K-12

Physical Education
Curriculum Guide

2007
 PHYSICAL EDUCATION CURRICULUM GUIDE

Table of Contents

Acknowledgments
K-12 Physical Education Committee Members

Philosophical Assumptions

K-8 Essential Learning Chart

High School Essential Learning Chart

K-8 Learner Objectives

High School Learner Objectives

Glossary

Research

Resources

State Standards

Bibliography
 K-12 Physical Education
Curriculum Revision Committee

Peggy Hester Hopkins/Peabody Elementary

Jason Hill Runyon Elementary
Michael Rowe Sandburg Elementary
Shiloh Tiritas Twain Elementary
Mary Wilson Lenski Elementary

Rose Carroll Newton Middle School

Lisa Knafelc Euclid Middle School

Katie Abner Arapahoe High School

C.J. Crow Arapahoe High School

Greg Sumlin East Elementary

Principal/Administrative Liaison

Susan Dalton Facilitator

Curriculum Coordinator

May 2007
 K-12 Physical Education
Proposed Philosophical Assumptions
Daily physical activity is critical to the development and maintenance of good health.
The goal of physical education is to develop physically educated individuals who have
the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
- National Association for Sport and Physical Education

Research indicates:
• There is a direct correlation between high academic achievement and physical
fitness 1
• Lifelong physical activity can reduce the risk of obesity, diabetes, and other
health related diseases 2
• Among children and teens aged 6-19 years, over 9 million young people are
considered overweight 3

Littleton Public Schools Physical Education curriculum is designed to develop healthy

and physically educated students. The following National Standards define and support
the LPS curriculum.

A physically educated student:

Standard 1: Demonstrates competency in motor skills and movement patterns needed
to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles,

strategies, and tactics as they apply to the learning and performance of
physical activities.

Standard 3: Participates regularly in physical activity.

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

Standard 5: Exhibits responsible personal and social behavior that respects self and
others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression,

and/or social interaction.

1. Smart Moves and Journal of American College of Sports Medicine, March 2006
2. Center for Disease Control, Physical Activity and Health, A Report of the Surgeon General, 1999
3. Center for Disease Control

sd11/1/06
 Physical Education
Essential Learning Chart
K–8
K-2 3-5 6-8
State Standard 1: Demonstrate and recognize Demonstrate use of movement Apply manipulative skills in
Student demonstrates movement skills necessary in a skills necessary in a variety of drills, activities, and games.
competent skills in a variety of variety of physical activities. physical activities and sports.
physical activities and sports.
Demonstrate participation in a
variety of recreational,
individual, and team sports.
State Standard 2: Demonstrate and recognize Participate in physical fitness Develop and demonstrate a
Student demonstrates components of a physically through recreational activities basic understanding of the six
competency in physical fitness active lifestyle. and individual and team sports. parts of motor skill-related
and its relation to recreational, fitness and apply to activities
individual, and team sport. and games.

Develop and demonstrate a

basic understanding of the five
parts of health-related fitness
as it applies to personal fitness.
State Standard 3: Demonstrate responsible Apply responsible personal and Demonstrate and apply the
Student demonstrates personal and social behaviors social behaviors necessary to basic knowledge and skills of a
knowledge of factors important necessary to participate in participate in physical activity. variety of activities in drills and
to participation in physical physical activity. games.
activities. Apply and acknowledge the
Identify and acknowledge the rules, risks, and safety factors
rules, risks, and safety factors associated with participation in
associated with participation in physical activity.
physical activity.

May 2007
 Physical Education
Essential Learning Chart
High School
Adventure Education 1. Demonstrate the ability to set and achieve personal and group goals.
2. Apply knowledge of safety precautions, strategies, and appropriate behaviors in a variety of
adventure related activities.
3. Recognize a positive self-image and desirable character traits which contribute to effective
human relations.
4. Demonstrate knowledge and understanding of health and skill related fitness.
Aquatics 1. Understand the risks and safety factors associated with participation in aquatic activities.
2. Demonstrate proficiency in a variety of swimming strokes.
3. Demonstrate knowledge and understanding of health and skill related fitness.
Individual Fitness 1. Demonstrate knowledge and understanding of health and skill related fitness.
2. Develop attitude, knowledge, and skills to maintain physical fitness and for the enjoyment of
lifelong activities.
Recreation Games 1. Demonstrate the knowledge of physical fitness and apply that knowledge while performing
everyday recreational activity.
2. Demonstrate the ability to set and achieve personal and group goals in association with
recreation activities.
3. Demonstrate knowledge of the history and origins of a variety of recreational activities.
4. Demonstrate the application of rules, strategies, and appropriate behaviors in a variety of
physical activities and sports.
Rhythmic Activities 1. Demonstrate knowledge and understanding of health and skill related fitness.
2. Demonstrate the knowledge and physical skills necessary to perform a variety of rhythmic
activities.
Sports Medicine 1. Demonstrate an understanding of human anatomy and physiology as it relates to sports
injuries.
2. Demonstrate the knowledge and skills of caring for and prevention of sports related injuries.
Weight Training 1. Demonstrate the ability to set and achieve personal goals.
2. Demonstrate knowledge and understanding of health and skill related fitness.
3. Demonstrate the knowledge of proper technique and weight room safety.
4. Demonstrate knowledge of principles of weight training.

May 2007
 PHYSICAL EDUCATION COURSES
High School

Adventure Education
Rock Climbing Recreation Fitness
Badminton
Basketball
Aquatics Flag Football
Floor Hockey
Swimming
Lacrosse
Beginning Swimming
Soccer
Intermediate Swimming
Softball
Advanced Swimming
Tennis
Synchronized Swimming
Volleyball
Life Guard Training/First Aid/CPR
Wrestling
Water Safety Instruction
Recreation Games
Diving
Court Sports
Beginning Diving
Life Sports
Intermediate Diving
Racket Sports
Advanced Diving
Team Sports
Scuba Diving
Advanced Team Sports
Water Aerobics
Life Fitness
Innovative Fitness (Special Needs Kids)
Individual Fitness
Bowling Weight Training
Cardio Combo
Weight Training I, II, III
Golf
Strength and Conditioning I, II, III
Gymnastics
Basketball/Weights
Spinning
Football/Weights
Track and Field
A.P.T. – Advanced Performance
Tumbling
Training
Yoga/Pilates

Rhythmic Activities
Aerobics
Social Dance

Sports Medicine
Sports Medicine
Physical Education Learner Objectives Optional Preschool
1

PHYSICAL EDUCATION
PRESCHOOL
OPTIONAL

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.

Essential Learning
Learn about movement skills necessary in a variety of physical activities.

Learner Objectives
The learner will . . .

• be introduced to manipulative skills within a variety of physical activities (i.e.

throwing, catching, kicking, striking, trapping, dribbling, and juggling)
• be introduced to locomotor skills for a variety of physical activities (i.e. walking,
running, galloping, skipping, leaping, rolling [body], crawling, jumping, hopping,
gliding)
• be introduced to non-locomotor skills for a variety of physical activities (i.e.
stretching, pushing, pulling, beat recognition, creative expression)

Some elementary sites house a preschool program. These learner objectives were developed to support the instruction of
PE for those teachers asked to teach Preschool Physical Education. The examples found within the learner objectives
are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Optional Preschool
2

PHYSICAL EDUCATION
PRESCHOOL
OPTIONAL

State Standard 2: Student demonstrates competency in physical fitness and its

relation to recreational, individual, and team sports.

Essential Learning
Become aware of components of a physically active lifestyle.

Learner Objectives
The learner will . . .

• become aware of the benefits that result from regular participation in physical
activity
• become of aware of physical activities that can be pursued in the local community
• be exposed to principles of fitness development
• be introduced to dynamic balance

Some elementary sites house a preschool program. These learner objectives were developed to support the instruction of
PE for those teachers asked to teach Preschool Physical Education. The examples found within the learner objectives
are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Optional Preschool
3

PHYSICAL EDUCATION
PRESCHOOL
OPTIONAL

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning 1
Begin to show responsible personal and social behaviors necessary to participate in
physical activity.

Learner Objectives
The learner will . . .

• demonstrate body control by keeping within personal space

• demonstrate personal responsibility by listening and following directions
• begin to understand program structures and routines
• exhibit cooperative behaviors
• demonstrate fair and honest game-play
• display respect for all individuals and property

Some elementary sites house a preschool program. These learner objectives were developed to support the instruction of
PE for those teachers asked to teach Preschool Physical Education. The examples found within the learner objectives
are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Optional Preschool
4

PHYSICAL EDUCATION
PRESCHOOL
OPTIONAL

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning 2
Begin to understand the rules, risks, and safety factors associated with participation in
physical activity.

Learner Objectives
The learner will . . .

• recognize the risks and apply safety rules and procedures

• learn the benefits of safe play

Some elementary sites house a preschool program. These learner objectives were developed to support the instruction of
PE for those teachers asked to teach Preschool Physical Education. The examples found within the learner objectives
are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades K-2
5

PHYSICAL EDUCATION
GRADES K-2

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.

Essential Learning
Demonstrate and recognize movement skills necessary in a variety of physical activities.

Learner Objectives
The learner will . . .

• recognize and demonstrate manipulative skills within a variety of physical activities

(i.e. throwing, catching, kicking, striking, trapping, dribbling, and juggling)
• recognize and demonstrate locomotor skills for a variety of physical activities (i.e.
walking, running, galloping, skipping, leaping, rolling [body], crawling, jumping,
hopping, gliding)
• recognize and demonstrate non-locomotor skills for a variety of physical activities
(i.e. stretching, pushing, pulling, beat recognition, creative expression)

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades K-2
6

PHYSICAL EDUCATION
GRADES K-2

State Standard 2: Student demonstrates competency in physical fitness and its

relation to recreational, individual, and team sports.

Essential Learning
Demonstrate and recognize components of a physically active lifestyle.

Learner Objectives
The learner will . . .

• recognize the benefits that result from regular participation in physical activity
• recognize physical activities that can be pursued in the local community
• recognize the components of health related fitness: cardiovascular endurance,
muscular endurance, muscular strength, flexibility, body composition (i.e. Fitness
Testing, Fun Run, Field Day, etc.)
• recognize principles of skill-related fitness: agility, speed, balance, coordination,
power, reaction time
• recognize and demonstrate dynamic balance

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades K-2
7

PHYSICAL EDUCATION
GRADES K-2

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning 1
Demonstrate responsible personal and social behaviors necessary to participate in
physical activity.

Learner Objectives
The learner will . . .

• demonstrate personal responsibility by listening and following directions

• demonstrate body control by keeping within own personal space
• exhibit cooperative behavior
• demonstrate fair and honest game-play
• display respect for all individuals and property

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades K-2
8

PHYSICAL EDUCATION
GRADES K-2

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning 2
Identify and acknowledge the rules, risks, and safety factors associated with participation
in physical activity.

Learner Objectives
The learner will . . .

• recognize the risks and apply safety rules and procedures

• recognize and demonstrate knowledge of rules specific for recreational, individual,
and team activities
• recognize various strategies for recreational, individual, and team activities

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 3-5
9

PHYSICAL EDUCATION
GRADES 3-5

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.

Essential Learning 1
Demonstrate use of movement skills necessary in a variety of physical activities and
sports.

Learner Objectives
The learner will . . .

• demonstrate use of manipulative skills within a variety of physical activities and/or

sports (i.e. throwing, catching, kicking, striking, trapping, dribbling, and juggling)
• demonstrate use of locomotor skills for a variety of physical activities and/or sports
(i.e. running, jumping, hopping, gliding)
• demonstrate use of non-locomotor skills for a variety of physical activities and/or
sports (i.e. stretching, pushing, pulling)

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 3-5
10

PHYSICAL EDUCATION
GRADES 3-5

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.

Essential Learning 2
Demonstrate participation in a variety of recreational, individual, and team sports.

Learner Objectives
The learner will . . .

• recognize and demonstrate recreational activities (i.e. structured dance, walking,

jump roping, climbing, etc)
• recognize and demonstrate individual sports (i.e. bowling, running, track, racquet
sports, etc)
• recognize and demonstrate team sports (i.e. basketball, soccer, volleyball, football,
hockey, softball, etc.)

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 3-5
11

PHYSICAL EDUCATION
GRADES 3-5

State Standard 2: Student demonstrates competency in physical fitness and its

relation to recreational, individual, and team sports.

Essential Learning
Participate in physical fitness through recreational activities and individual and team
sports.

Learner Objectives
The learner will . . .

• understand and demonstrate the components of health-related fitness:

cardiovascular endurance, muscular endurance, muscular strength, and flexibility
• understand and demonstrate the components of skill-related fitness: agility,
balance, coordination, power, reaction time, and speed (i.e. Fitness Testing, Fun
Run, Field Day, soccer, basketball, etc.)
• set goals for improvement (i.e. pre and post testing for Fitness Testing, etc.)
• recognize and understand the benefits of moderate aerobic activity to achieve and
maintain physical fitness
• identify physical activities that can be pursued in the local community

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 3-5
12

PHYSICAL EDUCATION
GRADES 3-5

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning 1
Apply responsible personal and social behaviors necessary to participate in physical
activity.

Learner Objectives
The learner will . . .

• independently demonstrate on task behavior after receiving multiple and sequential

directions
• demonstrate problem solving through communication and cooperation
• demonstrate fair and honest game-play through participation in recreational,
individual, and team sports
• display respect for all individuals and property

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 3-5
13

PHYSICAL EDUCATION
GRADES 3-5

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning 2
Apply and acknowledge the rules, risks, and safety factors associated with participation in
physical activity.

Learner Objectives
The learner will . . .

• recognize the risks and apply safety rules and procedures

• demonstrate knowledge of rules specific for recreational, individual, and team sports
• apply various strategies for recreational, individual, and team sports

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 6-8
14

PHYSICAL EDUCATION
GRADES 6-8

State Standard 2: Student demonstrates competency in physical fitness and its

relation to recreational, individual, and team sports.

Essential Learning
Develop and demonstrate a basic understanding of the five parts of health related
fitness as it applies to personal fitness.

Learner Objectives
The learner will . . .

• acquire an understanding of cardiovascular fitness including cardio-endurance:

extended time (i.e. brisk walking, jogging, biking, swimming) and cardio-strength:
intensity (i.e. interval training, sprints)
• acquire an understanding of muscle endurance; ability to move muscles a
repetitive number of times/extended amount of time (i.e. run, pull-ups, push-ups,
climbing, weight training)
• acquire an understanding of muscle strength: ability to move, throw, lift, pull, push
and kick with force (i.e. pull-ups, kicking, weight training)
• acquire an understanding of flexibility: ability to move in a full range of motion
(sit and reach, stretching, yoga)
• understand the relationship between body composition (the proportion of lean
mass to fat mass) and physical fitness, including how to build/tone muscle, burn fat,
and maintain a healthy diet
• understand the basic principles of training that improve physical fitness (i.e. warm-
up, cool down, perceived rate of exertion, target heart rate, overload, progression,
individuality, specificity) F.I.T.T. principle: Frequency, Intensity, Time, Type
• analyze personal fitness levels and design a personal fitness plan; incorporate the
five parts of health-related fitness and appropriate technology needed to achieve
and maintain physical fitness
• understand that fitness is a life-long endeavor which is essential to a positive state
of well being

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 6-8
15

PHYSICAL EDUCATION
GRADES 6-8

State Standard 2: Student demonstrates competency in physical fitness and its

relation to recreational, individual, and team sports.

Essential Learning
Develop and demonstrate a basic understanding of the six parts of motor skill related
fitness and apply to activities and games.

Learner Objectives
The learner will . . .

• show agility through the ability to change direction quickly while the body is in
motion and to maintain speed and balance (i.e. change direction on signal, shuttle
run, V- cut in basketball)
• balance in a static/fixed position (i.e. stationary ball, standing quad stretch) and
maintain one’s equilibrium while the body is in motion (i.e. dynamic balance)
• demonstrate coordination by using different body parts in an integrated manner
(i.e. eye-hand, eye-foot, bilateral movement)
• demonstrate power by performing one maximum effort in a short period of time
(i.e. shot put, long jump, double legged leaps)
• demonstrate reaction time by decreasing the amount of time elapsed from the time
the senses signal the need to move to the first movement of the body (audio, visual,
verbal and movement cues)
• show speed by moving from one point to another in the shortest time possible (i.e.
50/100 yd. dash) or moving a body part to create velocity (i.e. arm speed, leg
speed)

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 6-8
16

PHYSICAL EDUCATION
GRADES 6-8

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.

Essential Learning
Apply manipulative skills in drills, activities and games.

Learner Objectives
The learner will . . .

• demonstrate throwing skills in a game situation using accuracy and appropriate

velocity (i.e. football, Frisbee, team handball)
• consistently catch objects when using a variety of sports equipment (i.e.
lacrosse/stx, scoop)
• demonstrate a variety of kicks with dominant and non-dominant foot (i.e. stationary
kick, punting, dynamic movement, using various types of balls)
• strike stationary and moving objects with a variety of equipment (i.e. softball,
tennis, hockey, volleyball, pickleball, badminton, soccer) or body parts (i.e. arms,
hands, feet)
• transfer rolling skills to game situations (i.e. bowling, kickball)
• transfer dribbling skills to game situations (i.e. hockey, basketball, soccer)

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives Grades 6-8
17

PHYSICAL EDUCATION
GRADES 6-8

State Standard 3: Student demonstrates knowledge of factors important to

participation in physical activities.

Essential Learning
Demonstrate and apply the basic knowledge and skills of a variety of activities in drills and
games.

Learner Objectives
The learner will . . .

• demonstrate knowledge of basic rules, strategies, terminology, scoring, etiquette,

safety, equipment and history of a variety of activities and games
• understand the importance of body mechanics in skill development (i.e. ready
position, footwork patterns, follow through, body position, recovery)
• improve fitness level through participation in warm-up exercises, skill development,
and lead-up games
• understand and implement the concept of team work and cooperation through drills
and activities
• understand and implement the concept of sportsmanship:
- respect and appreciation of people and equipment
- teamwork
- communication
- cooperation
- self discipline
- fair play

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
18

PHYSICAL EDUCATION
HIGH SCHOOL
ADVENTURE EDUCATION
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the ability to set and achieve personal and group goals.

Learner Objectives
The learner will . . .

• work effectively with a partner or group to complete a task or to achieve a common

goal
• explain and identify strategies in goal setting
• gain a knowledge and understanding of the reasons for and importance of the
activity

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
19

PHYSICAL EDUCATION
HIGH SCHOOL
ADVENTURE EDUCATION
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Apply knowledge of safety precautions, strategies, and appropriate behaviors in a variety
of adventure related activities.

Learner Objectives
The learner will . . .

• demonstrate care and use of equipment in a safe and proper manner

• display behaviors of acceptance of others, willingness to help others, and courteous
interactions
• recognize potentially high risk situations in rock climbing and adventure activities in
order to prevent accidents
• adhere to safety rules in daily activities
• develop positive communication skills that will contribute to the safety and success
of self and others

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
20

PHYSICAL EDUCATION
HIGH SCHOOL
ADVENTURE EDUCATION
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Recognize a positive self-image and desirable character traits which contribute to effective
human relations.

Learner Objectives
The learner will…

• exhibit the behaviors of self discipline

• develop an attitude reflecting responsibility and good moral character
• develop a sense of belonging in groups
• develop the ability to lead as well as to follow

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
21

PHYSICAL EDUCATION
HIGH SCHOOL
ADVENTURE EDUCATION
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge and understanding of health and skill related fitness.

Learner Objectives
The learner will . . .

• define and give examples of the health-related components of fitness: muscular

endurance, muscular strength, cardiovascular endurance, flexibility, and body
composition as they relate to the fitness activity
• perform muscular strength and endurance skills (push-ups and sit-ups)
• define aerobic and anaerobic fitness
• understand the target heart rate zone and calculate his/her own target heart rate

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
22

PHYSICAL EDUCATION
HIGH SCHOOL
AQUATICS
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Understand the risks and safety factors associated with participation in aquatic activities.

Learner Objectives
The learner will . . .

• identify and describe potentially high risk situations/activities in order to prevent

accidents (water depth, temperature, obstacles, weather conditions, ice rescue)
• adhere to safety rules in daily aquatic activities
• demonstrate skills needed to survive in deep water (treading water, survival float,
back float, finning, sculling, clothes flotation)
• demonstrate how to perform basic rescue assists (reach and throwing assists and
personal flotation devices)
• demonstrate proper feet first and head first entries

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
23

PHYSICAL EDUCATION
HIGH SCHOOL
AQUATICS
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate proficiency in a variety of swimming strokes.

Learner Objectives
The learner will . . .

• demonstrate proper breathing (breath holding, breath control, bobbing, rhythmic

breathing)
• demonstrate proper stroke mechanics in the front crawl, back crawl, elementary
backstroke, breast stroke, and side stroke

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
24

PHYSICAL EDUCATION
HIGH SCHOOL
AQUATICS

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge and understanding of health and skill related fitness.

Learner Objectives
The learner will . . .

• understand the value of swimming in relation to total body fitness for use as a
lifetime activity
• define F.I.T.T. principle: frequency, intensity, time, type as it relates to fitness
swimming
• define and give examples of the health-related components of fitness: muscular
endurance, muscular strength, cardiovascular endurance, flexibility, and body
composition as they relate to the fitness activity
• demonstrate correct flexibility techniques and incorporate flexibility exercises into
the fitness activity
• engage in continuous aerobic activity for a minimum of 20 minutes or more to
achieve fitness benefits
• define aerobic and anaerobic fitness
• understand the target heart rate zone and calculate his/her own target heart rate
• define the four parts of a workout (heart warm-up, stretch warm-up, vigorous
exercise, and cool down) explaining the importance of each and incorporating them
into the aquatic activity
• define and give examples of the skill-related components of fitness: agility, balance,
coordination, power, reaction time, and speed as they relate to the aquatic activity
• define, discuss and apply the principles of training (specificity, overload, and
progression) to a specific aquatic activity
• improve fitness level through participation in the activity
• perform muscular strength and endurance skills

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
25

PHYSICAL EDUCATION
HIGH SCHOOL
INDIVIDUAL FITNESS
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge and understanding of health and skill related fitness.

Learner Objectives
The learner will . . .

• define and give examples of the health-related components of fitness: muscular

endurance, muscular strength, cardiovascular endurance, flexibility, and body
composition as they relate to the fitness activity
• demonstrate correct flexibility techniques and incorporate flexibility exercises into
the fitness activity
• perform muscular strength and endurance skills (i.e. push-ups and sit-ups)
• engage in continuous aerobic activity for a minimum of 20 minutes or more to
achieve fitness benefits
• define aerobic and anaerobic fitness
• understand the target heart rate zone and calculate his/her own target heart rate
• define the four parts of a workout (heart warm-up, stretch warm-up, vigorous
exercise, and cool down) explaining the importance of each
• define and give examples of the skill-related components of fitness: agility, balance,
coordination, power, reaction time, and speed as they relate to the fitness activity
• define, discuss and apply the principles of training (specificity, overload,
progression, and individuality) to a specific fitness activity
• improve fitness level through participation in the activity
• define the F.I.T.T. principle: frequency, intensity, time, type as it relates to the
fitness activity

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
26

PHYSICAL EDUCATION
HIGH SCHOOL
INDIVIDUAL FITNESS
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Develop attitude, knowledge, and skills to maintain physical fitness and for the enjoyment
of lifelong activities.

Learner Objectives
The learner will . . .

• demonstrate the ability to set and achieve personal goals

• develop appreciation for personal performance
• understand “how” and “why” the body functions and its relationship to physical
activity
• develop the ability to have fun while participating in a variety of fitness activities
• develop an awareness that relaxation can be achieved through exercise
• develop awareness that tension and stress can be released through exercise
• develop an understanding of the benefits of physical activity
• understand the relationships between weight control, exercise, and good health

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
27

PHYSICAL EDUCATION
HIGH SCHOOL
RECREATION GAMES
Team and Individual Sports

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the knowledge of physical fitness and apply that knowledge while performing
everyday recreational activity.

Learner Objectives
The learner will . . .

• define and give examples of the health-related components of fitness: muscular

endurance, muscular strength, cardiovascular endurance, flexibility, and body
composition as they relate to the recreational activity
• demonstrate correct flexibility techniques and incorporate flexibility exercises into the
recreational activity
• perform muscular strength and endurance skills (i.e. push-ups and sit-ups)
• perform continuous aerobic activity for a minimum of 20 minutes
• define aerobic and anaerobic fitness
• understand the target heart rate zone and calculate his/her own target heart rate
• define the four parts of a workout (heart warm-up, stretch warm-up, vigorous exercise,
and cool down) explaining the importance of each
• define and give examples of the skill-related components of fitness: agility, balance,
coordination, power, reaction time, and speed as they relate to the recreational activity
• improve fitness level through participation in warm-up exercises, skill development
drills, lead-up games, and organized competition
• demonstrate skill related fitness necessary to perform the skills of the recreational
activity
• develop the skills necessary to participate in the recreational activity
• define the F.I.T.T. principle: frequency, intensity, time, type as it relates to the
recreational activity

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
28

PHYSICAL EDUCATION
HIGH SCHOOL
RECREATION GAMES
Team and Individual Sports

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the ability to set and achieve personal and group goals in association with
recreation activities.

Learner Objectives
The learner will . . .

• identify various strategies in goal setting for recreational activities

• develop the ability to lead as well as to follow
• work effectively with a partner or group to complete a task or to achieve a common
goal
• set and pursue a realistic goal as they participate in a variety of lead up games and
skill development drills

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
29

PHYSICAL EDUCATION
HIGH SCHOOL
RECREATION GAMES
Team and Individual Sports

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge of the history and origins of a variety of recreational activities.

Learner Objectives
The learner will . . .

• explain when the recreational activity originated

• identify and explain the cultural, ethnic, and historical role of the recreational activity

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
30

PHYSICAL EDUCATION
HIGH SCHOOL
RECREATION GAMES
Team and Individual Sports

State Standard 1: Student demonstrates competent skills in a variety of physical

activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the application of rules, strategies, and appropriate behaviors in a variety of
physical activities and sports.

Learner Objectives
The learner will . . .

• demonstrate knowledge of specific rules, safety measures, etiquette, scoring

procedures, terminology and proper use of equipment as it applies to the recreation
activity
• develop strategies and techniques used in organized recreational activities
• develop an appreciation and respect for self-discipline and people
• demonstrate the ability to follow directions
• demonstrate safety conscious practices
• demonstrate positive social interactions

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
31

PHYSICAL EDUCATION
HIGH SCHOOL
RHYTHMIC ACTIVITIES
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge and understanding of health and skill related fitness.

Learner Objectives
The learner will . . .

• define and give examples of the health-related components of fitness: muscular

endurance, muscular strength, cardiovascular endurance, flexibility, and body
composition as they relate to the rhythmic activity
• demonstrate correct flexibility techniques and incorporate flexibility exercises into
the rhythmic activity
• perform muscular strength and endurance skills (i.e. push-ups and sit-ups)
• engage in continuous aerobic activity for a minimum of 20 minutes or more to
achieve fitness benefits
• define aerobic and anaerobic fitness
• define the four parts of a workout (heart warm-up, stretch warm-up, vigorous
exercise, and cool down) explaining the importance of each
• understand the target heart rate zone and calculate his/her own target heart rate
• define and give examples of the skill-related components of fitness: agility, balance,
coordination, power, reaction time, and speed as they relate to the rhythmic activity
• improve fitness level through participation in the activity
• define the F.I.T.T. principle: frequency, intensity, time, type as it relates to
rhythmic activity

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
32

PHYSICAL EDUCATION
HIGH SCHOOL
RHYTHMIC ACTIVITIES
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the knowledge and physical skills necessary to perform a variety of rhythmic
activities.

Learner Objectives
The learner will . . .

• recognize and move to various beats and tempo changes (aerobics, social dance)
• continuously move to the beat of the music and follow the cues of the instructor
(aerobics, social dance)
• demonstrate a variety of skills in gymnastics and tumbling (i.e drills, lead-up
activities, and competitions)
• demonstrate the basic steps of a variety of social dances (i.e. line dances, folk
dance, square dance, contemporary dance, ballroom dance, and Latin dance)
• develop self expression and creativity by demonstrating a routine, dance or series
of skills using movements learned in class

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
33

PHYSICAL EDUCATION
HIGH SCHOOL
SPORTS MEDICINE
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate an understanding of human anatomy and physiology as it relates to sports
injuries.

Learner Objectives
The learner will . . .

• demonstrate knowledge and understanding of health-related and skill-related parts

of fitness
• define and discuss the exercise principles of specificity, overload, progression, and
individuality while incorporating these principles into the prevention and
rehabilitation of sports injuries
• identify and locate muscles, bones, joints, ligaments, tendons, and functions of each
• define physiology terms

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
34

PHYSICAL EDUCATION
HIGH SCHOOL
SPORTS MEDICINE
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the knowledge and skills of caring for and prevention of sports related
injuries.

Learner Objectives
The learner will . . .

• demonstrate proper first aid skills for athletic emergencies (handling conscious and
unconscious persons, wounds, etc)
• identify specific injuries (ankle, shin splints, knee, thigh, hamstring, hernia, wrist,
fingers, thumbs, shoulders, etc.)
• care for specific injuries (taping techniques, wraps, ice therapy, notification of
physicians, parents, and coaches)
• demonstrate knowledge of proper techniques necessary for injury prevention
(warming up, stretching techniques, cool down techniques, strength workouts,
circuit training)
• work cooperatively with school athletic trainer
• follow directions, rules, and class expectations of lab hours and working athletic
events
• develop an understanding of injury mechanisms
• develop an understanding of the laws that pertain to the athletic trainer
• understand how to achieve a career in the field of sports medicine through proper
education and training
• understand how performance enhancing drugs affect athletes and how to identify
athletes using them

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
35

PHYSICAL EDUCATION
HIGH SCHOOL
WEIGHT TRAINING
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the ability to set and achieve personal goals.

Learner Objectives
The learner will . . .

• develop realistic goals in the areas of personal strength, body composition, and
athletic performance
• develop the knowledge to plan a safe and effective strength program to reach
personal goals
• develop appreciation for personal performance
• develop a healthy self concept by accepting one’s individuality and limitations as
well as those of others

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
36

PHYSICAL EDUCATION
HIGH SCHOOL
WEIGHT TRAINING
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge and understanding of health and skill related fitness.

Learner Objectives
The learner will . . .

• define and give examples of the health-related components of fitness: muscular

endurance, muscular strength, cardiovascular endurance, flexibility, and body
composition as they relate to the fitness activity
• demonstrate correct flexibility techniques and incorporate flexibility exercises into
the fitness activity
• perform muscular strength and endurance skills (i.e. push-ups and sit-ups)
• define aerobic and anaerobic fitness
• understand the target heart rate zone and calculate his/her own target heart rate
• define and give examples of the skill-related component of fitness: agility, balance,
coordination, power, reaction time, and speed as they relate to the fitness activity
• improve fitness level through participation in the activity

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
37

PHYSICAL EDUCATION
HIGH SCHOOL
WEIGHT TRAINING
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate the knowledge of proper technique and weight room safety.

Learner Objectives
The learner will . . .

• identify and apply weight room safety rules and proper lifting techniques
• develop a respect for the weight room environment
• develop safety conscious practices

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Learner Objectives High School
38

PHYSICAL EDUCATION
HIGH SCHOOL
WEIGHT TRAINING
State Standard 1: Student demonstrates competent skills in a variety of physical
activities and sports.
State Standard 2: Student demonstrates competency in physical fitness and its
relation to recreational, individual, and team sports.
State Standard 3: Student demonstrates knowledge of factors important to
participation in physical activities.

Essential Learning
Demonstrate knowledge of principles of weight training.

Learner Objectives
The learner will…

• understand the proper progression of a weight training program

• define, discuss, and apply the principles of training (progression, specificity,
overload, and individuality) to a specific strength training program
• define and apply the F.I.T.T. principle: frequency, intensity, time, type as it relates to
strength training

The examples found within the learner objectives are intended as illustrative, not prescriptive examples. May 2007
Physical Education Glossary of Terms 1
Colorado Content Standards

GLOSSARY
Definitions from the Model Content Standards for
Physical Education

Aerobic exercise—long-duration exercise that relies on the presence of oxygen for the
production of energy; it may be used to control body weight, reduce the percentage of
body fat, improve the circulatory function, and reduce blood pressure.
Anaerobic exercise—short-duration exercise completed without the aid of oxygen; it is
used to build muscle mass and to improve one’s ability to move quickly and to deliver
force.
Developmentally Appropriate Movements—the sequential movement experiences
provided for children based on their individual, unique developmental levels.
Fundamental Movement Skills—basic movements that involve the combination of
movement patterns of two or more body segments. The three categories of
fundamental movement skills are locomotor, non-locomotor, and manipulative
movements.
Locomotor movements—movements in which the body is propelled from one point to
another. Examples include walking, running, leaping, hopping, jumping, galloping,
sliding and skipping.
Non-locomotor movements—stability movements in which the axis of the body
revolves around a fixed point. Examples include bending, stretching, twisting, turning,
lifting and falling.
Manipulative movements—movements in which force is imparted to or received from
objects. Examples include throwing, catching, kicking, trapping, rolling, dribbling,
striking and volleying.
Fundamental Movement Stages—the period of movement skill acquisition for children
ages two to seven years. It usually involves three stages of development:
Initial Stage—characterized by relatively crude, uncoordinated movements. The
movements are at the beginning level or first attempt phase. (Typically, two- and three-
year-olds function at this stage.)
Elementary Stage—characterized by improvement in coordination, rhythmical
performance and greater control over physical movements. (Typically, three- to five-
year-olds function at this stage.)
Mature Stage—characterized by the integration of all the component parts of a pattern
of movement into a well-coordinated, mechanically correct, and efficient act. (Most six-
or seven-year-olds can attain this stage.)
Physical Education Glossary of Terms 2
Colorado Content Standards

Games, Dance, and Self-Testing Experiences—represent the primary content areas of

Physical Education.
Dance—Responding to rhythm is one of the strongest and most basic urges of
children. Dance is an extension of rhythmical movement into creative, expressive,
interpretative, and structured activity.
Rhythmic Fundamentals—involve developing an understanding and feel for the
elements of rhythm. Rhythmic activities include discovering rhythm, applying rhythm,
singing rhythms, finger plays, rhymes and poems, singing dances, and creative dance.
Lummi Sticks—are the small sticks (e.g., wands) used in a rhythmic activity to
work on rhythmic tapping, flipping, and catching.
Tinikling—is a rhythmic activity that involves steps, hops, jumps and leaps in
various combinations inside and outside a set of two 8-foot poles.
Structured Dance—includes folk, square, country, aerobic, jazz, modern, and ballet.
Games—Games may be classified in a variety of ways depending on their purpose and
nature. Games may be used as a tool for applying, reinforcing, and implementing a
variety of fundamental movement and sport skills. Games may be a primary means of
learning new movement skills.
Cooperative Games—emphasize group interaction and positive socialization in a
cooperative setting that de-emphasizes competition.
Lead-up Games—active games that involve the use of two or more of the sport
skills, rules, or procedures used in playing the official sport.
Low-Organized Games—include activities that are easy to play, have few and
simple rules, require little or no equipment, and may be varied in many ways.
Fielding/Run-Scoring Games—games that involve a player striking or kicking an
object and then running a specific pattern while the opposing team members
retrieve the object (Examples: softball and kickball).
Invasive Games—played on courts, fields, rinks, or pools by two teams of equal
sides. As the game is played, teams intermingle and attempt to outscore the
opponent by invading the opponent’s territory. (Examples: basketball, soccer,
ultimate frisbee).
Net/Wall Games—those games in which teams are divided by a net or play is
against a wall (Examples: badminton, tennis, handball).
Target Games— those games that require a target(s) at which the players aim and
must hit to score (Examples: bowling, golf, and recreational games such as
billiards).
Physical Education Glossary of Terms 3
Colorado Content Standards

Sports—games governed by a set of rules and regulations which may be classified

as dual, individual, and team sports.
Dual Sports—such as badminton, tennis, handball, and racquetball.
Individual Sports—such as golf, swimming, cycling, bowling, and outdoor
pursuits.
Team Sports—such as basketball, field hockey, soccer, softball and volleyball.
Self-Testing Activities—Movement activities that allow students to perform as individuals
and to establish personal standards of achievement.
Apparatus Activities—activities that use either small apparatus (hoops, wands,
balance boards, etc.) or large apparatus (balance beams, indoor climbers, cargo nets,
etc.)
Individualized Movement Challenges—may be used to develop and refine
movement skills.
Perceptual Motor Activities—develop and refine specific perceptual motor abilities
and selected perceptual skills. Examples are body awareness, spatial awareness,
directional awareness, and temporal awareness.
Movement Framework/Concepts—involves learning “how, where, and with what” the
body moves.
Body—movements include parts of the body as well as total body actions.
Space—where the body moves:
Directions—include forward, backward, diagonally, sideward, up, down, and
various pathways.
Levels—high, medium and low heights.
Ranges—body shapes, spaces, and extensions.
Effort—how the body moves.
Force—how strong or light, with varying degrees.
Time—how fast or slow, sustained or sudden, with varying degrees.
Flow—whether the movement is free or bound, with varying degrees.
Relationships—the movements with objects and/or people.
Movement Skill Learning
Extension—a task that adds complexity or difficulty to the prior task.
Refinement—develops qualitative aspects of the previous extending task.
Application—a competitive, self testing, or performance focus of the task.
Physical Education Glossary of Terms 4
Colorado Content Standards

Physically Educated Person (National Association for Sport and Physical Education,
NASPE, 1992):
Has learned skills necessary to perform a variety of physical activities.
Is physically fit.
Does participate regularly in physical activity.
Knows the implications of and the benefits from involvement in physical activities.
Values physical activity and its contributions to a healthful lifestyle.
Physical Fitness—a positive state of well-being influenced by regular, vigorous physical
activity, genetic makeup, and nutritional adequacy. Two aspects of physical fitness are
health-related fitness and performance-related or motor skill fitness.
Health-related fitness—a relative state of being. The development and maintenance
of health-related fitness is a function of physiological adaptation to increased overload.
Cardiovascular endurance—the ability of the heart, lungs, and vascular system to
supply oxygen and nutrients to muscles during activity.
Muscular endurance—the ability of the muscles to exert force for an extended
time.
Muscular strength—the ability of the muscles to exert one maximum effort.
Flexibility—the ability of the various joints of the body to move through their full
range of motion.
Body composition—the proportion of lean body mass to fat body mass.
Performance-related or motor skill fitness—related to the quality of one’s movement
skill.
Agility—the ability to change direction quickly while the body is in motion.
Balance—the ability to maintain one’s equilibrium in relation to the force of gravity.
Static balance—the ability to maintain one’s equilibrium in a fixed position.
Dynamic balance—the ability to maintain one’s equilibrium while the body is in
motion.
Coordination—the ability to integrate separate motor systems with varying sensory
modalities into efficient movement.
Power—the ability to perform one maximum effort in as short a period as possible.
Reaction time—the amount of time elapsed from the time the senses signal the
need to move to the first movement of the body.
Speed—the ability to move from one point to another in the shortest time possible.
Physical Education Glossary of Terms 5
Colorado Content Standards

Principle: F.I.T.T.
Frequency—implies that exercise must be regular to be effective. The frequent use of
a body part in vigorous physical activities will either improve its efficiency or help it
remain at about the same state.
Intensity—physical exertion must be beyond that required for daily living to produce
fitness gains.
Time—must be of sufficient duration to be effective.
Type—the specific type or mode of activity one chooses.
Principles of Fitness Development:
Principle of Overload—increasing the amount of work done or reducing the period of
time in which the same amount of work is accomplished.
Principle of Progression—based on the concept that overload of a specific muscle
group must be increased systematically over time.
Principle of Specificity—the improvement in the various aspects of fitness specific to
the type of training and to the muscles being exercised.
Principle of Individuality—each student improves in level of fitness at one’s own
individual rate.
Scientific Areas of Study:
Anatomy—the science of the structure of organisms, such as the human body, and the
interrelations of all parts.
Biomechanics—a branch of physics that analyzes motion and the action of forces on
material bodies, including static, kinetics, and kinematics.
Motor Development—maturation of the neuromuscular mechanism which permits
progressive performance in motor skills.
Motor Learning—the study of various factors which affect learning and performance of
skills used in sports and activities (practice, repetition, and feedback).
Physiology—the study of the proper functioning of an organism; the science that
includes the processes and mechanisms by which living animals and plants function
under varied conditions.
Specialized Movement Phase—the period of sports skill acquisition beginning with
children who have attained mature fundamental movement patterns and continuing
throughout life.
Transition Stage—characterized by a high degree of interest in many sports with
limited movement ability in any specific sport. (Occurs with students from about seven
to ten years of age).
Physical Education Glossary of Terms 6
Colorado Content Standards

Application Stage—characterized by the application of skills and knowledge of the

game to participation in the sport itself, usually in a competitive or recreational setting.
(Typically, 11- to 13-year old students are in this stage.)
Lifelong Utilization Stage—based on previous fundamental skill and sport stages and
continued throughout life. Individuals select activities which they wish to pursue.
Target Heart Rate—used to determine activity intensity. It is used to enhance the level of
cardiovascular endurance. Target heart rate may be calculated by using the formula:
[(Maximum heart rate’220’ – age) X 0.70 = target rate]
Weight Training—a form of fitness training that usually includes working with four
variables:
1. amount of resistance (weight) per lift;
2. number of repetitions of each lift (set);
3. number of sets per workout; and
4. number of workouts per week.
Wellness—a concept which suggests that all aspects of a person’s life are balanced. In
addition, wellness implies that a person will be active and free from disease.
Physical Education Research 1

Physical Education
Research

1. “ASCD’s Commission on the Whole Child met in January and July 2006.
Composed of leading thinkers, researchers, and practitioners from a wide variety
of sectors, the Commission was charged with recasting the definition of a
successful learner from one whose achievement is measured solely by academic
tests to one who is knowledgeable, emotionally and physically healthy, civically
inspired, engaged in the arts, and prepared for work and economic self-
sufficiency.” Association For Supervision and Curriculum Development,
Education Update, ASCD Calls for a “New Compact” to Educate the Whole Child.
Volume 49, Number 3, March 2007.

2. “The new compact that frames the recommendations of the Commission has five
components: Each student enters school healthy and learns about and
practices a healthy lifestyle. Schools and communities committed to educating
the whole child create an environment that promotes the learning and practice of
healthy lifestyles. This includes healthy menus at school, regular recess,
physical and health education, school counseling, and intramural programs.”
Association For Supervision and Curriculum Development, Education Update,
ASCD Calls for a “New Compact” to Educate the Whole Child. Volume 49,
Number 3, March 2007.

3. “The goal of physical education is to educate people to the point at which, when
given the choice, they’ll voluntarily choose to be physically active,” says George
Graham, Ph.D., a past president of the National Association for Sport and
Physical Education.” Quill, Scott. Saving Generation XXL. Men’s Health,
October 2006, pp. 148 – 152.

4. “Real trouble began in the 1970’s. “Many adults had awful experiences with
physical activity as kids, and now ‘exercise’ is a bad word to them,” says
Graham. The average American is not active and did not enjoy gym class.
When phys ed failed the majority of American adults, he says, society as a whole
began to conclude that it wasn’t worthwhile.” Quill, Scott. Saving Generation
XXL. Men’s Health, October 2006, pp. 148 – 152.

5. “It’s important to hook them early. ‘By the time kids reach third grade, they’re
making excuses for why they don’t participate in exercise,’ says Jim Liston,
C.S.C.S., owner of Catz Competitive Athlete Training Zone, in Pasadena,
California. Encouraging them in the early grades is crucial, he says. ‘There’s no
fear of failure in kindergartners and first graders, but somewhere between first
and third, kids become conscious of their bodies and of what other people think.”
Quill, Scott. Saving Generation XXL. Men’s Health, October 2006, pp. 148 –
152.

May 2007
Physical Education Research 2

6. “The fitter children are, the better their brains work. That’s hard science from
researchers at the University of Illinois at Urbana-Champaign, who tested
elementary-school students. Physically fit kids had greater P3 amplitude, a
measurement of brain activity related to memory and focus, and faster P3
latency, meaning they were able to process information faster. ‘Parts of your
brain don’t develop until the late teenage years,’ says Charles H. Hillman, Ph.D.,
the study’s lead author. ‘These data show that those who are fit are better able
to use what they have.’ Elementary-school students may have the most to gain
from physical education. In a review of 44 studies examining the relationship
between physical activity and cognition in children of varying ages, researchers
at Arizona State University found that the youngest kids (grades one through
five) improved cognitive development the most, followed by middle-school
students. The California Department of Education found that the fittest students
in the state scored best on academic tests. For instance, the average reading
score of students who achieved one of six goals on the statewide fitness
evaluation was 38; students who achieved all six fitness goals averaged a
reading score of 52.” Quill, Scott. Saving Generation XXL. Men’s Health,
October 2006, pp. 148 – 152.

7. “Study after study proves what educators have long believed to be true: when
children’s exercise and fitness needs are met, they have the cognitive energy to
learn and achieve. Given the growing epidemic of obesity and the link between
physical activity and academic performance, we must work together to make
quality daily physical education a priority in our schools and to give our children
more opportunities to be physically active throughout the school day.” Building
the Argument: The Need for Physical Education and Physical Activity in Our
Schools. Action for Healthy Kids, 2003.

May 2007
 INTRODUCTION

Colorado Model Content Standards for Physical Education

Physical education is a component of education that takes place through movement. It

creates the opportunity for individuals to learn and understand academic applications
for healthy lives. In physical education, as in all academic areas, students must learn
the basic skills which require practice and refinement in physical education settings.
Students integrate and apply these skills in everyday life. Through regular
participation in physical activity, students will have the opportunity to develop a pattern
of life-enhancing and self-rewarding experiences that contribute to their potential to be
healthier members of society. Students should be challenged to participate daily in
healthy choices and health-enhancing activities and behaviors.

Physical education and athletic programs have different purposes. The purpose of
physical education is for all students:
• to learn and develop fundamental movement skills
• to become physically fit to participate regularly in physical activity
• to know the implications of and the benefits from involvement in physical
activities, and
• to appreciate the value of physical activity and its contributions to a healthy
lifestyle.
In contrast, athletic programs are essentially designed for students who desire to
specialize in one or more sports and refine their talents in order to compete with others
of similar interests and abilities.

Developmentally appropriate physical education programs are designed for every

child from the physically gifted to the physically challenged. The intent is to provide
students of all abilities and interests with a foundation of movement experiences that
will eventually lead to active and healthy lifestyles. Physical education provides
educational experiences that are movement based and that contribute to a student's
comprehensive health status as well as other areas of academic performance and
achievement. Federal legislation mandates that all children should have the right to
participate in developmentally appropriate physical education activities, therefore,
special populations should be recognized and their needs addressed. Inclusion of
physically and mentally challenged students creates special conditions in the physical
education classroom. Adjustments in teaching strategies to educate students with
challenging conditions must be expected and accepted as a variable which will
influence student results.

As an integral part of the educational process, physical education provides

opportunities for students to participate in activities that promote wellness. Utilizing the
strategies of problem solving, goal setting, and cooperative learning, physical
education contributes to the understanding and knowledge of a healthy, active
lifestyle, emphasizes safe and cooperative physical activity practices and contributes
to an understanding of the consequences of substance abuse and to the practice and

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 3

promotion of non-violent physical activity. As a result of physical education, students
are more likely to be better prepared as productive students, workers and contributors
to their communities and organizations within society, as documented by the American
Heart Association; the U.S Department of Health and Human Services, “A Report of
the Surgeon General and the National Association for Sport and Physical Education
(NASPE).”

Advances in technology applied in the physical education classroom provide a tool for
instruction, assessment and record keeping. Technology offers the opportunity for
advancement in instruction and enhanced student learning in physical education.

The success of attaining physical education standards is directly related to student

contact time, appropriate equipment, class size, and available facilities. Physical
education can occur in a variety of environments such as the dance studio, swimming
pool, gymnasium, field house, court, playing field, weight room, and out-of-doors. To
ensure the competent delivery of safe physical education programs that are
developmentally appropriate, standards should be administered by licensed physical
education specialists.

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 4

 Colorado Model Content Standards

PHYSICAL EDUCATION

1. Students demonstrate competent

skills in a variety of physical
activities and sports.

2. Students demonstrate competency

in physical fitness.

3. Students demonstrate the

knowledge of factors important to
participation in physical activity.

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 5

STANDARD 1: Students demonstrate competent
skills in variety of physical activities and sports.
RATIONALE
As with all academic areas, basic skills are the foundation of a more active and
productive life. The daily quality application of fundamental movement skills is the
process by which we develop skillful movers.

In order to meet this standard, the student will:

• demonstrate knowledge and application of fundamental

movements skills: locomotor, non-locomotor* and
manipulative*;
• move using the concepts from the movement framework* - -
body, space, effort, and relationship;
• demonstrate competency in a variety of developmentally
appropriate movement skills;
• apply movement skills to new activities and sports; and
• demonstrate the application of rules, strategies and
behaviors in a variety of physical activity and sports.

Grades K-4
In grades K-4, what students know and are able to do includes:
• demonstrating even rhythmic locomotor* movements: walk, run, leap, hop, and
jump and uneven rhythmic locomotor movements: gallop, slide and skip;
• demonstrating dynamic and static balance, with control, on a variety of moving
and stationary objects or equipment;
• demonstrating mature patterns in the fundamental manipulative skills: throw,
catch, kick, trap, roll, dribble, strike and volley;
• developing patterns and combinations of movement into repeatable sequences;
and
• demonstrating the ability to change directions (dodge), transfer weight (feet to
hands) and fall with control.

* A glossary of terms can be found on pages 11-14 of this document.

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 6

Grades 5-8
As students in grades 5-8 extend their knowledge, what they know and are able to do
includes:
• incorporating basic defensive and offensive strategies in modified net games*
(e.g., tennis, volleyball, badminton) and invasive games* (e.g., soccer,
basketball);
• combining skills to competently participate in a variety of individual*, team* and
dual* sports (e.g., soccer, softball, tennis, track and field, team handball, field
hockey and tumbling); and
• demonstrating one or more of the following dance or rhythmic activities: folk,
square, social, creative, aerobic, modern, jazz, ballet and/or rhythmic activities
such as rope jumping, lummi sticks* and tinikling*.

Grades 9-12
As students in grades 9-12 extend their knowledge, what they know and are able to do
includes:
• demonstrating competency in one team-related activity or sport, through the
execution of defensive and offensive strategies (e.g., soccer, softball,
basketball, floor/field hockey, volleyball);
• demonstrating competency in one individual activity (e.g., aquatics, dance,
gymnastics, golf, archery, adventure activities, and weight training); and
• demonstrating competency in one dual sport or game displaying an
understanding of how it is played (e.g., tennis, badminton, racquetball, frisbee,
handball).

STANDARD 2: Students demonstrate competency in

physical fitness.
RATIONALE
Through regular participation in physical activity, students will develop appropriate
levels of physical fitness. By obtaining and maintaining appropriate levels of fitness,
students will be able to carry out daily tasks without undue fatigue, respond to
emergency situations, and possess sufficient energy to enjoy active and productive
lifestyles.

In order to meet the standard, students will:

• develop health-related fitness*: cardiovascular endurance*,

muscular endurance*, muscular strength*, flexibility* and
body composition*;
• demonstrate competency in the following performance-
related or motor skill fitness* components: agility*,
balance*, coordination*, power*, reaction time*, and
speed*;

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 7

• demonstrate an understanding that physical fitness is a part
of a wellness* program; and
• design and use personal fitness programs and appropriate
technology to achieve and maintain physical fitness.
Grades K-4
In grades K-4, what students know and are able to do includes:
• performing aerobic* and anaerobic* self-testing activities;
• maintaining appropriate body alignment while performing fitness activities; and
• controlling and supporting body weight in a variety of fitness activities.

Grades 5-8
As students in grades 5-8 extend their knowledge, what they know and are able to do
includes:
• demonstrating various techniques, safety factors and knowledge required in a
variety of muscular endurance and strength activities;
• participating in a variety of aerobic and anaerobic activities to attain
cardiovascular endurance;
• demonstrating correct techniques for increasing and maintaining flexibility;
• demonstrating correct techniques for warming up and cooling down prior to and
following aerobic and anaerobic exercise; and
• demonstrating how physical fitness increases wellness.

Grades 9-12
As students in grades 9-12 extend their knowledge, what they know and are able to do
includes:
• sustaining and maintaining a moderate aerobic activity to achieve
cardiovascular benefits;
• demonstrating principles of fitness development (overload*, progression*,
specificity* and individuality*) in all areas of health-related fitness;
• demonstrating how to set goals for improvement in the areas of health-related
fitness; and
• implementing and refining a personal fitness plan.

STANDARD 3: Students demonstrate the knowledge

of factors important to participation in physical
activity.

In order to meet this standard, students will:

• identify and describe the benefits, risks and safety factors
associated with regular participation in physical activity;
• demonstrate knowledge that physical education activities

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 8

 such as dance, and sports come from a variety of cultural,
historical, ethnic and national origins;
• demonstrate knowledge of rules, strategies and appropriate
behaviors for selected physical activities;
• demonstrate knowledge of biomechanical* principles that
apply to the development of movement skills, for example,
the analysis of a tennis swing or of shooting a basket;
• demonstrate the ability to set personal and group activity
goals; and
• demonstrate the ability to set personal and group activity
goals using appropriate technology.

RATIONALE
The media and a variety of scientific sources report new evidence regarding the direct
relationship between the comprehensive health of the student, the successful
academic person and the quality producer in the work force. Therefore, in order to
become a more active and productive citizen, the student must know how to make
safe, healthy, and wise decisions about physical activity.

Grades K-4
In grades K-4, what students know and are able to do includes:
• demonstrating knowledge of games, rules and sportsmanship;
• demonstrating knowledge of the fundamental components, strategies,
equipment and technology used for participation in a variety of physical
activities;
• describing the healthful benefits that result from regular and safe participation in
physical activity;
• identifying the origins of physical education activities through low-organized
games* and dances representing a variety of ethnic cultures;
• demonstrating knowledge of the mature stage* of fundamental movement
skills*; and
• designing games and movement sequences.

Grades 5-8
As students in grades 5-8 extend their knowledge, what they know and are able to do
includes:
• demonstrating an understanding of the negative effects of substance abuse on
personal fitness and the performance of physical activities;
• demonstrating an understanding of physiological* and motor learning*
concepts during regular participation in physical activities;
• developing and maintaining an individual plan of activity using appropriate
technological advances;
• demonstrating knowledge of the factors in both health-related and performance-
related fitness;
• demonstrating knowledge of the roles of team members and officials in sports;
• demonstrating knowledge of defensive and offensive strategies in lead-up

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 9

 games* and sports;
• demonstrating knowledge of complex movement skills used in physical
activities;
• identifying the influences of culture, ethnicity and history on dance, low-
organized and lead-up games, and other physical activities; and
• detecting, analyzing, and correcting errors in personal performance.

Grades 9-12
As students in grades 9-12 extend their knowledge, what they know and are able to do
includes:
• demonstrating cooperative participation when engaged in competitive physical
activities by following the rules and regulations specific to that activity;
• identifying performance-related factors* that contribute to participation in
physical activity.
• comparing and contrasting the strategies of defense and offense in various
sports;
• identifying and explaining the cultural, ethnic and historical roles of games,
sports and dance;
• investigating the time, cost, available technology and participation requirements
involved in a choice of physical activities;
• evaluating risks and safety factors that may affect physical activity throughout
life; and
• analyzing biomechanical principles involved in sport to improve performance
and reduce injury.

Colorado Model Content Standards Adopted 12/11/ 97 Physical Education - 10

Physical Education National Standards Page 2

3. Exhibits a physically active lifestyle.

• Engage in moderate to vigorous physical activity.
• Select and participate in activities that require some physical exertion during
unscheduled times.
• Identify likes and dislikes connected with participation in physical activity.
4. Achieves and maintains a health-enhancing level of physical fitness.
• Sustain moderate to vigorous physical activity for short periods of time.
• Identify the physiological signs of moderate physical activity (e.g., fast heart
rate, heavy breathing).
5. Demonstrates responsible personal and social behavior in physical activity
settings.
• Apply, with teacher reinforcement, classroom rules and procedures and safe
practices.
• Share space and equipment with others.
6. Demonstrates understanding and respect for differences among people in
physical activity settings.
• Recognize the joy of shared play.
• Interact positively with students in class regardless of personal differences
(e.g., race, gender, disability).
7. Understands that physical activity provides the opportunity for enjoyment,
challenge, self-expression, and social interaction.
• Engage in physical activities.
• Associate positive feelings with participation in physical activity.
• Try new movement activities and skills.

Second Grade

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

movement forms.
• Demonstrate mature form in skipping, hopping, galloping and sliding.
• Demonstrate mature motor patterns in simple combinations (e.g., dribbling
while running).
• Demonstrate smooth transitions between sequential motor skills (e.g., running
into a jump).
• Exhibit the ability to adapt and adjust movement skills to uncomplicated, yet
changing, environmental conditions and expectations (e.g., partner needs for

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 3

force production, tossing a ball to a moving partner, rising and sinking while
twisting, using different rhythms).
• Demonstrate control in traveling activities and weight bearing and balance
activities on a variety of body parts.
2. Applies movement concepts and principles to the learning and development of
motor skills.
• Identify the critical elements of basic movement patterns.
• Apply movement concepts to a variety of basic skills.
• Use feedback to improve performance.
3. Exhibits a physically active lifestyle.
• Experience and express pleasure from participation in physical activity.
• Engage in moderate to vigorous physical activity outside of physical
education class.
• Identify at least one activity associated with each component of health-related
physical activity.
4. Achieves and maintains a health-enhancing level of physical fitness.
• Engage in sustained physical activity that causes an increased heart rate and
heavy breathing.
• Recognize the physiological indicators that accompany moderate to vigorous
physical activity (e.g., sweating, increased heart rate, heavy breathing).
• Identify the components of health-related physical fitness.
5. Demonstrates responsible personal and social behavior in physical activity
settings.
• Apply rules, procedures, and safe practices with little or no reinforcement.
• Follow directions.
• Work cooperatively with another to complete an assigned task.
6. Demonstrates understanding and respect for differences among people in
physical activity settings.
• Play and cooperate with others regardless of personal differences (e.g.,
gender, ethnicity, disability).
• Treat others with respect during play.
• Resolve conflicts in socially acceptable ways.
7. Understands that physical activity provides opportunities for enjoyment,
challenge, self-expression, and social interaction.
• Gain competence to provide increased enjoyment in movement.
• Try new activities.

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 4

• Express feelings about and during physical activity.

• Enjoy interaction with friends through physical activity.

Fourth Grade

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

movement forms.
• Demonstrate mature form in all locomotor patterns and selected manipulative
and nonlocomotor skills.
• Adapt a skill to the demands of a dynamic, unpredictable environment.
• Acquire beginning skills of a few specialized movement forms.
• Combine movement skills in applied settings.
2. Applies movement concepts and principles to the learning and development of
motor skills.
• Apply critical elements to improve personal performance in fundamental and
selected specialized motor skills.
• Use critical elements of fundamental and specialized movement skills to
provide feedback to others.
• Recognize and apply concepts that impact the quality of increasingly complex
movement performance.
3. Exhibits a physically active lifestyle.
• Select and participate regularly in physical activities for the purpose of
improving skill and health.
• Identify the benefits derived from regular physical activity.
• Identify several moderate to vigorous physical activities that provide personal
pleasure.
4. Achieves and maintains a health-enhancing level of physical fitness.
• Identify several activities related to each component of physical fitness.
• Associate results of fitness testing to personal health status and ability to
perform various activities.
• Meet the health-related fitness standards as defined by Fitnessgram.
5. Demonstrates responsible personal and social behavior in physical activity
settings.
• Follow, with few reminders, activity-specific rules, procedures, and etiquette.
• Utilize safety principles in activity situations.

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 5

• Work cooperatively and productively with a partner or small group.

• Work independently and on-task for short periods of time.
6. Demonstrates understanding and respect for differences among people in
physical activity settings.
• Explore cultural/ethnic self-awareness through participation in physical
activity.
• Recognize the attributes that individuals with differences can bring to group
activities.
• Experience differences and similarities among people of different
backgrounds by participating in activities of national, cultural, and ethnic
origins.
7. Understands that physical activity provides opportunities for enjoyment,
challenge, self-expression, and social interaction.
• Experience enjoyment while participating in physical activity.
• Enjoy practicing activities to increase skill competence.
• Interact with friends while participating in group activities.
• Use physical activity as a means of self-expression.

Sixth Grade
1. Demonstrates competency in many movement forms and proficiency in a few
movement forms.
• Demonstrate mature form for all basic manipulative, locomotor and
nonlocomotor skills.
• Demonstrate increasing competence in more advanced specialized skills.
• Adapt and combine skills to the demands of increasingly complex situations
of selected movement forms.
• Demonstrate beginning strategies for net and invasion games.

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 6

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

motor skills.
• Use information from a variety of sources of internal and external origin to
improve performance.
• Identify and apply principles of practice and conditioning that enhance
performance.
• Recognize general characteristics of movement that can be applied to
specific settings (e.g., similarity of the ready position in striking movement
forms).
• Use basic offensive and defensive strategies in noncomplex settings.
3. Exhibits a physically active lifestyle.
• Identify opportunities in the school and community for regular participation in
physical activity.
• Participate daily in some form of health-enhancing physical activity.
• Analyze personal interests and capabilities in regard to one’s exercise
behavior.
• Identify the critical aspects of a healthy lifestyle.
4. Achieves and maintains a health-enhancing level of physical fitness.
• Participate in moderate to vigorous physical activity in a variety of settings.
• Monitor intensity of exercise.
• Begin to develop a strategy for the improvement of selected fitness
components.
• Work somewhat independently with minimal supervision in pursuit of personal
fitness goals.
• Meet the health-related fitness standards as defined by Fitnesssgram.
5. Demonstrates responsible personal and social behavior in physical activity
settings.
• Participate in establishing rules, procedures, and etiquette that are safe and
effective for specific activity situations.
• Work cooperatively and productively in a group to accomplish a set goal in
both cooperative and competitive activities.
• Make conscious decisions about applying rules, procedures, and etiquette.
• Utilize time effectively to complete assigned tasks.

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 7

6. Demonstrates understanding and respect for differences among people in

physical activity settings.
• Acknowledge differences in the behaviors of people of different gender,
culture, ethnicity, and disability, and seek to learn more about both similarities
and differences.
• Cooperate with disabled peers and those of different gender, race, and
ethnicity.
• Work cooperatively with both more and less skilled peers.
7. Understands that physical activity provides opportunities for enjoyment,
challenge, self-expression, and social interaction.
• Recognize physical activity as a positive opportunity for social and group
interaction.
• Demonstrate enjoyment from participation in physical activities.
• Recognize that success in physical activities leads to recognition from peers.
• Use physical activity to express feelings.
• Seek personally challenging experiences in physically active opportunities.

Eighth Grade
1. Demonstrates competency in many movement forms and proficiency in a few
movement forms.
• Demonstrate competence in modified versions of a variety of movement
forms.
2. Applies movement concepts and principles to the learning and development of
motor skills.
• Understand and apply more advanced movement and game strategies.
• Identify the critical elements of more advanced movement skills.
• Identify the characteristics of highly skilled performance in a few movement
forms.
• Understand and apply more advanced discipline specific knowledge.
3. Exhibits a physically active lifestyle.
• Establish personal physical activity goals.
• Participate regularly in health-enhancing physical activities to accomplish
these goals (in and out of the physical education class).
• Explore a variety of new physical activities for personal interest in and out of
the physical education class.
• Describe the relationships between a healthy lifestyle and “feeling good.”

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 8

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

• Participate in a variety of health-related fitness activities in both school and
non-school settings.
• Assess physiological indicators of exercise during and after physical activity.
• Understand and apply basic principles of training to improving physical
fitness.
• Begin to develop personal fitness goals independently.
• Meet the health-related fitness standards as defined by Fitnessgram.
5. Demonstrates responsible personal and social behavior in physical activity
settings.
• Recognize the influence of peer pressure.
• Solve problems by analyzing causes and potential solutions.
• Analyze potential consequences when confronted with a behavior choice.
• Work cooperatively with a group to achieve group goals in competitive as well
as cooperative settings.
6. Demonstrates understanding and respect for differences among people in
physical activity settings.
• Recognize the role of sport, games, and dance in modern culture.
• Identify behaviors that are supportive and inclusive in physical activity
settings.
• Willingly join others of diverse culture, ethnicity, and race during physical
activity.
7. Understands that physical activity provides opportunities for enjoyment,
challenge, self-expression, and social interaction.
• Enjoy participation in physical activity.
• Recognize the social benefits of participation in physical activity.
• Try new and challenging activities.
• Recognize physical activity as a vehicle for self-expression.

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 9

Tenth Grade

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

movement forms.
• Demonstrate competence (basic skills, strategies and rules) in an increasing
number of more complex versions of at least three of the following different
types of movement forms: aquatics, team sports, individual and dual sports,
outdoor pursuits, self-defense, dance, gymnastics.
2. Applies movement concepts and principles to the learning and development of
motor skills.
• Use more specialized knowledge to develop movement competence or
proficiency.
• Identify and apply critical elements to enable the development of movement
competence/proficiency.
• Identify and apply characteristics of highly skilled performance to enable the
development of movement competence/proficiency.
• Understand and independently apply discipline specific information to their
own performance.
3. Exhibits a physically active lifestyle.
• Participate regularly in health-enhancing and personally rewarding physical
activity outside the physical education class setting.
• Seek and select physical activities from a variety of movement forms based
on personal interest, meaning and fulfillment.
• Develop and conduct independently a personal physical activity program
meeting their needs.
4. Achieves and maintains a health-enhancing level of physical fitness.
• Participate in a variety of health-enhancing physical activities in both school
and nonschool settings.
• Use principles of training for the purpose of modifying levels of fitness.
• Assess personal health-related fitness status.
• Begin to design personal health-related fitness programs based on an
accurately assessed fitness profile.
• Meet the health-related fitness standards as defined by Fitnesssgram.

Developed by the National Association for Sport and Physical Education

Physical Education National Standards Page 10

5. Demonstrates responsible personal and social behavior in physical activity

settings.
• Apply safe practices, rules, procedures, and etiquette in all physical activity
settings.
• Act independently of peer pressure.
• Resolve conflicts in appropriate ways.
• Keep the importance of winning and losing in perspective relative to other
established goals of participation.
6. Demonstrates understanding and respect for differences among people in
physical activity settings.
• Recognize the value of sport and physical activity in understanding
multiculturalism.
• Invite others with differences (e.g., ethnicity, gender, disabilities) to join in
personally enjoyable physical activity.
7. Understands that physical activity provides opportunities for enjoyment,
challenge, self-expression, and social interaction.
• Enjoy participating in a variety of physical activities in competitive and
recreational settings.
• Pursue new activities both alone or with others.
• Enjoy working with others in a sport activity to achieve a common goal.
• Recognize that physical activity can provide a positive social environment for
activities with others.

Developed by the National Association for Sport and Physical Education

Physical Education Resources 1

Physical Education
Resources

Thinking on Your Feet, by Jean Blaydes

Smart Moves, Why Learning is Not All In Your Head, by Carla Hannaford, Ph.D.

No Standing Around in My Gym, by J.D. Hughs

May 2007
Physical Education Bibliography 1

BIBLIOGRAPHY

Schiesel, Seth PE Classes Turn to Video Game That Works Legs, The New York
Times. April 30, 2007.
ASCD, ASCD Calls for a “New Compact” to Educate the Whole Child, Education
Update, March 2007, pg 1 and 8
Brink, Susan. “News you can use, Smart Moves”. U.S. News & World Report, May 15,
1995.
Quill, Scott. “Saving Generation XXL, www.menshealth.com. October 2006
Hannaford, Carla. Smart Moves, Why Learning is Not All in Your Head, Great Ocean
Publishers, Arlington, VA. 1995.
Coe, Pivarnik, Womack, Reeves, and Malina. Effects of Physical Education and Activity
Levels on Academic Achievement in Children, Journal of the American College of
Sports Medicine, 2006.
Healthy People, 2010.
Peck, Carol. Physical Education shifts from games to teaching healthy habits, The
Arizona Republic, April 24, 2007.
Action for Healthy Kids. Building the Argument: The need for Physical Education and
Physical Activity in our schools, 2003.

May 2007