Skills for Physical Education
A. Elementary
§116.1. Skills
for Physical Education, Elementary.
The provisions of this written curriculum shall be implemented
beginning September 1, 1997.
§116.2. Physical
Education, Kindergarten.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) In Grades K-2, children learn fundamental movement
skills and begin to understand how the muscles,
bones, heart, and lungs function in relation to
physical activity. Students begin to develop a
vocabulary for movement and apply concepts dealing
with space and body awareness. Students are
engaged in activities that develop basic levels of
strength, endurance, and flexibility. In addition,
students learn to work safely in group and
individual movement settings. A major objective is
to present activities that complement their
natural inclination to view physical activity as
challenging and enjoyable.
(3) The focus for kindergarten students is on learning
basic body control while moving in a variety of
settings. Students become aware of strength,
endurance and flexibility in different parts of
their bodies and begin to learn ways to increase
health-related fitness.
(b) Knowledge and skills.
(K.1)Movement. The student demonstrates competency in
fundamental movement patterns and proficiency in a
few specialized movement forms. The student is
expected to:
(A) travel in different ways in a large group
without bumping into others or falling;
(B) demonstrate clear contrasts between slow and
fast movement when traveling;
(C) demonstrate non-locomotor (axial) movements
such as bend and stretch;
(D) maintain balance while bearing weight on a
variety of body parts;
(E) walk forward and sideways the length of a beam
without falling;
(F) demonstrate a variety of relationships such as
under, over, behind, next to, through, right,
left, up, down, forward, backward, and in
front of;
(G) roll sideways (right or left) without
hesitating; and
(H) toss a ball and catch it before it bounces
twice.
(K.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) identify selected body parts such as head,
back, chest, waist, hips, arms, elbows,
wrists, hands, fingers, legs, knees, ankles,
feet, and toes; and
(B) demonstrate movement forms of various body
parts such as head flexion, extension, and
rotation.
(K.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that improves health and provides opportunities for
enjoyment and challenge. The student is expected
to:
(A) describe and select physical activities that
provide opportunities for enjoyment and
challenge;
(B) participate in moderate to vigorous physical
activities on a daily basis that cause
increased heart rate, breathing rate, and
perspiration;
(C) participate in appropriate exercises for
flexibility in shoulders, legs, and trunk;
(D) lift and support his/her own weight in
selected activities that develop muscular
strength and endurance of the arms, shoulders,
abdomen, back, and legs such as hanging,
hopping, and jumping; and
(E) describe the benefits from involvement in
daily physical activity such as feel better
and sleep better.
(K.4)Physical activity and health. The student knows
the benefits from being involved in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) observe and describe the immediate effect of
physical activity on the heart and breathing
rate and perspiration;
(B) locate the lungs and explain their purpose;
and
(C) state that rest and sleep are important in
caring for the body.
(K.5)Physical activity and health. The student
understands safety practices associated with
physical activity and space. The student is
expected to:
(A) use equipment and space properly;
(B) know and apply safety practices associated
with physical activity such as not pushing in
line and drinking water during activity;
(C) explain how proper shoes and clothing promotes
safe play and prevent injury;
(D) explain appropriate water safety rules such as
never swim alone, never run around pools, look
before you jump, enter feet first, and know
the role of the lifeguard; and
(E) explain appropriate reactions during
emergencies in physical activities.
(K.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) respond appropriately to starting and stopping
signals; and
(B) demonstrate the ability to play within
boundaries during games and activities.
(K.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) follow rules, procedures, and safe practices;
(B) work in a group setting in cooperation with
others; and
(C) share space and equipment with others.
§116.3. Physical
Education, Grade 1.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) First grade students continue to develop basic
body control, fundamental movement skills, and
health-related fitness components such as
strength, endurance, and flexibility. Students can
state key performance cues for basic movement
patterns such as throwing and catching. Students
continue to learn rules and procedures for simple
games and apply safety practices associated with
physical activities.
(b) Knowledge and skills.
(1.1)Movement. The student demonstrates competency in
fundamental movement patterns and proficiency in a
few specialized movement forms. The student is
expected to:
(A) demonstrate an awareness of personal and
general space while moving at different
directions and levels such as high, medium,
and low;
(B) demonstrate proper foot patterns in hopping,
jumping, skipping, leaping, galloping, and
sliding;
(C) demonstrate control in balancing and traveling
activities;
(D) demonstrate the ability to work with a partner
such as leading and following;
(E) clap in time to a simple rhythmic beat;
(F) create and imitate movement in response to
selected rhythms;
(G) jump a long rope; and
(H) demonstrate on cue key elements in overhand
throw, underhand throw, and catch.
(1.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) recognize that motor skill development
requires correct practice; and
(B) demonstrate a base of support and explain how
it affects balance.
(1.3)Physical activity and health. The student exhibits
a health-enhancing, physically-active lifestyle
that improves health and provides opportunities for
enjoyment and challenge. The student is expected
to:
(A) describe and select physical activities that
provide opportunities for enjoyment and
challenge;
(B) participate in moderate to vigorous physical
activities on a daily basis that cause
increased heart rate, breathing rate, and
perspiration;
(C) participate in appropriate exercises for
flexibility in shoulders, legs, and trunk; and
(D) lift and support his/her own weight in
selected activities that develop muscular
strength and endurance of the arms, shoulders,
abdomen, back, and legs such as hanging,
hopping, and jumping.
(1.4)Physical activity and health. The student knows
the benefits from being involved in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) distinguish between active and inactive
lifestyles;
(B) describe the location and function of the
heart;
(C) describe how muscles and bones work together
to produce movement;
(D) describe food as a source of energy; and
(E) explain the negative effects of smoking, lack
of sleep, and poor dietary habits on physical
performance and on the body.
(1.5)Physical activity and health. The student knows
and applies safety practices associated with
physical activities. The student is expected to:
(A) use equipment and space safely and properly;
(B) describe the importance of protective
equipment in preventing injury such as
helmets, elbow/knee pads, wrist guards, proper
shoes, and clothing;
(C) describe how to protect himself/herself from
harmful effects of the sun;
(D) list water safety rules and demonstrate simple
extension rescue; and
(E) describe and demonstrate appropriate reactions
to emergency situations common to physical
activity settings such as universal safety
precautions, and calling 911.
(1.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) demonstrate starting and stopping signals; and
(B) explain boundaries and rules for simple games.
(1.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) follow directions and apply safe movement
practices;
(B) interact, cooperate, and respect others; and
(C) resolve conflicts in socially acceptable ways
such as talking and asking the teacher for
help.
§116.4. Physical
Education, Grade 2.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) Second grade students learn to demonstrate key
elements of fundamental movement skills and mature
form in locomotive skills. Students learn to
describe the function of the heart, lungs, and
bones as they relate to movement. Students are
introduced to basic concepts of health promotion
such as the relationship between a physically-
active lifestyle and the health of the heart.
Students learn to work in a group and demonstrate
the basic elements of socially responsible
conflict resolution.
(b) Knowledge and skills.
(2.1)Movement. The student demonstrates competency in
fundamental movement patterns and proficiency in a
few specialized movement forms. The student is
expected to:
(A) travel independently in a large group while
safely and quickly changing speed and
direction;
(B) demonstrate skills of chasing, fleeing, and
dodging to avoid or catch others;
(C) combine shapes, levels, and pathways into
simple sequences;
(D) demonstrate mature form in walking, hopping,
and skipping;
(E) demonstrate balance in symmetrical and non-
symmetrical shapes from different basis of
support;
(F) demonstrate a variety of relationships in
dynamic movement situations such as under,
over, behind, next to, through, right, left,
up, or down;
(G) demonstrate simple stunts that exhibit
personal agility such as jumping-one and two
foot takeoffs and landing with good control;
(H) demonstrate smooth transition from one body
part to the next in rolling activities such as
side roll, log roll, balance/curl, and
roll/balance in a new position;
(I) demonstrate control weight transfers such as
feet to hands with controlled landing and feet
to back;
(J) demonstrate the ability to mirror a partner;
(K) walk in time to a 4/4 underlying beat;
(L) perform rhythmical sequences such as simple
folk, creative, and ribbon routines;
(M) jump a self-turned rope repeatedly; and
(N) demonstrate on cue key elements of hand
dribble, foot dribble, kick and strike such as
striking balloon or ball with hand.
(2.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) recognize that attention to the feeling of
movement is important in motor skill
development; and
(B) identify similar movement concepts and terms
in a variety of skills such as straddle
position, ready position, and bending knees to
absorb force.
(2.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that improves health and provides opportunities for
enjoyment and challenge. The student is expected
to:
(A) describe and select physical activities that
provide opportunities for enjoyment and
challenge;
(B) participate in moderate to vigorous physical
activities on a daily basis that cause
increased heart rate, breathing rate, and
perspiration;
(C) participate in appropriate exercises for
flexibility in shoulders, legs, and trunk; and
(D) lift and support his/her weight in selected
activities that develop muscular strength and
endurance of the arms, shoulders, abdomen,
back, and legs such as hanging, hopping, and
jumping.
(2.4)Physical activity and health. The student knows
the benefits from involvement in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) identify how regular physical activity
strengthens the heart, lungs, and muscular
system;
(B) describe how the blood carries oxygen and
nutrients through the body;
(C) identify foods that enhance a healthy heart;
(D) explain the need for foods as a source of
nutrients that provide energy for physical
activity;
(E) describe the negative effects of smoking on
the lungs and the ability to exercise; and
(F) describe the need for rest and sleep in caring
for the body.
(2.5)Physical activity and health. The student knows
and applies safety practices associated with
physical activities. The student is expected to:
(A) use equipment and space safely and properly;
(B) select and use appropriate protective
equipment in preventing injuries such as
helmets, elbow/knee pads, wrist guards, proper
shoes, and clothing;
(C) list the effects the sun has on the body and
describe protective measures such as
sunscreen, hat, and long sleeves;
(D) list water safety rules and describe their
importance;
(E) identify safe cycling and road practices; and
(F) describe appropriate reactions to emergency
situations common to physical activity
settings such as universal safety precautions
and dialing 911.
(2.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) identify goals to be accomplished during
simple games such as not getting tagged; and
(B) identify strategies in simple games and
activities such as dodging to avoid being
tagged.
(2.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) display good sportsmanship; and
(B) treat others with respect during play.
§116.5. Physical
Education, Grade 3.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) In Grades 3-5, students continue to develop
strength, endurance, and flexibility. Students can
demonstrate mature form in fundamental locomotor
and manipulative skills and can often maintain
that form while participating in dynamic game
situations. Identifying personal fitness goals for
themselves and beginning to understand how
exercise affects different parts of the body is an
important part of the instructional process.
(3) In Grade 3, students begin to learn and
demonstrate more mature movement forms. Students
also learn age-specific skills and the health
benefits of physical activity. Students begin to
learn game strategies, rules, and etiquette.
(b) Knowledge and skills.
(3.1)Movement. The student demonstrates competency in
fundamental movement patterns and proficiency in a
few specialized movement forms. The student is
expected to:
(A) travel in forward, sideways, and backwards and
change direction quickly and safely in dynamic
situations;
(B) demonstrate proper form and smooth transitions
during combinations of fundamental locomotor
and body control skills such as running and
jumping safely in dynamic situations;
(C) demonstrate mature form in jogging, running,
and leaping;
(D) demonstrate moving in and out of a balanced
position with control;
(E) demonstrate proper body alignment in lifting,
carrying, pushing, and pulling;
(F) demonstrate control and appropriate form such
as curled position and protection of neck in
rolling activities such as forward roll,
shoulder roll, and safety rolls;
(G) transfer on and off equipment with good body
control such as boxes, benches, stacked mats,
horizontal bar, and balance beam;
(H) clap echoes in a variety of one measure
rhythmical patterns;
(I) demonstrate various step patterns and
combinations of movement in repeatable
sequences; and
(J) demonstrate key elements in manipulative
skills such as underhand throw, overhand
throw, catch and kick such as position your
side to the target.
(3.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) identify similar positions in a variety of
movements such as straddle positions, ready
position, and bending knees to absorb force;
and
(B) know that practice, attention and effort are
required to improve skills.
(3.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that provides opportunities for enjoyment and
challenge. The student is expected to:
(A) describe and select physical activities that
provide for enjoyment and challenge;
(B) participate in moderate to vigorous physical
activities on a daily basis that cause
increased heart rate, breathing rate, and
perspiration;
(C) participate in appropriate exercises for
developing flexibility;
(D) lift and support his/her own weight in
selected activities that develop muscular
strength and endurance of the arms, shoulders,
abdomen, back, and legs such as hanging,
hopping, and jumping; and
(E) identify opportunities for participation in
physical activity in the community such as
little league and parks and recreation.
(3.4)Physical activity and health. The student knows
the benefits from involvement in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) describe the long term effects of physical
activity on the heart;
(B) distinguish between aerobic and anaerobic
activities;
(C) identify foods that increase or reduce bodily
functions; and
(D) identify principles of good posture and its
impact on physical activity.
(3.5)Physical activity and health. The student
understands and applies safety practices associated
with physical activities. The student is expected
to:
(A) use equipment safely and properly;
(B) select and use proper attire that promotes
participation and prevents injury;
(C) identify and apply safety precautions when
walking, jogging, and skating in the community
such as use sidewalks, walk on the left side
of street when facing traffic, wear
lights/reflective clothing, and be considerate
of other pedestrians; and
(D) identify exercise precautions such as
awareness of temperature and weather
conditions and need for warm-up and cool-down
activities.
(3.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) identify components of games that can be
modified to make the games and participants
more successful; and
(B) explain the importance of basic rules in games
and activities.
(3.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) follow rules, procedures, and etiquette;
(B) persevere when not successful on the first try
in learning movement skills; and
(C) accept and respect differences and
similarities in physical abilities of self and
others.
§116.6. Physical
Education, Grade 4.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) Fourth grade students learn to identify the
components of health-related fitness. Students
combine locomotor and manipulative skills in
dynamic situations with body control. Students
begin to identify sources of health fitness
information and continue to learn about
appropriate clothing and safety precautions in
exercise settings.
(b) Knowledge and skills.
(4.1)Movement. The student demonstrates competency in
fundamental movement patterns and proficiency in a
few specialized movement forms. The student is
expected to:
(A) demonstrate changes in speed during straight,
curved, and zig zag pathways in dynamic
situations;
(B) catch an object while traveling such as catch
a football pass on the run;
(C) combine shapes, levels, pathways, and
locomotor patterns smoothly into repeatable
sequences;
(D) jump and land for height and distance using
key elements for creating and absorbing force
such as bending knees, swinging arms, and
extending;
(E) perform sequences that include traveling,
showing good body control combined with
stationary balances on various body parts;
(F) demonstrate body control in jumping and
landing such as land on feet, bend knees, and
absorb force;
(G) transfer weight along and over equipment with
good body control;
(H) create a movement sequence with a beginning,
middle, and end;
(I) perform basic folk dance steps such as
grapevine, schottische, and step-together-
step;
(J) travel into and out of a rope turned by others
without hesitating; and
(K) demonstrate key elements in manipulative
skills such as volleying, hand dribble, foot
dribble, punt, striking with body part,
racquet, or bat.
(4.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) identify similar movement elements in sports
skills such as underhand throwing and
underhand volleyball serving;
(B) identify ways movement concepts such as time,
space, effort, and relationships can be used
to refine movement skills;
(C) make appropriate changes in performance based
on feedback; and
(D) describe key elements of mature movement
patterns of throw for distance or speed such
as catch, kick, strike, and jump.
(4.3)Physical activity and health. The student exhibits
a health enhancing, physically-active lifestyle
that provides opportunities for enjoyment and
challenge. The student is expected to:
(A) describe and select physical activities that
provide for enjoyment and challenge;
(B) name the components of health-related fitness
such as strength, endurance, and flexibility;
(C) identify and demonstrate a variety of
exercises that promote flexibility;
(D) improve flexibility in shoulders, trunk, and
legs;
(E) participate in activities that develop and
maintain muscular strength and endurance; and
(F) identify opportunities for participation in
physical activity in the community such as
little league and parks and recreation.
(4.4)Physical activity and health. The student knows
the benefits from being involved in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) describe the effects of exercise on heart rate
through the use of manual pulse checking or
heart rate monitors;
(B) participate in moderate to vigorous physical
activities on a daily basis;
(C) identify methods for measuring cardiovascular
endurance, muscular strength and endurance,
and flexibility;
(D) identify major muscle groups and the movements
they cause;
(E) describe the relationship between food intake
and physical activity such as calories
consumed and calories expended;
(F) explain the link between physical
activity/inactivity and health such as reduce
stress and burn calories;
(G) explain the relationship between physical
activity and stress relief and demonstrate
stress relief activities such as brisk
walking, gentle stretching, and muscle tension
and release;
(H) describe the need for rest and sleep in
recovering from exercise; and
(I) identify sources of information on skill
improvement, fitness, and health such as books
and technology.
(4.5)Physical activity and health. The student
understands and applies safety practices associated
with physical activities. The student is expected
to:
(A) use equipment safely and properly;
(B) select and use proper attire that promotes
participation and prevents injury;
(C) describe and apply safety precautions when
cycling and skating; and
(D) identify potential risks associated with
physical activities.
(4.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) distinguish between compliance and
noncompliance with rules and regulations; and
(B) analyze potential risks associated with unsafe
movement and improper use of equipment.
(4.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) follow rules, procedures, and etiquette;
(B) respond to winning and losing with dignity and
understanding;
(C) work independently and stay on task; and
(D) demonstrate effective communication,
consideration and respect for the feelings of
others during physical activities such as
encourage others, allow others equal turns,
and invite others to participate.
§116.7. Physical
Education, Grade 5.
(a) Introduction.
(1) In Physical Education, students acquire the
knowledge and skills for movement that provide the
foundation for enjoyment, continued social
development through physical activity, and access
to a physically-active lifestyle. The student
exhibits a physically-active lifestyle and
understands the relationship between physical
activity and health throughout the lifespan.
(2) Fifth grade students demonstrate competence such
as improved accuracy in manipulative skills in
dynamic situations. Basic skills such as jumping
rope, moving to a beat, and catching and throwing
should have been mastered in previous years and
can now be used in game-like situations. Students
continue to assume responsibility for their own
safety and the safety of others. Students can
match different types of physical activities to
health-related fitness components and explain ways
to improve fitness based on the principle of
frequency, intensity, and time. Students continue
to learn the etiquette of participation and can
resolve conflicts during games and sports in
acceptable ways.
(b) Knowledge and skills.
(5.1)Movement. The student demonstrates competency in
movement patterns and proficiency in a few
specialized movement forms. The student is expected
to:
(A) demonstrate appropriate use of levels in
dynamic movement situations such as jumping
high for a rebound and bending knees and
lowering center of gravity when guarding an
opponent;
(B) demonstrate smooth combinations of fundamental
locomotor skills such as running and dodging
and hop-step-jump;
(C) demonstrate attention to form, power,
accuracy, and follow-through in performing
movement skills;
(D) demonstrate controlled balance on a variety of
objects such as balance board, stilts,
scooters, and skates;
(E) demonstrate simple stunts that exhibit agility
such as jumping challenges with proper
landings;
(F) combine traveling and rolling with smooth
transitions;
(G) combine weight transfer and balance on mats
and equipment;
(H) demonstrate the ability to contrast a
partner's movement;
(I) perform selected folk dances;
(J) jump a rope using various rhythms and foot
patterns repeatedly;
(K) demonstrate competence in manipulative skills
in dynamic situations such as overhand throw,
catch, shooting, hand dribble, foot dribble,
kick, and striking activities such as hitting
a softball; and
(L) demonstrate combinations of locomotor and
manipulative skills in complex and/or game-
like situations such as pivoting and throwing,
twisting and striking, and running and
catching.
(5.2)Movement. The student applies movement concepts
and principles to the learning and development of
motor skills. The student is expected to:
(A) identify common phases such as preparation,
movement, follow through, or recovery in a
variety of movement skills such as tennis
serve, handstand, and free throw;
(B) identify the importance of various elements of
performance for different stages during skill
learning such as form, power, accuracy, and
consistency; and
(C) choose appropriate drills/activities to
enhance the learning of a specific skill.
(5.3)Physical activity and health. The student exhibits
a health-enhancing, physically-active lifestyle
that provides opportunities for enjoyment and
challenge. The student is expected to:
(A) participate in moderate to vigorous physical
activities on a daily basis that develop
health-related fitness;
(B) identify appropriate personal fitness goals in
each of the components of health-related
fitness; and
(C) explain the value of participation in
community physical activities such as little
league and parks and recreation.
(5.4)Physical activity and health. The student knows
the benefits from involvement in daily physical
activity and factors that affect physical
performance. The student is expected to:
(A) relate ways that aerobic exercise strengthens
and improves the efficiency of the heart and
lungs;
(B) self-monitor the heart rate during exercise;
(C) match different types of physical activity
with health-related fitness components;
(D) define the principle of frequency, intensity,
and time and describe how to incorporate these
principles to improve fitness;
(E) describe the structure and function of the
muscular and skeletal system as they relate to
physical performance such as muscles pull on
bones to cause movement, muscles work in
pairs, and muscles work by contracting and
relaxing;
(F) identify the relationship between optimal body
function and a healthy eating plan such as
eating a variety of foods in moderation
according to U. S. dietary guidelines;
(G) describe common skeletal problems and their
effect on the body such as spinal curvatures;
(H) describe the changes that occur in the
cardiorespiratory system as a result of
smoking and how those changes affect the
ability to perform physical activity; and
(I) describe how movement and coordination are
effected by alcohol and other drugs.
(5.5)Physical activity and health. The student
understands and applies safety practices associated
with physical activities. The student is expected
to:
(A) use equipment safely and properly;
(B) select and use proper attire that promotes
participation and prevents injury;
(C) describe the importance of taking personal
responsibility for reducing hazards, avoiding
accidents, and preventing injuries during
physical activity; and
(D) identify potentially dangerous exercises and
their adverse effects on the body.
(5.6)Social development. The student understands basic
components such as strategies and rules of
structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
The student is expected to:
(A) describe fundamental components and strategies
used in net/wall, invasion, target, and
fielding games such as basic positions-goalie,
offense, or defense; and
(B) explain the concept and importance of team
work.
(5.7)Social development. The student develops positive
self-management and social skills needed to work
independently and with others in physical activity
settings. The student is expected to:
(A) follow rules, procedures, and etiquette;
(B) use sportsmanship skills for settling
disagreements in socially acceptable ways such
as remaining calm, identifying the problem,
listening to others, generating solutions, or
choosing a solution that is acceptable to all;
and
(C) describe how physical activity with a partner
or partners can increase motivation and
enhance safety.