmenttechniques,instruction,environment,andothervariables
forstudentswithspecialneeds.
Terearefrequentreferencestostudentswithspecialneedsthroughoutthis
chapteronuniversalaccess.Tetermstudents with special needsisdenedas
studentswhoaremarginalizedinphysicaleducation,studentswithcultural
andreligiouspracticeswhoneedprogrammodicationstoparticipate,English
learners,at-risklearners,studentswithlong-termandshort-termmedicalneeds,
advancedlearners,andstudentswithdisabilities.Evenwithinthesecategories
therearedierencesamongthestudents.Itcouldbesaidthatallstudentshave
specialneeds,becauseeachstudentisunique.Terefore,itisimperativethat
studentsreceiveinstructionbasedontheirindividualneedsandnotbasedonthe
labelsthatmaybeappliedtothem.Althoughmanyspecialeducationstudents
receiveadaptedphysicaleducationservicesand/ormodiedinstruction,not
allspecialeducationstudentsrequirethem.Toensurethattheinstructional
needsofallstudentsaremet,physicaleducationteachersmustbeprovidedwith
informationabouteachstudentsspecialneedsandmedicalissues.
Terstpartofthischapteraddressesseveralstrategiesthatcanbeusedto
promoteinclusionofeverystudent.Tesestrategiesincludeestablishingasafe
andinclusivelearningenvironment,usinginclusiveinstructionalmaterials
andequipment,anddierentiation.Asafeandsupportiveenvironmentforall
studentsisalsodiscussedinChapter6.Tesecondpartofthischapteraddresses
appropriatestrategiesforworkingwithstudentswithspecicinstructionalneeds.
Establishing an Inclusive Environment
Physicaleducationisunlikesubjectareasthatfocusalmostexclusivelyon
cognitivedevelopmentthroughwrittenworkandoralresponses.Inmostsubjects
astudentsspecialneedscanbekeptprivatebetweentheteacherandstudent.
Learninginphysicaleducation,however,takesplaceinapublicenvironment.
Terefore,theneedforasafe,supportive,andinclusiveenvironmentisheight-
ened.Forstudentstoattainstandardssuccessfully,theremustbeaclimateof
Chapter 7
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208
Chapter 7
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respectanddignityforoneself,forothers,andforphysicaleducationgenerally.
Suchaclimateisespeciallyimportantwhenstudentsarebeingdirectedin
attemptstoreneskillsorarebeingdisciplined.
Physicaleducationoersuniqueopportunitiestobringstudentstogetherin
nonthreateningwaysthatemphasizefairnessandcooperation.Becausephysi-
caleducationinvolvesstudentsworkingandplayingtogether,studentslearn
thepersonalandsocialskills,values,andattitudesneededforeective,positive
socialinteraction.Disparagingremarksaboutanindividualsdisabilities,ethnic-
ity,gender,nativelanguage,race,religion,orsexualorientationarenottolerated.
Sarcasmandput-downsareconsideredinappropriatebehaviorandaddressed
witheachstudentaccordingtoastudentdisciplineplan,behaviorcontracts,and
thelike.Conversely,positivesocialskillsaremodeled,taught,reinforced,and
assessedregularly.
Tefollowingpracticespromoteasafe,supportive,andinclusiveenvironment
forstudents:
Learneachstudentsname.
Listentoeverystudent.
Beawareofeachstudentsneeds(byusingresourcessuchasIEPs,counselors,
nurses,othereducationalserviceproviders,parents,andthestudent).
Useneutrallanguage(e.g.,usingplayer-to-playerdefenseinsteadof
man-to-mandefense).
Uselanguagethatrecognizesastudentasapersonwhohappenstohavea
disability(e.g.,studentwithautisminsteadofautisticstudent).
Recognizeandshowappreciationfortheabilitiesofeverystudent(e.g.,havea
studentinawheelchairwithgoodupperbodystrengthdemonstrateanupper
bodyweight-liftingexercise).
Groupstudentsaccordingtothelearningobjective(e.g.,skillpractice,cogni-
tiveunderstanding,socialskilldevelopment).
Instructional Resources Tat Allow Full Access
Chapter9discussestheselectionofinstructionalresources;however,this
sectionfocusesontheselectionofinstructionalresourcesappropriateforstudents
withspecialneeds.Abroadrangeofphysicaleducationequipmentisselectedso
thateverystudentcanbesuccessful.Bothphysical-activityandsportequipment
mayvaryinrelationtosize,weight,pliability,andtexturetofacilitatestudent
learningregardlessofskilllevel.
Equipmentselectionshouldbebasedonthestudentsskilllevel.Ifastudents
forceorspeedispoor,thenmorepliableobjectsshouldbeuseduntilthestudent
cansuccessfullyuselesspliableobjects.Ifastudentsabilitytocatchorgripan
objectispoor,thensoft-texturedobjectsareselectedwiththestudentmovingto-
wardusingharder-texturedobjectsasskillsimprove.Ifastudentstimingispoor,
thenlightweightobjectsshouldbeuseduntilthestudentstimingisgoodenough
foraheavierobjecttobeused.Ifastudentsaccuracyispoor,largertargetsshould
beselecteduntilthestudentisreadytokickorthrowtosmallertargets.Table7.1
providesexamplesofwaystoadjustinstructiontothestudent.


209
Table 7.1 Matching Materials and Equipment to Skill Levels
Skill
Individualization
method Progression
Throw and
catch
Chapter 7
UniversalAccess
Strike
objects
Kick or throw
for accuracy
Varythespeedof
theobjectbyusing
objectsofdifferent
pliability.
Varytheweightof
theimplementand
theobject.
Varythesizeofthe
target.
Firstuseauffball.
Second,useaspongeball.
Nextuseabeanbag.
Thenuseaplaygroundball.
Firstuseaballoonandalightweight
short-handlepaddle.
Second,useahigh-densityfoamtennisball
andalightweightshort-handlepaddle.
Nextuseashuttlecockandabadminton
racquet.
Thenuseatennisballandtennisracquet.
Firstusealargegoalformedbycones.
Nextmovetheconesclosertogether.
Thenuseastandardgoal.
Allinstructionalmaterialsusedinphysicaleducationarefreeofstereotypes
andinclusiveofallgroups(e.g.,gender,cultures,ethnicities,studentswithdis-
abilities).Portrayingpositiveimagesofdiverseindividualsparticipatinginawide
varietyofphysicalactivitiesshowsstudentsthattheactivitiesareforeveryone.
(MoreinformationonadaptinginstructionisincludedinTable7.2onpage215
andTable7.3onpage222.
Dierentiation Strategies
Studentswithspecialneedscanbenetfromappropriatelychallengingcurricu-
lumandinstructionifsystematicallyplanneddierentiationstrategiesareused.
Testrategiesfordierentiatinginstructionforstudentsincludepacing,complex-
ity,depth,andnovelty.
Pacingisperhapsthemostcommonlyusedstrategyfordierentiation.Tat
is,theteacherspeedsuporslowsdowninstruction.Tissimple,eective,and
inexpensivestrategymaybeusedformanystudentswithspecialneeds.Te
instructionalpaceforadvancedlearnerscanbeaccelerated(BenbowandStanley
1996).Forexample,ifassessmentindicatesastudenthasmasteredtheskillsfor
performingahandstand,thestudentpracticesahandstandrollout.Forstudents
experiencingdiculty,instructioncanbesloweddown.Tekeyelementsin
slowingdowninstructionaretoensurethatthecontentremainsrigorous,that
thestudentsmoveaheadasquicklyastheycan,andthattheinstructionleadsto
themasteryofcontentstandardswithinareasonableamountoftime.
Changinginstructionastodepth,novelty,orcomplexityrequiresmore
trainingandskillonthepartoftheteacherandinstructionalmaterialsthat
lendthemselvestosuchvariations.Foradvancedstudents,itmeansenriched





210
Chapter 7
UniversalAccess
instructionthatencouragesstudentstoaddresstopicsatgreaterdepth,learn
complexskillsinamorechallengingenvironment,ormakeconnectionsacross
disciplinesnotnormallyexpectedatthatgradelevel.Forexample,Standard
4.1forseventhgradestates,Developaone-weekpersonalphysicaltnessplan
specifyingtheproperwarm-upandcool-downactivitiesandtheprinciplesof
exerciseforeachcomponentofhealth-relatedphysicaltness.Advancedstudents
maybeaskedtocreatemultimediapresentationsoftheirplanswithvideoclips
ofeachexercise.Forstudentsexperiencingdicultyinphysicaleducation,the
teacherfocusesontheF.I.T.T.principles(frequency,intensity,time,andtype)
forthevecomponentsofhealth-relatedphysicaltnessandpresentsone
componenttothestudentsatatime.Telessonsaretightlyorganized,sequential,
anddistilledtoensurethatstudentsunderstandthefundamentalconceptsor
skillsneededtomasterlaterstandards.
Changingthecomplexityofinstructionisalsoappropriateforthepsychomo-
tordomain.Forexample,Grade2,Standard1.14states,Hand-dribble,with
control,aballforasustainedperiod.Advancedstudentsmaybeaskedtodribble
whilechangingdirectionandswitchingfromthedominanthandtothenondom-
inanthand.Forstudentswholearnbetterwhenthetaskisbrokenintosmaller
tasks,theteacherbeginsinstructiononGrade2,Standard1.14,withbouncing
andcatchingtheballinsteadofdribbling.Testudentsarethenslowlyand
sequentiallyintroducedtodribblinginplacetwotimes,tocontinuouslydrib-
bling,todribblingwithcontrol.Sucienttimeisprovidedforthestudentsto
mastereachstagebeforetheyproceedtothenextstage.Forotherstudentsexperi-
encingdicultyinphysicaleducation,thephysicaleducatormayneedtoreteach
skillsthatareaprerequisitetothoseidentiedinthestandard.Insomeinstances,
theseskillswillbefoundinalowergrade-levelstandardormaybeafundamental
movementpattern.
Experiencedteachersdeveloparepertoireofproveninstructionalstrategiesfor
useinspecialsituationsorwithcertainstudents.Manyofthesestrategiescanbe
explicitlytaughtorembeddedininstructionalmaterials.Toimplementsuccessful
instructionalstrategiesforallstudents,theteachermay:
1. Establishasafe,inclusiveenvironmentinwhichthestudentsareencour-
agedtotalkandtoaskquestionsfreelywhentheydonotunderstand.
2. Useawidevarietyofwaystoexplainaconceptoranassignment.When
appropriate,theconceptorassignmentisdepictedingraphic(e.g.,target
heartratecalculation)orpictorialform(e.g.,correcttechnique)toaccom-
panyoralandwritteninstructions.
3. Introduceinthevocabulary(e.g.,hop,jump)tobeusedforeachlesson
priortothelessonandusereinforcementoradditionalpracticeafterward.
Monitorinstructionalresourcesandinstructionforambiguitiesor
languagethatwouldbeconfusing,suchasidioms.
4. Setuptutoringforadditionalassistance.(Tutoringbyaqualiedteacheris
optimal.)Designpeerorcross-agetutoringsothatitdoesnotdetractfrom
theinstructionaltimeofeitherthetutororstudentandissupervisedby
theteacher.




211
5. Enlistthehelpofparentsathomewhenpossible.
6. Establishspecialsessionstopreparestudentsforunfamiliartesting
situations.
7. Frequentlyaskeachstudenttocommunicatehisorherunderstandingof
theconcept,problem,orassignment.
8. Allowstudentstodemonstratetheirunderstandingandabilitiesina
varietyofways(e.g.,gestures,demonstration,drawing)whilereinforcing
modesofcommunicationthatarestandardintheschoolcurricula.
9. Useavarietyofwaystocheckfrequentlyforunderstanding.Analyzewhy
studentsdonotunderstand.(Tisanalysismayinvolvebreakingdownthe
skillorconceptintopartstodetermineexactlywherethestudentbecame
confused.)
Testrategiesforstudentswithspecialneedsincludevariationsinassessment
techniques(e.g.,drawingapicture,verbalizingtheresponse).Despitethemodi-
cationsmade,however,thefocusisalwaysonhelpingstudentsmeetthephysi-
caleducationmodelcontentstandardstothebestoftheirabilityandfrequently
assessingtheirprogressinattainingthestandards.
Students Who Are Marginalized
Tissectionaddressesthosestudentswhoareoftenmarginalizedinphysical
education.Itisdividedintotwoparts:genderequityandstudentswithdierent
bodytypes.
Gender Equity
Californialawandfederallawrequirethatstudentsofbothsexesbetreated
equallyinintegratedphysicaleducationclasses.Californialawclearlystates,
allstudentshavetherighttoparticipatefullyintheeducationalprocessfree
fromdiscrimination(ECSection201[a]).(SeealsoEC200,EC221.5,and
5 CCR4940[e]inAppendixA.)Integrationbygenderisalsorequiredbycurrent
federalTitleIXregulationsthat,withafewspecicexceptions,prohibitsingle-sex
classesoractivities.Regardingnondiscriminationonthebasisofsexineducation
programsoractivities,34 CFR106.34.statesthatlocaleducationalagencieswho
arerecipientsoffederalfunding:
...shallnotprovideorotherwisecarryoutanyofitseducationprograms
oractivitiesseparatelyonthebasisofsex,orrequireorrefuseparticipation
thereinbyanyofitsstudentsonthebasisofsex.
(SeeAppendixA.)
Whengenderequityispracticed,boysandgirlsareviewedasindividuals
whosestrengthsandweaknessesinthephysicaldomainarebasedonabilityand
learningopportunities.Allstudents,maleandfemale,aregiventheteachers
attentionandfeedbackonanequalbasis,calledonequallytodemonstratenew
skills,anddisciplinedequally.Teachersneedtoensuregenderfairnessand
supportallstudentsequally.
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212
Chapter 7
UniversalAccess
Teacherspromotegenderequitybyusinginclusivelanguage(referringto
theclassasstudentsinsteadofyouguys),omittingstereotypicalphrases
(e.g.,changingPerformgirlpush-upstoPerformmodiedpush-ups),and
omittingstereotypicalassumptions.Somephysicaleducators,inaneortto
includegirlsingameplay,maycreatearule:Agirlmusttouch(e.g.,throw,
dribble)theballbeforeateamcanscore.Tistypeofrule,whichisbasedona
stereotypicalassumption,communicatestostudentsthatallgirlsarelesscom-
petentthanallboysandthatspecialrulesarenecessarytogivegirlsachance.
Inpractice,thisruleresultsinsituationswhereonegirlliterallyplacesherhand
ontheballtocomplywiththerulebutdoesnotmeaningfullycontributetothe
game.Tus,theassumptionthatgirlsarelesscompetentisperpetuated.Abetter
alternativeistouseasmallnumberofplayersingames(e.g.,twoagainsttwo,
threeagainstthree)sothatallstudentsareincludedinthegamebynecessity.
Teachersmustalsorefrainfromstereotypicalassumptionsaboutmalestudents.
StatementssuchasBoysdontlikegymnasticsandBoysarentgoodatrhyth-
micactivitiesareinappropriateandlimitopportunitiesforboystoachieveinall
areasofphysicaleducation.Temodelcontentstandardsforphysicaleducation
applyequallytoallstudentsregardlessofgender.
1
Students with Dierent Body Types
Physicaleducatorsneedtobesensitivetostudentsself-esteeminrelationto
theirbodyimage.Studentsareawareofdierences.Tosewhoaresmaller,taller,
orlargerthanthenormareeasilyidentiedandsingledout,beingpickedrstfor
ateambecausetheyarethetallestforbasketballorpickedlastbecausetheyare
overweightandrunslowly.Ineithercase,somestudentsaresensitivetoslights
andfeelinsecureaboutthemselvesandtheirabilities.Teymaybetargetedfor
bullying.Itisimperativethattheteachercreatesanenvironmentinwhichevery
studentfeelsincludedandhasapositivelearningexperience.Usingavarietyof
methodstocreategroupingsratherthanone(peerselection)isthekeytocreating
anenvironmentinwhichallstudentshaveanequalopportunitytoachievesuc-
cessinphysicaleducation.
Accommodating Cultural and Religious Practices
Culturerepresentsthecustomarybeliefsandpatternsofbehavior,bothexplicit
andimplicit,thatarepassedontofuturegenerationsbythesocietyinwhich
peopleliveand/orbyasocial,religious,orethnicgroupwithinit.Cultureplays
aroleinthedevelopmentofeverystudent.Skilledteachersrealizetheirown
culturalexperiencesshapetheirperspectiveandthatmultipleperspectives,aside
fromtheirown,mustbeconsideredinplanningprogramsforstudents.
1
Althoughthebenetfromsingle-gendereducationisatopicofpublicdebate,accordingtoareview
publishedbytheUnitedStatesDepartmentofEducation(2005),Tereisadearthofqualitystudies
[onsinglegendereducation](i.e.,randomizedexperimentsorcorrelationalstudieswithadequatestatis-
ticalcontrols)acrossalloutcomesofeducationalachievement.

213
Appropriateinstructioninphysicaleducationforculturallydiversepopula-
tionsmayrequirespecialteachingskillsandafocusonstudentsuniqueneeds.
Studentsfromdierentculturesmayresponddierentlytodirectionsfromthe
teacher,praiseandacknowledgmentfromothers,perceivedexpectations,and
physicalinteraction.Teacherslearntorecognizeandunderstandtheinuenceof
theirstudentsculturalheritagesandlearntoaccommodatediversitywhileachiev-
ingthegoalsofthephysicaleducationcurriculum.
Tefollowingkeystrategiesforeducatorspromoteconsiderationofstudents
beliefsandpractices:
Becomeawareofculturaldierences(e.g.,themeaningassociatedwitheye
contactandhandgestures).
Becomeeducatedaboutthereligiousandethniccustomsofstudents.
Havestudentsworkinsmallheterogeneousgroups.
Encouragestudentstoresearchtheirculturesandsharethedances,sports,
andgamesoftheircultures.
Treatstudentsasindividuals,notasmembersofgroups.
Avoidstereotypingstudentsbygroups(i.e.,assumingstudentsfroma
particularculturewillprefercertainactivities).
Analyzeinstructionalmaterialsforstereotypicalimagesandlanguage.
Learntopronouncestudentsnamescorrectly.
Sethighexpectationsforallstudents.
AcceptstudentsnativelanguageandhelpstudentstodevelopEnglishlanguage
skills.
Teachstudentsabouttheculturalcontextofphysicalactivities.
Recognizethatstudentsfromdierentculturesmaynotpossessprior
knowledgeorexperiencerelatedtosomephysicalactivities.
Beawareofthefastingthatmaybethecustomduringsomereligiousholidays
andplanactivitiesthatarelessdemanding.
Acceptandcelebrateethnicandculturaldiversity.
Terearetimeswhenculturalandreligiousbeliefsrequirespecialconsideration
inphysicaleducationclasses.Forexample,insomeculturesandreligionsthe
exposureofanypartofthebodyexceptthefaceandhandsisnotpermittedfor
girls;sharingshowersandchangingclothesincommonroomsisnotpermitted
forboys;andboysandgirlsmustbeseparatedatpuberty.Teseculturaland
religiousbeliefscanraiseavarietyofissuesrelatedtodressing,showering,
dancing,andswimmingactivities.However,therearestrategiesthatcanreduce
theimpactoftheseissuesonthephysicaleducationclass.
Examplesofeectivestrategiesforaccommodatingstudentsdressing/shower-
ingareasfollows:
Allowstudentstohavelockersnearfriends.
Demonstratechangingtechniquessuchaschangingashirtunderthecover
ofanothershirt.
Provideprivateareasforchangingandshowering.
Allowstudentstowearclothingacceptabletotheirreligiouspractices.
Chapter 7
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214
Chapter 7
UniversalAccess
Examplesofeectivestrategiesforreducingphysicalcontactbetweenboys
andgirlsinphysicaleducationclassesareasfollows:
Assignstudentstocertainroles/positionstopreventphysicalcontact
(e.g.,quarterback/receiverwithoutdefenders).
Modifytheactivitytoavoidphysicalcontact.(e.g.,useasoftobjecttotag
studentstoavoidphysicalcontact).
Examplesofeectivestrategiesforaccommodatingstudentsindancingareas
follows:
Modifygroupings(pairstudentsofthesamegenderorhavethestudentdance
alone).
Providethestudentwithanalternatephysicalactivityifthestudentsreligious
beliefsforbiddancing.
Anexampleofaneectivestrategytoaccommodatestudentsinswimmingis
asfollows:
Allowstudentstowearmodiedattireinsteadoftraditionalswimsuits.
Examplesofeectivestrategiestoaccommodatestudentfastingareasfollows:
Modifystrenuousactivitiesontheday(s)ofthefast.
Schedulephysicaleducationearlierintheschooldayforstudentswhoare
fasting.
English Learners
Californiasdiversestudentpopulationconsistsofmanydierentethnic
groups,speaksavarietyoflanguagesanddialects,variesinEnglishprociency,
andcomestoschoolwithavarietyofexperiences,bothacademicandnonaca-
demic.TeCaliforniaDepartmentofEducationreportedthatinthe2007-08
schoolyear,1.55millionstudents,24.7percentofCaliforniapublicschool
students,wereidentiedasEnglishlearners.Morethan50majorlanguages
(otherthanEnglish)werefoundtoberepresented.Tetopvelanguagesand
percentageofEnglishlearnersusingeachlanguagewereSpanish(85.1percent),
Vietnamese(2.2percent),Pilipino(1.4percent),Cantonese(1.4percent),and
Hmong(1.3percent).
Dierentinstructionalapproachesareneededforstudentswithlimited
English.Bilingualinterpretersorinstructorsskilledinsignlanguagemaybe
needed.ForteacherswhodonotspeakasecondlanguageandforEnglish
learners,speciallydesignedacademicinstructioninEnglish(SDAIE)is
anotherapproachthatmaybeused.SDAIE,alsoknownasshelteredinstruction
(Echevarria,Vogt,andShort2004;Guarinoetal.2001),providesstudents
withavarietyofinteractiveandmultimodalmeanstoaccessinformation.With
shelteredinstructiontechniques,teachersmodifythelanguagedemandsofthe
lessonand:
Clearlyenunciateallwords.
Deneadvancedwordswithsimplersynonyms(e.g.,explainthatcardiorespira-
torymeanstheheartandlungs).

215
Usecognates(seetheGlossary)whenappropriate(e.g.,muscle,theSpanish
wordmuscolo; ligament,theSpanishwordligamento).
Clarifytheuseofanyidiomaticexpressions(e.g.,Keepyoureyeontheball
meanstowatchtheball).
Usecontextualcuessuchasgestures,facialexpressions,demonstrations,props,
andvisualaids(e.g.,taskcards).
Usegraphicorganizers(e.g.,Venndiagram).
Usepriorcontentforintroductions(preview/anticipatoryset).
Holdupmanipulatives(e.g.,beanbags,balls)whendescribingskilltechnique.
Cooperativelearninghasalsoprovedeectiveinteachingstudentsatvarious
levelsofEnglishprociencybecausehighlevelsofinteractionareassociatedwith
enhancedlearningofcontentandEnglish(Echevarria,Vogt,andShort2000).
FeedbackforEnglishlearners,likethatprovidedtoallstudents,shouldbespecic
andpositiveorspecicandcorrective,andtimely.
Table 7.2 Instructional Modications for English Learners
Standard
Support
for Building
Understanding Tasks/Strategies
Additional
Considerations
Grade2,
Standard4.3:
Identifywaysto
increasetimefor
physicalactivity
outsideof
school.
Grade3,
Standard1.2:
Performan
invertedbalance
(tripod)by
evenlydistri-
butingweight
onbodyparts.
Chapter 7
UniversalAccess
Showpicturesof
students:
Walkingto
school
Bikingtoschool
Usingstairs
TurningoffTV
andgoingoutto
play
Walkingan
animal
Demonstratethe
tripod.
Provideconcrete
demonstrationsof
studentssuccess-
fullyperformingthe
tripod.
Providepictures/
chartsofstudents
correctlyperform-
ingthetripod
technique.
Showchartillustra-
tingsedentaryand
physicallyactive
activities.
Drivingtoschool
ratherthan
walkingtoschool
Sittingonabench
ratherthanplaying
onplayground
Playingavideo
gameindoors
ratherthanplaying
anoutdoorgame
Focusquestionson
videoorstudent
performingtripod.
Doesmakinga
trianglewithhands
andelbowassist
withperformingthe
tripod?
Showvideoclipof
correcttechnique
andincorrect
technique.
Checkforunder-
standingusingthe
chart,withstudents
providingthumbs-up
andthumbs-down
responses.
Grouporpartner
Englishlearners
whoareatLevel1
orLevel2inEnglish
languageprociency.
Partnerwithlike-
languagestudent.
Orallycheckfor
understanding
whenpossible.

216
Chapter 7
UniversalAccess
InadditiontohelpingEnglishlearnersgainaccesstothephysicaleducation
content,physicaleducationteacherscanalsoprovidevaluableopportunitiesfor
Englishlanguagedevelopment.Tefollowingexamplesshowhowphysicaleduca-
tionteacherscanfosterEnglishlanguagedevelopment:
Letterrecognitionisreinforcedbyusingbeanbagswithlettersprintedonthem.
Tenamesofbodypartsaretaughtthroughtheiruseinphysicalactivities
(e.g.,theteacherinstructsthestudentstobendthekneesasheorshecompletes
movementsinvolvingthebendingofknees).
Tenamesoflocomotormovementsaretaughtthroughlabelingofdemonstra-
tionsbyotherstudents(e.g.,theteachersays,Skipacrossthecircle,and
studentsdemonstratethemovement).
Writingskillsarereinforcedbyhavingstudentswritedownwordsusedinthe
lessonthattheydonotrecognizeorcannotdene.
Vocabularyisdevelopedthroughphysicalactivityinstruction(e.g.,passthe
ballthroughyourarms,standonthebluesquare,movearoundthecone,stand
behindyourpartner,throwtheballtothetarget).
At-Risk Learners
Studentsareat-risklearnersiftheyarenotmakingreasonableprogresstoward
thestandardsorareexperiencinglevelsofdicultyforonereasonoranother.
Tesestudentsmayhavecomefromschoolsorstateswheredierentcontent
istaught,ortheymaysimplynothavelearnedthecorrectorprerequisite
techniqueorinformation.Teachievementdeciencyofat-risklearnerscan
oftenbeaddressedwithminimalassistancebytheteacher.Whenstudentsbegin
tofallbehindintheirmasteryofphysicaleducationmodelcontentstandards
(asevidencedbyongoingassessment),immediateinterventioniswarranted.
Interventionscombinepracticeinmaterialnotyetmasteredwithinstructionin
newskillareas.Studentswhoarebehindwillnditachallengetocatchupwith
theirpeersandtostaycurrentasnewconceptsandskillsareintroduced.Yetthe
needforremediationcannotbeallowedtoexcludethesestudentsfrominstruction
innewcontent.Inastandards-basedenvironment,studentswhoarestrugglingto
learnormasterphysicaleducationreceivedierentiatedinstruction.
Inhelpingstudentsmovefrombelowgradeorcourseleveluptotheirgradeor
courselevel,teachersuseinstructionalresourcesalignedtothestandards;however,
duringatransitionalperiod,studentsreceiveinstructionalignedwithfundamen-
talconceptsfrompreviousgradelevelsorcoursesthatsupportthestandardsfor
theirgradelevelorcourselevel.Forexample,motorskillstandardsmaybebroken
downforsomestudentsbeforetheycanapplytheminagamesituation,orstu-
dentsmaybetaughtthecomponentsofhealth-relatedphysicaltnessbeforethey
cancreateatnessplan.
Examplesofappropriatestrategiesforworkingwithat-riskstudentsareas
follows:
Increasethewaittimeafteraskingaquestion.
Callonstudentssothatallstudentshaveopportunitiestoanswerquestions.


217
Probeordelvefurtherwhenstudentsrespondwithanincorrectanswerby
askingquestionsthathelpleadstudentstothecorrectanswers(LosAngeles
CountyOceofEducation1993).
Understandstudentsspeciclearningneeds.
Askstudentstosharewithapartner(pairshare).
Students with Medical Conditions
Studentswithlong-termandshort-termmedicalconditionsmayincludethose
withscoliosis,asthma,obesity,brokenlimbs,andthosewhoarepregnant.Stu-
dentswithmedicalconditionsareentitledtoaninstructionalprogrambasedon
grade-levelorcourse-levelstandards.Teprogramforthosestudentsisdesigned
toaddressthesamestandardsasthatforstudentswithoutmedicalconditions.
Whenpossible,studentswithmedicalconditionsengageinthesameinstruction-
alunitandcontentarea.
AstudentwithanIEPmayalsohaveashort-termcondition(e.g.,astudent
whoreceivesspecialeducationservicesforaspeechdisorderandwhoalsohasa
brokenarm).TeteacherconsidersboththeIEPrequirementsandtheshort-
termconditionwhenplanninginstruction.Aninstructionalplanforastudent
withashort-termmedicalconditionassignsphysicaleducationtasksandphysical
activitiesthatthestudentcandointheshorttermandgradually,asthemedical
conditionallows,movesthestudenttowardfullparticipation.
Physicaleducationteachersworkwiththestudentsdoctorandotherhealth
careproviderstodesignaprogramforthestudent.Teachersalsocommunicate
withthestudentsparentsorguardianstofullyunderstandwhatthestudentcan
andcannotdo.Eectivecommunicationbetweentheparents,teachers,andother
professionalsensuresthatastudentreceivesphysicaleducationinstructionthat
meetshisorheruniqueneeds.
Advanced Learners
Advancedlearnersarestudentswhodemonstrateorarecapableofdemonstrat-
ingperformanceinphysicaleducationatalevelsignicantlyabovetheperfor-
manceoftheiragegroup.Ofteninphysicaleducation,athletesareclassiedas
theadvancedlearners.However,thephysicaleducationmodelcontentstandards
addresscognitiveandaectivelearningaswellaspsychomotorlearning.Tere-
fore,thetermadvanced learnersinphysicaleducationtakesonadierentmean-
ing.InCalifornia,eachschooldistrictdeterminesitsowncriteriaforidentifying
giftedandtalentedstudents.Tepercentageofstudentssoidentiedvaries,and
eachdistrictmaychoosewhethertoidentifystudentsasgiftedbasedontheir
abilityinphysicaleducation.
Standards-basededucationoersopportunitiesforstudentswhohavethe
motivation,interest,orabilityinphysicaleducationtoexcel.Severalresearch
studies(Harrison2001;Rink1998)havedemonstratedtheimportanceofsetting
highexpectationsforallstudents,includinghighlyskilledstudents.Tephysical
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Chapter 7
UniversalAccess
educationmodelcontentstandardsprovidestudentswithgoalsworthreaching
andidentifythepointatwhichskillsandknowledgeshouldbemastered.Te
naturalcorollaryisthatwhenstandardsaremastered,studentsshouldeither
moveontostandardsathighergradelevelsorfocusonmaterialnotcoveredby
thestandards.
Acommonapproachistoprovideadvancedstudentswithenrichmentand
depthastheystudythestandardsfortheirgradelevel.Withsuchanapproach,
enrichmentorextensionleadsthestudenttocomplex,technicallysoundapplica-
tions.Careistakentodesigninstructionthatisdynamicandthoughtfully
constructed.Lessonscanbedevisedbygroupsofteacherspoolingtheirexpertise
inhelpingadvancedstudentstolearn.Teseteamscreateinnovativemethods
forassessingstudentprogresstofacilitateassignmentofstudentstoinstructional
groupsinwhichteachingistargetedtochallengestudentsandensuretheir
progresstowardmasteryofthemodelcontentstandards.
Someexamplesofappropriatestrategiesforadvancedlearnersareasfollows:
Buildonbasicskills(e.g.,reverselayuptaughtafterthelayup).
Provideassistancetopeers.
Planchallengingactivitiesforself.
Allowforindependentstudy.
Allowstudentstoexpandassignmentstomeettheirinterestsandneeds.
Adjustinstructiontomeetstudentneeds.
Provideavarietyofresources.
Providecomplex,in-depthassignments.
Allowforinterdisciplinaryprojects.
Provideproblem-basedassignments.
Oerassignmentsgearedtowardareasofcreativity.
Promotehigherlevelsofthinking.
Useaninclusivestyleofteaching,
Students with Disabilities (IEPs and 504 Plans)
Studentsbecomeeligibleforspecialeducationservicesthroughanassessment
processcalledmultidisciplinaryteamevaluation.Tefederalregulations(34 CFR
300.8)fortheIndividualswithDisabilitiesEducationAct(IDEA2004)iden-
tifythefollowingdisabilitycategories:
Mentalretardation
Ahearingimpairment(includingdeafness)
Aspeechorlanguageimpairment
Avisualimpairment(includingblindness)
Aseriousemotionaldisturbance(referredtoasemotionaldisturbance)
Anorthopedicimpairment
Autism
Traumaticbraininjury
Otherhealthimpairment

219
Aspeciclearningdisability
Deaf-blindness
Multipledisabilities
Studentswhohaveoneofthesedisabilitiesmayrequirespecialeducation.Even
ifastudentwithadisabilitydoesnotrequirespecialeducationclassroominstruc-
tion,heorshemayhavespecialneedsforphysicaleducationinstruction.For
example,astudentusingcrutchesoronewithcerebralpalsymaybeappropriately
placedinageneraleducationclassroom.Heorshemay,however,requirespecially
designedinstructioninphysicaleducationoradaptationsofequipmentorfacili-
tiestosuccessfullyparticipateinphysicaleducation.
Studentswithdisabilitiesareprovidedwithaccesstoallthemodelcontent
standardsthrougharichandsupportedprogramthatusesinstructionalmaterials
andstrategiesthatbestmeettheirneeds.Astudents504Planorindividualized
educationprogram(IEP)oftenincludessuggestionsfortechniquestoensure
thatthestudenthasfullaccesstoaprogramdesignedtoprovidehimorherwith
appropriatelearningopportunities.Teachersfamiliarizethemselveswitheach
students504PlanorIEPtohelpthestudentachievemasteryofthephysical
educationmodelcontentstandards.
IncompliancewiththerequirementsofSection504ofthefederalRehabili-
tationActof1973,aSection504Planistypicallyindividuallydesignedfora
studentwho,basedonanassessment,isdeterminedtohaveaphysicalormental
impairment[that]substantiallylimitsoneormoremajorlifeactivities.Te
planspeciesagreed-onservicesandaccommodations.Incontrasttothefederal
IndividualswithDisabilitiesEducationImprovementAct(IDEA2004),Section
504allowsawiderangeofinformationtobeinaplan:(1)thenatureofthe
disability;(2)thebasisfordeterminingthedisability;(3)theeducationalimpact
ofthedisability;(4)thenecessaryaccommodations;and(5)theleastrestrictive
environmentinwhichthestudentmaybeplaced.
AnIEPisawritten,comprehensivestatementoftheeducationalneedsof
astudentwithadisabilityandthespeciallydesignedinstructionandrelated
servicestobeemployedtomeetthoseneeds.AnIEPisdeveloped(andannually
reviewedandrevised)byateamofindividualsknowledgeableaboutthestudents
disability.TestudentsparentsorguardiansareinvolvedintheIEPdevelopment
aswellastheannualreviewandrevisionprocess.TeIEPcomplieswiththe
requirementsoftheIDEA2004andcoverssuchitemsasthe(1)studentspre-
sentlevelofperformanceinrelationtothecurriculum;(2)measurableannual
goalsrelatedtothestudentsinvolvementandprogressinthecurriculum;
(3)specializedprograms(orprogrammodications)andservicestobeprovided;
(4)participationwithnondisabledstudentsinregularclassesandactivities;and
(5)accommodationandmodicationinassessmentsandinstruction.
Somestudentscometophysicaleducationwithmotor,cognitive,orperceptual
decits;others,withmoreseveremultipledisabilities.Successfulparticipationin
physicalactivitiesbystudentswithdisabilitiesdependsontheteachersattitude
andskillinprovidinginstructionandsupporttoallstudents.Teacherscontinu-
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Chapter 7
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allyinspireallstudentstolearnandexperiencemaximumenjoymentinphysical
educationbyunderstandingstudentsspecicneedsandencouragingstudents
whodonothavespecialneedstoacceptthosestudentswhodo.
Studentswithdisabilities,whethertheyareidentiedasneedingspecial
educationandrelatedservicesornot,havetherighttoparticipateinphysical
educationintheleastrestrictiveenvironmentandtohaveamodicationofthe
regularprogramifneeded.Further,underSection504oftheRehabilitationAct
of1973,Amendmentsof1991(PublicLaw10242),andtheAmericanswith
DisabilitiesActof1990(PublicLaw101336),studentswithdisabilitiesmaynot
bediscriminatedagainstbyschoolpersonnel.
Physical Education Service Delivery Options
Treephysicaleducationprogramoptions(asdenedinAdapted Physical
Education Guidelines in California Schools, 2003,pages2226)arerecommended
tomeettheneedsofstudentswithandwithoutdisabilities.(SeeAppendixI.)Te
IEPteamdetermineswhichserviceorcombinationofserviceswouldbestmeet
thestudentsneedsandprovidethemandatednumberofminutesofphysical
educationrequiredforthestudentsgradelevel.
General physical education.Tisoptionencompassesafullspectrumof
game,sport,tness,andmovementactivities,includingphysicalandmotor
tness,fundamentalmotorskillsandpatterns,andskillsinaquatics,dance,
andindividualandgroupgamesandsports.Testudentparticipateswithor
withoutaccommodations,adaptations,ormodicationsthatcanbemadeby
thegeneralphysicaleducationteacher.TeIEPshouldaccuratelyreectany
accommodations,adaptations,ormodicationsthatarenecessaryforthestudent
toparticipatesuccessfullyinthegeneralphysicaleducationprogram.
Specially designed physical education. Speciallydesignedinstructionmeans
thecontent,methodology,ordeliveryofinstructionisadaptedtoaddressthe
uniqueneedsofthestudentthatresultfromthestudentsdisability(34 CFR
300.39[b]).Ifspeciallydesignedphysicaleducationisprescribedinachilds
IEP,thepublicagencyresponsiblefortheeducationofthatchildmustprovide
servicesdirectlyormakearrangementsforthoseservicestobeprovided(34 CFR
300.108).Aspecialeducationteacher,teachingphysicaleducationtothe
studentsinherself-containedclass,isoneexampleofspeciallydesignedphysical
education.Anotherexampleisoneclassperiodofmiddleorhighschoolphysical
educationinwhichallstudentsneedspeciallydesignedphysicaleducationand
aretaughtbythegeneralphysicaleducationteacher.
Adapted physical education. Acredentialedadaptedphysicaleducation
specialistprovidesadaptedphysicaleducationtostudentswhohaveinstructional
needsthatcannotbeadequatelysatisedinotherphysicaleducationprogramsas
indicatedbyanassessmentandIEPprocess.Adaptedphysicaleducationservices
maybeprovidedthroughdirectinstruction,teamteaching,theappropriate
useofinstructionalaides,orcollaborativeconsultationaslongasappropriate
goal(s)andobjective(s)areindicatedandaccuratelymonitoredbytheadapted
physicaleducationspecialist.Allsuchservicesmustbeaccuratelyindicatedon
221
thestudentsIEPwithappropriategoalsandobjectives/benchmarksrecorded
andmonitoredbytheadaptedphysicaleducationspecialist.Tefrequency
anddurationofadaptedphysicaleducationservicearebasedontheneedsof
thestudentandareindicatedontheIEP.TeIEPindicatesthefrequencywith
whichtheadaptedphysicaleducationspecialistprovidesserviceforthestudent.
Collaborativeconsultationisonemethodofprovidinginstructionalserviceto
assiststudentswithparticipatingsuccessfullyinthelessrestrictivesettingsof
generalphysicaleducation.
Adaptedphysicaleducationservicesshouldbeavailableinallschooldistricts.
Everystudent,includingastudentwithdisabilities,musthavetheminutes
ofphysicaleducationinstructionrequiredbystatute.Testudentstimewith
theadaptedphysicaleducationspecialistisusuallyonlyaportionofthistime.
Instructionfortheremainingrequiredphysicaleducationtimeisbestprovided
inconsultationwiththeadaptedphysicaleducationspecialistandshouldbe
documentedontheIEP.
Tephysicaleducationteacherseeksoutopportunitiesforinformaltalkswith
theadaptedphysicaleducationspecialistorspecialeducationteachertodevelop
methodsforworkingwithstudentswithdisabilities.Teteacherenliststhehelp
ofparents,aides,otherteachers,communitymembers,administrators,counselors,
anddiagnosticians,whennecessary,andexplorestheuseoftechnologyorother
instructionaldevicesasawaytorespondtostudentsindividualneeds.Whenstu-
dentscannotparticipatesafelyandsuccessfullyinthephysicaleducationprogram
andwheninterventionshavebeenineective,thespecialistinadaptedphysical
educationtakesamoreactiveroleandanassessmentforadaptedphysicaleduca-
tionisconducted,includingpresentationofresultstotheIEPteam.
Adaptations
Manystudentswithadisabilityrequireadaptationsthatincludeaccommoda-
tionsormodicationstoenhancetheirlearning.Anaccommodationaddresses
theinstructionalneedsofthestudentbyremovingtheeectsofthedisability
butdoesnotaltertheperformanceoutcome(e.g.,moretime,smallergroups,
substitutions,andinstructionalprompts).Amodicationisalsobaseduponthe
instructionalneedsofthestudent,butitfundamentallyaltersandusuallydenes
performancethatapproximatesratherthanshowsmasteryofstandards(e.g.,stu-
dentplaysone-on-onehockeyinsteadofteamgame,stepsoverstationaryrope
insteadofjumpingaself-turnedrope,ordropstheballintoacontainerinstead
ofthrowingwithaccuracy).Educatorsshouldusecautionwhendecidingwhether
tomodifyphysicaleducationperformanceoutcomesforstandards,asthecourse
contentmaybechanged.AlleducatorsshouldrefertothestudentsIEPorSec-
tion504Planwhenadaptingastandards-basedphysicaleducationcurriculumfor
astudentwithadisability(adaptedfromtheStateCouncilonAdaptedPhysical
EducationsPosition Paper on Physical Education Content Standards for Students
with a Disability).
Table7.3providesexamplesofpossibleadaptationsforgeneraleducation
programs.
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Category Examples
Chapter 7
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Table 7.3 Adaptations in Physical Education for Students with Disabilities
Formation(including
space,placementwithin
agroup,andboundaries
oftheactivity)
Changeofform
orlanguageused
Equipment
Taskorobjective(alter
skillleveltobetaught
orpracticedduring
lesson)
Environment,including
socialenvironment
Players(number,
groupingsofindividuals,
ororganizeclass
intostations)
Rules(includinggame
rulesandclassrules)
Placehard-of-hearingstudentneartheinstructorwhen
instructionsaregivenorally.
Assignastudentwithasthma,obesity,orreducedstamina
toineldpositionsduringasoftballunit.

Reducethecourtoreldsizeforastudentwithasthma,
obesity,orreducedstamina.
Usegesturesanddemonstrationtoaugmentverbal
communication.
Providewrittenlistsoftasksorstepstoastudentwith
attentionorauditorymemorydifculties.
Assignapeerhelpertoastudentwithattention,
communication,orreadingdifculties.
Uselighterorsmallersportsequipmentforastudent
withreducedstrengthorsmallstature.
Makemultiplepiecesofthesameequipmentavailableto
increasepracticetimeforstudents.
Useequipmentthatmovesataslowerspeedwhen
studentsarelearninganewskill.
Reducethenumberofrepetitionsofanexercisefora
studentwithreducedstrengthormildphysicaldisability.
Setgoalsforimprovingindividualperformancerather
thancompareperformancewithotherstudents.
Allowforadditionaltrialsforstudentwithlowerskills
ormildphysicaldisability.
Assignapeerhelpertoastudentwithattention,
communication,orreadingdifculties.
Teacherselectsteams.Donotallowstudentcaptainsto
chooseteamsinfrontofthegroup.
Providespecicfeedbackandpositivecommentsfrom
peersorteacher.
Teacherstructuresgroupstoensureequalityand
opportunitytocontribute/participate.
Assignpeerstomodel,assist,oraugmentparticipation.
Alterrulesforinclusionratherthanexclusion.
Alterthedresscodeduringoutdooractivitiesfor
studentwhoissensitivetothesun.
Source:AdaptedfromSeamanetal.(2007),pages20910.

223
Accommodations
Tefollowingadaptationsareexamplesofaccommodations:
2
QuantityAdaptthenumberofitemsthatthestudentisexpectedtolearn
orcomplete.Forexample,ifstudentsareexpectedtolearnthreedancesteps,
studentswithadevelopmentaldisabilitymaybeabletolearnonlyone.
TimeAdaptthetimeallottedandallowedforlearning,taskcompletion,or
testing,suchasincreasingtimeallottedtonishanendurancerunorswim.
Level of supportIncreasetheamountofpersonalassistanceforaparticular
studentbyutilizingtheclassroomparaeducator/teacheraide,creatingapeer
tutorprogram,orencouragingparentvolunteerstoassistinclass.
InputAdaptthewayinstructionisdeliveredtothestudentbybecoming
familiarwitheachstudentsstyleoflearning.Somestudentslearnbestby
watchingademonstration,othersthroughauditorymeans,andstillothersby
movingtheirownbodiestoreplicatetheperformance.
DicultyAdapttheskilllevel,typeofproblems,ortherulesforhowthe
studentmayapproachthetask.Examplesincludeusingaballrampforbowl-
ingorallowingastudenttouseacrutchtohitorkickaball.
OutputAdapthowthestudentrespondstoinstruction.Giveastudentwith
alearningdisabilitytheoptionoforallyansweringtestquestionsonconcepts
ratherthaninwrittenform.
ParticipationAdapttheextenttowhichastudentisactivelyinvolvedin
thetaskaccordingtothestudentsabilitiesratherthanhisorherdisabilities.
Ifastudentisunabletorun,anotherstudentcandotherunningpartofthe
activityforthestudent.Ifthestudenthaslimitedunderstandingofthemove-
mentpatterns,assignabuddytohelpleadhimorherthroughtheappropriate
patternorgivespeciccuesorpromptsduringthemovement.
Modications
Modicationsareconsideredmoreextremeandarerequiredonlywhenthe
accommodationsarenoteectiveatfacilitatingtheparticipationofthestudent
inageneraleducationprogram.Tefollowingadaptationsareexamplesof
modications:
Alternate goalsAdaptthegoalsoroutcomeexpectationswhileusing
thesameequipmentusedforstudentswithoutdisabilities.Coordinate
thegoalsandexpectationsfortheclasswiththeIEPofthestudentwith
thedisability.Whiletheclassisworkingtowardacquiringlifetimeskills
forplayingvolleyballandexpectedoutcomesincludemasteryofavariety
ofvolleyballskills,astudentwithadisabilitymaybefocusedonplaying
cooperativelywithouthittingotherstudentstomeetanIEPgoalsuchas
Playcooperativelyinagroupgameatleast15minutesbytheend
2
ExamplesofaccommodationsandmodicationsareadaptedfromSeamanetal.(2007),pages
28183.
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Chapter 7
UniversalAccess
ofthesemester.Iftheclassislearningtodribbleaballwithonehand
whilemoving,astudentwithadisabilitymightbeexpectedtomaster
aone-handdribblewhilestationary.
Substitute curriculumAdierentskillorsportisexperiencedbythe
studentswithdisabilities.Aunitontrackandeldinstructionmaybe
appropriateforstudentswithdisabilitiesbutmayrequiredierentskills,
suchaspushingawheelchair,ratherthanrunning.Notallphysicaleduca-
tionissport,soifthepurposeofaninstructionalunitistoimprovespe-
cichealth-relatedparameters,otheractivitiesthatmeetthatcriterioncan
beused:swimmingorpushingawheelchairorbicyclingcanbesubstituted
forrunning,weightliftingcanbesubstitutedforliftingonesbodyasin
tumbling,andadualsportsuchastenniscanbesubstitutedforvolleyball.
8
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Physical
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226
Chapter 8
Supporting
High-Quality
Physical
Education
T
hedeliveryofeectiveandecientphysicaleducationinstructionthat
meetstheneedsofeverystudentrequiresbroadsupport.Itisanobliga-
tionofeveryone,includingadministrators,teacherleaders,collegeand
universitypersonnel,communitymembers,andparents.Eachofthesegroupsis
animportantcontributor.Testakeholdersateachschoolorschooldistrictform
asupportsystemthatassistsinthedesign,implementation,andevaluationofan
eectivephysicaleducationinstructionalprogram.Tesestakeholdersalsoserve
animportantfunctionasadvocatesforasustainedfocusontheachievementof
thephysicaleducationmodelcontentstandardsbyeverystudent.Tischapter
addressestherolesandresponsibilitiesofthestakeholders,administratorsin
particular,inthedevelopment,implementation,andmaintenanceofhigh-quality,
standards-basedphysicaleducationinstructionalprograms.
Administrative Role and Support
Teroleofschoolboardmembers,districtadministrators,andschool
administratorsiscrucialtothesuccessofthephysicaleducationprogram.Setting
andclearlyarticulatinghighexpectationsforinstructionbyallteachersand
learningbyeverystudentisthefoundationofasuccessfulprogram.Itisalso
essentialthatadministratorsexpressapositiveattitudetowardphysicaleducation
andanappreciationforitsimportanceinacomprehensiveschoolsetting.
Administratorsconveytheirhighexpectationsbybeingvisibleinthephysical
educationsetting.Frequentvisitstothephysicaleducationfacilityprovide
administratorswithrsthandknowledgeofsafetyandmaintenanceissues.
Frequentclassobservationsallowtheschooladministratortoprovidephysical
educationteacherswithrelevantfeedbackregardingtheirinstructionalpractices.
Inaddition,attendanceatphysicaleducationdepartmentmeetingsincreasesthe
administratorsunderstandingoftheuniqueneedsofthephysicaleducationsta
andprogram.
Districtandschooladministrators,aswellasschoolboardmembers,needto
understandthemeaningofhigh-qualityphysicaleducationtoeectivelysupport
theprogram.Tisunderstandingincludesknowledgeofthecontentaddressed
inthephysicaleducationmodelcontentstandards,howtoestablisheective
learningenvironments,howtoassessstudentlearninginphysicaleducation,and
instructionalstrategiesthatworkinphysicaleducation.Tothisend,districtand
schooladministratorsareprovidedwithongoingprofessionaldevelopmentonthe
topicofphysicaleducation.
Hiring Practices
Terststeptowardprovidingahigh-qualityphysicaleducationprogramis
hiringhigh-qualityteachers.Onlyappropriatelycredentialedteachersarecon-
sideredforphysicaleducationpositions.Appropriatehiringpracticesalsohelp
toensurethatclasssizesforphysicaleducationareconsistentwithothersubject
areasintheschoolandthatstudentshavesucientopportunitiesandsupportto
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227
Supervising Practices
Administratorsfrequentlymonitorinstructiontoensureteachersareutilizing
thebestpracticesforstudentlearning.Administratorsprepareforinstructional
monitoringbybecomingknowledgeableabouthowstudentslearnphysicaledu-
cationcontent,howstudentlearninginphysicaleducationisassessed,andthe
essentialsofeectiveinstructioninphysicaleducation.Table8.1providesquality
indicatorsforadministratorsmakinginstructionalobservations.(SeeAppendixJ.)
Table 8.1 Quality Indicators for Instructional Observations
Physicaleducationcontent Curriculumisstandards-based.
Learningsequencesarecontent-rich.
Assessmentofstudent Assessmentisembedded.
learning Therearemultipledata-collectionpoints.
Physical Education
Instruction Quality Indicators
Effectiveinstruction Lessonsmaximizelearning.
Curriculum,assessment,andinstructionarealigned.
Multipleinstructionalstrategiesareutilized.
Administratorsobservephysicaleducationinstructionandprovideteachers
withfeedbacktoimprovetheirinstructionalpractices.Formalandinformalob-
servationstakeplaceregularlyandfocusonphysicaleducationcontent,estab-
lishingapositivelearningenvironment,assessmentofstudentlearning,teaching
strategies,eectiveteachingbehaviors,andlegalissuesassociatedwithphysical
education.
High-Quality Professional Development
Successfulimplementationofthephysicaleducationmodelcontentstandards
dependsoncontinuingprofessionaldevelopment.Professionaldevelopmentis
aplanned,collaborative,educationalprocessofcontinualimprovementfor
teachers(Before Its Too Late 2000).Professionaldevelopmentisbasedonthe
physicaleducationmodelcontentstandardsandguidelinespresentedinthis
framework. Itisconductedbycredentialedandexperiencedpresentersand
providedthroughavarietyofprofessionaldevelopmentopportunitiesthat
includeworkshops,seminars,conferences,and,mostimportantly,ongoing
trainingprograms.Professionaldevelopmentopportunitieshelptoensurethat
teachersareprovidedwiththetoolstobehighlyeective.
Schoolandschooldistrictadministratorssupportteacherslifelonglearning
withreleasetimeandfundingforongoing,highlyeective,standards-based
professionaldevelopmentprograms.Attheschoollevel,physicaleducation
teachershaveopportunitiestomeetregularlywitheachotherandwithmembers
ofotherdepartmentsorgradelevelstoassesstheeectivenessofprograms
andplanrevisions.Releasetimeisprovidedsothatteacherscanobserveone
anotherteaching.Teachersareencouragedtobecomeinvolvedinprofessional
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Chapter 8
Supporting
High-Quality
Physical
Education
organizationsandtocontributetheirexpertisetoprofessionaldevelopment
projectsinphysicaleducationatthelocal,state,andnationallevels.
Teconditionsthatsupportpowerfullearningforadultsincludeattending
towhatislearned,howitislearned,andwhereitislearned.High-quality
professionaldevelopment:
Isalong-term,plannedinvestmentinprofessionaldevelopmentthatis
stronglysupportedbytheadministrationanddesignedtoensurethatteachers
continuetodevelopskillsandknowledgeinphysicaleducationcontentand
instructionaloptions
Providesclassroomsupportforteachersexperimentingwithnewinstructional
strategies
Buildsinaccountabilitypracticesandevaluationofprofessionaldevelopment
programstoprovideafoundationforfutureplanning
Providestimeforphysicaleducationteacherstoworktogetherandtoengage
inprofessionaldialogregardingnewconceptsandideas
Focusesonstudentlearning,especiallytailoringcurriculumandinstruction
tostudentsneeds,allofwhichiscompatiblewithcurrentresearchandthe
physicaleducationmodelcontentstandards
Includesongoingandin-depthactivitiesandavarietyofstrategiestohelp
educatorsapplywhattheyhavelearnedandsustainimprovedinstruction
Providestimeforeducatorstoreect,analyze,andrenetheirownprofessional
practicesandtoplanandreneinstructionaccordingly
Develops,renes,andexpandsteacherspedagogicalrepertoire,content
knowledge,andtheskilltointegrateboth
Followstheprinciplesofgoodteachingandlearning,includingproviding
comfortable,respectfulenvironmentsconducivetoadultlearning
Professional Development Opportunities and Topics
Physicaleducationteachershavenumerousopportunitiesforprofessional
growth.Collegesanduniversities(includingcommunitycolleges)oerphysical
educationcoursesincontinuingeducationoradvancedstudyprograms.Many
schooldistrictsprovidein-servicetrainingprogramsfortheirphysicaleducation
teachers.Inschooldistrictswherenoin-servicetrainingprogramexists,physical
educationteachersshouldrequest,throughappropriateadministrativechannels,
thatonebeestablished.Professionalorganizationsoerlocal,state,andnational
conferences/conventions,aswellasprofessionaljournalsandopportunitiesto
interactandcollaboratewithcolleagues.Manyoftheseorganizationsalsooer
onlinelearningexperiencessothatbusyteacherscanlearnattheirownpace.
Allprofessionaldevelopmentforphysicaleducationstrivesforimproved
studentachievementastheprimaryobjective.Tothatend,programsarefocused
onphysicaleducationinstructionateachteachersspecicgradelevelorcourse
levelandthestandardsassociatedwiththatgradeorcourselevel.Ongoing
professionaldevelopmentisplannedandprovidedforbothgeneralistswho
teachphysicaleducationandteacherswithsingle-subjectcredentialsinphysical
education.Tegeneralistwhoteachesphysicaleducationmayhavelittleorno

229
backgroundinphysicaleducationorsubjectmattercontentknowledgeandmay
wantprofessionaldevelopmentspecicallydesignedtoincreasehisorhersubject
areaknowledge.
Suggestedprofessionaldevelopmenttopicsappropriateforallteachersof
physicaleducationinclude:
Newresearchrelatedtoteachingphysicaleducation
Contentinformationcontainedinthestate-adoptedmodelcontentstandards
Assessingstudentlearning
Understandingchildandadolescentdevelopment
Workingeectivelywithadiversestudentpopulation:dierentiated
instruction,inclusionstrategies,languageacquisition,modicationsfor
special-needsstudents
Brainresearchrelatedtolearning
Eectiveinstructionalpracticesforstandards-basedinstruction
Usingtechnologyinphysicaleducation
Eectiveuseofinstructionalmaterials
Unpackingthestandards
Universalprecautions
Standardizedtness-testingprotocols
Classmanagementtechniques
Specicprofessionaldevelopmenttopicsforindividualswithoutabackground
inphysicaleducationinclude:
Physicaleducationcontentknowledge
Motordevelopment
Lessondevelopmentforphysicaleducation
Evaluating,managing,anddistributingphysicaleducationequipment
Teachingphysicaleducationcontent(e.g.,movementeducation,tumbling,
motorskills)
Howtoplanandorganizeanoutdoorlearningenvironment
Program Development
Resourcesforstandards-basedphysicaleducationcurriculumarelimitedorin
earlydevelopmentalstages;therefore,theresponsibilityforprogramdevelopment
restsuponindividualschooldistricts.Localdistrictscreatestandards-basedphysi-
caleducationcurriculathatarealignedtothemodelcontentstandardsandare
adoptedbythedistrictboardforusethroughoutthedistrict.Telocallyadopted
curriculumisthenimplementedthroughoutthedistrictandevaluatedregularly
byteachersandadministrations.Adjustmentsaremadetothecurriculumas
determinedbyperiodicevaluations.
Districtshireordesignatephysicaleducationspecialists/consultantstoas-
sistwithongoingcurriculadevelopmentandrevisions.Teroleofthephysical
educationspecialist/consultantbecomesanintegralpartofimplementationofthe
physicaleducationmodelcontentstandards.Teresponsibilityofthespecialist/
consultantistoprovidecontent-specicknowledge,bestpractices,professional
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Chapter 8
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Physical
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development,andteachersupport.Oncedistrictshireordesignatephysicaledu-
cationspecialists/consultants,thespecialists/consultantsformacurriculumcom-
mitteeincludingthespecialist/consultant,teacherleaders,districtadministrators,
programconsultants,teacherlibrarians,professionalorganizationrepresentatives,
and,whenpossible,countyocecurriculumspecialists.
Tedistrictcurriculumcommitteedevelopsaphysicaleducationprogram
andthematerialstosupportimplementationoftheprogram.Programmaterials
mayincludeacurriculumguidefromwhichteacherscanextractinformation
toassistwithlessondesign.Othermaterials,basedonthestate-adoptedmodel
contentstandards,thatsupportthedistrictcurriculaincludegrade-orcourse-
levelstandardscharts,pacingguidesorcurriculummaps,coursedescriptions,
andmodellessondesigns.Tecurriculumcommitteedevelopsinstructional
resourcesandmakesthemavailabletoteachers.Teinstructionalmaterials
includestrategiesforindividualizedinstruction,classmanagement,standardized
testingproceduresandprotocols,andequipmentorganization.Teinstructional
resourcesalsopresentasequenceofcourseoeringsshowingallstakeholdersthe
pathofstudentprogressinphysicaleducation.Districtprogramdevelopment
highlightstherelationshipbetweenphysicaleducationandacademiclearning
aspartoftheentiredistrictacademicprogram.Tecurriculumisviewedasa
resourceforteachers.Individualunitandlessonplansbasedonthedistrict-
adoptedcurriculumarethendevelopedbyindividualteachersatthesitelevel.
Oncetheprogramandinstructionalmaterialsaredeveloped,districtsprovide
physicaleducationteacherswithstructuredplanningtimeandtimetoreceive
professionaldevelopment.Ongoingassistancefromtheteacherspecialist/consul-
tantwillensurethatteachersreceivethemostcurrentinformationandsupportin
providinghigh-qualityphysicaleducationprograms.
Attheschoollevel,administratorscallupontheexpertiseofphysicaleducation
teacherstohelpdevelopamasterscheduleforphysicaleducationthatbestmeets
theneedsofeverystudent.Specically,elementaryphysicaleducationclassesare
scheduledthroughoutthedaytomakethebestuseoffacilities,equipment,and
supplies.Inmiddleschoolandhighschoolphysicaleducationclasses,instruction
isprovidedbygradeorcourselevelsostudentslearnthegrade-andcourse-level
contentcalledforinthephysicaleducationmodelcontentstandards.
Intermsofprogramdevelopment,theroleofadministratorsistotakethe
followingmeasurs:
Assistthephysicaleducationstawiththedevelopmentoflong-termand
short-termgoalsforprogramimprovement.
Allocatetimeforthephysicaleducationdepartmenttodiscussthestate-
adoptedphysicaleducationmodelcontentstandards,currentresearch-based
instructionalpractices,andstandards-basedassessment.
Facilitatearticulationbetweengradelevelsandgradespanstoensurethat
instructionissequentialandsupportslong-termgoalsforstudentachievement.
Takealeadershiproleinprogramevaluation.
Establishschoolwidesystemstoensurethatstudentswithspecialneeds
are(1)assessedearlytodeterminetheneedforadditionalandspecialized

231
instruction;(2)monitoredtodeterminewhenandwhatkindofadditional
supportisneeded;and(3)includedinallstate,schooldistrict,andschoolwide
assessments.
Supporttheongoinguseofbroad-basedschoolhealthorwellnesscouncilsor
advisorycommittees,asrequiredbyfederallegislation(PublicLaw108-265,
Section204),todevelopandimplementlocalwellnesspolicies.
Showcasephysicaleducationinstructionandstudentachievementofthe
physicaleducationmodelcontentstandardsthroughnewslettersandphysical
educationnights,similartomathnights.
Providing a Safe Learning Environment
Physicaleducationinstructionmusttakeplaceinasafelearningenvironment.
Districtandsiteadministratorsassistbyensuringthatschoolfacilities,equipment
andsupplies,andresourcesaresafetouseandstockedinsucientquantity.
Additionally,theyprovideanadequatelystaedphysicaleducationdepartment
andensurethatstamembersreceivehealthinformationoneverystudent.
Eectiveadministratorsuseavarietyoffundingsourcestoprovidethe
necessaryresourcesforhigh-qualityphysicaleducationprograms.Categorical
funding,discretionaryfunding,andgeneralfundsareallutilizedtoprovidethe
optimumlearningopportunitiesforeverystudent.Grantfundingmayalsobe
used,butitshouldnotbecomethesolefundingsourcenorshoulditsupplant
theregulargeneraleducationfundingofphysicaleducation.Teselectionof
instructionalresourcesshouldbebasedontheguidelinesinChapter9.
Teadministratorsrolerelatedtofacilitiesandequipmentistoperformthe
followingfunctions:
Supervisetheinstallationofequipment.
Ensurethatappropriatespaceisprovidedaroundequipmentandthattherules
forsafeconductaroundequipmentareclearlystatedandpostedinavisible
location.
Ensurethatequipmentandfacilitiesaremonitoredandmaintained.
Documentresultsofequipmentandfacilitiesinspections.
Arrangeforrepairstobemadeassoonasadefectisfound.
Ensurethatinsuranceprotectionisadequateandtailoredtotheschools
specicrequirements.
Monitorrepairswhenadefectisfound.
Workwiththeriskmanagementdepartmenttoshutdownorcondemnunsafe
areasuntilrepairsarecompleted.
Specialattentionispaidtosafetyhazardsthatarecommoninthephysical
educationenvironment:
Holesorcracksinhard,dirt,orturfsurfaces
Waterdamageandimproperirrigationanddrainage
Grassorweedsgrowingthroughcracksinhardsurfaces
Debris
Looseorweakenedplaystructures
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Chapter 8
Supporting
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Education
Weatheringanddryrot
Improperlysecuredorunsupervisedswimmingpools
Foundationalsurfacesthatarenotproperlymaintained(excessivewear)
Additionally,theaquaticfacilityisanareathatrequiresspecialattention.
Safetyequipment(e.g.hook,lifeline,ringbuoys,spineboards)areconveniently
locatedaroundpoolareasandmustbeinusablecondition.Atelephoneorother
communicationdeviceiseasilyavailableinthefacilityforuseduringemergency
situations.UnderCaliforniaHealth and Safety CodeSection116033,atleastone
lifeguardmustbeinattendanceduringinstructioninaquatics.
Personsprovidingaquaticinstruction,including,butnotlimitedto,
swimminginstruction,watersafetyinstruction,watercontactactivities,
andcompetitiveaquaticsports,atapublicswimmingpoolshallpossessan
AmericanRedCrossEmergencyWaterSafetyCoursecerticate,orhave
equivalentqualications,asdeterminedbythestatedepartment.Inaddition,
thesepersonsshallbecertiedinstandardrstaidandcardiopulmonary
resuscitation(CPR)...Terequirementsofthissectionshallbewaived
undereitherofthefollowingcircumstances:(a)whenoneormoreaquatic
instructorspossessingtheAmericanRedCrossEmergencyWaterSafety
CourseCerticateoritsequivalentareinattendancecontinuouslyduring
periodsofaquaticinstruction,or(b)whenoneormorelifeguardsmeeting
therequirementsofSection116028areinattendancecontinuouslyduring
periodsofaquaticinstruction.
Anadequatelystaedphysicaleducationdepartmentwillalsohelptoensure
asafeandproductivelearningenvironment.TeNationalAssociationforSport
andPhysicalEducation(NASPE)advisesthebestpracticesforelementary
physicaleducation.Teclasssizeratioisoneteacherforevery25students.For
secondaryphysicaleducationthereistobeoneteacherforevery30students
(Teaching Large Class Sizes in Physical Education 2006;NASPERecognition
ProgramCriteriaforRecognition:STARSLevels132006).TeCalifornia
Code of Regulations,Title 5, Section10060,states,Classsizeisconsistentwith
therequirementsofgoodinstructionandsafety.And,Healthy Children Ready
to Learn: Facilities Best Practices(2007,17)states,40studentsorfewerisa
preferableclasssizeinmiddleandhighschoolsettings.
Asoundpracticeforphysicaleducatorsandotherstapersonnelincontact
withstudentsduringphysicaleducationandphysicalactivityistobecertiedin
rstaidandCPR.Teyshouldalsoreceivetraininginuniversalbloodprecau-
tions.Undertheuniversalprecautionprinciple,bloodandbodyuidsfromall
personsshouldbeconsideredasinfected,regardlessoftheknownorsupposed
healthstatusoftheperson.Ataminimum,plasticglovesareavailableandused
wheneverthereisthepotentialofexposuretobloodorotherbodyuids.Schools
anddistrictshavewrittenpoliciesforprovidingemergencyrstaid,procedures
forreportingaccidentstoparentsandschoolauthorities,andplansforhandling
emergencysituations.

233
Classroom Management Policies
Schooladministratorssupportphysicaleducatorsintheireortstodevelop
eectiveclassroommanagementpolicies.Byworkingtogetherwiththephysical
educationsta,schooladministratorsdemonstratetheirsupportforthephysi-
caleducationprogram.Tiscollaborationalsohelpsadministratorsandteachers
denetheirrolesinthestudentdisciplineprocess.
Tefollowingconsiderationsareimportantforclassroommanagementpolicies:
Classroomandschoolwidedisciplineplansandproceduresareimplementedby
allstamembers.
Disciplineisappropriatetotheinfractionandconsistentwithexpectationsof
classroombehaviorforotherprogramsandsubjectareas.
Disciplinepracticesarefairandconsistentandencouragestudentstotake
responsibilityfortheirownbehavior.
Physicaleducationisnotwithheldasapunishmentorearnedasareward.
Physicalexerciseisnotusedaspunishment.
Teachersbelievethateverystudentcanbehaveproperlyandachievethecontent
standards.
Instructional Time
Physicaleducationistheonlysubjectareainwhichschoolsarerequiredbythe
statetoprovideaminimumnumberofinstructionalminutes.CaliforniaEducation
Code (EC)Section51210statesthatdistrict-adoptedcoursesofstudyforgrades
onetosixshallincludephysicaleducationfornotlessthan200minutesevery10
schooldays.Statutorylanguageonphysicaleducationforstudentsingradesone
throughsix(EC51210[g])furtherstatesthatphysicaleducationinstructional
minutesareexclusiveofrecessesandthelunchperiod.
1
AccordingtotheUnited
StatesDepartmentofHealthandHumanServices,itisbestpracticeforelementary
physicaleducationtobeconducteddaily(Healthy People 20102000).
Schoolsarerequiredtoprovideaminimumof400minutesofphysical
educationinstructionevery10schooldaysforstudentsingradesseventhrough
twelve(EC 51222and51223).
However,localschoolboardsortheoceofthecountysuperintendentof
schoolsmayexemptstudentsfromphysicaleducationundercertaincircumstances.
UnderEC 51241(a),studentscanbetemporarilyexemptedfromphysicaleduca-
tionifthestudentisinjuredorillandamodiedprogramtomeettheneedsof
thestudentcannotbeprovidedorthestudentisenrolledforone-halforlessofthe
worknormallyrequiredofafull-timestudent.
Highschoolstudentsmustpassthephysicalperformancetestadministered
ingradeninetoreceivethetemporarytwo-yearexemptionunderEC 51241(b)
thatallowsdistrictstoexemptstudentsfromphysicaleducationanytwoyearsin
gradesten,eleven,ortwelve.Statestatutedenespassingasmeetingsatisfactorily
(scoringintheHealthyFitnessZone)atleastveofthesixstandardsofthecurrent
(2008)physicalperformancetest,theFITNESSGRAM
.Informationonthe
1
Education CodesectionscitedarecurrentasofJanuary2009.
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Chapter 8
Supporting
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Physical
Education
statewidephysicalperformancetestisavailableonlineathttp://www.cde.ca.gov/
ta/tg/pf.
EC51222requiresschoolsthatexemptstudentsfromphysicaleducation
(underEC51241[b])tooerthosestudentsavarietyofphysicaleducation
electivecoursesofnotlessthan400minuteseach10schooldays.
SchooldistrictsmaygrantpermanentexceptionsunderEC51241(c)for
studentswhomeetanyofthefollowingconditions:
Sixteenyearsofageorolderandhavebeenenrolledintenthgradeforone
academicyearorlonger;
Enrolledasapostgraduatepupil;or
Enrolledinajuvenilehome,ranch,camp,orforestrycampschool
Toensurethatstudentsareprovidedwithadequateopportunitiesforphysical
educationandphysicalactivity,schoolsprovideclassesinphysicaleducationdaily
orthroughablockschedulewherebytheclassmeetseveryotherdayforadouble
instructionalperiodinsteadofscheduleswhereclassesmeetlessfrequently.Under
ablockschedule,schoolsneedtoconsiderhowthephysicaleducationclasseswill
addressthephysicaleducationmodelcontentstandardsthatcallforstudentsto
participateinmoderatetovigorousphysicalactivityforaminimumoffourdaysa
week.Oneexampleiswhereanelectiveclassandaphysicaleducationclassshare
ablock,andeachclassmeetsdaily.
Studentsareassignedtophysicaleducationclassesinthesamemannerasthey
areassignedtootherclasses.Studentswithspecialneedsareplacedintheleast
restrictivephysicaleducationclasswhereboththestudentswithspecialneeds
andotherstudentswillbemostsuccessfulatattainingthestandards.Forall
gradelevelsandcourselevels,activitiesthatinterferewithregularlyscheduled
physicaleducationarelimited.Forexample,schooleventssuchasassemblies,
schoolpictures,andvisionscreeningsarenotheldduringphysicaleducation
classesmorefrequentlythanduringotherclasses.Physicaleducationshouldnot
bescheduledduringrecessorlunchtimetoensuretheavailabilityofadequate
space,sucientequipment,andotherresourcesnecessaryforphysicaleducation
instruction,includingstudentsattentionandteacherfocus.(Recessandlunch
timemustnotbecountedasphysicaleducationinstructionalminutes,pursuant
toEC51210[g]and51223.
2
)
Providing Instructional Aides
Physicaleducationclasses,likeotheracademicclasses,benetfromtheaddi-
tionofaninstructionalaide.Asschoolanddistrictadministratorsdeveloptheir
physicaleducationprogram,thehiringofinstructionalaidesshouldbeconsid-
ered.Physicaleducationclassestendtobeheterogeneous,consistingofEnglish
learners,special-needsstudents,andstudentswithawiderangeofintellectual
andphysicalabilities.Instructionalaidescanbeusedinphysicaleducationas
languageinterpretersortranslators,one-on-onetutorsforspecial-needsstudents,
2
Ibid.

235
andtutorsforsmall-groupinstructionalassistance.Instructionalaidesarenot
solelyresponsibleforinstruction;theyassisttheteacher.
Instructionalaidescanhaveapositiveimpactonstudentsuccesswhentrained
toprovideappropriatesupportandassistance.Trainingforphysicaleducation
instructionalaidesfocusesontheaidesroleinthephysicaleducationinstructional
process.Additionally,opportunitiesforplanning,communication,andcollabora-
tionwithphysicaleducationteachersarecriticalforallinstructionalaides.
Physicaleducationprogramsalsobenetfromtheuseoflockerroom
attendants.Oneattendantshouldbehiredfortheboyslockerroom,andone
attendantshouldbehiredforthegirlslockerroom.Teresponsibilitiesoflocker
roomattendantsincludelockerroomsupervision,distributionofloanerclothes
andshowertowelstostudents,organizationandmaintenanceofsportinggoods
equipment,andtheassignmentoflockerstostudents.
Teacher Leaders
Teroleoftheteacherleaderisespeciallyimportantinphysicaleducation,
becausemanycountyocesofeducationandschooldistrictsdonothavean
administratororcoordinatorwhoseprimaryresponsibilityisphysicaleducation.
Telackofadistrictleaderfocusingsolelyonphysicaleducationisunfortunate
becausetheresearchshowsphysicaleducationleadersplayakeyroleinthesuccess
ofphysicaleducationprograms(Evaul2007).Teacherleaders,therefore,assume
theresponsibilityfortrainingotherteachers,mentoringbeginningteachers,
representingphysicaleducationonvariouscommitteesandinvarioussituations,
advocatingsupport,andworkingoncurriculumdevelopment.Intheirroleas
mentorsforbeginningteachers,teacherleadersprovidedemonstrationlessons,
observeandcoachteachers,andassistinthedevelopmentofteacherimprovement
plans.
Teacherleadersarerstandforemostgoodteachers.Teyunderstand
standards-basedcurriculum,assessment,andinstruction.Teyunderstand
physicaleducationcontent,havegoodclassroommanagementskills,andknow
howtoprovideasafeandsupportivephysicalandpsychologicalenvironment.
Inaddition,theyareeectivelistenersandcommunicatorsbothorallyandin
writing.Teacherleadersaremostsuccessfulwhentheyreceivespecictraining
onbeinganeectiveleader.
Twootherimportantcharacteristicsofateacherleaderarepassionanda
visionfortheeldofphysicaleducation.Teacherleadershaveadesire,love,and
enthusiasmforcreatingexemplaryphysicaleducationinstructionalprograms.
Teacherleadersalsohaveavision,apicturetheycarryaroundwiththemofan
idealphysicaleducationprogram.Leadersusetheirvisiontoclarifythepurpose
anddirectiontheyaretaking,andtheyarticulatethisvisiontoothers.
Becomingateacherleaderbeginswithacommitmenttomakingthevisionof
high-quality,standards-basedphysicaleducationareality.Itinvolves:
Joiningandactivelyparticipatinginprofessionalorganizations(seeAppendixL)
Askingformoreresponsibilitybothwithintheschoolandthedistrict
Chapter 8
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236
Chapter 8
Supporting
High-Quality
Physical
Education
Beingalifelonglearnerandengaginginlong-termprofessionaldevelopment
opportunities
Beinganadvocateofqualityphysicaleducationforeverystudentinevery
school
College and University Support
Tesupportofcollegeanduniversitypersonnelforhigh-qualityphysical
educationprogramsisalsocrucial.Personnelfrominstitutionsofhigher
educationsupportK12physicaleducationbyjoininginpartnershipwith
theirlocalschools.Bybecomingmoreinvolvedwiththeseotherinstitutionsof
learning,collegeanduniversitypersonnelbecomemoreawareoftheresearch
thatneedstobedoneintheschoolsettings.Armedwithresearchderivedfrom
thelocalcommunity,collegeanduniversitypersonnelcanbestrongadvocates
ofhigh-qualityphysicaleducationprogramsandtheuseofonlycredentialed
teachersintheteachingofK12physicaleducation.
Teacherswellpreparedtoteachphysicaleducationarevitaltothesuccessof
physicaleducationinstruction.Mostteachersarecredentialedthroughthestate
collegesanduniversities.Inaddition,adoptionofphysicaleducationmodel
contentstandardsandrecentchangesinassessmentrequireteacherstogainnew
knowledgeandalterclassroompractices.Experiencedteachersneedsupportin
learningandinstitutingnewcurriculumandinstructionalstrategies,andnew
teachersandteachercandidatesneedevengreatersupportinlearningtoteach
physicaleducationastheyacquirethefundamentalsofteaching.Collegesand
universitypersonnelprovidesupportforthoseteachersthroughschoolvisitsand
throughthelearningopportunitiesoeredbyhighereducation.
Community and Parent Support
Physicaleducationiseverybodysbusiness.Businessleaders,community
members,andparentscanallmakesignicantcontributionstotheschools
physicaleducationprogram.Temoreknowledgeabletheseindividualsareabout
physicaleducation,themoretheywillbeabletosupportphysicaleducation
programs.Physicaleducationdepartmentscandomuchtoinuencethephysical
activitylevelsofbusinesspartners,communitymembers,andparents.
Althoughtheschoolistheprimarylearningenvironmentforphysical
education,thehomeandcommunityalsoplaysignicantroles.Onlythrough
thecooperationoftheschool,thehome,andthecommunitycanstudents
becomefullypreparedforlifelongparticipationinphysicalactivityandeective
socialinteraction.Forexample,theinteractionbetweenschoolandfamilycan
helptopromoteanacceptanceofphysicallyactiveandhealthier,happier,more
productivelifestylesthroughoutthecommunity.Schoolscanestablishwellness
centersthatprovideassessmentofphysicalwell-being,individualcounseling,
andavarietyoftnessactivities.Teycanalsoinvolvefamiliesinextracurricular
activitiesattheschoolsiteandcoordinateschoolandcommunityrecreational

237
programs.Tecommunity,workingcloselywiththeschool,canplayanactive
roleinpromotingtnessandwellnessbyprovidingopportunitiesforphysical
activityforfamiliesandindividuals.Troughparticipationinavarietyof
physicalactivitiesatschool,studentswillbebetterpreparedtotakeadvantageof
opportunitiesforphysicalactivityprovidedinthehomeorinthecommunity.
Schoolscreatepartnershipswithavarietyofpublicandprivateorganizations,
agencies,andbusinessestoseeksupportandparticipationinthephysicaleduca-
tionofCaliforniaschildren.Manyprivatecompaniesandorganizationshave
educationdepartmentsthatseekopportunitiestoworkwithyoungsters.Schools
areencouragedto(1)usecommunityresourcestoprovidetheadditionaladult
supportandinstructionalmaterialsthatstudentsneedtomeettheirphysical
educationrequirementsand(2)starttodevelopstudentsideasaboutthe
workforce,careers,andtheirrelationshipstotheircommunities.(SeeAppendix
K,CareersinPhysicalEducation.)Somegovernmentalagencies,health
organizations,sportsandrecreationassociations,andyouthandcommunity
servicegroupssupplyschoolswithphysicaleducationinstructionalmaterialsfree
ofcharge.Manyprofessionalsportsteamsalsoworkwithschools,sochecking
withlocalteamsisagoodidea.Approachinglocalsportsandrecreationalagencies
withtheideaofsharingfacilitiesmayalsobeconsidered.
Parentalinvolvementinthephysicaleducationoftheirchildrencantakemany
dierentforms.Someparentsmayshowtheirsupportbyvoicingtotheirchildren
consistentrespectforthevalueofeducationingeneralandphysicaleducation
specically.Otherparentsmayvolunteerintheclassroomorserveinanadvisory
capacityonaschoolwellnesscommittee.Regardlessofhowparentsorfamily
memberssupporteducation,theyarealwaysmadetofeelwelcomeattheir
childrensschoolsandknowthattheircontributionsarevaluedandappreciated.
Parentsandfamiliesareadvisedofschooldistrictgoalsandplansforphysical
educationprograms.Additionally,theyareinformedaboutthephysicaleducation
modelcontentstandardsandthegrade-orcourse-levelexpectationsfortheir
childrenandhowtosupporttheirchildrensachievementofthestandards.
Programmaterialsareorganizedsuchthatstudentstakehomefamilytness
activitiestopromotefamilyandcommunitytness.Childrenandyouthswho
havephysicallyactiveparentsandfamilymembersandregularlyparticipatein
physicalactivitieswiththemaremorelikelytobeactivethanthosewhoare
inactiveinthefamilysetting(Kalakanisandothers2001;Brustad1996;Brustad
1993).Justaschildrenandyouthscanlearnthehabitofregularphysicalactivity,
theymayalsolearntobeinactiveiftheyarenotgivenopportunitiestobeactive
whenyoung.
Chapter 8
Supporting
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Physical
Education

9
Instructional
Resources

239
I
nstructionalresourcesforphysicaleducationincludeinstructionalmaterials,
equipmentandsupplies,technology,andfacilities.Teselectionandmain-
tenanceofhigh-qualityinstructionalresourceshelpteacherstoinstructand
studentstoachievethephysicaleducationmodelcontentstandards.Teselection
processforinstructionalresourcesdescribedinthischapterissuggestedforuse
inthereviewandevaluationprocessestoensurethatinstructionalresourcesare
alignedwiththeCaliforniaphysicaleducationmodelcontentstandardsandare
ofhighquality.
Evaluation Process
Teevaluationprocessfortheselectionofallinstructionalresourcesissimilar.
Adistrict-levelorschool-levelcommitteemaybeappointedtoreviewandselect
instructionalresources.Itisimperativethatpriortoanyworkthecommitteeis
trainedinthephysicaleducationmodelcontentstandardsaswellastheprocess
andproceduresforselectinginstructionalresources.
Tecommitteesrstresponsibilityistocreatealist,basedonthephysical
educationmodelcontentstandardsandtheneedsofthestudents,oftheevalua-
tioncriteriaandthespecicmeasuresthatwillbeusedtoselectinstructional
resourcesfortheschooldistrictorschool.Acomprehensivelistofinstructional
resourcesneededtoimplementastandards-basedphysicaleducationprogramis
thendeveloped.Nextthecommitteereviewscurrentinstructionalresourcesto
determinetheappropriatenessofthoseresourcesforusewiththenewphysical
educationmodelcontentstandardsandtheinstructionalneedsoftheirstudents.
Tenthecommitteecreatesalistoftheinstructionalresourcesnotcurrently
availableintheschoolordistrict.
Finally,thecommitteestartstheselectionprocess.Teselectionprocessconsists
of(1)creatingalistofpotentialinstructionalresourcesforreview;(2)evaluating
thepotentialinstructionalresourcesbasedonthespecicationsdevelopedbythe
committeeandtheiralignmenttothephysicaleducationmodelcontentstandards;
and(3)selectingthemostappropriatestandards-alignedinstructionalresources.
Whenthisisdoneonadistrictwidebasis,theteachersandstudentsbenetfrom
well-designedinstructionalresources.
Evaluation of Instructional Materials
Becausethestatedoesnotadoptinstructionalmaterialsforphysicaleducation,
eachdistrictisresponsibleforconductingitsownevaluationofinstructionalma-
terialsforphysicaleducation.Instructionalmaterialsrefertostudenttextbooks,
teacherseditions,workbooks/worksheets,taskcards,andactivitysheets,aswell
astechnology-basedinstructionalmaterialssuchasDVDs,CDs,videoclips,and
software.Allteachersneedhigh-qualityinstructionalmaterials,butnewteachers
especiallydependonwell-designedinstructionalmaterialsthatarealignedwith
themodelcontentstandards.Teinstructionalmaterialsshouldpresentphysical
educationasacomprehensive,sequentialcurriculumthatpromotesthephysical,
mental,emotional,andsocialwell-beingofeachstudent.
Chapter 9
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240
Chapter 9
Instructional
Resources
Instructionalmaterialsaretobeselectedwithgreatcarebecausetheyplaya
majorroleindeterminingthecontentthatstudentslearn.Teconsiderationsfor
evaluatinginstructionalmaterialsareorganizedintovecategories.
1. Physical education content
Tecontentintheinstructionalmaterialsalignswiththephysical
educationmodelcontentstandardsspeciedforkindergartenthrough
gradetwelveanddescribedindetailinChapter2throughChapter4.Te
contentalsoreectstheinformationpresentedthroughoutthisframework
andcurrentandconrmedresearchinphysicaleducationinstruction.
Instructionalmaterialsreviewersconsiderwhetherthematerialsmeetsuch
specicationsasthefollowingones:
Contentisscienticallyaccurateandcurrent(e.g.,nocontraindicated
exercises).
Teauthorsarecredibleexpertsinphysicaleducation.
Instructionalmaterialsaredesignedtomeettheneedsandinterestsof
studentsandareage-appropriate.
Tereiscomprehensiveteachingofallstandards.Tematerialsinclude
motorlearningprinciples,biomechanicsprinciples,tnessprinciples,
socialandpsychologicalprinciples,andothercognitiveunderstanding,
aswellasphysicalactivity.(Whenpurchasingacommercialcurriculum,
schoolsmayneedtosupplementthosematerialstoensurecomprehen-
sivecoverageofallstandards.)
Instructionalmaterialsaddressthewhyaswellasthehow.
2. Program organization
Sequentialorganizationofthephysicaleducationcurriculumprovides
structureforwhatstudentsshouldlearneachyear.Itallowsteachersto
conveythephysicaleducationinstructionecientlyandeectively.Te
contentisorganizedlogicallyandpresentedsothateverystudenthasan
opportunitytoacquiretheessentialknowledgeandskillsdescribedinthe
standards.Reviewersconsiderwhether:
Allcontentstandardsforthegradelevelorcourselevelareaddressedin
acoherentfashion.
Instructionalmaterialsaddressthedevelopmentofskillsandknowledge
thatbuildthroughoutthegradeorcourselevels.
Teorganizationofinstructionalmaterialsprovidesstructuretowhat
studentsshouldlearneachyearandallowsteacherstoteacheciently
andeectivelybyproviding:
a. Learningstructure:lesson,unit,year
b. Specicinstructionalobjectives
c. Clearlystatedstudentoutcomesshowingbothscopeandsequence
d. Assessments
e. Supportmaterials(audiotapes,videotapes,DVDs,CDs,etc.)



241
Instructionalmaterialsincludeinterdisciplinarysuggestionsaligned
tograde-levelorcourse-levelstandardsforeachdisciplinewhen
appropriate.
Terelationshipoflessonstostandardsorskillswithinstandardsis
explicit.
Detailsareprovidedregardingtheinstructionaltime(pacing)necessary
forallinstructionandphysicalactivities.
Suggestionsfororganizingresourcesareprovided.
Criticalcomponentsoflessonsareprioritized.
Learningobjectivesandinstructionareexplicit.
Clear,grade-appropriateexplanationsofphysicaleducationconcepts,
principles,andtheoriesarepresentedinaformthatteacherscaneasily
adaptforinstructionaluse.
3. Assessment
Assessmentstrategies,procedures,andtoolsintheinstructionalmaterials
alignwiththephysicaleducationmodelcontentstandards.Teassessment
toolsmeasurewhatstudentsknowandcandoandreecttheinformation
inChapter5.Teassessmentstrategiesandproceduresassistteachersin
usingtheassessmentresultstodesignandmodifyinstructiontohelpall
studentsmeetorexceedthestandards.Reviewersconsiderthefollowing
points:
Materialsprovidetoolsforcontinuallymeasuringstudentachievement.
MaterialsprovideGuidingQuestionstomonitorstudentcompre-
hension.
Multiplemeasuresofstudentprogressareavailable.
Entry-levelassessmentsareincludedtodeterminethebackground
knowledgeandskillsofstudents.
Progress-monitoringassessmentsprovidestrategiestoaddressand
correctcommonstudenterrorsandmisconceptionsandinclude
suggestionsforcheckingforunderstanding.
Summativeassessmentsforend-of-termandend-of-course
administrationareprovided.
4. Universal Access
Instructionalmaterialspresentcomprehensiveguidanceforteachersin
providingeective,ecientinstructionforeverystudent,including
specialeducationstudents;studentswhoseprociencyinEnglishis
signicantlylowerthanthattypicalfortheage,classroom,orgradelevel;
studentswhoseachievementissignicantlybeloworabovethattypical
fortheage,classroom,orgradelevel;andotherstudentswithspecial
needs.Suggestionsandproceduresformeetingtheinstructionalneedsof
studentswithspeciallearningneedsmustnotbesupercialorbemere
afterthoughtstothemainfocusofinstruction.Materialsareconstructed
sothatextensivemodicationsarenotnecessaryfortheteachertomeet
Chapter 9
Instructional
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242
Chapter 9
Instructional
Resources
thelearningneedsofafullrangeofstudents.Whenconsideringthe
accessibilityofinstructionalmaterials,reviewerslookfor:
SuggestionstoassistEnglishlearnersinvocabularyandconcepts
Culturallysensitiveinstructionalmaterials
Multiculturalexamplestopromoterespectforothers
Instructionalmaterialsthatareadaptableforstudentswithspecialneeds
Useofconsideratetext(forexample,clearheadingsandsubheadings;
clearlylabeledcharts,graphs,illustrations,andphotographs;and
identicationandhighlightingofimportantterms)
Gender-neutralinstructionalmaterials
5. Instructional Planning and Support
Instructionalmaterialsincludematerialsspecicallydesignedforusebythe
teacher.Teteachersmaterialsincludeinstructionalplanningandsupport
informationaswellasmaterialsneededforsuccessfulimplementationof
thephysicaleducationprogram.Teapplicationofinstructionaldesign
principlesinconstructinginstructionalmaterialsisevident.Materials
areformattedsothatadditionalexamplesofaskillorstrategyareeasy
tolocate.Examplesareeasilyaccessibletotheteacherformoment-to-
momentadjustmentsinresponsetolearnerperformancesothatall
studentscanbeassistedtomeetorexceedthestandardsasecientlyas
possible.Tefollowinglistprovidesguidanceforreviewers:
Materialsprovideaclearroadmapforteachersinplanninginstruction.
Avarietyofinstructionalapproachesandstrategiesareincludedinthe
instructionalmaterials.
Materialshaveampleandusefulannotationsandsuggestionsonhowto
presentthecontentinthestudentmaterials.
Materialscontainfull,adult-levelexplanationsandexamplesofthe
moreadvancedphysicaleducationconcepts,principles,andtheories
thatappearinthelessonssothatteacherscanrefreshorenhancetheir
ownknowledgeofthetopicsbeingcovered.
Materialsincludelistsofnecessaryequipment,supplies,andmaterials
foractivities,guidanceonobtainingthosematerialsinexpensively,
andexplicitinstructionsfororganizingandsafelyconductingthe
instruction.
Technicalsupportandsuggestionsareprovidedforappropriateuse
ofaudiovisual,multimedia,andinformationtechnologyresources
associatedwithaunit.
Blacklinemastersareaccessibleinprintandindigitizedformatsandare
easilyreproduced.Darkareasareminimizedtoconservetoner.
Instructionalmaterialsincludesuggestionsforinvolvingfamiliesand
thecommunity.
Strategiesaresuggestedforinformingparentsandguardiansaboutthe
physicaleducationprogramandhowtheycanhelptosupportstudent
achievement.

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Materials Free of Charge
Becausefundingforthepurchaseofinstructionalmaterialsisoftenlimited,
teachersmaybetemptedtodependuponmaterialsthatareavailablefreeof
chargetoaugmenttheirinstruction.Althoughsuchmaterialsmaybeofusein
theclassroom,theyshouldbesubjecttothesametypeofscrutinyasotherin-
structionalmaterialsusedintheschool.
Itisimportanttoknowwhoproducedthematerialsandtodeterminewhether
thematerialsadvocateaparticularpointofview.Governmentalagencies,profes-
sionalassociations,andmanynonprotorganizationsproduceanddistribute
materialsfreeofchargeforeducationalandpromotionalpurposes.However,
manyofthefreematerialsoeredtoschoolsarelittlemorethanadvertisements
forparticularcommercialproductsorbrandnameswithlittletonoinstructional
content.Allfreematerialsneedtobereviewedtodeterminewhethertheyalign
withthecontentthatstudentsareexpectedtolearnandwhetherthematerialsare
preparedattheappropriatelevelfortheintendedstudents.
Allmaterials,especiallythosepreparedbycorporationsorcommercialentities,
mustbereviewedtodeterminewhetherthereisunnecessaryexposuretobrand
namesorcorporatelogos.IntheStandards for Evaluating Instructional Materials
for Social Content (2000,10)itstates:
Instructionalmaterialsshallnotcontainillustrationsofanyidentiable
commercialbrandnames,products,orcorporateorcompanylogosunless
suchillustrationsarenecessarytotheeducationalpurposeoftheinstructional
materialandthatpurposecannotbeachievedwithoutusingsuchillustra-
tions,orunlesssuchillustrationsareincidentaltoasceneofgeneralnature
(example:TimesSquare,NewYorkCity).
Evaluation of Equipment and Supplies
Teinstructionalneedsofthephysicaleducationcurriculumdictatethe
equipmentandsuppliestobepurchased.Equipmentandsupplypurchasesare
madewithanemphasisonqualityinstruction.Teequipmentshouldbeseparate
fromequipmentthatispurchasedforrecess,intramural,orathleticactivitiesto
ensurethattheequipmentrequiredforphysicaleducationclassisalwaysavailable
whenneeded.Teequipmentandsuppliesaresucientinquantity(e.g.,one
jumpropeperstudent,oneballperstudent)andqualitytoprovideallstudents
withopportunitiestoenjoymaximumparticipation.Nostudentshouldhaveto
waitfortheopportunitytopracticeaskillsimplybecausethereisnotenough
equipment.
Awidevarietyofequipmentandsuppliesisnecessarytoimplementthe
physicaleducationmodelcontentstandards.Allequipmentandsuppliesshould
bemadefromhigh-qualitydurablematerials.Equipmentreferstothoseitems
thatarenotconsideredexpendablebutareusedforaperiodofyears,suchas
heartratemonitorsandtumblingmats.Suppliesarethosematerialsthatare
expendableandthattypicallylastlessthanoneyear.Someexamplesinclude
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chalk,journalnotebooks,videotapesforrecording,referencebooks,tennisballs,
basketballs,andplaygroundballs.
Dierenttypesofequipmentandsuppliesarepurchasedtoaccommodatethe
size,condence,andskilllevelsofeverystudent.Softerballsencourageyounger
andless-skilledstudentstopracticeskills.Ballsindierentsizeswithcolorvaria-
tionscanbeeasiertotrackandhelpstudentswhoarehavingdicultywith
catchingandtrappingskills.
Allequipmentandsuppliesaresafelystored,wellmaintained,andreadily
accessible.Aninventoryisroutinelyconducted,andequipmentandsuppliesare
formallyinspectedthroughouttheschoolyear.Purchasedstoragebinscanstore
thephysicaleducationequipmentinoneormorecentrallocations.Regardlessof
whereitisstored,equipmentshouldbeinspectedpriortousetoensurethatitis
inworkingorderandsafeforstudentuse.
Whennewequipmentandsuppliesarepurchased,thephysicaleducation
programdrivespurchasingdecisions.Equipmentandsuppliesneedtobe
appropriateforthestandard(s)beingtaughtandthedevelopmentallevelofthe
students.Similarproductsshouldbecomparedforquality,durability,safety,and
warranties.Commercialversionsofequipment,ifavailable,areconsideredfor
purchase.
Evaluation of Technology
Instructionaltechnologyinphysicaleducationcanbeusedtoimprovethe
instructionalprocessandpreparestudentsforthesportandtnessexperiences
theywillencounterasadults.Technologycanbeusedtoincreaseaccessto
physicalactivityforstudentswithspecialneeds.Beeperballs,sportswheelchairs,
switch-activatedrampsforbowlingorbocceball,andsoftwareforanimated
demonstrationsareexamplesofadaptationsthatmayassiststudents.Technology
canalsobeaneectivetoolformotivatingstudents.Heartratemonitorsprovide
feedbackonheartratesasstudentsperformcardiovascularexercises;pedometers
andaccelerometersprovidefeedbackonphysicalactivitylevels;electronicblood
pressuredevicesandspirometersrelayinformationaboutstudentspersonal
health;andbodycompositiondevicesinformstudentsabouttheirpercentof
bodyfat.Digitalphotosandvideos,alongwithvideo-analysissoftware,enhance
studentsopportunitiestolearnandimprovemovementskills.Avarietyof
interactivesoftwareprogramsandWebsitesareavailabletoprovidestudentswith
informationonvarioussportsandtnessconcepts.Finally,virtualrealitybased
exerciseequipmentmotivatesstudentstoengageincontinuousphysicalactivity.
Specictechnologiescanbeusedtosupportthemodelcontentstandards.
Table9.1showstherelationshipbetweeneachtechnologyandsomeofthestan-
dardsthatitcansupport.Tereareotherstandardswheretechnologycanbeused
tosupportstandards.


245
Standard Technology
Table 9.1 Uses of Technology for Standards-Based Physical Education
Grade 2, Standard 4.6:Compareandcontrastthe
functionoftheheartduringrestandduringphysicalactivity.
Grade 5, Standard 4.10:Comparetargetheartrateand
perceivedexertionduringphysicalactivity.
Grade 6, Standard 3.6:Monitortheintensityofones
heartrateduringphysicalactivity.
High School Course 1, Standard 2.5:Improveand
maintainphysicaltnessbyadjustingphysicalactivitylevels
accordingtotheprinciplesofexercise.
Grade 5, Standard 4.12:Explainhowtechnologycan
assistinthepursuitofphysicaltness.
Grade 1, Standard 3.2:Participatethreetofourtimes
eachweek,forincreasingperiodsoftime,inmoderateto
vigorousphysicalactivitiesthatincreasebreathingandheart
rate.
Grade 6, Standard 3.4:Participateinmoderateto
vigorousphysicalactivityaminimumoffourdayseachweek.
High School Course 2, Standard 2.1:Participatein
moderatetovigorousphysicalactivityatleastfourdays
eachweek.
High School Course 1, Standard 2.3:Meethealth-
relatedphysicaltnessstandardsestablishedbyascienti-
callybasedhealth-relatedtnessassessment.
Grade 1, Standard 1.22:Createorimitatemovementin
responsetorhythmsandmusic.
Grade 5, Standard 1.19:Designandperformaroutineto
musicthatinvolvesmanipulationofanobject.
Grade 8, Standard 1.1:Identifyanddemonstratesquare-
dancesteps,positions,andpatternssettomusic.
High School Course 3D, Standard 1.1:Demonstrate
advancedknowledgeandskillsintwoormoredance
activities,selectingoneormorefromeachofthefollowing
categories:Category1:ballet,folk,jazz;Category2:
modern,social,square.
Heartratemonitors
Pedometers
Electronicblood
pressuredevices
Spirometers
Accelerometers
Bodycomposition
analyzers
Soundsystem
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Table 9.1 (continued)
Standard Technology
Grade 1, Standard 1.13:Catch,showingproperform,
agentlythrownball.
Grade 5, Standard 1.3:Jumpfordistance,usingproper
takeoffandlandingform.
Grade 7, Standard 1.1:Demonstratematuretechniques
forthefollowingpatterns:overhand,sidearm,andunder-
handthrowing;catching;kicking/punting;striking,trapping,
dribbling(handandfoot);andvolleying.
Grade 7, Standard 2.6:Diagramanddemonstratebasic
offensiveanddefensivestrategiesforindividualanddual
physicalactivities.
High School Course 1, Standard 1.4:Explainand
demonstrateadvancedoffensive,defensive,andtransition
strategiesinaquaticsandindividualanddualactivities.
Kindergarten, Standard 2.1:Explainthedifference
betweenunderandover,behindandinfrontof,nextto
andthrough,upanddown,forwardandbackward,and
sideways.
Grade 2, Standard 4.10:Identifymusclesbeing
strengthenedduringtheperformanceofparticularphysical
activities.
Grade 3, Standard 4.11:Nameandlocatethemajor
musclesofthebody.
Grade 4, Standard 4.7:Explainthepurposeofwarm-up
andcool-downperiods.
Grade 6, Standard 2.1:Explainhowtoincreaseforce
basedonprinciplesofbiomechanics.
Grade 7, Standard 2.5:Compareandcontrastthe
effectivenessofpracticingskillsasawholeandpracticing
skillsinsmallerparts.
High School Course 1, Standard 2.9:Explainthe
inherentrisksassociatedwithphysicalactivityinextreme
environments.
High School Course 2, Standard 1.5:Explaintheuse
oftheprinciplesofbiomechanics(leverage,force,inertia,
rotarymotion,andopposition);applytheprinciplesto
achieveadvancedperformanceincombative,gymnastic/
tumbling,andteamactivities;andevaluatetheperformance
basedonuseoftheprinciples.
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Table 9.1 (continued)
Grade 1, Standard 3.7: Sustaincontinuousmovement
forincreasingperiodsoftimewhileparticipatinginmoderate
tovigorousphysicalactivity.
Grade 4, Standard 3.7: Sustaincontinuousmovement
forincreasingperiodsoftimewhileparticipatinginmoderate
tovigorousphysicalactivity.
Grade 6, Standard 3.6: Monitortheintensityofones
heartrateduringphysicalactivity.
Grade 8, Standard 3.4: Participateinmoderateto
vigorousphysicalactivityaminimumoffourdayseachweek.
High School Course 2, Standard 2.1: Participatein
moderatetovigorousphysicalactivityatleastfourdayseach
week.
Grade 2, Standard 1.6: Skipandleap,usingproperform.
Grade 5, Standard 1.2: Jumpforheight,usingproper
takeoffandlandingform.
Grade 6, Standard 2.3: Analyzeandcorrecterrorsin
movementpatterns.
High School Course 1, Standard 1.7: Analyzeand
evaluatefeedbackfromproprioception,fromothers,and
fromtheperformanceofcomplexmotor(movement)
activitiestoimproveperformanceinaquatics,rhythms/
dance,andindividualactivitiesanddualactivities.
High School Course 1, Standard 1.10: Analyzesitua-
tionsanddetermineappropriatestrategiesforimproved
performanceinaquatic,rhythms/dance,andindividualand
dualactivities.
Heart Rate Monitors
Virtualrealitybased
exerciseequipment
Digitalcamerasand
camcorders
Terearethreebasictypesofpulsemetersorheartratemonitors,depending
onthebodysitewherethemonitorattaches.Tersttypeattachestothehand
orisheldinthepalm,thesecondtypeattachestotheindexngerorearlobe,and
thethirdtypeattachestothechest.Terstandsecondtypespulsemeters
usesmallinfraredsensorstodetectchangesthatresultfromthepulsingofthe
bloodthroughthecapillaries.However,headmotionandchanginglightcondi-
tionscancauseerrorsinreadings.Tethirdtypetheactualheartratemoni-
toristhemodelofchoiceforaccuracy,butprivacyandsanitationissuesmust
beconsidered.Tetransmitterandstrapneedtobecleanedbetweenuses.
Teheartratemonitorconsistsofatransmitterandareceiver.Tetransmitter
ispositioneddirectlybelowthechestmusclewhereitpicksuptheECG(electro-
cardiogram)signal.Itisheldinplacebyastrapthatgoesaroundthechest.Te

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ECGsignalistransmittedtothereceiver,whichistypicallylocatedinawatch
wornonthewrist.Tereceiverprocessestheinformationanddisplaysthebeats
perminute.Tereceiverpicksupanysignalthatiswithinapproximatelyone
meterorless.Whenseveralstudentsarewearingheartratemonitors,onereceiver
caninadvertentlypickupasignalfromanotherstudentstransmitter.Purchasing
heartratemonitorsdesignedtoeliminatecross-talkhelpsresolvethisproblem.
Tebatteriesusedinheartratemonitorreceiverstypicallylastoneyear,while
thebatteriesinthecheststrapstypicallylastthreetofouryearswithaverageuse.
Purchasingheartratemonitorsthatallowtheusertochangeboththereceiver
andtransmitterbatterywillallowforlong-termuse.However,allsensors
earlobe,nger,andchesttransmitterswilldeteriorateovertimeandwillneed
tobereplaced.
Pedometers
Pedometersmeasurethenumberofstepsthatanindividualtakes.Teindus-
trystandardforpedometeraccuracyiswithin3percent.Severalresearchstud-
ies(Bassettetal.2000;Schneideretal.2003;Welk2002;Crouteretal.2003)
provideinformationonthereliabilityofvariouspedometermodels.Continuous
errorsgreaterthan3percentindicatealow-qualitypedometerorthatthebat-
teriesneedtobereplaced.Batteriestypicallylastbetweenoneandahalftotwo
years.Itismostcost-eectivetopurchaselargequantitiesofbatteries.
Pedometersarewornonthewaistband,positioneddirectlyabovethemidline
ofthethighoneithersideofthebody(Bassettetal.2000).However,for2030
percentoftheusersthisisnotthebestlocation.Instructstudentstowalk100
stepsandcheckthepedometer.Ifthedeviceisnotwithin3percent(97103
steps),thenhavethestudentsmovethedevicelaterallyandtryagain.Repeatthe
processuntilthereisnomorethana3percenterror.Apedometerrecordssteps
anytimeitmovesorisshaken,sostudentsneedtobemonitoredtoensure
accuracy.
Accelerometers
Accelerometersareaccurate(Metcalfetal.2002)electronicdevicesusedto
measurethequantityandintensityofmovementinoneormoredimensions.
Welk(2002,125)hasconcluded,Accelerometersprovideavalidindicatorof
overallphysicalactivity,butalessaccuratepredictionofenergyexpenditure.
Accelerometersrequireperiodiccalibration.Checktheusersguideformore
details.Batteriestypicallylastbetweenoneandahalftotwoyears;thecostfor
replacementshouldbefactoredintothephysicaleducationbudget.Itismost
cost-eectivetopurchaselargequantitiesofbatteries.
Accelerometersaretypicallyattachedattherightorlefthipoftheuser,
althoughBoutenetal.(1997)concludedthatmonitorplacementpositiondoes
notinuencetheresults.Tedevicecontainsamotionsensorandaverysmall
computerprogrammedtoconvertaccelerationtoactivitycountsorenergy
expenditure(kcal).

249
Electronic Blood Pressure Devices
Electronicbloodpressuredevicesmeasurebloodpressure.Tesedevices
allowstudentstotakeeachothersbloodpressurewithverylittletraining.Some
machinestakereadingsontheindexngerorwrist;however,themostaccurate
modelsemployacuaroundtheupperarmandinateautomaticallytoareading
of180.Onceinatedto180,thesedevicesautomaticallydeatethecuand
readanddisplaythesystolicanddiastolicbloodpressure.Becauseitisimportant
tousethecorrectcusizeforeachparticipanttoensureanaccuratereading,
cusshouldbepurchasedthattthearmsizesofstudentswhowillbeusingthe
devices.Measurementsshouldbetakenatleast30minutesaftereating,drinking
caeinatedbeverages,orexercising.Electronicbloodpressuredevicesrequire
batteries.
Spirometers
Aspirometermeasuresforcedvitalcapacity(FVC).TeFVCisthetotal
amountofairthatanindividualiscapableofexhalingatonetime.Spirometers
areusedtohelpestimateanindividualscardiorespiratorytness.Telittle
evidencethatexistssuggeststhatendurancetrainingmayaectlungstructure,
volume,andcapacity.Spirometersdonotrequirebatteries,buttheydorequire
plasticorcardboardmouthpieces.Plasticmouthpiecesaremoreexpensivebut
cost-eectiveinthelongtermsincetheycanbecleanedwithbleachandwater
forreuse.
Body Composition Analyzers
Bodycompositionanalyzersmeasurebodycomposition,theratiooffat-free
masstofatmass.Tereareavarietyofwaystomeasurebodycomposition,
includingbioelectricalimpedance,skinfold,andhydrostaticweighing.Bodymass
index(BMI)issometimesusedasameasureofbodycomposition.However,BMI
isnotanestimateofbodycomposition;itisaratiobetweenheightandweight.
AccordingtoHagerandVehrs(2006),
EventhoughthecorrelationbetweenBMIand%BF(percentofbodyfat)
ismodest,andhighBMIvaluesaregenerallyassociatedwithgreater%
BF,BMIisapoorpredictorof%BF.Itisverycommonforchildrenand
adolescentswhohavenotyetreachedtheirgrowthspurttohavehighBMI
values.Asmanyofthesechildrenreachpubertyandgrowinheightand
increasemusclemass,BMIvaluesmayeventuallynormalize.
Skinfoldmeasurementsareaccurate,buttheyrequiresomeexpertiseand
practice.Teachersoftenlooktoelectronic-baseddevices.Tefourcontact
bioelectricalimpedancedevicesareaccurateandreliableiftheadministration
protocolisfollowed.Tesegmentalbioelectricalimpedancedevices(hand-
to-handorfoot-to-foot)havetwoimportantdisadvantages:thevariabilityof
resultsfromdaytodayandtheaccuracyoftheresultsdependsonthestudents
providingcorrectinformation(HagerandVehrs2006).
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Sound Systems
Asoundsystemforphysicaleducationshouldconsistofawirelessmicrophone
andreceiver,mediaplayer,mixer,amplier,andspeakers.Amicrophoneis
essentialforteacherswhomustprojecttheirvoicesinanoisygymnasiumorover
music.AwirelessmicrophonetransmitssoundusingVHF(veryhighfrequency)
orUHF(ultrahighfrequency)bands.TeVHFbandoffrequenciesismore
crowdedandthereforemakesVHFwirelessmicrophonesystemsmoresusceptible
tointerference.Terefore,aUHFwirelessmicrophonesystemisrecommended.
Ampliersplayaroleinadjustingthesoundvolume.Strongerampliers
arecapableofgeneratinggreatervolume.Poweroutputforanamplieris
measuredinwattage.Twohundredwattsisaminimumforindoorneeds,
whileoutdoorareasrequirehigherwattage.Mixersallowindividualadjustment
andcombinationofsounds(i.e.,voiceandmusic).Agoodmixerwillhelp
compensateforpoorroomacousticsandaudiofeedback.
Speakersconvertthesignalsfromtheaudiosourceintosoundwaves.Some
speakersystemscontainonefull-rangespeakerconedesignedtohandlethe
entirefrequencyspectrum,whileotherscontaintwoorthreedriversforeach
channel.Althoughatwo-waysystem(oneforlowfrequenciesandoneforhigh
frequencies)isalmostalwaysbetterthanasinglefull-rangespeaker,athree-
waysystem(awooferforlowfrequencies,atweeterforhighfrequencies,anda
thirdformid-range)isnotnecessarilybetterthanatwo-waysystem.Temost
importantspecicationisfrequencyresponse(thehighestandlowestfrequencies
ofsoundthataspeakercanreproduce).Teidealrangeis20Hz(hertz)to20
Khz(kilohertz).
Video Systems
Stillimagesshowstudentskeypositionsfordierentphasesofamotorskill.
Videoclips,however,providestudentswithdemonstrationsofmotorskills
andstrategicplay.Inaddition,thereareinstructionalvideosthatarealigned
tothemodelcontentstandardsforphysicaleducation.Stillimagesandvideos
areviewedonamonitororthroughaprojectionsystem.Ifaprojectionsystem
isused,itcanbebracketedtotheceilingsothatitdoesnotinterferewithany
physicalactivitythatmaytakeplaceinthesamelocation.Largescreenmonitors
canbeattachedtowalls;however,theywillneedtobeprotectedfromany
activitiesthattakeplaceinthesamelocation.
Terecordingofstudentsperformancesisaneectiveapproachtohelping
studentsmasterskillsandanalyzestrategy.Studentslearntorecordeachother
performingmotorskillsorparticipatinginascrimmagesothattheycan
immediatelyviewtheirperformances.
TeCaliforniaLearningResourceNetwork(CLRN)providesalistof
standards-alignedvideosthatmeetlegalandsocialcontentrequirements.
InstructionalmaterialsapprovedbyCLRNarelistedinasearchabledatabase
athttp://clrn.org.

251
Instructional Software/Web Resources
InstructionalsoftwareandWebresourcescanprovidestudentswithinforma-
tionataratethatisappropriateandmeaningfultothem.SoftwareandWeb
resourcescanbeusedforfull-classpresentations,small-grouptutorials,problem-
solvingactivities,simulations,andstudentprojects.Tereareseveraldierent
typesofinstructionalsoftwareonthemarket,includingdrill-and-practice
programs,tutorials,analysis,reference,mindmapping,educationalgames,
andsimulations.Whenselectingsoftware,besurethatitrunsonthetypeof
computeroperatingsystemavailable.Tephysicaleducationfacilitywillneed
awirelessconnectionorcomputerportsforbothindoorandoutdooraccessto
Webresources.Inthephysicaleducationenvironment,mobilecomputersare
mostecient.However,largercomputersmaybeusediftheyareplacedinwall
pocketssothattheydonotinterferewithphysicalactivity.
TeInternetprovidesstudentswithaccesstonumerousWebresourcesand
onlinephysicaleducationcourses.AllWebresourcesandonlinecoursesmustbe
reviewedandselectedbasedonaccuracyandalignmenttotheCaliforniagrade-
andcourse-levelphysicaleducationmodelcontentstandards.Inaddition,the
followingquestionsshouldbeconsideredbeforeselectionofanonlinecourse:
Areallorsomegrade-andcourse-levelphysicaleducationmodelcontent
standardsaddressed?
Istheauthor/teacheraphysicaleducationexpert?
Doestheteacherhavetheproperlicensingtoteachphysicaleducationin
California?
Isthecourseaccredited?
Arethestudentsprovidedwithopportunitiesforphysicalactivity?
Arecoursematerialsandequipmentprovidedforeachstudent?
Haveadaptationsbeenmadeforstudentswithspecialneeds?
Areavarietyofinstructionalstrategiesusedinthedeliveryofcontent?
Arestudentsassessedoneverygrade-andcourse-levelphysicaleducation
standard?
Onceanonlinecourseisselected,thenthelocalboardofeducationhasto
decidewhethertoapprovethecourseforphysicaleducationcreditinitsdistrict.
Virtual RealityBased Exercise Equipment
Virtualrealitybasedexerciseequipmentcombinescomputerhardwareand
softwaretogivetheuserthesensoryillusionofbeinginadierentenvironment.
Tesedevicesmaymotivatestudentstostartandcontinueexerciseprograms.
Componentsofavirtualrealitysystemincludeacomputerorgamingconsole,
specialuserinterfaces(tnessequipment,sportequipment,gloves),andamoni-
tor.Teinterfaceandmonitorareconnectedtothecomputer-baseddevice,and
thesoftwarecontrolsthevisualimagesonthemonitors.Usersinteractwiththe
virtualenvironmentbymanipulatingtnessequipment,wirelessremotes,or
theirbody.Whiletechnologyisconstantlychanging,specicinterfacestoday
includeexercisebikesandisometricresistancedevices.Stayingcurrentwithnew
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technologieswillhelpteachersanddistrictsmakebetterdecisionsaboutvirtual
reality-basedequipment.Wheneveravailable,commercialqualityinterfaces
shouldbepurchased.
Virtualrealitybasedexerciseequipmentcanbeusedasawhole-classactivity
whereeachstudenthasaninterfaceorinastationapproachinwhichafew
studentsusetheinteractiveactivityatonetimewhileotherstudentsparticipateat
othertaskstations.Telatterisalessexpensivealternativethatstillaordsaccess
totheequipment.
Facilities
Physicaleducationfacilitiesareplanned,updated,monitored,andmaintained
toensurefunctionalityandsafety.Emphasisisplaceduponstudentneedsand
whatisnecessarytoimplementahigh-qualitystandards-basedphysicaleduca-
tionprogram.Administratorsandphysicaleducatorsworkwithrisk-management
coordinatorstominimizeliabilityissuesandtocreateoptimumenvironmentsfor
learning.
Indoorandoutdoorfacilitiesareadequateforthenumberofstudentsina
school,freefromobstacles,appropriatetotheneedsofallstudents(e.g.,acoustics
suchthatallstudentscanclearlyhearinstruction),accessibletostudentswith
specialneeds,andsupportiveofstudentmasteryofthephysicaleducationmodel
contentstandards.Dressingroomsarecleanandsafe,adequateforthenumberof
studentsserved,andappropriatelysupervisedwithoutrequiringphysicaleduca-
tioninstructorstoloseinstructionaltimetosupervision.Schoolandcommunity
facilitiesareplannedandusedtosupplementandcomplementeachotherin
meetingtheneedsofthestudentsandcommunity.TeCaliforniaDepartment
ofEducationspublications,Guide to School Site Analysis and Development (2000)
andHealthy Children Ready to Learn: Facilities Best Practices (2007),provide
guidelinesandrecommendationsregardingspacerequirementsbasedoncourses
ofinstruction.
Healthy Children Ready to Learn: Facilities Best Practices(2007,1228)recom-
mendsthefollowingpracticesinthedesign,renovation,reconguration,and
remodelofschoolfacilities:
1. Developeducationalspecicationsandinvolveendusersintheplanning
process.
2. Haveschoolsandcommunitiescollaborateaspartnersindeveloping
physicalactivityfacilities.
3. Incorporatetechnologyopportunitiesinphysicaleducationfacilities.
4. Designatephysicaleducationteachingstationsinsmallspacesforhigh-
qualityinstructioninachallengingenvironment.
5. Createexible-usespacesandlayouts(atleastonelargeturfeldandone
largehardcourtarea,withoutpolesandstandards).
6. Remodelathleticweightroomsintotnessrooms(forphysicaleducation).
7. Convertlockerareastootheruses.
8. Providelandscapingmaintenance.















253
9. Allowenoughspacetoprovideforbothphysicaleducationandrecessspace.
10. Ensureproperplanningforplacementofutilitiesespeciallyproper
gradinganddrainage.
11. Considerarticialturf.
12. Maintainaclean,well-organized,andbrightenvironment.
13. Planappropriateequipmentstorage.
14. Providesucientequipmentformaximumstudentparticipation.
15. Planforfuturegrowth.
16. Provideadequatedrinkingwater.
17. Maximizeusablesquarefootagebydesign.
18. Applystripingonhardplaysurfaces.
19. Meetstateminimumsite-sizestandardsforthestudentbody.
20. Lookbeyondthetraditional(playareasontheroof;o-campusfacilities
golfcourse/drivingrange,tenniscourts,bowlingalleys).
Tephysicaleducationmodelcontentstandardsestablishtheneedfora
varietyoffacilitiesforphysicaleducation:playelds,gymnasiums,multipurpose
rooms,classroomswithdesksandchairs(forcognitivework),alternativespaces
forinclementweather,andtnesslabs.TeCalifornia Code of Regulations,Title
5, setsminimumstandardsforplayelds,gymnasiums,multipurposerooms,and
classroomsinnewschools.(SeeAppendixAforselectedregulations.)
Table 9.2 Types of Teaching Stations for High School Physical
Education
Teaching
station needs A
q
u
a
t
i
c
s
B
o
d
y

m
e
c
h
a
n
i
c
s
C
o
m
b
a
t
i
v
e
s
G
y
m
n
a
s
t
i
c
s
/
t
u
m
b
l
i
n
g
I
n
d
i
v
i
d
u
a
l
/
d
u
a
l

s
p
o
r
t
s
H
e
a
l
t
h

a
n
d

p
h
y
s
i
c
a
l

a
c
t
i
v
i
t
y
R
h
y
t
h
m
s
/
d
a
n
c
e
T
e
a
m

s
p
o
r
t
s

CourtsArea X X X X
Field X X X
Gymnasium X X X X X X X
Dance/
WrestlingRoom X X X X X X X
FitnessRoom X X X X X X X X
Pool X X X
Classroom X X X X X X X X
Source:AppendixA(Healthy Children Ready to Learn: Facilities Best Practices2007).
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TeGuide to School Site Analysis and Development (2000)(athttp://www.cde.
ca.gov/ls/fa/sf/schoolsiteguide.asp)denesaphysicaleducationteachingstationas
aplayareaadequateforoneclasstobetaughtbyoneteacheratonetimesothat
pupilswastenotimewaitingturnsbecauseoflackofspaceandfacilities.Table
9.2providessuggestionsonthetypesofteachingstationsthatsupportinstruc-
tioninthehighschoolcoursecontentareas.Tenumbersandtypesofteaching
stationsshouldbebasedonthehighschoolsstudentenrollmentanditsphysical
educationprogram.
Similarly,sucientspaceandteachingstationsformiddleandelementary
schoolsaredeterminedbythenumberofstudentsenrolledandtheschoolsphysi-
caleducationprogram.Planningfortheimplementationofstandards-based
physicaleducationatallgradeandcourselevelsincludescarefulconsiderationof
space,teachingstations,andequipment.And,atalllevels,indoorfacilitiesshould
beprovidedtomeetthestate-mandatedminimumnumberofphysicaleducation
instructionalminutesforinstructionduringperiodsofadverseenvironmental
conditions,suchasrain,snow,excessiveheat,andpoorairquality.
AllfacilitiesmustmeettheguidelinessetforthintheAmericanswithDisabili-
tiesActforbarrier-free,accessibleenvironments,includingplayareas,recreational
facilities,outdoorareas,andpublicrights-of-ways.Additionally,motorlabs
(Seamanetal.2007)supportadaptedphysicaleducationinstruction.Amotor
labis:
aroomcontainingspecializedequipmentnecessaryforindividualswithadisability,
butthatcanandisusedbyallstudents.Suchequipmentmightincludemirrors
(thatcanbecovered),stallbars,wall-pulleyweights,ascaleformeasuringbody
weight,hangingandchinningbars,arampforridingscooterboards,largecrash
pads,wedgemats,physio-balls,suspendedequipment(e.g.,swing,softballsona
rope),parallelbarsforgaittraining,gymnasticsandarmupperbodydevelopment,
andperhapsabicycleergometer.(Seamanetal.2007,314)
Teachersshouldreport,inwriting,unsafeconditionstotheadministratorand
followupontheresolutionoftheunsafesituation.Teachersshouldkeepcopies
ofalldocumentssubmittedtotheadministration.Ifthefacilityisnotsafe,thenit
istheteachersresponsibilitytoavoidthehazard.Forexample,iftherearecracks
onthebasketballcourtthatmakeaparticularactivityunsafe,thentheteacher
shouldnotifytheadministratorinwritingandconducttheactivityinadierent
location.
Teguidelinesbelowareintendedtoprovidedistrictandschoolpersonnel
withsuggestionsfortheevaluationofcurrentfacilitiesandabeginningchecklist
fordesigning,renovating,reconguring,andremodelingfacilities.Teguidelines
arenotacomprehensivelistandwillnotapplyinallcircumstances.Additional
guidelinesareprovidedinAppendixM.
Special Guidelines for Playgrounds
Partsorportionsofplaygroundstructuresareoftenusedinteachingthephysi-
caleducationmodelcontentstandards.Playgroundstructuresarealsofrequently

255
usedduringrecessandforotherpurposes;therefore,whencalculatingthetotal
numberofteachingstationsataschoolsite,theavailabilityofplaygroundstruc-
turessolelyforphysicaleducationinstructionmustbeconsidered.Ifplayground
structuresareusedforphysicaleducationinstruction,theyshouldnotbeused
foranyotherpurposeatthesametime.Becausetheplaystructureareaiswhere
themajorityofinjuriesandthemostsevereonesoccur,itisnecessaryforthe
administratorsandteacherstobefamiliarwiththeConsumerProductSafety
CommissionGuidelines(seetheHandbook for Public Playground Safety)thatall
playgroundstructuresarerequiredtomeetunderCaliforniaHealth and Safety
CodeSection115725.
Someimportantguidelinesrelatedtostudentsafetyareasfollows:
Propersurfacingshouldbeinstalledandmaintainedunderplayground
structures;aminimumdepthof12inchesofloosellisrecommended.
Properinstallationofloosellsurfacingwillhelpinthemaintenanceof
llmaterials.Forinstance,ifnoallowanceismadeforproperdrainageof
theplaygroundsurface,watermaywashawayloosellmaterialsormay
poolundertheequipmentanderodetheequipment.Slope,drainage,and
placementofconcretefootersarecriticaltotheproperinstallationofloosell
surfacing(Tompson,Hudson,andOlsen2007).
Annualplaygroundauditsaretobeconductedbycertiedplaygroundsafety
inspectors.
Especiallyinjoint-usesituationswhenschoolsshareuseswiththecommunity
(e.g.,studentsandthegeneralpublic),dailyinspectionofplaygroundsshould
beconductedtoverifythesafetyofthefacilitiespriortostudentuse.Trash,
glass,andotherhazardsshouldberemoved,andunsafeareasshouldbeproperly
markedtorestrictstudentaccess.
Designingfacilitiesforanewschoolprovidesthebestpossiblescenariofor
supportingstandards-basedphysicaleducation.However,manyschoolsarefaced
withlimitedfacilitiesandarenotcurrentlyinlineforcapitalimprovements.Te
followingguidelinesweredesignedtoassistthoseschoolswiththeimplementa-
tionofastandards-basedphysicaleducationprogram:
Donotschedulephysicaleducationclassesduringtimeswhenfacilitiesare
usedforotherpurposessuchasrecessandlunch.
Usealternativeareas(e.g.,cafeteria,auditorium,classrooms)forteaching
stations.
Designoutdoorspacestomaximizeuseandspreadstudentsacrossavailable
areas.
Limitthenumberofclassesusingthefacilitiesatonetimebycreatinga
schedulethatmaximizesuseofavailablespacethroughouttheday.
Useportableequipmenttomaximizeuseoflimitedspace(e.g.,portable
basketballhoops,backstops,soccergoals,etc.).
Modify(forexample,subdivideintosmallerareasusingcones)regulation-sized
spaces(e.g.,soccereld)tomaximizeparticipationinactivity.
Chapter 9
Instructional
Resources

256
Chapter 9
Instructional
Resources
Someschoolshaveexperiencedsuccessworkingwithcommunitypartnersto
optimizeresourcesbydesigninganddevelopingfacilitiesthatmeetthephysical
activityneedsofchildren,youths,andadults.Forexample,duringtheschoolday
studentslearnandpracticenewmovementskillsinthegymnasium,usingcolor-
fulequipmentsizedjustforthem.Afterschoolends,thegymnasiumbecomesa
hubofphysicalactivityforyouthsandadultswhojoininclasses,participatein
communityleagues,andenjoyotheropportunitiesoeredatanindoorfacility.
Partnershipsbetweenschoolsandcommunityentitieshelpspreadthenanc-
ingandmaintenancecostsofthesefacilitiesamongthepartners.Alesstangible
benet,butonenotedbydistrictsthatusethesepartnerships,isthedecreasein
vandalism.Administratorsandteachersattributethisbenettobothincreased
communityprideinthefacilityand,becausethefacilityisusedmoreoften,
greatersupervision.
Adiculttaskinanypartnershipisbalancingtheneedforpublicaccessto
thesiteandtheneedforstudentsafety.Placementofajoint-usepool,gym,or
otherfacilityontheedgeofthecampusandfencesinstrategiclocationsensure
controlledandsafeaccesstothesite.Tefacilitycanbeavailableontheweekend
orafterschoolwhiletherestofthecampusissecurefromvandalism.TeCDE
publicationGuide to School Site Analysis and Development oersanumberof
practicaltipsonajoint-useagreement.Tisdocumentisavailablefordownload
athttp://www.cde.ca.gov/ls/fa/sf/guideschoolsite.asp.
Appendixes

259
Appendix A
Selected Laws and Regulations
(CurrentasofJanuary1,2009)
California Education Code
Selected Non-Discrimination Statutes
200.ItisthepolicyoftheStateofCaliforniatoaordallpersonsinpublicschools,
regardlessoftheirdisability,gender,nationality,raceorethnicity,religion,sexualori-
entation,oranyothercharacteristicthatiscontainedinthedenitionofhatecrimes
setforthinSection422.55ofthePenalCode,equalrightsandopportunitiesinthe
educationalinstitutionsofthestate.Tepurposeofthischapteristoprohibitacts
thatarecontrarytothatpolicyandtoprovideremediestherefor.
201.(a)Allpupilshavetherighttoparticipatefullyintheeducationalprocess,free
fromdiscriminationandharassment.
(b)Californiaspublicschoolshaveanarmativeobligationtocombatracism,
sexism,andotherformsofbias,andaresponsibilitytoprovideequaleducational
opportunity.
(c)Harassmentonschoolgroundsdirectedatanindividualonthebasisofper-
sonalcharacteristicsorstatuscreatesahostileenvironmentandjeopardizesequal
educationalopportunityasguaranteedbytheCaliforniaConstitutionandtheUnited
StatesConstitution.
(d)Tereisanurgentneedtopreventandrespondtoactsofhateviolenceand
bias-relatedincidentsthatareoccurringatanincreasingrateinCaliforniaspublic
schools.
(e)Tereisanurgentneedtoteachandinformpupilsinthepublicschoolsabout
theirrights,asguaranteedbythefederalandstateconstitutions,inordertoincrease
pupilsawarenessandunderstandingoftheirrightsandtherightsofothers,withthe
intentionofpromotingtoleranceandsensitivityinpublicschoolsandinsocietyasa
meansofrespondingtopotentialharassmentandhateviolence.
(f )ItistheintentoftheLegislaturethateachpublicschoolundertakeeducational
activitiestocounterdiscriminatoryincidentsonschoolgroundsand,withinconsti-
tutionalbounds,tominimizeandeliminateahostileenvironmentonschoolgrounds
thatimpairstheaccessofpupilstoequaleducationalopportunity.
(g)ItistheintentoftheLegislaturethatthischaptershallbeinterpretedasconsis-
tentwith Article9.5(commencingwithSection11135)ofChapter1ofPart1of
Division3ofTitle2oftheGovernmentCode,TitleVIofthefederalCivilRights
Actof1964(42U.S.C.Sec.1981,etseq.),TitleIXoftheEducationAmendments
of1972(20U.S.C.Sec.1681,etseq.),Section504ofthefederalRehabilitationAct
of1973(29U.S.C.Sec.794(a)),thefederalIndividualswithDisabilitiesEducation
Act(20U.S.C.Sec.1400etseq.),thefederalEqualEducationalOpportunitiesAct
(20U.S.C.Sec.1701,etseq.),theUnruhCivilRightsAct(Secs.51to53,incl.,Civ.
C.),andtheFairEmploymentandHousingAct(Pt.2.8(commencingwithSec.
12900),Div.3,Gov.C.),exceptwherethischaptermaygrantmoreprotectionsor
Appendix A
SelectedLaws
andRegulations

260
Appendix A
SelectedLaws
andRegulations
imposeadditionalobligations,andthattheremediesprovidedhereinshallnotbethe
exclusiveremedies,butmaybecombinedwithremediesthatmaybeprovidedbythe
abovestatutes.
210.1.DisabilityincludesmentalandphysicaldisabilityasdenedinSection
12926oftheGovernmentCode.
210.7. Gendermeanssex,andincludesapersonsgenderidentityandgender
relatedappearanceandbehaviorwhetherornotstereotypicallyassociatedwiththe
personsassignedsexatbirth.
212.Nationalityincludescitizenship,countryoforigin,andnationalorigin.
212.1. Raceorethnicityincludesancestry,color,ethnicgroupidentication,and
ethnicbackground.
212.3.Religionincludesallaspectsofreligiousbelief,observance,and
practiceandincludesagnosticismandatheism.
212.6Sexualorientationmeansheterosexuality,homosexuality,orbisexuality.
219.Disability,gender,nationality,raceorethnicity,religion,sexualorientation,or
anyothercharacteristiccontainedinthedenitionofhatecrimessetforthinSec-
tion422.55ofthePenalCodeincludesaperceptionthatthepersonhasanyofthose
characteristicsorthatthepersonisassociatedwithapersonwhohas,orisperceived
tohave,anyofthosecharacteristics.
220. Nopersonshallbesubjectedtodiscriminationonthebasisofdisability,gen-
der,nationality,raceorethnicity,religion,sexualorientation,oranyothercharacter-
isticthatiscontainedinthedenitionofhatecrimessetforthinSection422.55of
thePenalCodeinanyprogramoractivityconductedbyaneducationalinstitution
thatreceives,orbenetsfrom,statenancialassistanceorenrollspupilswhoreceive
statestudentnancialaid.
221.5.(a)Itisthepolicyofthestatethatelementaryandsecondaryschoolclasses
andcourses,includingnonacademicandelectiveclassesandcourses,beconducted,
withoutregardtothesexofthepupilenrolledintheseclassesandcourses.
(b)Aschooldistrictmaynotprohibitapupilfromenrollinginanyclassorcourse
onthebasisofthesexofthepupil,exceptaclasssubjecttoChapter5.6(commenc-
ingwithSection51930)ofPart28.
(c)Aschooldistrictmaynotrequireapupilofonesextoenrollinaparticularclass
orcourse,unlessthesameclassorcourseisalsorequiredofapupiloftheopposite
sex.
(d)Aschoolcounselor,teacher,instructor,administrator,oraidemaynot,onthe
basisofthesexofapupil,oervocationalorschoolprogramguidancetoapupilof
onesexthatisdierentfromthatoeredtoapupiloftheoppositesexor,incounsel-
ingapupil,dierentiatecareer,vocational,orhighereducationopportunitiesonthe
basisofthesexofthepupilcounseled.Anyschoolpersonnelactinginacareercoun-
selingorcourseselectioncapacitytoapupilshallarmativelyexplorewiththepupil
thepossibilityofcareers,orcoursesleadingtocareers,thatarenontraditionalforthat
pupilssex.Teparentsorlegalguardianofthepupilshallbenotiedinageneral
manneratleastonceinthemannerprescribedbySection48980,inadvanceofcareer


261
counselingandcourseselectioncommencingwithcourseselectionforgrade7sothat
theymayparticipateinthecounselingsessionsanddecisions.
(e)Participationinaparticularphysicaleducationactivityorsport,ifrequiredof
pupilsofonesex,shallbeavailabletopupilsofeachsex.
221.7. (a)TeLegislaturendsanddeclaresthatfemalepupilsarenotaccorded
opportunitiesforparticipationinschool-sponsoredathleticprogramsequaltothose
accordedmalepupils.ItistheintentoftheLegislaturethatopportunitiesforpartici-
pationinathleticsbeprovidedequallytomaleandfemalepupils.
(b)Notwithstandinganyotherprovisionsoflaw,nopublicfundsshallbeused
inconnectionwithanyathleticprogramconductedundertheauspicesofaschool
districtgoverningboardoranystudentorganizationwithinthedistrict,whichdoes
notprovideequalopportunitytobothsexesforparticipationandforuseoffacilities.
Facilitiesandparticipationinclude,butarenotlimitedto,equipmentandsupplies,
schedulingofgamesandpracticetime,compensationforcoaches,travelarrange-
ments,perdiem,lockerrooms,andmedicalservices.
(c)Nothinginthissectionshallbeconstruedtorequireaschooldistricttorequire
competitionbetweenmaleandfemalepupilsinschool-sponsoredathleticprograms.
233. (a)AttherequestoftheSuperintendentofPublicInstruction,theStateBoard
ofEducationshalldoallofthefollowingaslongastheboardsactionsdonotresult
inastatemandateoranincreaseincoststoastateorlocalprogram:
(1)Adoptpoliciesdirectedtowardcreatingaschoolenvironmentinkindergarten
andgrades1to12,inclusive,thatisfreefromdiscriminatoryattitudesandpractices
andactsofhateviolence.[statute continues]
235. TereshallbenodiscriminationonthebasisofthecharacteristicslistedinSec-
tion220inanyaspectoftheoperationofalternativeschoolsorcharterschools.
260.Tegoverningboardofaschooldistrictshallhavetheprimaryresponsibilityfor
ensuringthatschooldistrictprogramsandactivitiesarefreefromdiscriminationbased
onageandthecharacteristicslistedinSection220andformonitoringcompliance
withanyandallrulesandregulationspromulgatedpursuanttoSection11138ofthe
GovernmentCode.
Physical Education Data Required on the School
Accountability Report Card
33126.(a)Teschoolaccountabilityreportcardshallprovidedatabywhichaparent
canmakemeaningfulcomparisonsbetweenpublicschoolsthatwillenablehimorher
tomakeinformeddecisionsontheschoolinwhichtoenrollhisorherchildren.
(b)Teschoolaccountabilityreportcardshallinclude,butisnotlimitedto,assess-
mentofthefollowingschoolconditions:
(1)(A)Pupilachievementbygradelevel,asmeasuredbythestandardizedtesting
andreportingprogramspursuanttoArticle4(commencingwithSection60640)of
Chapter5ofPart33.
(B)AfterthestatedevelopsastatewideassessmentsystempursuanttoChapter5
(commencingwithSection60600)andChapter6(commencingwithSection60800)
ofPart33,pupilachievementbygradelevel,asmeasuredbytheresultsofthestate-
wideassessment.(statute continues)
Appendix A
SelectedLaws
andRegulations

262
Appendix A
SelectedLaws
andRegulations
Establishment of Courses in Physical Education
33350.TeStateDepartmentofEducationshalldoallofthefollowing:
(a)Adoptrulesandregulationsthatitdeemsnecessaryandpropertosecurethees-
tablishmentofcoursesinphysicaleducationintheelementaryandsecondaryschools.
(b)Compileorcausetobecompiledandprintedamanualinphysicaleducation
fordistributiontoteachersinthepublicschoolsofthestate.
(c)Encourageschooldistrictsoeringinstructioninkindergartenandanyof
grades1to12,inclusive,totheextentthatresourcesareavailable,toprovidequality
physicaleducationthatdevelopstheknowledge,attitudes,skills,behavior,and
motivationneededtobephysicallyactiveandtforlife;toprovidedailyrecessperi-
odsforelementaryschoolpupils,featuringtimeforunstructuredbutsupervisedplay;
toprovideextracurricularphysicalactivityandtnessprogramsandphysicalactivity
andtnessclubs;andtoencouragetheuseofschoolfacilitiesforphysicalactivity
andtnessprogramsoeredbytheschool,publicparkandrecreationdistricts,or
community-basedorganizationsoutsideofschoolhours.
33351. TeDepartmentofEducationmayemploythenecessaryexpertandclerical
assistantsinordertocarryouttheprovisionsofthisarticle.
Monitoring of Provision of Physical Education Instruction
33352.(a)Tedepartmentshallexercisegeneralsupervisionoverthecoursesof
physicaleducationinelementaryandsecondaryschoolsofthestate;adviseschool
ocials,schoolboards,andteachersinthedevelopmentandimprovementoftheir
physicaleducationandactivityprograms;andinvestigatetheworkinphysicaleduca-
tioninthepublicschools.
(b)Tedepartmentshallensurethatthedatacollectedthroughthecategorical
programmonitoringindicatestheextenttowhicheachschoolwithinthejurisdiction
ofaschooldistrictorcountyoceofeducationdoesallofthefollowingthatare
applicabletotheschool:
(1) Providesinstructioninphysicaleducationforatotalperiodoftimeofnotless
than200minuteseach10schooldaystopupilsingrades1to6,inclusive,asrequired
pursuanttosubdivision(g)ofSection51210.
(2) Providesinstructioninphysicaleducationforatotalperiodoftimeofnot
lessthan400minuteseach10schooldaystopupilsingrades7to12,inclusive,as
requiredpursuanttosubdivision(a)ofSection51222.
(3)Providesinstructioninphysicaleducationforatotalperiodoftimeofnotless
than200minuteseach10schooldaystopupilsinanelementaryschoolmaintaining
grades1to8,inclusive,asrequiredpursuanttoSection51233.
(4)ConductsphysicaltnesstestingofpupilsasrequiredpursuanttoChapter6
(commencingwithSection60800)ofPart33.
(5)Includestheresultsofphysicaltnesstestingofpupilsintheschoolaccount-
abilityreportcardasrequiredpursuanttosubparagraph(C)ofparagraph(1)of
subdivision(b)ofSection33126.
(6)Oerspupilsexemptedfromrequiredattendanceinphysicaleducationcourses
pursuanttoparagraph(1)ofeithersubdivision(b)or(c)ofSection51241avarietyof
electivephysicaleducationcoursesofnotlessthan400minutesevery10schooldays.

263
(7)Providesacourseofstudyinphysicaleducationtopupilsinanyofgrades9to
12,inclusive,thatincludesadevelopmentallyappropriatesequenceofinstruction,
includingtheeectsofphysicalactivityupondynamichealth,themechanicsofbody
movement,aquatics,gymnasticsandtumbling,individualanddualsports,rhythms
anddance,teamsports,andcombatives.
(8)Providesinstructioninphysicaleducationtopupilsthatprovidesequaloppor-
tunitiesforparticipationregardlessofgender.
(9)Providesinstructioninphysicaleducationtopupilsinanyofgrades1to12,
inclusive,byphysicaleducationteacherswhoholdappropriateteachingcredentials
issuedbytheCommissiononTeacherCredentialing.
(c)Tedepartmentannuallyshalldobothofthefollowing:
(1)SubmitareporttotheGovernorandtheLegislaturethatsummarizesthedata
collectedthroughcategoricalprogrammonitoringregardingtheitemsdescribedin
paragraphs(1)to(9),inclusive,ofsubdivision(b).
(2)Postasummaryofthedatacollectedthroughcategoricalprogrammonitoring
regardingtheitemsdescribedinparagraphs(1)to(9),inclusive,ofsubdivision(b)on
theInternetWebsiteofthedepartment.
51210.1.(a)(1)TeLegislaturendsanddeclaresallofthefollowing:
(A)TeEducationCodecurrentlymandates200minutesofphysicaleducation
every10schooldaysforpupilsinelementaryschool.Recentstudieshaveshownthat
thevastmajorityofchildrenandyoutharenotphysicallyt.
(B)AccordingtoaMarch1997reportbytheCentersforDiseaseControl,theper-
centageofchildrenandadolescentswhoareoverweighthasmorethandoubledinthe
last30years.Mostofthisincreaseoccurredwithinthelast10years.
(C)Nearly40percentofchildrenofagesvetoeightyearshavehealthconditions
thatsignicantlyincreasetheirriskofearlyheartdisease.
(D)Some70percentofgirls,and40percentofboys,whoarefrom6to12yearsof
agedonothaveenoughmusclestrengthtodomorethanonepullup.
(E)Mostchildrenleadinactivelives.Ontheaverage,rstthroughfourthgraders
spendtwohourswatchingtelevisiononschooldaysandspendclosetothreeand
one-halfhourswatchingtelevisiononweekenddays.
(2)Itis,therefore,theintentoftheLegislaturethatallchildrenshallhaveaccessto
ahigh-quality,comprehensive,anddevelopmentallyappropriatephysicaleducation
programonaregularbasis.
(b)(1)EachschooldistrictselectedbytheSuperintendentofPublicInstruction
pursuanttoparagraph(2)shallreporttotheSuperintendentofPublicInstructionin
theCoordinatedComplianceReviewastotheextentofitscompliancewithsubdivi-
sion(g)ofSection51210forgrades1to6,inclusive,duringthatschoolyear.
(2)TeSuperintendentofPublicInstructionshallselectnotlessthan10percentof
theschooldistrictsofthestatetoreportcompliancewiththeprovisionssetforthin
paragraph(1).Teschooldistrictsselectedshallprovidearandomandaccuratesam-
plingofthestateasawhole.
(c)Forpurposesofdeterminingcompliancewithparagraphs(1)and(2)ofsubdivi-
sion(b),theSuperintendentofPublicInstructionshallnotcountthetimespentin
recessesandthelunchperiod.
Appendix A
SelectedLaws
andRegulations

264
Appendix A
SelectedLaws
andRegulations
(d)Aschooldistrictthatfailstocomplywiththeexistingstatutoryrequirements
shallissueacorrectiveactionplantothestateDepartmentofEducationinaccor-
dancewiththeCoordinatedComplianceReviewprocess.
(e)Tissectionshallnotbeapplicabletohighschools.
Physical Education in Continuous School Programs
37631. Tecoursesofinstructionoeredataschoolmaintainedpursuanttothis
chaptershallmeetallapplicablerequirementsoflaw,includingtherequirements
prescribedbyChapter2(commencingwithSection51200)ofPart28relatingto
physicaleducationandChapter5.6(commencingwithSection51930)ofPart28.
Forthesepurposestheinstructionalprogramshallbedesignedtoprovideatleastthe
overallequivalentininstructionineachcourseofstudyrequiredbylawtobepro-
videdinkindergartenandgrades1to12,inclusive,uponthecompletionbyapupil
oftheworkprescribedforanyparticulargrade.
Grading in Physical Education Classes
49066.(a)Whengradesaregivenforanycourseofinstructiontaughtinaschool
district,thegradegiventoeachpupilshallbethegradedeterminedbytheteacherof
thecourseandthedeterminationofthepupilsgradebytheteacher,intheabsenceof
clericalormechanicalmistake,fraud,badfaith,orincompetency,shallbenal.
(b)Tegoverningboardoftheschooldistrictandthesuperintendentofsuchdis-
trictshallnotorderapupilsgradetobechangedunlesstheteacherwhodetermined
suchgradeis,totheextentpracticable,givenanopportunitytostateorally,inwrit-
ing,orboth,thereasonsforwhichsuchgradewasgivenandis,totheextentpracti-
cable,includedinalldiscussionsrelatingtothechangingofsuchgrade.
(c)Nogradeofapupilparticipatinginaphysicaleducationclass,however,maybe
adverselyaectedduetothefactthatthepupildoesnotwearstandardizedphysical
educationapparelwherethefailuretowearsuchapparelarisesfromcircumstances
beyondthecontrolofthepupil.
Summary of Nutrition and Physical Activity Laws and Regulations
49432.ByJanuary1,2004,everypublicschoolmaypostasummaryofnutrition
andphysicalactivitylawsandregulations,andshallposttheschooldistrictsnutri-
tionandphysicalactivitypolicies,inpublicviewwithinallschoolcafeteriasorother
centraleatingareas.TeStateDepartmentofEducationshalldevelopthesummary
ofstatelawandregulations.
Courses of Study, General Provisions
51206.TeLegislatureherebyndsanddeclaresthatthephysicaltnessandmotor
developmentofchildreninthepublicelementaryschoolsisofequalimportanceto
thatofotherelementsofthecurriculum.
TeLegislaturefurtherndsthat,inordertoimprovethelevelofphysicaleduca-
tionintheelementarygrades,theSuperintendentofPublicInstructionshall,through
theregularbudgetprocess,employanelementaryphysicaleducationspecialisttode-
velopmodelcurriculumstandardsinphysicaleducationforgrades1to8,inclusive,
providetechnicalassistancetoteachers,andassistschooldistrictsinthedevelopment
oftheirphysicaleducationprograms.

265
Course of Study for Grades 1 to 6
51210(g) [Te adopted course of study for grades 1 to 6, inclusive, shall include instruc-
tion, beginning in grade 1 and continuing through grade 6, in the following areas of
study:]Physicaleducation,withemphasisuponthephysicalactivitiesforthepupils
thatmaybeconducivetohealthandvigorofbodyandmind,foratotalperiodof
timenotlessthan200minuteseach10schooldays,exclusiveofrecessesandthe
lunchperiod.
51210.2. (a)TeLegislatureherebyndsanddeclaresthatthephysicaltnessand
motordevelopmentofchildreninthepublicelementaryschoolsisofequalimpor-
tancetothatofotherelementsofthecurriculum.
(b)Itis,therefore,theintentoftheLegislaturetoencourageeachschooldistrict
maintaininganelementaryschoolcomposedofanyofgrades1to6,inclusive,todo
oneofthefollowing:
(1)Employacredentialedphysicaleducationteachertoprovideinstructionin
physicaleducationforeachclassofgrades1to6,inclusive,withinanyelementary
schoolinthedistrictforatotalperiodoftimeofnotlessthan200minuteseach10
schooldays,exclusiveofrecessesandthelunchperiod.
(2)Provideeachteacherprovidinginstructioninphysicaleducationtoanyof
grades1to6,inclusive,withinanyelementaryschoolinthedistrictwithyearly
theoreticalpracticaltrainingindevelopmentalphysicaleducation,assetforthin
thePhysicalEducationFrameworkadoptedbytheStateDepartmentofEducation
pursuanttoSection33350,exceptthatanyteacherwhohassuccessfullycompleted
onecollegelevelcourseinelementaryphysicaleducationshallnotbesubjecttothis
paragraph.
Instructional Minutes for Elementary School Maintaining
Any of Grades 1 to 8
51223.NotwithstandingtheprovisionsofSections51210and51222,instructionin
physicaleducationinanelementaryschoolmaintaininganyofgrades1to8shallbe
foratotalperiodoftimeofnotlessthan200minuteseach10schooldays,exclusive
ofrecessesandthelunchperiod.
Course of Study for Grades 7 to 12
51220(d) [Te adopted course of study for grades 7 to 12, inclusive, shall oer courses
in the following areas of study:]Physicaleducation,withemphasisgiventophysical
activitiesthatareconducivetohealthandtovigorofbodyandmind,asrequiredby
Section51222.
High School Graduation Requirement for Courses
in Physical Education
51225.3(a)(1)(F) [Commencing with the 1988-89 school year, no pupil will receive a
diploma of graduation from high school who, while in grades 9 to 12, inclusive, has not
completed all of the following:] Twocoursesinphysicaleducation,unlessthepupilhas
beenexemptedpursuanttotheprovisionsofthiscode.
Appendix A
SelectedLaws
andRegulations

266
Appendix A
SelectedLaws
andRegulations
Physical Education Exemptions
51222. (a)Allpupils,exceptpupilsexcusedorexemptedpursuanttoSection51241,
shallberequiredtoattenduponthecoursesofphysicaleducationforatotalperiod
oftimeofnotlessthan400minuteseach10schooldays.Anypupilmaybeexcused
fromphysicaleducationclassesduringoneofgrades10,11,or12fornottoexceed
24clockhoursinordertoparticipateinautomobiledrivertraining.Suchpupilwho
isexcusedfromphysicaleducationclassestoenrollindrivertrainingshallattend
uponaminimumof7,000minutesofphysicaleducationinstructionduringsuch
schoolyear.
(b)Tegoverningboardofeachschooldistrictthatmaintainsahighschooland
thatelectstoexemptpupilsfromrequiredattendanceinphysicaleducationcourses
pursuanttoparagraph(1)or(2)orbothofsubdivision(b)ofSection51241shall
oerthosepupilssoexemptedavarietyofelectivephysicaleducationcoursesofnot
lessthan400minuteseach10schooldays.
51241.(a)Tegoverningboardofaschooldistrictortheoceofthecountysuper-
intendentofschoolsofacountymaygrantatemporaryexemptiontoapupilfrom
coursesinphysicaleducation,ifthepupilisoneofthefollowing:
(1)Illorinjuredandamodiedprogramtomeettheneedsofthepupilcannotbe
provided.
(2)Enrolledforone-half,orless,oftheworknormallyrequiredoffull-timepupils.
(b)(1)Tegoverningboardofaschooldistrictortheoceofthecountysuper-
intendentofschoolsofacounty,withtheconsentofapupil,maygrantapupilan
exemptionfromcoursesinphysicaleducationfortwoyearsanytimeduringgrades
10to12,inclusive,ifthepupilhasmetsatisfactorilyatleastveofthesixstandards
ofthephysicalperformancetestadministeredingrade9pursuanttoSection60800.
(2)PursuanttoSections51210,51220,and51222,physicaleducationisrequired
tobeoeredtoallpupils,and,therefore,schoolsarerequiredtoprovideadequate
facilitiesandinstructionalresourcesforthatinstruction.Inthisregard,paragraph(1)
shallbeimplementedinamannerthatdoesnotcreateanewprogramorimposea
higherlevelofserviceonalocaleducationalagency.Paragraph(1)doesnotmandate
anyoverallincreaseinstangorinstructionaltimebecause,pursuanttosubdivision
(d),pupilsarenotpermittedtoattendfewertotalhoursofclassiftheydonotenroll
inphysicaleducation.Paragraph(1)doesnotmandateanynewcostsbecauseanyad-
ditionalphysicaleducationinstructionthatalocaleducationalagencyprovidesmay
beaccomplishedduringtheexistinginstructionalday,withexistingfacilities.Para-
graph(1)doesnotpreventalocaleducationalagencyfromimplementinganyother
temporaryorpermanentexemptionauthorizedbythissection.
(c)Tegoverningboardofaschooldistrictortheoceofthecountysuperinten-
dentofacountymaygrantpermanentexemptionfromcoursesinphysicaleducation
ifthepupilcomplieswithanyoneofthefollowing:
(1)Is16yearsofageorolderandhasbeenenrolledingrade10foroneacademic
yearorlonger.
(2)Isenrolledasapostgraduatepupil.
(3)Isenrolledinajuvenilehome,ranch,camp,orforestrycampschoolwherepu-
pilsarescheduledforrecreationandexercisepursuanttotherequirementsofSection
4346ofTitle15oftheCaliforniaCodeofRegulations.

267
(d)Apupilexemptedunderparagraph(1)ofsubdivision(b)orparagraph(1)of
subdivision(c)shallnotattendfewertotalhoursofcoursesandclassesifheorshe
electsnottoenrollinaphysicaleducationcoursethanheorshewouldhaveattended
ifheorshehadelectedtoenrollinaphysicaleducationcourse.
(e)Notwithstandinganyotherlaw,thegoverningboardofaschooldistrictalso
mayadministertopupilsingrades10to12,inclusive,thephysicalperformancetest
requiredingrade9pursuanttoSection60800.Apupilwhomeetssatisfactorilyat
leastveofthesixstandardsofthisphysicalperformancetestinanyofgrades10to
12,inclusive,iseligibleforanexemptionpursuanttosubdivision(b).
51242.Tegoverningboardofaschooldistrictmayexemptanyfour-yearorse-
niorhighschoolpupilfromattendingcoursesofphysicaleducation,ifthepupilis
engagedinaregularschool-sponsoredinterscholasticathleticprogramcarriedon
whollyorpartiallyafterschoolhours.
51246.Tegoverningboardofaschooldistrictmayexemptanypupilenrolledin
hislastsemesterorquarter,asthecasemaybe,ofthe12
th
gradewho,pursuantto
Section46145or46147,ispermittedtoattendschoollessthan240or180minutes
perday,fromattendingcoursesofphysicaleducation;provided,however,thatsuch
pupilmaynotbeexemptedpursuanttothissectionfromattendingcoursesofphysi-
caleducationifsuchpupilwould,aftersuchexemption,attendschoolfor240min-
utesormoreperday.
Independent Study
51745.(a)Commencingwiththe1990-91schoolyear,thegoverningboardofa
schooldistrictoracountyoceofeducationmayoerindependentstudytomeet
theeducationalneedsofpupilsinaccordancewiththerequirementsofthisarticle.
Educationalopportunitiesoeredthroughindependentstudymayinclude,butshall
notbelimitedto,thefollowing:
(1)Specialassignmentsextendingthecontentofregularcoursesofinstruction.
(2)Individualizedstudyinaparticularareaofinterestorinasubjectnotcurrently
availableintheregularschoolcurriculum.
(3)Individualizedalternativeeducationdesignedtoteachtheknowledgeandskills
ofthecorecurriculum.Independentstudyshallnotbeprovidedasanalternativecur-
riculum.
(4)Continuingandspecialstudyduringtravel.
(5)Volunteercommunityserviceactivitiesthatsupportandstrengthenpupil
achievement.
(b)Notmorethan10percentofthepupilsparticipatinginanopportunityschool
orprogram,oracontinuationhighschool,calculatedasspeciedbytheStateDe-
partmentofEducation,shallbeeligibleforapportionmentcreditforindependent
studypursuanttothisarticle.Apupilwhoispregnantorisaparentwhoisthepri-
marycaregiverforoneormoreofhisorherchildrenshallnotbecountedwithinthe
10percentcap.
(c)Noindividualwithexceptionalneeds,asdenedinSection56026,maypartici-
pateinindependentstudy,unlesshisorherindividualizededucationprogramdevel-
opedpursuanttoArticle3(commencingwithSection56340)ofChapter4ofPart
30specicallyprovidesforthatparticipation.
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268
Appendix A
SelectedLaws
andRegulations
(d)Notemporarilydisabledpupilmayreceiveindividualinstructionpursuantto
Section48206.3throughindependentstudy.
(e)Nocourseincludedamongthecoursesrequiredforhighschoolgraduationun-
derSection51225.3shallbeoeredexclusivelythroughindependentstudy.
Physical Education Model Content Standards
60605.2(a)NolaterthanDecember1,2004,theStateBoardofEducationshall
adoptmodelcontentstandards,pursuanttorecommendationsdevelopedbythe
SuperintendentofPublicInstruction,inthecurriculumareaofphysicaleducation.
(b)Temodelcontentstandardsareintendedtoprovideaframeworkforpro-
gramsthataschoolmayoerintheinstructionofphysicaleducation.Nothingin
thissectionshallbeconstruedtorequireaschooltofollowthemodelcontent
standards.
Physical Performance Test
60800. (a)DuringthemonthofFebruary,March,April,orMay,thegoverning
boardofeachschooldistrictmaintaininganyofgrades5,7,and9shalladminister
toeachpupilinthosegradesthephysicalperformancetestdesignatedbythestate
board.Eachpupilwithaphysicaldisabilityandeachpupilwhoisphysicallyunable
totakeallofthephysicalperformancetestshallbegivenasmuchofthetestashisor
herconditionwillpermit.
(b)Uponrequestofthedepartment,aschooldistrictshallsubmittothedepart-
ment,atleastonceeverytwoyears,theresultsofitsphysicalperformancetesting.
(c)Tedepartmentshallcompiletheresultsofthephysicalperformancetestand
submitareporteverytwoyears,byDecember31,totheLegislatureandGovernor
thatstandardizesthedata,tracksthedevelopmentofhigh-qualitytnessprograms,
andcomparestheperformanceofCaliforniaspupilswithnationalperformance,to
theextentthatfundingisavailable.
(d)Pupilsshallbeprovidedwiththeirindividualresultsaftercompletingthe
physicalperformancetesting.Tetestresultsmaybeprovidedorallyasthepupil
completesthetesting.
(e)Tegoverningboardofaschooldistrictshallreporttheaggregateresultsofits
physicalperformancetestingadministeredpursuanttothissectionintheirannual
schoolaccountabilityreportcardrequiredbySections33126and35256.
California Code of Regulations, Title 5, Education
3051.5. Adapted Physical Education for Individuals
with Exceptional Needs.
(a)Adaptedphysicaleducationisforindividualswithexceptionalneedswho
requiredevelopmentalorcorrectiveinstructionandwhoareprecludedfrompartici-
pationintheactivitiesofthegeneralphysicaleducationprogram,modiedgeneral
physicaleducationprogram,orinaspeciallydesignedphysicaleducationprogramin
aspecialclass.Consultativeservicesmaybeprovidedtopupils,parents,teachers,or
otherschoolpersonnelforthepurposeofidentifyingsupplementaryaidsandservices

269
ormodicationsnecessaryforsuccessfulparticipationintheregularDPhysical
educationprogramorspeciallydesignedphysicaleducationprograms.
(b)Tepersonprovidinginstructionandservicesshallhaveacredentialauthoriz-
ingtheteachingofadaptedphysicaleducationasestablishedbytheCommissionon
TeacherCredentialing.
4930. General Provisions
(a)Localagencyoreducationalinstitutionorcounselorshallnotdiscriminate
againstanypersononthebasisofsex,sexualorientation,gender,ethnicgroupidenti-
cation,race,ancestry,nationalorigin,religion,color,ormentalorphysicaldisability
inthecounselingorguidanceofpupils.
(b)Nothinginthissectionshallbeconstruedasprohibitingalocalagencyfrom
encouragingmembersofonesextoentercourses,programs,activitiesoroccupations
whicharetraditionallyenteredbytheothersex.
(c)Counselingincludes,butisnotlimitedto,academic,vocational,career,social
orpsychologicalcounselingwhichisconductedorsponsoredby,through,oratan
educationalinstitutionwhetherinaninformalorformalprogram,workshoporother
activity,orwhetherconductedorsponsoredonaroutineorsporadicbasis.
(d)Counselingincludes,butisnotlimitedto,anyperson,group,orsub-group,
regardlessoftitleorjobdescription,whoengagesincounselingofanypupil.
4940. General Provisions.
(a)Alocalagencyanditseducationalinstitutionsshallnotprovideanycourse
orotherwisecarryoutanyofitseducationalprogramsoractivitiesseparatelyonthe
basisofsex,sexualorientation,gender,ethnicgroupidentication,race,ancestry,
nationalorigin,religion,color,ormentalorphysicaldisabilityorrequireorrefuse
participationthereinbyanyofitsstudentsonsuchbasis,includingbutnotlimited
to,agriculture,health,physicaleducation,industrialtechnology,business,career,vo-
cationalandemergingtechnicaleducationalprograms,homeeconomics,workexpe-
rienceprograms,occupationaltrainingprograms,researchopportunities,visualand
performingarts,andadulteducationcourses.
(b)Portionsofclasseswhichdealwithhumansexualitymaybeconductedin
separatesessionsformalesandfemales.
(c)Localagenciesandtheireducationalinstitutionsmaymakerequirements
basedonvocalrangeorqualitywhichmayresultinachorusorchorusesofone,or
predominantlyone,sex.
(d)Alocalagencyanditseducationalinstitutionsshallnotpermitanycourseor
activitylabelingandschedulingwhichresultsintheseparationofstudentsonthe
basisofsex,sexualorientation,gender,ethnicgroupidentication,race,ancestry,
nationalorigin,religion,color,ormentalorphysicaldisability.Ineducationalinstitu-
tionswherestudentshavetheopportunitytoselectaspecicactivityforaphysical
educationcourse,thecoursetitleanddescriptionshallbegenderneutral.
(e)Whileinstructioninallphysicaleducationclassesiscoeducational,nothing
inthissectionshallprohibitthegroupingofstudentsduringphysicaleducation
activitiesbyabilitywhenassessedbyobjectivestandardsofindividualperformance
withoutregardtosexandallstudentsareinvolvedinthesamephysicalactivityor
conceptuallearningexperienceatthesametime.
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270
Appendix A
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andRegulations
(f )Recruitment.Aneducationalinstitutionmaychoosetoundertakearmative
recruitmenteortstoovercometheeectofconditionswhichresultedinlimited
participationincertaincoursesbyaparticulargroupofstudentsincludingbutnot
limitedtomath,science,emergingtechnologies,occupationaltraining,andcareer
vocationalandtechnicaleducationalprogramcourses.
(g)Prerequisites.Nothinghereinshallbeconstruedtoprohibittheuseofpre-
requisitesthathavebeendemonstratedtobeessentialtosuccessinagivenprogram
orcourse.Ifaprerequisiteisnotessentialtosuccessinagivencourseorprogram,it
shallbeabolishedasaprerequisite.
(h)RequiredCourses.Indeterminingrequiredcoursesforanystudent,such
determinationshallbemadewithoutregardtosex,sexualorientation,gender,eth-
nicgroupidentication,race,ancestry,nationalorigin,religion,color,ormentalor
physicaldisability,exceptasotherwiseprovidedintheseregulations.
10060. Criteria for Physical Education Program
Eachschooldistrictshallappraisethequalityofthephysicaleducationprogramin
eachseniororfour-yearhighschoolofthedistrictbythefollowingcriteria:
(a) Tecourseofstudyprovidesforinstructioninadevelopmentsequencein
eachofthefollowingareas:
(1) Eectsofphysicalactivityupondynamichealth
(2) Mechanicsofbodymovement
(3) Aquatics
(4) Gymnasticsandtumbling
(5) Individualanddualsports
(6) Rhythmsanddance
(7) Teamsports
(8) Combativesforboys
(b) Assignmentofpupilstophysicaleducationcoursesismadeonthebasisof
individualneedsincludingsuchfactorsashealthstatus,skilldevelopment,
and/orgradelevel.
(c) Instructionisprovidedforpupilswithphysicallimitationsincludingthose
withinadequateskilldevelopmentandthephysicallyunderdeveloped.Physi-
calperformancetestsasrequiredbySection1041areusedtoidentifyphysi-
callyunderdevelopedpupilsandtoappraisethemotoraspectsofphysical
tness
(d) Eachcourseincludesactivitiesofavigorousnatureadoptedtoindividual
capacities,anddesignedtopermitmaximumdevelopmentofeachindividual
pupil.
(e) Eachclassperiodincludestheteachingofthefundamentalsandtechniques
ofeachinstructionalareaconductedduringthatperiod.
(f ) Classsizeisconsistentwiththerequirementsofgoodinstructionandsafety.
(g) Reportingofpupilachievementisbaseduponallofthefollowing:
(1) Evaluationofthepupilsindividualprogressandthemeasureofhis
attainmentofthegoalsspeciedineachareaofinstructionlistedin
subsection(a)ofthissection.
(2) Testsdesignedtodetermineskillandknowledge.
(3) Physicalperformancetests.


271
(4) Anyotherevaluationproceduresrequiredbylocalgoverningboard
regulations.
(h) Teachingstationsareofsucientnumberandsuitabilitytoprovideinstruc-
tioninactivitiesconductedundersubsection(a)ofthissection.
(i) Suppliesandequipmentofsucientquantityandqualityareprovidedto
allowactiveparticipationofeachpupilthroughouttheclassperiod.
14001. Minimum Standards.
Educationalfacilitiesplannedbyschooldistrictsshallbe:
(a)Evolvedfromastatementofeducationalprogramrequirementswhichreects
theschooldistrictseducationalgoalsandobjectives.
(b)Master-plannedtoprovideformaximumsiteenrollment.
(c)LocatedonasitewhichmeetsCaliforniaDepartmentofEducationstandards
asspeciedinSection14010.
(d)Designedfortheenvironmentalcomfortandworkeciencyoftheoccupants.
(e)Designedtorequireapracticalminimumofmaintenance.
(f )Designedtomeetfederal,state,andlocalstatutoryrequirementsforstructure,
re,andpublicsafety.
(g)Designedandengineeredwithexibilitytoaccommodatefutureneeds.
Selected Sections of 14030. Standards for Development of Plans
for the Design and Construction of School Facilities.
Tefollowingstandardsfornewschoolsarefortheuseofallschooldistrictsforthe
purposesofeducationalappropriatenessandpromotionofschoolsafety:
(a)EducationalSpecications.
Priortosubmittingpreliminaryplansforthedesignandconstructionofschool
facilities,andasaconditionofnalplanapprovalbyCDE,schoolboard-approved
educationalspecicationsforschooldesignshallbepreparedandsubmittedtothe
CaliforniaDepartmentofEducationbasedontheschooldistrictsgoals,objectives,
policiesandcommunityinputthatdeterminetheeducationalprogramanddene
thefollowing:
(1) Enrollmentoftheschoolandthegradelevelconguration.
(2) Emphasisincurriculumcontentorteachingmethodologythatinuences
schooldesign.
(3) Type,number,size,function,specialcharacteristicsofeachspace,andspatial
relationshipsoftheinstructionalareathatareconsistentwiththeeducational
program.
(4) Communityfunctionsthatmayaecttheschooldesign.
(c)PlaygroundandFieldAreas.
Adequatephysicaleducationteachingstationsshallbeavailabletoaccommodate
courserequirementsfortheplannedenrollment,specically:
(1) Avarietyofphysicaleducationteachingstationsareavailabletoprovidea
comprehensivephysicaleducationprograminaccordancewiththedistricts
adoptedcourseofstudy(includinghardcourt,eldareaandindoorspaces).
(2) Tephysicaleducationteachingstationsareadequatefortheplanned
studentenrollmenttocompletetheminimuminstructionandcourse
workdenedinEducationCodeSections51210(g),51220(d)and
51225.3(a)(1)(F).
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272
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andRegulations
(3) Supervisionofplayeldsisnotobstructedbybuildingsorobjectsthatimpair
observation.
(4) Jointuseforeducationalpurposeswithotherpublicagenciesisexplored.
Jointuselayoutwithparksisnotduplicativeandfulllsbothagencies
needs.
(e)FutureExpansion.
Sitelayoutsshallhavecapabilityforexpansionwithoutsubstantialalterationsto
existingstructuresorplaygrounds:
(1) Sitelayoutdesignatesarea(s)forfuturepermanentortemporaryadditions
thatarecompatiblewiththeexistingsiteplansforplaygroundlayoutand
supervision.
(2) Utilitiestotheexpansionareaareincludedintheplansandhavethecapacity
toaccommodateanticipatedgrowth.
(3) Exits,corridors,stairs,andelevatorsarelocatedtoaccommodatecapacity
ofadditions,particularlyinsuchbuildingsaddedasthemulti-purpose/
cafeteria,administration,gymnasium/orauditorium.
(f )PlacementofBuildings.
Buildingplacementshallconsidercompatibilityofthevariousfunctionsoncam-
pusandprovideoptimumpatternsoffoottracowaroundandwithinbuildings.
Sitelayoutofbuildings,parking,driveways,andphysicaleducationareasshallbe
adequatetomeettheinstructional,securityandserviceneedsoftheeducationalpro-
gram:
(1) Buildingplacementiscompatiblewithotherfunctionsoncampus;
e.g.,bandroomisnotnexttolibrary.
(2) Physicalrelationshipofclassrooms,auxiliary,andsupportareasallows
unobstructedmovementofstaandstudentsaroundthecampus.
(3) Buildingplacementhasfavorableorientationtowind,sun,rain,andnatural
light.
(4) Restroomsareconvenientlylocated,requireminimumsupervision,and,to
theextentpossible,areeasilyaccessiblefromplaygroundandclassrooms.
(5) Parkingspacesaresucientforsta,visitors,andstudents(whereappli-
cable).
(6) Tecampusissecuredbyfencingandelectronicdevicessuchascodeentries,
electronicmonitoringormotionsensorswhenneeded.
(j)Gymnasium,Shower/Lockershallbedesignedtoaccommodatemultipleuse
activitiesinaccordancewiththeplannedenrollment:
(1) Tegymnasiumissecuredfromotherpartsofthecampusforeveningand
weekendeventsorforpublicusepurposes.
(2) Teshower/lockerareaisofsucientsizetoallowstudentsenrolledinthe
physicaleducationprogramtoshoweranddresseachperiod.
(3) Toiletsareavailableforthepublicinfacilitiesintendedforsharedcommu-
nityuseotherthaninshower/lockerareas.
(4) Ocespaceisprovidedforphysicaleducationteachers.
(5) Spaceisavailableforspecializedage-appropriatephysicaleducationactivities
suchasweightlifting,exerciseequipmentusage,aerobics.

273
(k)AuxiliaryAreas.
(1) Multipurpose/cafeteriaarea(indoororoutdoor)shallbeadequatelysized
andexiblydesignedtoprotectstudentsfromtheelementsandtoallowall
studentsadequateeatingtimeduringeachlunchperiodandtoaccommo-
datesuchusesasphysicaleducationactivities,assemblies,andextracurricular
activities:
(A) Tablesandbenchesorseatsaredesignedtomaximizespaceand
allowexibilityintheuseofthespace.
(B) Telocationiseasilyaccessibleforstudentandcommunityuse,
butisclosetostreetfordeliverytruckaccess
(C) Stage/platformmayhaveadividingwalltobeusedforinstruction-
alpurposesbutisnotintendedasaclassroom.
(D) Areaforthecafeterialineisdesignedfortheowoftracforeach
lunchperiod.
(E) Designofkitchenreectsitsplannedfunction;e.g.,whetherfor
foodpreparationorwarmingonly.
(F) Spaceisavailableforrefrigerationandpreparationoffoodsto
accommodatemaximumnumberofstudentsplannedforthe
school.
(G) Oce,changing,andrestroomareaforfoodpreparationsta
isavailableandshallcomplywithlocaldepartmentofhealth
requirements.
(H) Ceilingheightallowsforclearanceoflightxturesforphysical
educationactivities
14034. Planning Guides
TelatesteditionofTeGuideforPlanningEducationalFacilities,publishedbythe
CouncilofEducationalFacilityPlanners,29WestWoodruAvenue,Columbus,
Ohio,43210,maybeusedasaguideindevelopingschoolbuildingplans.
California Health and Safety Code
Playgrounds
115725.(a)Allnewplaygroundsopentothepublicbuiltbyapublicagencyor
anyotherentityshallconformtotheplayground-relatedstandardssetforthbythe
AmericanSocietyforestingandMaterialsandtheplayground-relatedguidelinesset
forthbytheUnitedStatesConsumerProductSafetyCommission.
(b)Replacementofequipmentormodicationofcomponentsinsideexisting
playgroundsshallconformtotheplayground-relatedstandardssetforthbythe
AmericanSocietyforTestingandMaterialsandtheplayground-relatedguidelines
setforthbytheUnitedStatesConsumerProductSafetyCommission.
(c)Allpublicagenciesoperatingplaygroundsandallotherentitiesoperating
playgroundsopentothepublicshallhaveplaygroundsafetyinspector,certiedby
theNationalPlaygroundSafetyInstitute,conductaninitialinspectionforthepur-
poseofaidingcompliancewiththerequirementssetforthinsubdivision(a)or(b),
asapplicable.Anyinspectionreportmayserveasareferencewhentheupgradesare
made,butisnotintendedforanyotheruse.
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274
Appendix A
SelectedLaws
andRegulations
(d)PlaygroundsinstalledbetweenJanuary1,1994,andDecember31,1999,shall
conformtotheplayground-relatedstandardssetforthbytheAmericanSocietyfor
TestingandMaterialsandtheplayground-relatedguidelinessetforthbytheUnited
StatesConsumerProductSafetyCommissionnotlaterthan15yearsafterthedate
thoseplaygroundswereinstalled.
(e)Forpurposesofthissection,allofthefollowingshallapply:
(1)Anentityoperatingaplaygroundopentothepublicincludes,butisnotlim-
itedto,achurch,subdivision,hotel,motel,resort,camp,oce,hospital,shopping
center,daycaresetting,andrestaurant.Anentityoperatingaplaygroundopento
thepublicshallnotincludeafosterfamilyhome,certiedfamilyhome,smallfamily
home,grouphome,orfamilydaycarehome,whichislicensedandregulatedtomeet
childsafetyrequirementsenforcedbytheStateDepartmentofSocialServices.
(2)Playgroundmeansanimprovedoutdoorareadesigned,equipped,andset
asideforchildrensplaythatisnotintendedforuseasanathleticplayingeldor
athleticcourt,andshallincludeanyplaygroundequipment,fallzones,surfacemate-
rials,accessramps,andallareaswithinandincludingthedesignatedenclosureand
barriers.
(f )OperatorsofplaygroundsinchildcarecentersregulatedbytheCalifornia
DepartmentofSocialServices(CDSS)pursuanttoTitle22ofDivision12ofChap-
ter1oftheCaliforniaCodeofRegulationsandfacilitiesoperatedforthedevelop-
mentallydisabled,shallcomplywiththerequirementsestablishedinthissection.
(g)(1)Nostatefundingshallbeavailablefortheplanning,development,or
redevelopmentofanyplayground,unlesstheplayground,aftercompletionofthe
state-fundedproject,willconformtotherequirementsofsubdivision(a)or(b),as
applicable.
However,wherestatefundshavebeenappropriatedto,orallocatedfor,aplayground
projectpriortotheeectivedateofthissectionbutthesectionbecomeseective
priortothecompletionoftheproject,thatfundingshallbemaintained,aslongas
theplaygroundisalteredtoconformtotherequirementsofsubdivision(a)or(b),as
applicable,totheextentthealterationscanbemadewithoutaddingsignicantlyto
theprojectcost.
(2)Afterthedatebywhichanentityisrequiredtoconformitsplaygroundtosat-
isfyrequirementsofthissection,nostatefundingshallbeavailablefortheoperation,
maintenance,orsupervisionoftheplaygroundunlesstheplaygroundconformsto
theapplicablerequirementsofthesection.
115730.(a)TeStateDepartmentofSocialServicesshallconveneworkinggroupto
developrecommendationsforminimumsafetyrequirementsforplaygroundsatchild
carecenters.
(b)Teworkinggroupshallinclude,butnotbelimitedto,childcarecenteropera-
tors,includingrepresentativesoftheProfessionalAssociationforChildhoodEduca-
tion,theCaliforniaChildCareHealthProgram,theChildrensAdvocacyInstitute,
theStateDepartmentofHealthServices,andcertiedplaygroundinspectors.
(c)TeworkinggroupshallusethenationalguidelinespublishedbytheUnited
StatesConsumerProductSafetyCommissionandthoseregulationsadoptedpursu-
anttothisarticleasareferenceindevelopingitsrecommendations.However,the
StateDepartmentofSocialServicesshalldetermineminimumsafetyrequirements
thatareprotectiveofchildhealthonplaygroundsatchildcarecenters.

275
(d)Teworkinggroupshallsubmititsplaygroundsafetyrecommendationstothe
StateDepartmentofSocialServicesbySeptember1,2001.
(e)Teworkinggroupshallsubmititsrecommendationstothe
LegislaturebyNovember1,2001.
(f )TissectionshallbeconstruedasacontinuationofformerSection115736.
115735. TisarticleshallbecomeoperativeonJanuary1,2008.
California Penal Code
Hate Crime
422.55.Forpurposesofthistitle,andforpurposesofallotherstatelawunlessan
explicitprovisionoflaworthecontextclearlyrequiresadierentmeaning,the
followingshallapply:
(a)Hatecrimemeansacriminalactcommitted,inwholeorinpart,becauseof
oneormoreofthefollowingactualorperceivedcharacteristicsofthevictim:
(1)Disability.
(2)Gender.
(3)Nationality.
(4)Raceorethnicity.
(5)Religion.
(6)Sexualorientation.
(7)Associationwithapersonorgroupwithoneormoreoftheseactualorperceived
characteristics.
(b)Hatecrimeincludes,butisnotlimitedto,aviolationofSection422.6.
Federal Statutes
Selected Sections of the Individuals with Disabilities Education
Improvement Act of 2004, Public Law 108446Dec. 3, 2004
118 Stat. 2647
In2004,CongresspassedtheIndividualswithDisabilitiesEducationImprovement
Act(IDEA2004)
TestatedpurposesofIDEA2004are:
(d)PURPOSES
(1)(A)toensurethatallchildrenwithdisabilitieshaveavailabletothemafreeappro-
priatepubliceducationthatemphasizesspecialeducationandrelatedservicesdesigned
tomeettheiruniqueneedsandpreparethemforfurthereducation,employment,and
independentliving;
(B)toensurethattherightsofchildrenwithdisabilitiesandparentsofsuchchildren
areprotected;and
(C)toassistStates,localities,educationalserviceagencies,andFederalagenciesto
providefortheeducationofallchildrenwithdisabilities;
(2)toassistStatesintheimplementationofastatewide,comprehensive,coordinated,
multidisciplinary,interagencysystemofearlyinterventionservicesforinfantsand
toddlerswithdisabilitiesandtheirfamilies;
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276
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SelectedLaws
andRegulations
(3)toensurethateducatorsandparentshavethenecessarytoolstoimprove
educationalresultsforchildrenwithdisabilitiesbysupportingsystemimprovement
activities;coordinatedresearchandpersonnelpreparation;coordinatedtechnicalas-
sistance,dissemination,andsupport;andtechnologydevelopmentandmedia
services;and
(4)toassess,andensuretheeectivenessof,eortstoeducatechildrenwith
disabilities
InthedenitionssectionofIDEA2004,instructioninphysicaleducationis
specicallymentioned:
Sec. 602. Denitions
(29) Special Education.Tetermspecialeducationmeansspeciallydesigned
instruction,atnocosttoparents,tomeettheuniqueneedsofachildwitha
disability,including
(A)instructionconductedintheclassroom,inthehome,inhospitalsandinstitu-
tions,andinothersettings;and
(B)instructioninphysicaleducation.
Title 20, Chapter 33, Subchapter I, Sec. 1401, Denitions
(3) Child with a disability
(A) In general
Tetermchildwithadisabilitymeansachild
(i)withmentalretardation,hearingimpairments(includingdeafness),speechor
languageimpairments,visualimpairments(includingblindness),seriousemotional
disturbance(referredtointhischapterasemotionaldisturbance),orthopedic
impairments,autism,traumaticbraininjury,otherhealthimpairments,orspecic
learningdisabilities;and
(ii)who,byreasonthereof,needsspecialeducationandrelatedservices.
Federal Regulations
Title 34: Education, Chapter IOce for Civil Rights, Department
of Education
106.34 Access to classes and schools. (34 CFR 106.34)
(a)General standard. Exceptasprovidedforinthissectionorotherwiseinthispart,
arecipientshallnotprovideorotherwisecarryoutanyofitseducationprogramsor
activitiesseparatelyonthebasisofsex,orrequireorrefuseparticipationthereinby
anyofitsstudentsonthebasisofsex.
(1)Contact sports in physical education classes. Tissectiondoesnotprohibitsepara-
tionofstudentsbysexwithinphysicaleducationclassesoractivitiesduringparticipa-
tioninwrestling,boxing,rugby,icehockey,football,basketball,andothersportsthe
purposeormajoractivityofwhichinvolvesbodilycontact.
(2)Ability grouping in physical education classes. Tissectiondoesnotprohibitgroup-
ingofstudentsinphysicaleducationclassesandactivitiesbyabilityasassessedby
objectivestandardsofindividualperformancedevelopedandappliedwithoutregard
tosex.

277
(3)Human sexuality classes. Classesorportionsofclassesinelementaryandsecondary
schoolsthatdealprimarilywithhumansexualitymaybeconductedinseparate
sessionsforboysandgirls.
(4)Choruses. Recipientsmaymakerequirementsbasedonvocalrangeorqualitythat
mayresultinachorusorchorusesofoneorpredominantlyonesex.
(b)Classes and extracurricular activities
(1)General standard. Subjecttotherequirementsinthisparagraph,arecipientthat
operatesanonvocationalcoeducationalelementaryorsecondaryschoolmayprovide
nonvocationalsingle-sexclassesorextracurricularactivities,if
(i)Eachsingle-sexclassorextracurricularactivityisbasedontherecipientsimpor-
tantobjective
(A)Toimproveeducationalachievementofitsstudents,througharecipientsoverall
establishedpolicytoprovidediverseeducationalopportunities,providedthatthe
single-sexnatureoftheclassorextracurricularactivityissubstantiallyrelatedto
achievingthatobjective;or
(B)Tomeettheparticular,identiededucationalneedsofitsstudents,providedthat
thesingle-sexnatureoftheclassorextracurricularactivityissubstantiallyrelatedto
achievingthatobjective;
(ii)Terecipientimplementsitsobjectiveinanevenhandedmanner;
(iii)Studentenrollmentinasingle-sexclassorextracurricularactivityiscompletely
voluntary;and
(iv)Terecipientprovidestoallotherstudents,includingstudentsoftheexcluded
sex,asubstantiallyequalcoeducationalclassorextracurricularactivityinthesame
subjectoractivity.
(2)Single-sex class or extracurricular activity for the excluded sex. Arecipientthatpro-
videsasingle-sexclassorextracurricularactivity,inordertocomplywithparagraph
(b)(1)(ii)ofthissection,mayberequiredtoprovideasubstantiallyequalsingle-sex
classorextracurricularactivityforstudentsoftheexcludedsex.
(3)Substantially equal factors. FactorstheDepartmentwillconsider,eitherindividu-
allyorintheaggregateasappropriate,indeterminingwhetherclassesorextracur-
ricularactivitiesaresubstantiallyequalinclude,butarenotlimitedto,thefollowing:
thepoliciesandcriteriaofadmission,theeducationalbenetsprovided,including
thequality,range,andcontentofcurriculumandotherservicesandthequalityand
availabilityofbooks,instructionalmaterials,andtechnology,thequalicationsof
facultyandsta,geographicaccessibility,thequality,accessibility,andavailabilityof
facilitiesandresourcesprovidedtotheclass,andintangiblefeatures,suchasreputa-
tionoffaculty.
(4)Periodic evaluations. (i)Terecipientmustconductperiodicevaluationstoensure
thatsingle-sexclassesorextracurricularactivitiesarebasedupongenuinejustica-
tionsanddonotrelyonoverlybroadgeneralizationsaboutthedierenttalents,
capacities,orpreferencesofeithersexandthatanysingle-sexclassesorextracurricular
activitiesaresubstantiallyrelatedtotheachievementoftheimportantobjectivefor
theclassesorextracurricularactivities.
(ii)Evaluationsforthepurposesofparagraph(b)(4)(i)ofthissectionmustbe
conductedatleasteverytwoyears.
Appendix A
SelectedLaws
andRegulations

278
Appendix A
SelectedLaws
andRegulations
(5)Scope of coverage. Teprovisionsofparagraph(b)(1)through(4)ofthissection
applytoclassesandextracurricularactivitiesprovidedbyarecipientdirectlyor
throughanotherentity,buttheprovisionsofparagraph(b)(1)through(4)ofthis
sectiondonotapplytointerscholastic,club,orintramuralathletics,whicharesubject
totheprovisionsof106.41and106.37(c)ofthispart.
(c)Schools
(1)General Standard. Exceptasprovidedinparagraph(c)(2)ofthissection,a
recipientthatoperatesapublicnonvocationalelementaryorsecondaryschoolthat
excludesfromadmissionanystudents,onthebasisofsex,mustprovidestudentsof
theexcludedsexasubstantiallyequalsingle-sexschoolorcoeducationalschool.
(2)Exception. Anonvocationalpubliccharterschoolthatisasingle-schoollocal
educationalagencyunderStatelawmaybeoperatedasasingle-sexcharterschool
withoutregardtotherequirementsinparagraph(c)(1)ofthissection.
(3)Substantially equal factors. FactorstheDepartmentwillconsider,eitherindividu-
allyorintheaggregateasappropriate,indeterminingwhetherschoolsaresubstan-
tiallyequalinclude,butarenotlimitedto,thefollowing:Tepoliciesandcriteria
ofadmission,theeducationalbenetsprovided,includingthequality,range,and
contentofcurriculumandotherservicesandthequalityandavailabilityofbooks,
instructionalmaterials,andtechnology,thequalityandrangeofextracurricular
oerings,thequalicationsoffacultyandsta,geographicaccessibility,thequality,
accessibility,andavailabilityoffacilitiesandresources,andintangiblefeatures,such
asreputationoffaculty.
(4)Denition. Forthepurposesofparagraph(c)(1)through(3)ofthissection,the
termschoolincludesaschoolwithinaschool,whichmeansanadministratively
separateschoollocatedwithinanotherschool.
Title 34: Education, Chapter IIIOce of Special Education and
Rehabilitative Services, Department of Education
300.108 Physical education (34 CFR 300.108)
TeStatemustensurethatpublicagenciesintheStatecomplywiththefollowing:
(a)General. Physicaleducationservices,speciallydesignedifnecessary,mustbemade
availabletoeverychildwithadisabilityreceivingFAPE,unlessthepublicagency
enrollschildrenwithoutdisabilitiesanddoesnotprovidephysicaleducationto
childrenwithoutdisabilitiesinthesamegrades.
(b)Regular physical education. Eachchildwithadisabilitymustbeaordedthe
opportunitytoparticipateintheregularphysicaleducationprogramavailableto
nondisabledchildrenunless
(1)Techildisenrolledfulltimeinaseparatefacility;or
(2)Techildneedsspeciallydesignedphysicaleducation,asprescribedinthechilds
IEP.
(c)Special physical education. Ifspeciallydesignedphysicaleducationisprescribed
inachildsIEP,thepublicagencyresponsiblefortheeducationofthatchildmust
providetheservicesdirectlyormakearrangementsforthoseservicestobeprovided
throughotherpublicorprivateprograms.
(d)Education in separate facilities. Tepublicagencyresponsiblefortheeducation
ofachildwithadisabilitywhoisenrolledinaseparatefacilitymustensurethatthe
childreceivesappropriatephysicaleducationservicesincompliancewiththissection.

279
300.8 Child with a disability (34 CFR 300.8)
(a)General.
(1)Child with a disability meansachildevaluatedinaccordancewith300.304
through300.311ashavingmentalretardation,ahearingimpairment(including
deafness),aspeechorlanguageimpairment,avisualimpairment(includingblind-
ness),aseriousemotionaldisturbance(referredtointhispartasemotionaldistur-
bance),anorthopedicimpairment,autism,traumaticbraininjury,anotherhealth
impairment,aspeciclearningdisability,deaf-blindness,ormultipledisabilities,
andwho,byreasonthereof,needsspecialeducationandrelatedservices.[regulation
continues]
300.39 Special education (34 CFR 300.39).
(a)General.
(1)Special education meansspeciallydesignedinstruction,atnocosttotheparents,
tomeettheuniqueneedsofachildwithadisability,including
(i)Instructionconductedintheclassroom,inthehome,inhospitalsandinstitutions,
andinothersettings;and
(ii)Instructioninphysicaleducation.
(2)Special education includeseachofthefollowing,iftheservicesotherwisemeetthe
requirementsofparagraph(a)(1)ofthissection
(i)Speech-languagepathologyservices,oranyotherrelatedservice,iftheserviceis
consideredspecialeducationratherthanarelatedserviceunderStatestandards;
(ii)Traveltraining;and
(iii)Vocationaleducation.
(b)Individual special education terms dened. Tetermsinthisdenitionaredened
asfollows:
(1)At no cost meansthatallspecially-designedinstructionisprovidedwithoutcharge,
butdoesnotprecludeincidentalfeesthatarenormallychargedtonondisabled
studentsortheirparentsasapartoftheregulareducationprogram.
(2)Physical education means
(i)Tedevelopmentof
(A)Physicalandmotortness;
(B)Fundamentalmotorskillsandpatterns;and
(C)Skillsinaquatics,dance,andindividualandgroupgamesandsports(including
intramuralandlifetimesports);and
(ii)Includesspecialphysicaleducation,adaptedphysicaleducation,movement
education,andmotordevelopment.
(3)Specially designed instruction meansadapting,asappropriatetotheneedsofan
eligiblechildunderthispart,thecontent,methodology,ordeliveryofinstruction
(i)Toaddresstheuniqueneedsofthechildthatresultfromthechildsdisability;and
(ii)Toensureaccessofthechildtothegeneralcurriculum,sothatthechildcanmeet
theeducationalstandardswithinthejurisdictionofthepublicagencythatapplyto
allchildren.
(4)Travel training meansprovidinginstruction,asappropriate,tochildrenwith
signicantcognitivedisabilities,andanyotherchildrenwithdisabilitieswhorequire
thisinstruction,toenablethemto
(i)Developanawarenessoftheenvironmentinwhichtheylive;and
Appendix A
SelectedLaws
andRegulations

280
Appendix A
SelectedLaws
andRegulations
(ii)Learntheskillsnecessarytomoveeectivelyandsafelyfromplacetoplacewithin
thatenvironment(e.g.,inschool,inthehome,atwork,andinthecommunity).
(5)Vocational education meansorganizededucationalprogramsthataredirectly
relatedtothepreparationofindividualsforpaidorunpaidemployment,orfor
additionalpreparationforacareernotrequiringabaccalaureateoradvanceddegree.

281
Appendix B
Content Areas of Standards, by Grade Level
Appendix B
ContentStandards,
byGradeLevel
(KindergartenTroughGradeSix)
Content Area K
i
n
d
e
r
g
a
r
t
e
n
G
r
a
d
e

1
G
r
a
d
e

2
G
r
a
d
e

3
G
r
a
d
e

4
G
r
a
d
e

5
G
r
a
d
e

6

Movement concepts 1.1
1.2
1.3
1.4
2.1
2.2
1.1
1.2
1.3
1.4
1.5
2.1
2.2
1.1
2.1
2.2
1.1
2.1
2.1
2.2
2.1
2.2
2.1
2.2
2.3
2.4
2.5
Body management 1.5
1.6
1.7
1.8
2.3
2.4
1.6
2.3
1.2
1.3
1.4
2.3
2.4
1.2
1.3
1.4
1.1
1.2
1.3
1.4
2.3
2.4
1.1
2.3
Locomotor movement 1.9
1.10
1.11
2.5
1.7
1.8
1.9
2.4
1.5
1.6
2.5
1.5 1.5 1.2
1.3
Manipulative skills 1.1
1.2
1.3
1.4
1.5
1.6
2.6
2.7
2.8
2.9
1.12
1.13
1.14
1.15
2.6
2.7
2.8
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
1.18
1.19
1.20
1.21
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
2.6
2.7
2.8
2.9
2.10
2.11
2.12
2.13
2.14
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
2.2
2.3
2.4
2.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
1.18
1.19
1.20
2.5
2.6
2.7
2.8
2.9
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
2.4



282
Appendix B
ContentStandards,
byGradeLevel
K
i
n
d
e
r
g
a
r
t
e
n
G
r
a
d
e

1
G
r
a
d
e

2
G
r
a
d
e

3
G
r
a
d
e

4
G
r
a
d
e

5
G
r
a
d
e

6

1.7
1.8
2.10
2.11
1.9
1.10
1.11
2.12
Content Area
Rhythmic skills
Combinations of
movement patterns
and skills
Fitness concepts
Aerobic capacity
Muscular strength
and endurance
Flexibility
Body composition
Assessment
1.16
1.17
3.1
4.1
4.2
4.3
3.2
4.4
4.5
4.6
3.3
3.4
4.7
4.8
3.5
4.9
3.6
4.10
3.7
1.22
3.1
4.1
4.2
4.3
3.2
4.4
4.5
4.6
4.7
3.3
3.4
3.5
4.8
4.9
3.6
4.10
4.11
3.7
4.12
3.8
1.17
1.18
1.19
3.1
4.1
4.2
4.3
4.4
4.5
3.2
4.6
4.7
4.8
3.3
3.4
4.9
4.10
4.11
4.12
3.5
4.13
4.14
3.6
4.15
3.7
1.15
2.6
2.7
3.1
3.2
4.1
4.2
4.3
4.4
4.5
4.6
3.3
4.7
4.8
3.4
3.5
4.9
4.10
4.11
4.12
4.13
3.6
4.14
4.15
3.7
4.16
3.8
1.21
1.22
2.10
3.1
3.2
4.1
4.2
4.3
4.4
4.5
4.6
4.7
3.3
4.8
4.9
4.10
4.11
3.4
3.5
4.12
4.13
4.14
4.15
3.6
4.16
3.7
4.17
3.8
3.9
1.18
1.19
2.5
3.1
3.2
4.1
4.2
4.3
4.4
4.5
4.6
4.7
3.3
4.8
4.9
4.10
4.11
4.12
3.4
3.5
4.13
3.6
4.14
3.7
4.15
4.16
3.8
3.9

283
Content Area
Assessing and
maintaining physical
tness (Standard 3)
Physical tness concepts,
principles, and strategies
(Standard 4)
Self-responsibility
Social interaction
Group dynamics
K
i
n
d
e
r
g
a
r
t
e
n
G
r
a
d
e

1
G
r
a
d
e

2
G
r
a
d
e

3
G
r
a
d
e

4
G
r
a
d
e

5
5.1
5.2
5.1
5.2
5.1
5.2
5.1
5.2
5.3
5.1
5.2
5.3
5.4
5.1
5.2
5.3
5.4
5.3
5.4
5.3
5.4
5.3
5.4
5.5
5.6
5.4
5.5
5.5 5.5
5.6
5.5 5.5
5.6
5.7 5.6 5.6 5.7
5.8
G
r
a
d
e

6

3.1
3.2
3.3
3.4
3.5
3.6
4.1
4.2
4.3
4.4
4.5
4.6
4.7
5.1
5.2
5.3
5.4
5.5
Appendix B
ContentStandards,
byGradeLevel



284
Appendix C
TheMovement
Framework
inGames,
Gymnastics,
andDance
Appendix C
Te Movement Framework in Games,
Gymnastics, and Dance
Body Aspect
(Whatthebodydoes)
Actions of the body
Curl,bend,stretch,twist,swing
Actions of body parts
Supportbodyweight
Leadaction
Apply/receiveforceorweight
Flowsimultaneous/successive
Symmetry/asymmetry
Activities of the body
Locomotor:
Games:walk,run,jump,gallop,roll
Dance:walk,run,gallop,jump,leap,hop,skip,step
Gymnastics:jump/ight,rock,roll,slide,step,climb
Nonlocomotor:
Games:bend,stretch,twist,weightshift,pivot,alert
stop-stillness
Dance:gesture,curl,stretch,twist,spin,stepandjumpturns,
rise,sink,open,close,stillness
Gymnastics:balance/offbalance,counterbalance,
countertension,spin,stepjump,circleturns,hang,curl,
step,twist
Manipulative:
Games:throw,catch,strike,collect,carry,dribble,volley,kick
Shapes of the body
Straight,wide,round
Narrow,twisted
Symmetrical/asymmetrical
Symmetry/Asymmetry
Locomotion/phrasing
Bothsides/oneside
Continuity
Continuous/noncontinuous
Space Aspect
(Wherethebodymoves)
Areas
General
Personal
(kinesphere)
Directions
Forward
Backward
Sideward
Up
Down
Levels
High
Medium
Deep-low
Pathways
(AirandGround)
Straight
Curved
Angular
Twisted
Extensions
Large/far
Small/near
Planes
Sagittal(wheel)
Frontal(door)
Horizontal(table)
Source:TerenceW.Langton,ApplyingLabansMovementFrameworkinElementaryPhysicalEducation,Journal of
Physical Education, Recreation, and Dance,Vol.78,No.1(January2007),p.20.Reprintedwithpermission.

285
Appendix C
TheMovement
Framework
inGames,
Gymnastics,
andDance
Effort Aspect
(Howthebodymoves)
Time
Student/fast/acceleration
Sustained/slow/deceleration
Weight
Strong/rm
Light/ne
Space
Straight/direct
Flexible/indirect
Flow
Free/ongoing
Bound/stoppable
Relationships Aspect
(Withwhomorwhatthebodyisrelatingasitmoves)
Body parts to each other
Infrontof/alongside/behind
Farfrom/nearto
Above/below
Meet/part
Over/under
Individuals and Groups (DanceandGymnastics)
Infrontof/alongside/behind
Farfrom/nearto
Above/below
Meet/mingle/part
Lead/follow
Around/between/through
Toward/away
Over/under
Match/mirror/copy/contrast
Unison/canon
Simultaneous/successive
Supporting/beingsupported
Individuals and Groups (Games)
Infrontof/alongside/behind
Farfrom/nearto
Offense/defense
Attack/defendspaces
Passtospaces(leadpasses)
Createspaces
Coverspaces(guard)
Playerplacementwhenreceiving,sending,intercepting,
orpossessinganobject
Cooperation/competition
Other types (Games)
Rules/boundaries/goals
Other types (Dance)
Music/sound/rhythm/props
Stories/poems/art
Science/socialstudies
Other types (Gymnastics)
Rhythm
Apparatus (Gymnastics)
Infrontof/alongside/behind
On/off/above/below
Over/under
Mount/dismount

286
Appendix D
Concepts
andPrinciples
ofBiomechanics
Appendix D
Concepts and Principles of Biomechanics
Force
A push or pull exerted on a body or an object.
External forces
Externalforcesincludegravity,friction,airresistance,andtheforceexertedby
abodywhenitcollideswithorreboundsfromanother.
Moving an object
Forcemustbeappliedtochangeanobjectsmotion.
Moreforcemustbeappliedtomakealargechangeinanobjectsmotionthan
asmallchange.
Moreforce,orthesameforceappliedoveralongertime,mustbeappliedto
getastationaryobjectmovingatacertainspeedthantogettheobjectupto
thatspeedwhenitisalreadymoving.
Moreforcemustbeappliedtogetthesamechangeofmotioninaheavyobject
thaninalightone.
Absorbing impact force
Impactforceisabsorbedbyincreasingthesurfaceareaand/orthedistanceor
timeoverwhichitisabsorbed.
Increasing balance
Balanceisimprovedbywideningthebaseofsupport,loweringthecenterof
gravity,orkeepingthecenterofgravityoverthebaseofsupport.
Steppingforwardontheoppositefootwhenthrowingandkickinghelpsto
keepthecenterofgravityoverthebaseofsupport.
Whenreceivinganobject,receivetheforceclosetothecenterofgravitysothat
theforcedoesnotacttospinthereceiver.
Increasing distance
Testrongertheaction,thegreaterthereaction.
Teangleofrelease(45degreeswhenthereleaseisatgroundleveland
progressivelylessastheheightofthereleaseincreases)aectsthedistancean
objectorbodytravels.
Tehigherthereleaseaboveground,withtheangleofthereleasebeing
constant,thegreaterthedistance.
Stabilizingthebodysegmentsinvolvedinlaunchinganobjectincreasesthe
distancetheobjecttravels.
Source:BonnieMohnsen,Teaching Middle School Physical Education(Secondedition).
Champaign,IL:HumanKineticsPublishers,2003.

287
Increasingtherangeofmovementofthebodysegmentsthatimpartforce
increasesthedistanceanobjecttravels.
Usingsequentialmusclemovementincreasesthedistanceanobjecttravels.
Increasingthedistancethroughwhichforceisapplied(puttingthemuscleon
stretch,extendingjoints,usingalongerlever)increasesthedistanceanobject
travels.
Usingmoremusclesincreasesthedistanceanobjecttravels.
Usingstrongermusclesincreasesthedistanceanobjecttravels.
Usingheavierimplementsincreasesthedistanceanobjecttravels.
Lengtheningthestrikingelementincreasesthedistanceanobjecttravels.
Applying spin to a ball
Spinresultswhenaforceappliedtothesurfaceoftheballdoesnotpoint
throughthecenteroftheball.
Teballwillspininthedirectiontheforceisapplied.
Forceappliedbelowthecenterofgravitycausesbackwardrotation(back
spin),whichresultsintheballstayingintheairlonger,bouncinghigher,
androllingashorterdistancealongwithadecreaseinvelocityafterimpact.
Forceappliedabovethecenterofgravitycausesforwardrotation(top
spin),whichresultsinaquickdropwithalongerbutlowerbounceand
lengthenedrollalongwithanincreaseinvelocityafterimpact.
Rebounds
Aballwillreboundatanangleequaltothatatwhichitstrikesasurfaceunless
thereboundisalteredbytheelasticityoftheball,thermnessofthesurface,
orspin.
Whentwoforcesareapplied,theresultisacombinationofthetwoforcesin
proportiontothestrengthofeachforce.
Spinonreboundisalteredbythereboundangleandtheelasticityofthe
object.
Rotating an object
Shorteningtheradiusofrotationincreasestheangularvelocity.
Toturnanobjectaboutanaxis,aforcemustbeexertedalongalinethatmisses
thataxis.Tegreaterthedistancebetweenthelineandtheaxis,thegreatera
forceseect.
Increasing drag resistance
Airandwaterresistanymotionthroughthem.
Asvelocityincreases,theresistanceisincreased(squared).
Alargerobjecthasgreaterresistancethanasmallerobject.
Astreamlinedpositionprovideslessresistance.
Asmoothersurfaceprovideslessresistance.
Appendix D
Concepts
andPrinciples
ofBiomechanics

288
Appendix D
Concepts
andPrinciples
ofBiomechanics
Gravity
Gravitydecreasesthespeedofanyobjectinfreeightonitswayupand
increasesthespeedonitswaydown.
Gravitycausesobjectsdroppedfromthesameheighttofallatthesamespeed
(discountingairresistance).
Levers
Terearethreeclassesoflevers:
FirstclassTefulcrumisbetweentheeortarmandtheresistancearm.
First-classleversprovidestrengthorspeeddependingonwherethe
fulcrumislocated.
SecondclassTeresistancearmisbetweenthefulcrumandtheeortarm.
Second-classleversprovidestrength.
TirdclassTeeortarmisbetweenthefulcrumandtheresistancearm.
Tird-classleversprovidespeed.
Levershaveoneoftwofunctions:
(1) Teyareusedtoexertaforcegreaterthantheforceapplied;or
(2) Teyareusedtoincreasethespeedandrangeofmotionthroughwhichan
objectcanbemoved.
Temechanicaladvantageofaleverisrepresentedbytheratioofthelengthof
theforcearmtotheresistancearm.
Tobemosteective,theforcemustbedirectedatrightanglestothelever.

289
Appendix E
Concepts and Principles of Motor Learning
Feedback
Feedbackimprovesthelearningofmotorskillsbyprovidingerrordetection
andmotivationforthelearner.
Feedbackshouldbebasedonthecriticalelementsofeachskill.
Onlyoneortwocorrectionsshouldbeidentiedforeachperformance.
Feedbackshouldbedelayedforafewsecondsaftertheperformancetogive
theperformeranopportunitytoreectonhisorherownperformance.
Feedbackshouldbegivenwhentheperformercannotseetheresultofthe
performance(e.g.,technique).
Feedbackshouldnotbegivenwhentheperformercanseetheresultofthe
performance(e.g.,accuracy,speed,ordistance).
Feedbackismosthelpfulwhenitisspecicandmeaningful.
Feedbackshouldbegivenfrequentlyintheearlystagesoflearningandthen
tapero.
Stages of Learning
StageOne:
Consistentpracticeshouldbegivenforbothopenandclosedskills.
Feedbackshouldbeprovidedontheintentoftheskill.
Modeldemonstrationsandinformationrelatedtotheskillshouldbe
provided.
Focusshouldbeonsuccess.
StageTwo:
Feedbackshouldbeprovidedontherenementofthemovement.
Focusshouldbeoncriticalcues.
Numerouspracticeopportunitiesshouldbeprovided.
Distributedpracticeshouldbeused.
StageTree:
Focusshouldbeontheuseoftheskillinperformancesituations
(e.g.,oensive/defensivestrategies).
Focusshouldbeontherenementofskills.
Focusshouldbeonconsistencyforclosedskillsandexibilityforopenskills.
Variablepracticeshouldbeused.
Source:BonnieMohnsen,Teaching Middle School Physical Education(Secondedition).
Champaign,IL:HumanKineticsPublishers,2003.
Appendix E
Concepts
andPrinciples
ofMotorLearning

290
Appendix E
Concepts
andPrinciples
ofMotorLearning
Mental/Physical Practice
Mentalrehearsalcanincreaseskillperformance.
Physicalpracticeshouldbeusedbeforementalpractice.
Physicalpracticeisbetterthanmentalpractice.
Accuracy and Speed Practice
Whenlearnerspracticeskillswherebothspeedandaccuracyareimportant,
equalandsimultaneousemphasisshouldbeplacedonspeedandaccuracy
(e.g.,moderatespeedandmoderateaccuracy).
Goal Setting
Settinggoalsbasedoncurrentabilityimprovesthelearningofmotorskills.
Monitoringachangeinmotorskilldevelopmentbasedonthetypeof
improvementdesired(e.g.,accuracy,distance,technique)improvesthe
learningofmotorskills.
Goalsshouldbeclear,measurable,andachievable.
Transfer of Learning
Positivetransferoccurswhenpreviouslearninghasafavorableeectonnew
learning.
Negativetransferoccurswhenpriorlearninginterfereswithlearningnew
informationorskills,ornewskillsinterferewithpreviouslylearnedtasks.
Temorecloselyrelatedoneskillistoanother,themorelikelythetransfer
oflearning(e.g.,throwingavarietyofobjects).
Greaterpositivetransferoccurswhenthersttaskiswelllearned.
Greaterpositivetransferoccurswhensimilaritiesarepointedouttothelearner.
Transferfrompracticetothegameissubjecttothesameelementissuesas
transferfromskilltoskill.
Whole/Part Practice
Mostskillsshouldbepracticedasawholetomaintaintherhythmoftheskill.
Ifaskillispracticedinparts,itshouldbepracticedasawholeasquicklyas
possible.
Wholepracticeisusedwhentheskillhashighlydependent(integrated)parts,
issimple,isnotmeaningfulinparts,and/orismadeupofsimultaneously
performedparts.
Wholepracticeisusedwhenthelearnerishighlyskilled,isabletoremember
longsequences,and/orhasalongattentionspan.
Partpracticeisusedwhentheskillhashighlyindependentparts,ismadeup
ofindividualskills,isverycomplex,and/oriflimitedworkoncertainpartsis
necessary.
Partpracticeisusedwhenthelearnerhasalimitedmemoryspan,isunableto
concentrateforalongperiodoftime,ishavingdicultywithaparticularpart,
and/orcannotsucceedinthewholepracticemethod.

291
Mass/Distributed Practice
Masspracticeisusedwhentheskilliscomplex,hasmanyelements,requires
warm-up,and/orisanewskillforthelearner.
Distributedpracticeisusedwhentheskillissimple,repetitive,boring,
demandsintenseconcentration,isfatiguing,and/ordemandscloseattention
todetail.
Masspracticeisusedwhenthelearnerisolderormoremature,isable
toconcentrateforlongperiodsoftime,and/orhasgoodabilitytofocus
attention.
Distributedpracticeisusedwhenthelearnerisyoungorimmature,hasa
shortattentionspan,haspoorconcentrationskills,and/ortiresquickly.
Constant/Variable Practice
Variablepracticeinvolvespracticingoneskillinavarietyofsettingsor
conditions.
Constantpracticeinvolvespracticingoneskillthesamewayfortheentire
practicesession.
Constantpracticeenhancesthelearningofopenskillsforbeginnersand
closedskills.
Variablepracticeenhanceslearningofopenskillsforintermediateand
advancedlearners.
Blocked/Random Practice
Blockedpracticereferstopracticingoneskillforacertainamountoftime,
thenasecondskillforthesameamountoftime,andthenthethirdskills
forthesameamountoftime.
Randompracticereferstopracticingoneskillforafewminutes,thena
secondskillforafewminutes,thentherstskillagain,andthenthethird
skill(orsomeotherrandomorder).
Blockedpracticedleadstoshort-termsuccess.
Randompracticeleadstolong-termsuccess.
Appendix E
Concepts
andPrinciples
ofMotorLearning



292
Appendix F
Appendix F
Contraindicated
andAlternative
Exercises
Contraindicated and Alternative Exercises
Contraindicated exercises Alternative exercises
ILLUSTRATION CREDITS
DEEP KNEE BENDS
STRAIGHT LEG SIT-UPS
RIGHT-ANGLE KNEE BENDS
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc.
CURL-UPS
Illustrationreprintedwith
permissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),164.1997.
Deep knee bends Right-angle knee bends
Straight leg sit-ups Curl-ups
Hands behind the neck sit-ups Curl-ups
HANDS BEHIND THE
NECK SIT-UPS Sources: DangerousExerciseTaskCards.Cerritos,CA:BonniesFitwareInc.,2007.FitnessTaskCards.
Illustrationcourtesyofthe
Cerritos,CA:BonniesFitwareInc.,2007.
DoverClipArtCollection.

293
Appendix F
Contraindicated exercises Alternative exercises
Contraindicated
andAlternative
Exercises
Double leg lift Curl-ups
Shoulder stand Not needed
The plough Not needed
ILLUSTRATION CREDITS
DOUBLE LEG LIFT
SHOULDER STAND
THE PLOUGH
STANDING SIDE BENDS
SEATED SIDE BENDS
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc.
CURL-UPS
Illustrationreprintedwith
permissionfromB.S.
Mohnsen,Teaching Middle
School Physical Education
(Champaign,IL:Human
Kinetics),164.1997.
Standing side bends Seated side bends



294
Appendix F
Contraindicated exercises Alternative exercises
Contraindicated
andAlternative
Exercises
Arm circles Across-arm stretch
Windmill Back saver sit-and-reach
ILLUSTRATION CREDITS
ARM CIRCLES
WINDMILLS
CHERRY PICKERS
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc.
ACROSS-ARM STRETCH
Cherry pickers Back saver sit-and-reach
BACK SAVER SIT-AND-REACH
Illustrationsreprintedwith
permissionfromB.S.Mohnsen,
Teaching Middle School Physical
Education(Champaign,IL:
HumanKinetics),164,317.
1997.


295
Appendix F
Contraindicated exercises Alternative exercises
Contraindicated
andAlternative
Exercises
Neck circles Neck stretch
Buttery (The Hero) stretch Lunges
Standing toe touches Back saver sit-and-reach
ILLUSTRATION CREDITS
NECK CIRCLES
BUTTERFLY STRETCH
STANDING TOE TOUCHES
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc.
NECK STRETCH
Illustrationreprinted
withpermissionfrom
C.Hinton,Fitness for Children
(Champaign,IL:Human
Kinetics),51.1995.
LUNGES
BACK SAVER SIT-AND-REACH
Illustrationsreprintedwith
permissionfromB.S.Mohnsen,
Teaching Middle School Physical
Education(Champaign,IL:
HumanKinetics),164,318.
1997.







296
Appendix F
Contraindicated exercises Alternative exercises
Contraindicated
andAlternative
Exercises
Hurdler stretch Reverse hurdler stretch
ILLUSTRATION CREDITS
HURDLER STRETCH
STANDING QUADRICEPS
KNEE PULL-DOWN
Illustrationsreprinted
withpermissionfrom
BonniesFitware,Inc
REVERSE HURDLER STRETCH
LOWER BACK STRETCH
Illustrationsreprintedwith
permissionfromB.S.Mohnsen,
Teaching Middle School Physical
Education(Champaign,IL:
HumanKinetics),317,318.
1997.
LYING QUADRICEPS STRETCH
Illustrationreprintedwith
permissionfromS.J.Virgilio,
Fitness Education for Children: A
Team Approach(Champaign,IL:
HumanKinetics),162.1997.
Standing quadriceps stretch Lying quadriceps stretch
Knee pull-down Lower back stretch



297
Appendix G
Appendix G
Standards-Based
ReportCard,
Example#1
Standards-Based Report Card, Example #1
Tefollowingexampleissuitableforuseinkindergartenthroughgradeeight.
Grade 3 Example
Overarching Physical Education
Content Standard
Progress Toward
Overarching Standard
Teacher
Comments
Studentdemonstratesthe
motorskillsandmovement
patternsneededtoperform
avarietyofphysical
activities.
1 2 3 4
X
Jamie performs above standard
on the following skills: chasing,
feeing, tripod, forward roll,
straddle roll, jumping a rope,
balancing, catching, rolling,
throwing, kicking, striking,
dribbling, foot dribbling, and line
dancing.
Studentdemonstrates
knowledgeofmovement
concepts,principles,and
strategiesthatapplytothe
learningandperformance
ofphysicalactivities.
X
X
X
X
Jamie has met the standard on
understanding of game strategies,
dance, and critical features for
catching, throwing, rolling, and
dribbling.
Studentassessesand
maintainsalevelofphysical
tnesstoimprovehealth
andperformance.
Jamie has the met the standard
for participation in physical
activity and improving muscular
strength/endurance and fexibility.
Studentdemonstrates
knowledgeofphysicaltness
concepts,principles,and
strategiestoimprovehealth
andperformance.
Jamie is below the standard in
understanding of ftness concepts.
Specifcally, Jamie needs a better
understanding of dangerous
exercises, ftness components,
benefts of a stronger heart, and
name/location of major muscles.
Studentdemonstrates
andutilizesknowledgeof
psychologicalandsocio-
logicalconcepts,principles,
andstrategiesthatapply
tothelearningandperfor-
manceofphysicalactivity.
Jamie has met the standard
for goal setting and monitoring
progress, safety procedures,
working with others, respecting
individual differences, and using
words of encouragement.
4=Advanced 3=Procient 2=Approaching 1=Below

298
Appendix H
Standards-Based
ReportCard,
Example#2
Appendix H
Standards-Based Report Card, Example #2
Tefollowingexampleissuitableforkindergartenthroughgradetwelve.
Grade 3 Example
Standard 1. Students demonstrate the motor skills
and movement patterns needed to perform a variety
of physical activities. 4
Specic
Standard
Overarching
Standard
1.1 Identifyanddemonstratesquaredancesteps,positions,
andpatternssettomusic. 5
1.2 Createandperformasquaredance. 4
1.3 Demonstratebasicoffensiveanddefensiveskillsand
strategiesinteamphysicalactivities. 5
1.4 Applylocomotor,nonlocomotor,andmanipulativeskills
toteamphysicalactivities.
1.5 Demonstratefundamentalgymnastic/tumblingskills
1.6 Createandperformaroutineusingfundamental
gymnastic/tumblingskills,locomotorandnonlocomotor
movementpatterns,andtheelementsofspeed,
direction,andlevel.
Standard 2. Students demonstrate knowledge of
movement concepts, principles, and strategies that
apply to the learning and performance of physical
activities.
2.1 Describeanddemonstratehowmovementskillslearned
inonephysicalactivitycanbetransferredandusedto
helplearnanotherphysicalactivity.
2.2 Explaintherotationprinciplesusedinperforming
variousmanipulativeskills.
2.3 Explainhowgrowthinheightandweightaffectsperfor-
manceandinuencestheselectionofdevelopmentally
appropriatephysicalactivities.
1Initialattemptatthestandard
2Beginningtomovetowardstandard
3Movingtowardstandard
4Meetsthestandard
5Exceedsthestandard
6Greatlyexceedsthestandard
6
4
5
3
3
4
5


299
2.4 Identifythecharacteristicsofahighlyskilledperformance
forthepurposeofimprovingonesownperformance.
2.5 Diagram,explain,andjustifyoffensiveanddefensive
strategiesinmodiedandteamsports,games,and
activities.
2.6 Developandteachateamgamethatuseselements
ofspinorrebound,designatedoffensiveanddefensive
space,apenaltysystem,andascoringsystem.
Standard 3. Students assess and maintain a level of
physical tness to improve health and performance.
3.1 Assessthecomponentsofhealth-relatedphysicaltness
(musclestrength,muscleendurance,aerobiccapacity,
exibility,andbodycomposition)byusingascientically
basedhealth-relatedphysicaltnessassessment.
3.2 Reneindividualpersonalphysicaltnessgoalsforeach
ofthevecomponentsofhealth-relatedphysicaltness,
usingresearch-basedcriteria.
3.3 Planandimplementatwo-weekpersonalphysicaltness
planincollaborationwiththeteacher.
3.4 Participateinmoderatetovigorousphysicalactivitya
minimumoffourdayseachweek.
3.5 Assessperiodicallytheattainmentof,orprogresstoward,
personalphysicaltnessgoalsandmakenecessary
adjustmentstoapersonalphysicaltnessprogram.
3.6 Participatesafelyinmoderatetovigorousphysical
activitywhenconditionsareatypical(weather,travel,
injury).
Standard 4. Students demonstrate knowledge of
physical tness concepts, principles, and strategies
to improve health and performance.
4.1 Developatwo-weekpersonalphysicaltnessplan
specifyingtheproperwarm-upandcool-downactivities
andtheprinciplesofexerciseforeachoftheve
componentsofhealth-relatedphysicaltness.
4.2 Identifyappropriatephysicalactivitiesthatcanbeper-
formedifonesphysicaltnessprogramisdisruptedby
inclementweather,travelfromhomeorschool,ora
minorinjury.
Specic
Standard
Overarching
Standard
3
6
4
4
4
5
4
4
4
5
5
Appendix H
Standards-Based
ReportCard,
Example#2
4
5

300
Specic
Standard
Overarching
Standard
Appendix H
Standards-Based
ReportCard,
Example#2
4.3 Identifywaysofincreasingphysicalactivityinroutine
dailyactivities.
4.4 Identifyandapplybasicprinciplesinweight/resistance
trainingandsafetypractices.
4.5 Explaintheeffectsofnutritionandparticipationin
physicalactivityonweightcontrol,self-concept,and
physicalperformance.
4.6 Explainthedifferenttypesofconditioningfordifferent
physicalactivities.
Standard 5. Students demonstrate and utilize
knowledge of psychological and sociological concepts,
principles, and strategies that apply to the learning
and performance of physical activity.
5.1 Abidebythedecisionsoftheofcials,acceptthe
outcomeofthegame,andshowappreciationtoward
participants.
5.2 Organizeandworkcooperativelywithagrouptoachieve
thegoalsofthegroup.
5.3 Identifyandevaluatethreepreferencesforlifelong
physicalactivityanddetermineonesresponsibilityfor
developingskills,acquiringknowledgeofconcepts,and
achievingtness.
5.4 Identifythecontributionsofmembersofagroupor
teamandrewardmembersforaccomplishingataskor
goal.
5.5 Accepttherolesofgroupmemberswithinthestructure
ofagameoractivity.
5.6 Describeleadershiprolesandresponsibilitiesinthe
contextofteamgamesandactivities.
5.7 Modelsupporttowardindividualsofallabilitylevelsand
encourageotherstobesupportiveandinclusiveofall
individuals.
6
5
5
5
3
3
4
5
4
3
3
3

301
Appendix I
Appendix I
Adapted
PhysicalEducation
Prereferral
Adapted Physical Education Pre-referral Checklist
Checklist
Aparent,teacher,nurse,orotherconcernedschoolstamembermayrequestobservationofthemotorskills
ofastudentorconsultationwiththeadaptedphysicaleducationspecialist.
Dateofrequest: Referredby:
Studentsname: Birthdate: Grade:
School: Teacher: RoomNo.:
Parentorlegalguardian:
Homeaddress:
TelephoneNo.(Home): (Work)
Languagespokenathome:
Recess/lunchtimes: PEdaysandtimes:
Reasonforreferral/specifyareasofconcern:
Pertinentmedicalinformation(ifany):
Doesthestudentreceiveanyotherspecialeducationservices?Yes No
Whatservices?
DicultyinperformingthevariousmotorskillslistedbelowMAYindicateaneedforadaptedphysical
educationservices.Pleasecheckallthatapplyinrelationtothegrade-levelphysicaleducationstandards
andasobservedinphysicaleducationlessonsaswellasfree-playopportunities(recess).
Skill Can Most of the time Often Some of the time Cannot
Balanceononefoot(2seconds)
Hop
Jump
Skip
Gallop
Slide
d
l
r
i
dix I
Skill

Education
Run
ral
st
Bounceandcatchtoself
Dribbleaballwithhands
Catchaballwithhands
Throwaball15feet
Kickastationaryball
Kickarolledball
HitaballoffabattingT
Jumpropeturnedbyothers
Turnownjumprope
Fallsexcessively
Awkwardandclumsywhenmoving
Can Most of the time Often Some of the time Cannot

Appen
Adapte
Physica
Prerefe
Checkl
302
Pleasereturnthiscompletedformtotheadaptedphysicaleducationspecialistatyourschoolordistric
oce.Receiptofformwillbeacknowledgedthroughanappropriatelineofcommunication,suchas
e-mail.
t


303
Appendix J
Appendix J
QualityIndicators:
PhysicalEducation
Standards-Based
Quality Indicators
Instruction
PhysicalEducationStandards-BasedInstruction
Planning
Standardis
identied.
Standardis
appropriate
tothegrade
level.
Teacherhas
background
knowledge
toteach
standard.
Warm-up
Typeof
warm-up
matcheslesson
requirement.
Physical
warm-up
precedes
strenuous
activity.
Thereareno
contraindicated
exercises.
Instruction
Standardis
identied.
Thereisan
accurate
explanationor
demonstration
ofstandards-
relatedskill.
Standardis
brokendown
forless-skilled
students.
Activity/Practice
Thereare
sufcient
opportunities
forpracticeof
standardsskill.
Activityiswell
organizedfor
multiplepractice
opportunities.
Teachercirculates
throughallareas.
Closure
Standardis
revisited.
Students
are
attentive
toclosing
words.
Class
Management
Rollcallis
takenefciently.
Studentsare
ontask.
Studentsare
activeatleast
50%oftime.
Thereisa Moderate Planned Teachergives Equipment
management tovigorous activitiesare standard-specic iscollected
planfor physicalactivity accomplished. feedbackto efciently.
behavior. occursthree
tofourtimes
aweek.
students.
Assessment Students
ofstudent interact
learningis respectfully
accomplished. withpeersand
teacher.
Thereareequal
opportunities
forboth
genders.
Highlight the indicators observed. It is not expected that all indicators will be observable during
all lessons.

304
Appendix K
Careersin
Physical
Education
Appendix K
Careers in Physical Education
Tefollowinglistcontainsasampleofcareersinphysicaleducationandrelated
elds.
Adapted Physical Education Teacher
Elementaryschool,middleschool,highschool,communitycollege,college,
anduniversity;non-protagencies,therapeuticrecreation,community
organizations,andsocialserviceagencies
Athletic Coach
Elementaryschool,middleschool,highschool,communitycollege,college,
anduniversity;professionalandamateursports;publicparkandrecreation
agencies,communityorganizations
Athletic Trainer
Elementaryschool,middleschool,highschool,communitycollege,college,
anduniversity;professionalandamateursports;publicparkandrecreation
agencies,communityorganizations
Chiropractic Services
Professionalservices,hospitals,clinics,andskilled-nursingfacilities
Corporate Fitness
Employeeservices
Dance Teacher
Elementaryschool,middleschool,highschool,communitycollege,college,
anduniversity;publicparkandrecreationagencies,nonprotagencies,
therapeuticrecreation,andcampusrecreation
Exercise/Sport Physiologist
Elementaryschool,middleschool,highschool,communitycollege,college,
anduniversity;nonprotagencies,therapeuticrecreation,community
organizations,andsocialserviceagencies;professionalandamateursports;
andsportinggoodsrms
Geriatric Fitness
Collegeanduniversity,hospitals,andskilled-nursingfacilities
AdaptedfromCharlesB.Corbin,Fitness for Life,1990,pp.226227,andDarylSiedentop,ed.,
Introduction to Physical Education, Fitness, and Sport(Seventhedition),2004,pp.381408.

305
Health Educator
Elementaryschool,middleschool,highschool,communitycollege,college,
anduniversity;hospitals,clinics,communityorganizations,nonprotagencies,
employeeservices,andsocialserviceagencies
Leisure Services
Publicparkandrecreationagencies,nonprotagencies,employeeservices,
private-membershipclubs,commercialrecreation,therapeuticrecreation,and
campusrecreation
Occupational Terapist
Hospitals,clinics,communityorganizations,nonprotagencies,employee
services,skilled-nursingfacilities,andpublicandprivateschools
Physical Education Teacher/Professor
Elementaryphysicaleducationspecialist,middleschool,highschool,
communitycollege,college,anduniversity
Physical Terapist
Hospitals,clinics,communityorganizations,nonprotagencies,employee
services,skilled-nursingfacilities,andpublicandprivateschools
Sports Law
Expertwitness,lawyer,andcollegeanduniversity
Sports Management
College,professional,andamateursports;socialserviceagencysports
programs,communityrecreationsportsprograms;sportmarketing,
management,andcommunicationsrms;andsportinggoodsrms
Sports Medicine
College,professional,andamateursports
Sports Psychologist
College,professional,andamateursports
Appendix K
Careersin
Physical
Education



306
Appendix L
Online
Resources
Appendix L
Online Resources
Tefollowinglistofresourcesmayassistadministratorsandteacherswiththe
design,implementation,andevaluationofphysicaleducationinstruction.
ManyoftheresourcesareavailableatnocostontheCaliforniaDepartmentof
EducationWebsite.
California Department of Education Resources
CDE Home Page
http://www.cde.ca.gov
CurriculumandInstruction:PhysicalEducation
http://www.cde.ca.gov/ci/pe/
Healthy Children Ready to Learn: Facilities Best Practices
http://www.cde.ca.gov/re/pn/fd/documents/hcrtlfacilities.pdf
Physical Education Model Content Standards for California Public Schools
http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf
PhysicalFitnessTesting(PFT)
http://www.cde.ca.gov/ta/tg/pf/
SpecialEducation:Laws,Regulations,&Policies
http://www.cde.ca.gov/sp/se/lr/
SpecialEducation:ServicesandResources
http://www.cde.ca.gov/sp/se/sr/
Taking Action for Healthy School Environments: Linking Education, Activity,
and Food in California Secondary Schools
http://www.cde.ca.gov/re/pn/fd/documents/takingaction051706.pdf
CDE Facilities Home Page
Tissitehasinformationtoassistschooldistrictsandtheircommunitiesin
creatingwell-planned,K12learningenvironmentsinsafe,clean,andup-to-date
schools.
http://www.cde.ca.gov/ls/fa/
Design-Build Projects Guidelines, 2002
http://www.cde.ca.gov/re/pn/fd/documents/dbpguidelines.pdf
Guide to School Site Analysis and Development
http://www.cde.ca.gov/ls/fa/sf/guideschoolsite.asp
PhysicalEducationGuidelinesMiddle&HighSchool
http://www.cde.ca.gov/ls/fa/sf/peguidemidhi.asp
PhysicalEducationGuidelines-ElementarySchools
http://www.cde.ca.gov/ls/fa/sf/peguideelement.asp
307
Appendix L
Online
Resources
PlanReviewProcess
http://www.cde.ca.gov/ls/fa/sf/planreview.asp
SmallSchoolSiteGuidelines
http://www.cde.ca.gov/ls/fa/sf/smallschoolsite.asp
External Resources
AmericanAllianceforHealth,PhysicalEducation,RecreationandDance
(AAHPERD)
http://www.aahperd.org
AmericanCollegeofSportsMedicine(ACSM)
http://www.acsm.org/
AmericanHeartAssociation
http://www.americanheart.org
CaliforniaAssociationforHealth,PhysicalEducation,Recreation,andDance
(CAHPERD)
http://www.cahperd.org/
CaliforniaHealthyKidsResourceCenter
http://www.californiahealthykids.org/
CaliforniaLearningResourceNetwork(CLRN)
http://www.clrn.org
CaliforniaPlaygroundSafetyRegulations
http://www.cdph.ca.gov/healthinfo/injviosaf/pages/
californiaplaygroundsafetyregulations.aspx
CaliforniaPhysicalEducation-HealthProject(CPE-HE)
http://csmp.ucop.edu/cpehp/
CentersforDiseaseControlandPrevention(CDC)
http://www.cdc.gov/
PhysicalEducationCurriculumAnalysisTool(PECAT)http://www.cdc.gov/
HealthyYouth/PECAT/index.htm
Overweight&Obesity:ChildhoodOverweight
http://www.cdc.gov/nccdphp/dnpa/obesity/childhood/index.htm
HealthyYouth!SchoolHealthGuidelines&Strategies
http://www.cdc.gov/HealthyYouth/publications/Guidelines.htm
PhysicalActivityandtheHealthofYoungPeople
http://www.cdc.gov/HealthyYouth/physicalactivity/pdf/facts.pdf
BodyandMind(BAM)
http://www.bam.gov/
GovernorsCouncilonPhysicalFitness&Sports
http://www.activeca.org/

308
Appendix L
Online
Resources
MyPyramid(FoodPyramid)
http://www.mypyramid.gov/
NationalAssociationforSport&PhysicalEducation(NASPE)
http://www.aahperd.org/naspe/
NationalAthleticTrainersAssociation(NATA)
http://www.nata.org
NationalBoardforProfessionalTeachingStandards
http://www.nbpts.org
NationalCenterforEducationStatistics(NCES)
http://nces.ed.gov/
CaloriesIn,CaloriesOut:FoodandExerciseinPublicElementary
Schools,2005
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006057
NationalDanceAssociation(NDA)
http://www.aahperd.org/nda/
NationalMarfanFoundation(NFM)
http://www.marfan.org
PhysicalActivityandExerciseforPeoplewithMarfanSyndrome
http://www.marfan.org/nmf/GetSubContentRequestHandler.do?sub_menu_
item_content_id=43&menu_item_id=7
StateCouncilonAdaptedPhysicalEducation(SCAPE)
http://www.cahperd.org/sections/scape/
Tolerance.org
http://www.tolerance.org/
Bullying:GuidelinesforTeachers
http://www.tolerance.org/teach/activities/activity.jsp?ar=768
U.S.ConsumerProductSafetyCommission
http://www.cpsc.gov/
HandbookforPublicPlaygroundSafety
http://www.cpsc.gov/cpscpub/pubs/325.pdf
U.S.DepartmentofAgriculture:MyPyramid
http://www.mypyramid.gov


309
Appendix M
Guidelines for Facilities
Teguidelinesareintendedtoprovidedistrictandschoolpersonnelwithsug-
gestionsfortheevaluationofcurrentfacilitiesandabeginningchecklistforthe
design,renovation,reconguration,andremodeloffacilities.Teguidelinesare
notacomprehensivelistandwillnotapplyinallcircumstances.
Special guidelines for dance studios:
Aresilientwoodoor(Injuriescommonlyoccuronhardsurfaces.)
Aceilinghighenoughtoallowforonepartnerliftinganotheroverhead
Awell-ventilatedroomequippedwithadjustableheatingandcooling
Storagespaceformaterialsandequipment
Teatricallighting
Stagecraftareas
Soundsystems
Adequatedrinkingwater
Special guidelines for tness labs:
Wiringfortechnologyequipmentuse,includingmultipleelectricaloutlets,
interiorwiring,andwiringtomeettherequirementsoftnessequipment
Aplanforfuturetechnologyneeds
Internetaccess,hardwiredorwireless
Waterfountains
Adequatedrinkingwater
Adequatestationnumbers
Audiovisualandsoundsystem
Displayspaceforposters
Airconditioning,fans,andadequateventilation
Padding,whereappropriate
Largeenoughspacetomovesafelyandtohavesafetyzones,especiallyaround
treadmills
Properooringforweightsandweightmachines
Adequatestorageforlooseequipment,includingaerobicsteps,weights,
physio-balls,etc.,bothtomaintaintheequipmentandprovideforthesafety
ofthoseusingthefacility
Special guidelines for gymnasiums:
Providelightingsystemsthatallowfordarknessandreturntofullpower
withminimalwaittime,sectionallightingpatternsthatallowforlightsto
bedimmedintheareaoftheinstructionalfacilitiesusingtechnology,and
adjustablewindowcoveringstolowernaturallight
Appendix L
Online
Resources

310
Appendix M
Guidelines
forFacilities
Providewiringfortechnologyequipmentuse(e.g.,multipleelectricaloutlets,
interiorwiring,andwiringtomeettheelectricalneedsoftnessequipment)
andtoallowforfutureneeds
Internetaccess,hardwiredorwireless
Audiovisualsystems
Whiteboards,interactivewhiteboards,documentcameraprojectors,orother
displaydevicesforacademicinstruction
Adequatedrinkingwater
Adequaterestroomfacilities
Appropriatepaddingforwallsandequipment
Adequatestorageofequipment
Adequatespaceforinstruction
Facilitycanbeusedforavarietyofstandards-alignedphysicaleducation
activities(e.g.,oor/wallmarkings)
Special guidelines for eld space:
Regularlywateredandmaintained
Markedwithboundaryandeldlines
Freeofholesandlevel
Considerarticialturf
Backstopsplacedappropriately
Pop-upsprinklers
Freeofstandingwater
Special guidelines for computer lab:
Mobilelaptopcarts
Sucientwiringandoutlets
Special guidelines for locker rooms:
Aoorplanthatallowsforadequatesupervision
Spaceforstorageofpersonalbelongings
Adequatenumberofchangingrooms
Determinewhethertoinstallshowers
Special guidelines for climbing wall/challenge course/adventure course:
Coursesaredesignedandbuiltbyarecognizedchallengecourseprogram.
Coursesbuiltinlivingtreesorfromwoodmayrequiremoremaintenance.
Securefencingandstorageshouldbeprovidedforchallengecourseequipment.
Tightlycontrolledaccessisnecessaryforhighelements,especiallywhenropes
areinplace.
Groundsurfaceunderthechallengecourseiswoodchipsorwell-irrigated
grass.Sandordirtisnotappropriatebecausetheparticlescangetintotherope
bersandweakentherope.Matsarenotrecommendedunderhighelements
becausetheymaycausethebelayertotrip.Matsmaybeusedunderlow
horizontalclimbingwalls.

311
Physicaleducationteachersshouldreceiveextensivetrainingfromarecognized
challengecourseprogrambeforeconductingchallengecourseactivities.
Safetyequipment(ropes,harnesses,helmets,carabineers,belaydevices,and
anyotherequipmentusedinthebelayprocess)ismaintained.
Challengecourseequipmentisinspectedregularly.Teteacherinspectseach
elementofthecourseandallsafetyequipmentdaily.Testructureofthe
courseandallsafetyequipmentareinspectedannuallybyacertiedchallenge
courseinspector.
Appendix M
Guidelines
forFacilities
312
Glossary
Glossary
academic content knowledgeTeknowledgeofthephysicaleducationdisci-
pline;conceptsandprinciplesrelatedtomotordevelopment,motorlearning,
biomechanics,exercisephysiology,sportpsychology,sportsociology,sport
history,andsportphilosophy.Tecontentstandardsforallsubjects,including
physicaleducation,arebasedonthedisciplinaryknowledgeoftheeld.
academic learning time (ALT)Aunitoftimeduringwhichstudentsare
engagedinlearningcontentatanappropriatelevelofdicultyandinsucha
waythattheyhaveachancetobesuccessful(Rink1998;Siedentop1991).
accommodationsAdaptationsthataddresstheneedsofthestudentbyremov-
ingtheeectsofthedisabilitybutnotalteringtheperformanceoutcome.
accumulated physical activityTetotalnumberofminutesofphysicalactiv-
ityperformedduringa24-hourperiodoftime.Includesminutesfromshort
periodsofactivityperformedduringthedayandthephysicalactivitydonein
bouts(longerperiodsoftime).
adapted physical educationAphysicaleducationprogramdesignedtomeetthe
uniqueneedsofanindividualwithadisabilitywhoisunabletofullypartici-
pateinthegeneralphysicaleducationprogram.
adventure/outdoor activitiesPhysicalactivitiescenteredinnaturalsettings.
Examplesincludeorienteering,backpacking,hiking,ropeactivities,canoeing,
cycling,skating,androckclimbing.
aesthetic dimensionReferstospace,time,energy,andow.
aestheticsTeunderstandingandappreciationofbeautyinhumanmovement.
aerobic activityExercisethatcanbeperformedforalongdurationbecausethe
energyrequiredcanbeprovidedbytheburningoffuel,whichnormallyoccurs
inmusclecellsinthepresenceofoxygen.Aerobicactivitymayhelpcontrol
bodyweight,reducethepercentageofbodyfat,improvethecirculatoryfunc-
tionandrespiratoryfunctions,andreducebloodpressure.Examplesinclude
aerobicdance,cycling,jogging,powerwalking,in-lineskating,stepaerobics,
kickboxing,andsupercircuit.
agilityAskill-relatedcomponentoftnessthatdescribestheabilitytorapidly
changethepositionoftheentirebody.
alignmentClearanddirectrelationshipamongstandards,curricula,instruc-
tionalmaterials,instructionalmethods,andassessments.
anaerobic activityExerciseofshortdurationthatisperformedatamorestrenu-
ouslevel,soincreasedrespirationandheartratecannotprovidesucient
oxygentothemusclecells.Examplesofanaerobicactivityincludesprinting,
weighttraining,curl-ups,gymnastics,andsometeamactivities,suchassoftball
andfootball.
313
assessmentTeprocessofgatheringevidenceaboutastudentslevelofachieve-
ment.
balanceAskill-relatedcomponentoftnessthatrelatestothemaintenanceof
equilibriumwhilestationaryormoving.
base of supportTeareaofthebaseorfoundationthatsupportsthebody.Te
baseofsupportmayincludeoneormorebodypartsandthedistancebetween
them.Teabilitytostabilizethebodyisdirectlyproportionaltotheareaofthe
baseofsupport.Forexample,iftwofeetareclosetogether,thebaseofsupport
isnarrowandstabilityislimited.Ifthetwofeetareseparatedbysomedistance,
thebaseofsupportislargerandprovidesmorestability.
basic resistance principlesResistanceistheweightorforcethatisusedto
opposeamotion.Resistancetrainingincreasesmusclestrengthbypittingthe
musclesagainstaweight,suchasadumbbellorbarbell.Tetypeoflift;inten-
sity,volume,andvarietyoftraining;progressiveoverload;rest;andrecovery
constitutethebasicprinciplesofresistancetraining.
biomechanicsThestudyofhumanmovementandhowsuchmovementis
inuencedbygravity,friction,andthelawsofmotion.Itinvolvestheanalysis
offorce,includingmuscleforcethatproducesmovementsandimpactforce
thatmaycauseinjuries.Itexplainswhymotorskillsareperformedinexplicit
waysinordertoimproveeciencyandeectiveness.
body compositionTeproportionoffat-freemass(e.g.,muscle,bone,vital
organs,andtissues)tofatmassinthebody.
body managementBasicskillsfocusingontheabilitytocontrolthebodyand
bodypartsinactionssuchasthoseinvolvingtraveling,balancing,rolling,and
supportingbodyweight.
body mass index (BMI)Aformulausedtoassessbodyfatbasedonaratio
betweenheightandweight.
body orientationTedirectionthatthebodyisfacing.
cardiovascular enduranceAcomponentofhealth-relatedtnessthatdescribes
theabilityoftheheart,bloodvessels,andrespiratorysystemtosupplyoxygen
andnutrientstothemusclesduringexercise.
circle danceAdanceperformedinacircle.
closed skillMotorskillsthatareperformedinanenvironmentthatisstableand
predictable.
cognateAwordrelatedtooneinanotherlanguage;awordsharinganancestral
rootwithanotherword.
collaborative consultationAprocessforprovidingservicestospecialeduca-
tionstudentsinwhichadaptedphysicaleducationspecialistscollaboratewith
regulareducationsta,generalclassroomteachers,teachersofspecialeduca-
tion,andotherschoolprofessionalsand/orparaprofessionalsandparentsto
plan,implementandevaluateinterventionscarriedoutintheadapted,regular,
Glossary

314
Glossary
modiedorspeciallydesignedphysicaleducationprogramforthepurposeof
ensuringeachstudentssuccessintheeducationalsystem.
combative activitiesAgroupofphysicalactivitiesthatutilizebasiccombat-
ivespulling,pushing,stands,andguards.Someexamplesincludewrestling,
fencing,kickboxing,martialarts,andself-defense.
competenceSucientability,skill,andknowledgetomeetthedemandsofa
particulartask.
complex skillsSkillsthatcombinetwoormorelocomotorand/ormanipulative
fundamentalmovements(forexample,catchingandthrowingortrappingand
passing).
components of health-related physical tnessMusclestrength,muscleendur-
ance,aerobiccapacity,exibility,andbodycomposition.
content standardsWhatstudentsshouldknowandbeabletodoattheendof
everygradelevel.Contentstandardsrepresenttheacademiccontentofthe
disciplineofkinesiology.
content standards matrixAholisticviewofallstandardsacrossallgradelevels.
contraindicatedIsnotadvisable,shouldnotbedone.
contraindicated exercisesExercisesthataredangerousandshouldnotbedone.
cool-down exercisesFivetotenminutesoflighttomoderatephysicalactivity.
Cool-downexerciseshelpthebodyrecoverfromexercise.Tisprocessmain-
tainsbloodpressure,helpsenhancevenousreturn,andpreventsbloodfrom
poolinginthemuscles.
coordinationAskill-relatedcomponentoftnessthatrelatestotheabilityto
performtaskssmoothlyandaccurately.
core musclesTeabdominal,back,hip,andpelvicoormuscles.
critical elementsToseelementsofperformingaskilldeemednecessaryforits
correctexecution.Alsoreferredtoascriticalfeatures.
criterion-referenced assessmentDescribeshowwellastudentperformscom-
paredwithapredeterminedandspeciedstandardofperformance,asopposed
toanorm-referencedassessmentwhereastudentsperformanceiscompared
withanormativesampleofotherstudents.
cuesShortphrasesthatdescribethecorrecttechniqueforperformingaskill.
dehydrationTelossofwaterandimportantbloodsalts,suchaspotassiumand
sodium,thatareessentialforvitalorganfunctions.
developmental stagesChildrenpassthroughthreestagesbeforetheycan
demonstratethematureformforamovementormotorskill:initialstage,
elementarystage,andmaturestage.
disabilityTetermchildwithadisabilitymeansachildwithmental
retardation,ahearingimpairment(includingdeafness),speechorlanguage
impairment,avisualimpairment(includingblindness),aseriousemotional

315
disturbance(referredtoasemotionaldisturbance),anorthopedicimpair-
ment,autism,traumaticbraininjury,anotherhealthimpairment,aspecic
learningdisability,deaf-blindness,ormultipledisabilities;andwhobyreason
thereof,needsspecialeducationandrelatedservices.
distributed practiceSpreadingpracticetimeacrossseveralshorterpractice
sessions.
dual activitiesPhysicalactivitiesthatrequiretwoparticipants.Examples
includetennis,racquetball,andbadminton.
egg rollArolltowardtherightandthentowardtheleftwhileinatucked
position.
elementary stage of developmentTestageofskilldevelopmentduringwhich
coordinationandrhythmicalperformanceimproveandtheperformergains
greatercontrolovertheirmovement.Teperformance,however,isstill
somewhatawkwardandlackinginuidity.
embedded assessmentAssessmentthatoccurssimultaneouslywithinstruction.
equipmentReferstothoseitemsthatarenotconsideredexpendablebutare
usedforaperiodofyears,suchastnessandgymnasticsequipment.
ergogenic aidsSubstances,devices,orpracticesthatenhanceanindividuals
energyuse,production,orrecovery.
evaluationJudgingthequalityofaperformance.
even-beat locomotor skillsSkillsperformedtoaregularbeat(forexample,
walking,running,hopping,andjumping).
exercisePhysicalactivityconductedwiththeintentionofdevelopingphysical
tness.
feedbackInformationthatisgiventothelearneraboutperformance(internal
orexternal);thiscanbeknowledgeofperformanceorknowledgeofresults.
Seealsospecicfeedback,speciccorrectivefeedback,andspecicpositive
feedback.
F.I.T.T. principles/conceptsAnacronymfortheexercisevariablesnecessaryfor
gainingandmaintainingphysicaltness:frequency,intensity,time,andtype
ofphysicalactivities.
exibilityAcomponentofhealth-relatedtnessthatdescribestherangeof
motionatajoint.Teabilitytomovejointsofthebodythroughanormal
rangeofmotion.
folk danceAdancethathasbeendevelopedthroughthetraditionsofculture
andhasbeenpasseddownfromgenerationtogeneration.
frequencyAprincipleoftrainingthatestablisheshowoftentoexercise.
fundamental movement skillsBasicmovementsthatinvolvethecombination
ofmovementpatternsoftwoormorebodysegments.Locomotor,nonlocomo-
tor,andmanipulativeskillsareallconsideredfundamental,astheyformthe
basisofnumerousformsofspecializedmovementandmanipulativeskills.
Glossary
316
Glossary
gallopAsteptogetherstepinaforwarddirectionwiththesamefootalways
leading.
general spaceReferstotheareasurroundingpersonalspace.
graphic organizerAvisualrepresentationofinformation,withthepurposeof
organizingthematerialintoausableformat.
group dynamicsTeinteractionsandinterrelationshipsofpeopleinagroup.
healthOptimalwell-beingthatcontributestothequalityoflife.Itismorethan
freedomfromdiseaseandillness.Optimalhealthincludeshigh-levelmental,
social,emotional,spiritual,andphysicalwellnesswithinthelimitsofones
heredityandpersonalabilities.
health-related physical tnessConsistsofthosecomponentsofphysicaltness
thathavearelationshiptogoodhealth:bodycomposition,aerobiccapacity,
exibility,muscleendurance,andmusclestrength.
hip abductorsMusclesthatmovethelegawayfromthemidlineofthebody.
hip adductorsMusclesthatmovethelegtowardthemidlineofthebody.
hopTotakeoandlandonthesamefoot.
horizontal sliceAninformalwaytodescribesequence.Awaytouse/seethe
contentstandardsthatrepresentsonecontentstandardacrossallgradelevels.
hyperextensionGreater-than-normalstretchingorstraighteningofanextended
limb.
hyperexionBendingajointbeyonditsnormalrangeofmotion.
hypokineticLackofexerciseorphysicalactivity.
hypokinetic diseasesDiseasesthatdevelopthroughpoordiet,lackofexercise,
andasedentarylifestyle.Examplesincludeheartdisease,highbloodpressure,
obesity,diabetes,andosteoporosis(Sidentop2004,168).
impact forceTeslaporjoltapersonsenseswhencontactsharplychangesthe
motionofanobject,aswhenaballiscaught,orcontactsharplychangesthe
motionoftheperson,aswhenajumperstrikestheground.Impactforceis
relatedtothepressure,theforceperunitarea(inNewtonspersquaremeter)
sustainedbythepartofthebodyincontact.Foragivenchangeofmotion,
theproductoftheforce(inNewtons)requiredandthetimeoverwhichthe
changeoccursisaconstant.Toreducetheimpactforcewhenaballiscaught,
onecaneithertakelongertoslowtheball,whichreducestheforcerequired
andthereforethepressure;oronecanincreasetheareaofonesbodyincontact
withtheball(twohandsarebetterthanone).Toreducetheimpactforcewhen
ajumperlands,thejumpercannotlockkneesbutmustbendthem;bend-
ingthekneesincreasesthetimeoverwhichthebodyisbroughttorest,and
reducestheforcethegroundhastoapplytothesolesofthefeet,andtheforce
thatisthustransmittedthroughtheankles,knees,andhips.
indicators of increased capacityResponsesofthebodyduetochangesinthe
intensityof,durationof,frequencyof,ortimespentparticipatinginphysical

317
activity.Indicatorsmayconsistofchangesinmusclefatigue,breathing,and
heartrate.
individual activityPhysicalactivitiesthatrequireonlyoneparticipant.Exam-
plesincludeweighttraining,yoga,archery,andjogging.
individualityAprincipleoftrainingthattakesintoaccounttheparticularneeds
andabilitiesoftheindividualforwhomitisdesigned.
initial stage of developmentTestageofdevelopmentduringwhichtherst
observableandpurposefulattemptsatperformingaskillaremade.
intensityAprincipleoftrainingthatestablisheshowhardtoexercise.
interpersonal communication skillsVerbalornonverbalabilitiesthatallow
thesharingoffeelings,thoughts,andinformationwithanotherpersonina
positivemanner.
interpersonal social skillsSkillsthatenhancetheabilitytoworktogether,
includingcooperation,respect,andencouragement.
jumpTotakeofrombothfeetandlandononeorbothfeet.
large-muscle groupsMusclesthatworktogetherandhavealargemassrelative
toothermusclegroupsinthebody.Examplesoflarge-musclegroupsarethe
musclesinthearms,back,andlegs.
lead-up gameAgamethatinvolvesoneormoreskillsorstrategiesofasport.
leapAlighttransferofweightfromonefoottotheotherfoot.Tospring
throughtheairfromonepointtoanother.
levelTepositionofthebodyoranapparatusrelativetotheoor.
line danceAdanceinwhichindividualslineupwithoutpartnersandfollow
achoreographedpatternofsteps,usuallyperformedtocountrymusic.
locomotor skillsBasicmotorskillsinvolvingachangeofpositionofthefeet
and/orachangeofdirectionofthebody.Locomotorskillsincludewalking,
running,hopping,skipping,jumping,leaping,sliding,andgalloping.
log rollAsiderollinwhichtheperformerisinanextendedposition.
long-handled implementApieceofequipmentusedinperformingmotor
skills.Telonghandlepositionsthehandsomedistanceawayfromthesurface
oftheimplementthatcomesincontactwiththeball.Someexamplesinclude
ahockeystick,softballbat,tennisracquet,andlacrossestick.
low organized gamesActivitiesthathaveafewsimplerulesandthatrequire
littleornoequipment.
manipulative movementsBasicmotorskillsinvolvinghandlinganobject.
Examplesincludethrowing,catching,kicking,trapping,rolling,dribbling,
striking,andvolleying.
massed practiceTecontinuouspracticeofaskillforalongperiodoftime.
mature formTecriticalelementsofaskill,performedinasmoothand
continuousmotion.
Glossary

318
Glossary
mature stageThestageofdevelopmentcharacterizedbytheintegrationofall
componentpartsofapatternofmovementintoawell-coordinated,technically
correctform.
moderate physical activityModerate-intensityphysicalactivitygenerally
requiressustainedrhythmicmovementsandreferstoalevelofeortahealthy
individualmightexpendwhile,forexample,walkingbriskly,dancing,swim-
ming,orbicyclingonlevelterrain.Apersonshouldfeelsomeexertionbut
shouldbeabletocarryonaconversationcomfortablyduringtheactivity.
modicationAdaptationsthataddresstheneedsofthestudentbyfundamen-
tallyalteringtheperformanceoutcome.
modied/lead-up gameActivegamesthatinvolvetheuseoftwoormoreofthe
sportskills,rules,orproceduresusedinplayingtheocialsport.
motor developmentTestudyofchangeinmovementbehaviorsandmotor
skillsacrossthelifespan.
motor learningTestudyofchangeinapersonsabilitytoperformamotor
skill.
motor skillsAskillthatrequiresvoluntarybodyand/orlimbmovementto
achieveitsgoal.Askillwheretheprimarydeterminantofsuccessisthe
movementcomponentitself.Physicalactivitythatisdirectedtowarda
specicfunctionorgoal.Tetermmaybeusedtorefertoonediscreteskill
(e.g.,throwing)oramoregeneralabilitytoperformphysicalskillscompe-
tently(e.g.,asinTestudenthasthemotorskillneededtoperformthat
sport)(NASPE2004).
movement conceptsTeideasusedtomodifyorenrichtherangeandeective-
nessoftheskillsemployed.Teyinvolvelearninghow,where,andwithwhat
thebodymoves.
movement patternsAnorganizedseriesofrelatedmovements.
multicultural danceAdancethatoriginatedfromculturalorethnictraditions.
Typicallyreferstoaninstructionalunitthatincludesdancesthatoriginated
fromtwoormoreculturalorethnicgroups.
muscle enduranceTeabilitytocontractthemusclesmanytimeswithout
tiringortheabilitytoholdonecontractionforanextendedperiod.
muscle strengthTeabilityofamuscletoexertforceagainstaresistanceone
time.Strengthismeasuredastheamountofforceamusclecanproduce.
nonlocomotor movementsMovementofthebodyperformedfromarelatively
stablebaseofsupport.Examplesincludebending,stretching,twisting,turning,
leaning,swaying,andswinging.
open skillsMotorskillsthatareperformedinachangingenvironment.
overloadAprincipleoftrainingthatestablishesaminimumthresholdand
requiresonetoexceedthatthresholdtobenetfromthechosenphysical
activity.

319
perceived exertion indexAwayofratinghowhardonefeelsthebodyiswork-
ingduringphysicalactivity.Itisbasedonphysicalsensationsexperienced,
includingincreasedheartrate,increasedrespirationorbreathingrate,increased
sweating,andmusclefatigue.
performance standardAnswersthequestionHowgoodisgoodenough?
personal spaceSpacethatextendsoutwardtothefarthestreachofallbody
parts.
physical activityBodilymovementthatisproducedbythecontractionof
skeletalmuscleandthatsubstantiallyincreasesenergyexpenditure,including
exercise,sport,dance,andothermovementforms.
physical educationTesequentialeducationalprogramthatteachesstudents
to:
Understandandparticipateinregularphysicalactivitythatassistsin
developingandmaintainingphysicaltnessthroughouttheirlifetimes.
Understandandimprovetheirmotorskills.
Enjoyusingtheirskillsandknowledgetoestablishahealthylifestyle.
Understandhowtheirbodieswork.
physical tnessApositivestateofwell-beingwithalowriskofpremature
healthproblemsandwiththeenergytoparticipateinavarietyofphysical
activities.Itisinuencedbyregular,vigorousphysicalactivity,geneticmakeup,
andnutritionaladequacy.
pickleballAmini-tennisgameplayedbytwoorfourpeopleonabadminton-
sizedcourtusingwoodpaddleracquetsandaplasticbaseballwithholes.
plyometric exerciseAmuscularactivitythatinvolvesaneccentriccontraction
(muscleislengthened)ofamuscle,followedimmediatelybyaconcentric
contraction(muscleisshortened)ofthesamemuscle.Plyometricexercisesare
oftenusedtoincreasepower.
powerAskill-relatedcomponentoftnessthatrelatestotherateatwhichone
canperformwork.
principle of individual dierencesEachindividualisdierentandwillrequire
asomewhatuniquetnessplan.
principle of overloadIncreasingtheworkandstressthatarenormallyexperi-
encedwillimproveonestness.
principle of progressionAprogressiveincreaseinthelevelofexerciseismore
eective.
principle of regularityExercisemustbeperformedonanongoingbasistobe
eective.
principle of specicitySpecicexercisesmustbeperformedtoimproveeach
componentofhealth-relatedtness.
principles of training/principles of exercisePrinciplestofollowinplanningan
exerciseprogramtoeectphysiologicalchangesinthehumanbodyrelatedto
Glossary
320
Glossary
healthandperformance:individualdierences,overload,progression,regular-
ity,andspecicity.
progressionAprincipleoftrainingthatestablishesincreasesintheamountand
intensityofphysicalactivityneededtoprovideimprovementoverperiodsof
time.
proprioceptionTeabilitytosensetheposition,location,andorientationof
thebody.
rating of perceived exertion (RPE)TeBorgRatingofPerceivedExertion
(RPE),orBorgScale,isameasurefrom6to20thatapersoncanuseto
describehowhardonefeelsthebodyisworking.Practitionersgenerallyagree
thatmoderatephysicalactivityhasaperceivedexertionratingof12to14on
theBorgScale.http://sportsmedicine.about.com/cs/strengthening/a/030904.
htm
reaction timeAcomponentofskill-relatedtnessthatdescribestheintervalof
timefromasuddenlypresentedstimulusuntilthebeginningoftheresponse.
rebound principlesNewtonsTirdLaw:Anobject,whenstruck,willrebound
intheoppositedirectionwiththesameamountofforcewithwhichitwashit.
recovery rateTetimenecessaryforanexercise-inducedelevatedheartrateto
returntoanormalrestingheartrate.
regularityAprincipleoftrainingthatestablishesexerciseonaregularschedule.
Apatternofphysicalactivityisregularifactivitiesareperformedmostdaysof
theweek,preferablydaily;ifmoderate-intensityactivitiesareperformedveor
moredaysoftheweek;orifvigorous-intensityactivitiesareperformedthreeor
moredaysoftheweek.
relationshipTepositionofthebodyinrelationtotheoor,apparatus,or
otherperformers.
reliable assessmentAnassessmentforwhichtheresultsareconsistentwhen
administeredtothesameindividualondierentoccasions.
resistance principleTeprinciplethattheuseofanimplement,adevice,orthe
bodyweightasaresistancecanenhancesomephysicalcharacteristic,suchas
strengthormuscularendurance.
rhythmic skillsSkillsthatdevelopanunderstandingofandafeelingfortheele-
mentsofrhythm.Examplesofphysicalactivitiesthatallowstudentstoexpress
themselvesrhythmicallyincludecreativemovement,folkdance,squaredance,
andinterpretivedance.
short-handled implementApieceofequipmentusedinperformingmotor
skills.Teshorthandleallowsthehandtobeclosetothesurfaceoftheimple-
mentthatcomesincontactwiththeball.Someexamplesincludearacquetball
racket,apaddleusedinpaddlegames,andamodiedlacrossestick.
simple skillsSkillsthathaveonlyoneortwoparts(forexample,runningor
skipping).

321
skill-related physical tnessTosecomponentsofphysicaltnessthatrelate
toanenhancedperformanceinsports:agility,balance,coordination,power,
speed,andreactiontime.
skipAstep-hopononefootandthentheother.
slideAstep-together-stepinasidewarddirectionwiththesamefootalways
leading.
special educationSpecialeducationmeansspeciallydesignedinstruction,at
nocosttotheparent,tomeettheuniqueneedsofachildwithadisability,
includinginstructionconductedintheclassroom,inthehome,inhospitals,
andinstitutions,andinothersettings;andinstructioninphysicaleducation
(U.S.DepartmentofEducation2006.Assistancetostatesfortheeducation
ofchildrenwithdisabilitiesprogramandpreschoolgrantsforchildrenwith
disabilities;nalrules.Federal Register, 71, 34CFRParts300and301).
specialized manipulative skillsFundamentalskillsthathavebeenadapted
tothespecialrequirementsofaparticularsport,game,orphysicalactivity
(e.g.,volleyballserve,tennisforearmstroke,badmintonclear,basketballlayup,
soccertrap,softballpitch,golfswing).
specialized movement skillsFundamentalskillsthathavebeenadaptedto
thespecialrequirementsofaparticularsport,game,orphysicalactivity
(e.g.,grapevinestep,highjump,longjump,hurdles).
specic corrective feedbackFeedbackthatprovidestheperformerwithspecic
informationonhowtoperformtheskillcorrectly(Youneedtostepforward
onyourleftfoot).
specic feedbackFeedbackthatprovidestheperformerwithspecicrecom-
mendationsonhowtoperformtheskillcorrectly.
specic positive feedbackFeedbackthatispositive(Goodjob!)andspecic
(Yousteppedforwardontheleftfoot).
specicityAprincipleoftrainingthatestablishesaparticularkindofactivity
foreachcomponentofphysicaltness.
speedAskill-relatedtnesscomponentrelatedtoperformingmovementina
shortperiodoftime.
squatAlowerbodyexerciseperformedbybendingtheknees(nolowerthana
90-degreeangle),loweringthetorso,andthenrisingtoastandingposition.
stability movementsStabilityreectsbalanceandequilibrium,whichare
importantcomponentsinperformingmanymotorskills.Stabilitymovements
includethosethatarevitalforthebodytomaintainbalancewhilemoving.
Examplesincludemovingthearmswhilewalkingorrunningandlowering
onescenterofgravitywhenstoppingquickly.
stages of learningIndividualspassthroughthreestagestobecomeprocientat
amotorskill(FittsandPosner1967):
Glossary

322
Glossary
Stage1(verbal-cognitivestage):initialstageoflearning,inwhichverbaland
cognitiveprocessespredominate.
Stage2(associativeormotorstage):stageoflearninginwhichmotorpro-
gramsaredevelopedandtheperformancebecomesincreasinglyconsistent.
Stage3(autonomousstage):anadvancedstageoflearninginwhichthe
learnerdevelopsautomaticityinactionandinformationprocessing.
staticAstationarycondition.Forexample,staticstretchingorstaticbalance.
station teachingTecreationofdiscretelearningareaswherestudentsperform
amovementatastationforadesignatedperiodoftimeandthenmoveonto
thenextstation.
strategiesDecisionsmadebyindividualsorateamabouttheoverallplayofthe
game.
striking patternAfundamentalmotorskillinwhichanobjectishitwithor
withoutanimplement.
student discipline planGuidesstudentbehavior,outlinesconsequencesfor
inappropriatebehavior,andsetsgoalsforstudentimprovementinbehavior.
students with special needsReferstostudentswhoaremarginalizedinphysical
education,studentswhoseculturalandreligiouspracticesrequirespecialcon-
sideration,Englishlearners,studentswithlong-termandshort-termmedical
needs,at-risklearners,advancedlearners,andstudentswithdisabilities.
stuntsActivitiesthatrequirebalance,agility,coordination,weighttransfer,
andstrength.Typicallyreferredtoasactivitiesthatleaduptotumblingand
gymnastics.
suppliesReferstothosematerialsthatareexpendableandthatneedtobe
replacedatfrequentintervals,usuallyannually,suchasbasketballsand
playgroundballs.
tacticsIndividualmovementofplayersorteamstoaccomplishanimmedi-
ategoaloraccommodateasituation.Tacticstakeplacewithinthegameasan
ongoingpartofgameplayandincludedecisionsanindividualmakesabout
when,why,andhowtorespondtoaparticularsituation.
target heart-rate zoneAsaferangeofactivityintensitythatcanbeusedto
enhancethelevelofaerobiccapacity.
timeAprincipleoftrainingthatestablishestheamountoftimeforeachexer-
ciseperiod.
transitional strategyGamestrategythatoccursduringthechangeofballpos-
session.Itreferstotheprocessorplanusedwhengoingfromoensetodefense
ordefensetooense.
travelMovementofthebodyfromonepointtoanother.
triceps push-upsAreversepush-upperformedwiththebellyupandhandson
theoororonachairorbench(youngerstudents)orapush-upperformed

323
withhandsparalleltochestandspacedshoulder-widthapart,withelbowstight
tothebody(olderstudents).Apush-upthatisolatesthetriceps.
tripodAbalancedpositioninwhichthehandsandheadareonaoormat,
formingatriangularbaseofsupport,andbentkneesrestontheelbows.
trunk liftAnexerciseperformedwhilelyingfacedownwithhandsatsidesand
toespointed.Teupperbodyisliftedotheoorslowlykeepingthehead
straight.Teheadisraisednomorethan12inchesotheground.
typeAprincipleoftrainingthatestablishesthespecicactivitytouseorthe
musclestotargetduringanexerciseperiod.
uneven-beat locomotor skillSkillsperformedtoanunevenbeat.Examples
includegalloping,sliding,andskipping.
unpacking a content standardTeprocessofrevealingthecontentandprereq-
uisiteskillsneededtolearnacontentstandard.Unpackingrevealsthelevelof
performancethatisnecessary.Teverbsinthecontentstandardsassistteach-
ersindevelopingappropriateassessments.Unpackingastandardissimilarto
backwardplanninganddeconstructingthestandards.
UltimateAsoccer/football-typegameplayedbyteamsofsevenusingaying
disc.Tegoalistopassthedisctoaplayerintheopposingendzone.
valid assessmentAnassessmentthatmeasureswhatitisintendedtomeasure.
variableSomethingthatcanchange.
vertical sliceAninformalwaytodescribescope.Awaytouseorseethecontent
standardsthatrepresentallcontentstandardsacrossonegradelevel.
vigorous physical activityVigorous-intensityphysicalactivitygenerallyrequires
sustained,rhythmicmovementsandreferstoalevelofeortahealthyindi-
vidualmightexpendwhile,forexample,jogging,participatinginhigh-impact
aerobicdancing,swimmingcontinuouslaps,orbicyclinguphill.Vigorous-
intensityphysicalactivitymaybeintenseenoughtoresultinasignicant
increaseinheartandrespirationrate.
volleyTostrikeaballupward.
warm-up exercisesLow-intensityexercisesthatpreparethemuscular/skeletal
systemandheartandlungs(cardiorespiratorysystem)forhigh-intensity
physicalactivity.
weight-bearing activitiesAnyactivityinwhichonesfeetandlegscarryones
ownweight.Examplesincludewalking,running,tennis,andaerobicdancing.
Glossary

324
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