National Standards and Outcomes Focus for the Limited Equipment Activities
Standard 1.Demonstrates competency in a variety of motor skills and movement patterns.
- Standard 1 [E1.K-2] Performs locomotor skills (hopping, galloping, running, sliding, skipping) while maintaining balance (K); Hops, gallops, jogs, and slides using a mature pattern (1); Skips using a mature pattern (2).
- Standard 1 [E16.1-5] Catches various sizes of balls self-tossed/tossed by a skilled thrower (1b); Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body (2); catches a gently tossed hand-sized ball from a partner, demonstrating four of the five critical elements of a mature pattern (3); Catches a thrown ball above the head, at chest/waist level, and below the waist using a mature pattern in a non-dynamic environment. (4); Catches with reasonable accuracy in dynamic, small-sided practice tasks (5c).
- Standard 1 [E21.K-2] Kicks a stationary ball from a stationary position, demonstrating two of the five elements of a mature kicking pattern (K); Approaches a stationary ball and kicks it forward, demonstrating two of the five critical elements of a mature pattern (1); Uses a continuous running approach and kicks a moving ball, demonstrating three of the five critical elements of a mature pattern (2); Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating four of the five critical elements of a mature pattern for each (3a).
- Standard 1 [M4.6] Passes and receives with hands in combination with locomotor patterns of running and change of direction and speed with competency in invasion games such as ultimate (6).
- Standard 1 [M13.6-8]: Strikes with a mature overarm pattern in a non-dynamic environment for net/wall games such as volleyball, handball, badminton, or tennis (6); Strikes with a mature overarm pattern in a dynamic environment for net/wall games such as volleyball, handball, badminton, or tennis (7); Strikes with a mature overarm pattern in a modified game for net/wall games such as volleyball, handball, badminton, or tennis (8).
- Standard 1 [H1.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games) (L1); Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games) (L2).
Standard 2.Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
- Standard 2 [E1.K] Differentiates between movement in personal (self-space) and general space (Ka).
- Standard 2 [M3.6-8] Creates open space by using the width and length of the field/court on offense (6); Creates open space by staying spread on offense, and cutting and passing quickly (7); Creates open space by staying spread on offense, cutting, and passing quickly, and using fakes off the ball (8).
- Standard 2 [H2.L1-2] Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill (L1); Describes the speed/accuracy trade-off in throwing and striking skills (L2).
Standard 3.Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
- Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively engages in physical education class (1); Actively engages in physical education class in response to instruction and practice (2).
- Standard 3 [E3.K-5] Recognizes that when you move fast, your heart beats faster and you breathe faster (K); Identifies the heart as a muscle that grows stronger w/exercise, play & physical activity (1); Uses own body as resistance (e.g., holds plank position, animal walks) for developing strength (2a); Identifies physical activities that contribute to fitness (2b); Describes the concept of fitness and provides examples of activity to enhance fitness (3); Identifies the components of health-related fitness (4); Differentiates between skill-related and health-related fitness (5).
- Standard 3 [M7.6-8]: Identifies the components of skill-related fitness (6); Distinguishes between health-related and skill-related fitness (7); Compares and contrasts health-related fitness components (8).
Standard 4. Exhibits responsible personal and social behavior that respects self and others.
- Standard 4 [E2.K-5] Acknowledges responsibility for behavior when prompted (K); Follows the rules/parameters of the learning environment (1); Accepts responsibility for class protocols with behavior and performance actions (2); Works independently for extended periods of time (3); Reflects on personal social behavior in physical activity (4); Participates with responsible personal behavior in a variety of physical activity contexts, environments, and facilities (5a); Exhibits respect for self with appropriate behavior while engaging in physical activity (5b).
- Standard 4 [E4.K-5] Shares equipment and space with others (K); Works independently with others in a variety of class environments (e.g., small and large groups) (1); Works independently with others in partner environments (2); Works cooperatively with others (3a); Praises others for their success in movement performance (3b); Praises the movement performance of others both more and less-skilled (4a); Accepts “players” of all skill levels into the physical activity (4b); Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects (5).
- Standard 4 [M4.6-8]: Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback (6); Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts (7); Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts (8).
- Standard 4 [M6.6-8] Identifies the rules and etiquette for physical activities/games (6); Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities/games (7); Applies rules and etiquette by acting as an official for modified physical activities/games (8).
- Standard 4 [H3.L1-2] Uses communication skills and strategies that promote team/group dynamics (L1); Assumes a leadership role (e.g., task or group leader, referee, coach) in a physical activity setting (L2).
- Standard 4 [H2.L1] Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1).
Standard 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
- Standard 5 [E1.K-5] Recognizes that physical activity is important for good health (K); Identifies physical activity as a component of good health (1); Recognizes the value of “good health balance” (2); Discusses the relationship between physical activity and good health (3); Examines the health benefits of participating in physical activity (4); Compares the health benefits of participating in selected physical activities (5).