2013‐2014 
MISSISSIPPI PHYSICAL EDUCATION 
FRAMEWORK 
 

 
Lynn J. House, Ph.D., Interim State Superintendent of Education

Kim Benton, Ed.D., Interim Deputy State Superintendent

Office of Instructional Enhancement and Internal Operations

Scott Clements, Director

Office of Healthy Schools and Child Nutrition

Christine Philley, M.Ed., CFCS School Health Administrator

Office of Healthy Schools

Dale Dieckman, ATC, CSCS, Physical Education Specialist

Office of Healthy Schools

Revised 2013
  
Physical Education Curriculum (K-12)

Mississippi Department of Education

                         
                    2013  
Ordering Information
Mississippi Department of Education
Suite 313 - Central High School
P.O. Box 771
Jackson, MS 39205-0771
phone: (601) 359-2586
Fax: (601) 359-2040

Direct inquiries to
Dale Dieckman, ATC, CSCS
Physical Education Specialist
Office of Healthy Schools
Mississippi Department of Education
P.O. Box 771
Jackson, MS 39201-0771
601.359.1737
E-mail: [email protected]
         

Published by
Office of Healthy Schools
P.O. Box 771
Mississippi Department of Education
Jackson, MS 39201
 

The Office of Healthy Schools is a part of the Mississippi Department of Education and
is located in Jackson, MS. In coordination with the Office of Healthy Schools, the
Mississippi Department of Education continues to focus on and promote educational
enhancements and innovations relating to healthy students and schools.

 
 
 
 
 
 

2 
 
  
 
Acknowledgments
 
The Physical Education (K-12) curriculum was presented to the Mississippi Board of
Education on April 18, 2013. The following persons were serving on the state board at
the time:

Dr. Lynn House, Interim State Superintendent

Dr. O. Wayne Gann, Chair
Mr. Howell “Hal” N. Gage, Vice Chair
Ms. Kami Bumgarner
Mr. William Harold Jones
Dr. John R. Kelly
Mr. Charles McClelland
Mr. Richard Morrison
Ms. Martha “Jackie” Murphy
Mr. Simon F. Weir, II

 
Scott Clements, Bureau Director for the Office of Healthy Schools, provided guidance
as the taskforce committee was assembled and provided input throughout the
development of the Physical Education Curriculum (K-12). Members of this taskforce
were as follows:

Dr. Aaron Beighle University of Kentucky

Joyce Aycock Cleveland School District
Dr. Carol Barnes Mississippi College
Dr. Tamika Bradley Jackson State University
Joe Clark Jackson County School District
Matt Dalrymple Delta State University
Rose Hickey Oxford Public School District
Dr. Sue Moen Madison County School District
Payton Ragon Biloxi Public School District
Brandi Shappley Senatobia School District
 
 
Appreciation is expressed to the following Office of Healthy Schools staff member who
provided guidance and insight throughout the development process:

Christine Philley, M.Ed., CFCS

School Health Administrator
Office of Healthy Schools
Mississippi Department of Education, Jackson, MS
 

3 
 
  
 

Preface
 

The Mississippi Healthy Students Act of 2007 strengthened physical education and
health education requirements in Mississippi and mandated that schools provide
programming that will aid in reducing obesity in the state. Data indicates that the earlier
that students begin participating in physical activity and are introduced to health
education skills, the greater the chance that they will build life skills to help them to be
healthier. The Mississippi Healthy Students Act also strengthened the child nutrition
program and school health councils in the state. Prior to the passing of this law, health
education was already a graduation requirement in grades 9-12.

As a result of this legislation, forty-five minutes of health education and 150 minutes of
physical education/physical activity are required each week for students in grades K-8
and a ½ Carnegie Unit for graduation for grades 9-12.

This bill is referenced at http://www.mde.k12.ms.us/docs/healthy-

schools/senatebill2369.pdf?sfvrsn=2.

The results of a quality daily physical education program can have a dynamically
positive and long-lasting effect on those who participate. According to the Centers for
Disease Control’s Physical Activity Guidelines for Americans (2008) the following are
benefits of physical activity:

• Assists in the reduction of obesity;

• Reduces the risks of developing type II diabetes, cardiovascular disease and

other chronic health conditions;

• Improves respiratory efficiency and reduces the risk of respiratory diseases

such as asthma;

• Helps build and maintain healthy bones and muscles;

• Reduces feelings of depression and anxiety; and

 
• Promotes psychological well-being.

4 
 
  
Physical Education (K-12) Executive Summary

PHILOSOPHY

The purpose of the 2013 Mississippi Physical Education Framework is to provide

Mississippi physical educators in the public schools with a foundation for developing a
quality physical education curriculum. This model provides consistency for physical
education programs in the state. The 2013 Mississippi Physical Education Framework
uses terminology and a format consistent with other Mississippi subject area curriculum
frameworks. It is flexible enough to allow opportunities for creativity by individual
teachers.

A high quality physical education program should address the physical development
and skills (psychomotor), mental (cognitive), and social/emotional development
(affective)of every child and incorporate fitness education and assessment to help
children understand, improve, and/or maintain their physical well-being.
  ‐NASPE Definition of Quality Physical Education  
 
Quality physical education is an essential component of a student’s overall education.
Every student in Mississippi will benefit physically, emotionally, and mentally from an
educational process which provides the skills, attitudes and knowledge needed to
develop and maintain a physically active and healthy lifestyle.

Physical education is delivered through a sequential developmentally appropriate

curriculum utilizing best instructional practices. A variety of student-centered activities
are utilized to teach movement skills and concepts in a safe-positive environment.
Students are provided the opportunity to achieve and maintain their own level of
physical activity. In addition, students are taught social and personal responsibility while
being provided with the confidence in their physical skills requisite for a lifetime of
physical activity.

MISSION STATEMENT

This framework was designed for Mississippi educators who teach physical education in
the public schools. It was developed as a model to provide consistency for physical
education programs in the state. It is flexible enough to allow opportunities for creativity
by individual teachers.

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Quality daily physical education is an integral part of the total educational process in
Mississippi schools. A sequentially-planned program will result in students who:

• Participate regularly in physical activity;

• Know the implications of and the health benefits derived from involvement
in physical activities;

• Value physical activity and its contributions to a healthy lifestyle;

• Are physically fit; and

• Learn skills and acquire knowledge necessary to perform a variety of

physical activities.

YOUTH AND PHYSICAL ACTIVITY

   
Physical activity can help control weight, reduce the risk of heart disease and some
cancers, strengthen bones and muscles, and improve mental health. The Physical
Activity Guidelines for Americans recommend that children and adolescents aged 6-17
years should have 60 minutes (1 hour) or more of moderate to vigorous physical activity
(MVPA) each day. It is important to encourage young people to participate in physical
activities that are appropriate for their age, that are enjoyable, and that offer variety.

Youth Physical Activity Guidelines

o Aerobic: Most of the 60 or more minutes a day should be either

moderate- or vigorous-intensity aerobic physical activity and should
include vigorous-intensity physical activity at least 3 days a week.

o Muscle-strengthening: As part of their 60 or more minutes of daily

physical activity, children and adolescents should include muscle-
strengthening physical activity on at least 3 days of the
week.

o Bone-strengthening: As part of their 60 or more minutes of daily physical

activity, children and adolescents should include bone-strengthening
physical activity on at least 3 days of the week.

-Source: U.S. Department of Health and Human Services. Physical Activity Guidelines for Americans. Washington,
DC: U.S. Department of Health and Human Services; 2008.

6 
 
  
NATIONAL STANDARDS FOR PHYSICAL EDUCATION

The National Association for Sports and Physical Education (NASPE) established
national content standards for physical education school programs that clearly identify
what all students should know and be able to do as a result of participation in a quality
education program. The competencies chosen for the framework were taken directly
from the NASPE content standards for physical education. The National Standards for
Physical Education are as follows:

A physically educated person:

• Demonstrates competency in motor skills and movement patterns needed to

perform a variety of physical activities;
• Demonstrates an understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning, development and performance of
physical activities;
• Exhibits a physically active lifestyle;
• Achieves and maintains a health-enhancing level of physical fitness;
• Exhibits responsible personal and social behavior that respects self and others in
physical activity settings; and
• Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction.

SUGGESTED GUIDELINES FOR SUCCESSFUL FRAMEWORK IMPLEMENTATION

ELEMENTARY

• Provide daily physical education for all students.

• Recommend maximum class size of thirty-five students per class for a minimum
of thirty minutes per day.
• Engage students for a minimum of fifty percent of the class period.
• Implement the 2013 Mississippi Physical Education Framework
competencies in daily lessons.
• Require daily lesson plans with objectives and strategies.
• Provide certified physical education teachers for all classes.
• Provide adequate equipment and facilities specifically designated for
physical education classes.

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MIDDLE SCHOOL

• Require daily physical education for all students.

• Recommend maximum class size of thirty-five students per class.
• Engage students using the lesson’s primary objectives for a minimum of fifty
percent of the class period.
• Implement the 2013 Mississippi Physical Education Framework competencies
in daily lessons.
• Require daily lesson plans with objectives and strategies.
• Provide certified physical education teachers for all classes.
• Provide adequate equipment and facilities specifically designated for
physical education classes.
• Require physical education classes that are not designated for practice time or
workout time for athletics.

SECONDARY
 
• Require a minimum of two semesters of physical education for graduation with a
focus on lifetime activities which encourage a physically active lifestyle.
• Provide options for students to take elective courses in physical education that
emphasize lifetime and fitness activities which do not include varsity athletic
practice.
• Recommend maximum class size of forty students per class.
• Engage students using the lesson’s primary objectives for a minimum of fifty
percent of the class period.
• Implement the 2013 Mississippi Physical Education Framework
competencies in daily lessons.
• Require daily lesson plans with objectives and strategies.
• Require a minimum of fifty minutes per class.
• Provide adequate equipment and facilities specifically designated for
physical education class.

ORGANIZATION

The 2013 Mississippi Physical Education Framework ensures that all students will have
opportunity to gain information and skills appropriate to age level and apply skills to
everyday decisions.

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A general description is provided for each grade level (K-2, 3-5, 6-8, 9-12) that includes
the purpose and overview. The framework is organized so that each grade level has six
competencies that focus on physical education. Each competency has suggested
objectives, suggested teaching strategies and assessments designed to reinforce the
competency.

COMPETENCIES

The National Association for Sports and Physical Education (NASPE, 2004) established
national content standards for physical education school programs that clearly identify
what all students should know and be able to do as a result of participation in a quality
physical education program. The competencies chosen for this framework were taken
directly from the NASPE content standards for physical education.

The 2013 Mississippi Physical Education Framework competencies are based on these
national standards and are required to be taught to all students. The six competencies
do not have to be taught in the order presented within this framework. The
competencies are intentionally broad to allow school districts and teacher’s flexibility in
developing curriculum unique to their students’ needs.

OBJECTIVES

Each objective provided in the sample paragraph is a direct reflection of the

competencies of the framework. The objectives are the means for achieving the
competencies at each grade level listed in this framework. Each school district may
adopt the suggested objectives and are encouraged to add additional objectives that
meet the needs of the students in their district.

SUGGESTED TEACHING STRATEGIES

The suggested teaching strategies included in the framework are to be considered as

examples or recommendations for teaching the objectives. Teachers in physical
education settings have a variety of teaching styles, methodologies and facilities that
may influence how the objectives will be taught. Therefore, each teaching strategy used
should continually be examined relative to the competencies.

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SAMPLE LESSON PLANS

The sample lesson plans listed under each competency can be accessed through the
website listed below. Register at the “Health In Action” website below with your email
address. Click on the grade level that you teach, click continue, then click on physical
education. You can identify the topic that you are teaching in the box to locate lesson
plans for that topic or you can get a listing of all topics under the physical education
category for each grade level.

Supplementary lesson plans can be found at the following website:

www.healthyschoolsms.org/healthinaction.html

ASSESSMENT METHODS

Assessment is the mechanism used to measure educational achievement. Assessment

is important because it affects how the students view themselves and the way parents,
community, and governing bodies evaluate schools and districts. The assessment
methods suggested in this framework are also to be considered only as examples for
assessing competencies and objectives. Teachers should correlate their assessment
methods with the assignments chosen for instruction. Listed below are some examples
of assessment methods.

1. Activity Log
2. Checklist
3. Fitness Test
4. Interview
5. Observation/Teacher
6. Parent Report
7. Peer Assessment
8. Portfolio
9. Role Play
10. Self Assessment
11. Skill Test
12. Student Contract
13. Student Journal
14. Written Assignment
15. Written Test

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2013 MISSISSIPPI PHYSICAL EDUCATION FRAMEWORK OVERVIEW

 
Grades Kindergarten-Two
Kindergarten through grade two is dedicated to the development of fundamental motor
skills, movement concepts, manipulative, non-manipulative, and perceptual motor skills.
The instruction at each level will be progressive and focus on basic skills, the value of
being physically active and the ability to display appropriate behaviors and attitudes
during activity.
Grades Three-Five
Grades three through five continues the development of fundamental motor skills,
movement concepts, manipulative, non-manipulative, and perceptual motor skills.
Students are provided the opportunity to refine these basic skills and apply these skills
in a movement form. The instruction will be progressive and focus on basic skills, the
value of being physically active and the ability to display appropriate behaviors and
attitudes during activity.
Grades Six- Eight
Physical Education in grades six through eight is dedicated to developing competency
in many movement forms and their relation to an active lifestyle. The focus is to apply
previously introduced skills and to acquire knowledge necessary for participation. The
instruction at each level focuses on basic skills, lead-up activities and knowledge that
demonstrate competency in each activity.
Grades Nine-Twelve
Grades nine through twelve are dedicated to the development of achieving competency
in more complex versions of various movement forms and proficiency in a few
movement forms. The focus of this instruction should be on individual/dual sports, team
sports, physical fitness, and lifetime activities. It is recommended that students take one
credit of physical education yearly.

Skills and Concepts

Movement Patterns/Concepts

Body Awareness Spatial Awareness Quality of Movement Relationships

Shapes General Time/Speed Far/Near

Balance Personal Force Above/Below
Transfer of body weight Direction Flow Front/Behind
Flight Levels On/Off
Landing Pathways Together/Apart
Planes Around/Through

11 
 
  
GENERAL ACTIVITY BY CATEGORY

The following list is not meant to be all-inclusive. These are merely some examples of
different types of activities, and skills used while participating in the activities being
taught in grades K-12. Teachers may select some or all of these activities.

Team Sports Individual Sports Lifetime Sports Fitness

Basketball Tennis Canoeing Aerobics
Softball Pickleball Hunter Education Weight Training
Volleyball Badminton Archery Running/Walking
Ultimate Frisbee Bowling Rollerblading Walking/Running
Table Tennis Golf Dance Pilates
Soccer Gymnastics Swimming/Water Sports Yoga
Team Handball Frisbee Golf Biking
Field Hockey Orienteering
Track and Field Cooperative Education
Flag Football
Speedball

CYCLE

The Mississippi content area frameworks are on a six (6) year cycle. Implementation of
the framework begins in the school year, 2013-2014.

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KINDERGARTEN - SECOND GRADE
The emphasis of physical education in Kindergarten-Second grade is to assist
student development in fundamental motor skills, manipulative skills and
movement experiences. Cognitive concepts associated with movement and
fitness will enable the student to develop positive attitudes toward healthy
lifestyles and physical activities.

Kindergarten-Second grade students begin to understand and model

acceptable behaviors for the physical activity setting. Safe practices, classroom
rules and procedures are prominent issues during instruction. Concepts of
cooperation are introduced through small group activities, involving sharing
equipment and space. Kindergarten students must be encouraged to participate
in physical activities in and out of the classroom setting. Teachers must reinforce
to students the importance of practice in order to learn and that it is acceptable to
be a beginner when trying new skills.

Teachers in first grade should reinforce the benefits of participating in physical

activity. Since young students can only focus on one or two concepts at a time,
instructions for game activities should be simple and concrete.

Teachers in second grade should reinforce that changes in motor skills occur
gradually over many years and that learning many different motor skills provides
more choices for movement as they get older.

The physical education framework follows a developmentally appropriate

sequence. Activities should be taught from the simple to the complex. The
competencies are required to be taught through a variety of instructional
strategies a district may develop. Competencies are not hierarchal or
chronologically ordered. Competencies provide a general guideline of on-going
instruction.

The suggested objectives are optional, not mandatory. Objectives indicate skills
that enable fulfillment of competencies, describe competencies in further detail,
or show the progression of concepts throughout the grades. School districts may
adopt the objectives or modify them and are encouraged to add their own
objectives to meet the competencies for instructing students in their school
district.

13 
 
  

KINDERGARTEN – SECOND GRADE

Content Strands 

Gross Motor Skills Development (GM) Fine Motor Skills Development

(FM)
Social Skills (S) Personal Skills (P)
Cognitive Development (C) Lifelong Learning/Participation (L)
Fitness (F) Adapted Physical Education (AP)

* See glossary

1. Demonstrate competency in motor skills and movement

patterns/concepts needed to perform a variety of physical
activities (GM, FM, F)

KINDERGARTEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Develop fundamental Students should follow specific instructions 5

locomotor*/non-locomotor*skills while performing basic activities, such as
at an introductory level. jumping with feet together from point A to
point B.

Teachers may instruct students to mimic

Demonstrate clear contrasts 5, 11
running speed of known animals (i.e., turtle,
between fast and slow.
rabbit, and cheetah). Students should use a
variety of *locomotor skills (i.e., jumping,
galloping, and walking).

Explore manipulative skills at Students should locate body parts and 5

an introductory level. identify which skill would be performed with
each (i.e., have students bounce and catch a
ball with both hands).
Have students roll a ball back and forth with
a partner or kick a sock ball.

Have students demonstrate a variety of 12

Demonstrate rhythmic
movements, timing, and locomotor movements to slow and fast
following a beat at an music.
introductory level.

14 
 
  

GRADE ONE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Develop fundamental Have students walk, run, jump, hop, skip, 11

locomotor*and gallop, slide and leap around the
nonlocomotor*skills at the basic designated play area as directed. Some
level. skills can be performed forward and
backward or side to side.

Develop manipulative* skills at Have students demonstrate throwing in an 8, 11

the introductory level. underhand and overhand movement
pattern while stepping with the opposite
foot.

GRADE TWO
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Demonstrate locomotor* Teachers can have students participate in 5, 12

movements at the intermediate activities that include changes in the speed
level. of movement, and direction. Students will
demonstrate these commands with verbal
cues from the teachers such as relay
races and/or obstacle courses.

Teacher will lead the class in a sequence

Demonstrate non-locomotor* of stretching exercises as a warm-up that 5
movements with proficiency. can lead into an aerobic* or anaerobic*
type activity

Give students instruction on basic steps to

Demonstrate manipulative* jumping rope. Guide students into jumping 2
movements at the beginner rope at a fast pace, slow pace, and while
level. in a forward motion.

Have students participate in basketball

Demonstrate rhythmic drills-shooting and dribbling, hula-hoop 2
movements, timing, and activities, and volleyball activities.
following a beat.

15 
 
  
COMPETENCY 1. SAMPLE LESSON PLANS

P-1177 Look At Me P -1178 Look At Me P-1179 Look At Me

P-1186 Tomorrow is a Brand New P-1110 Underhand Throwing Skills P-207 Manipulative Skills 1
Day
P-589 Hula Hoops (Part 1-5) P-251 Manipulative Skills 2
P-177 Locomotor Basic Skills(Part
1) P-205 Locomotor Basic Skills P-206 Non-Locomotor Skills
(Part 3)
P-204 Locomotor Basic Skills(Part P-1182 Reach
2)

2. Demonstrate understanding of movement principles,

strategies, and tactics as they apply to the learning,
development and performance of physical activities.
(GM, C, FM, AP, F)

KINDERGARTEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Identify body parts (i.e., knee, Have students perform the musical game 5
foot, arm, etc.) and apply these “Hokey Pokey.”(“You put your right hand in,
to different movement activities. take your right hand out”)

Demonstrate awareness of
immediate surroundings using a Have students change direction of the 5
variety of movement skills while movement on signal (may include north,
transferring weight in various south, east, and west).
directions and pathways.
Have students identify and apply the concept 5
of personal space and general space.

GRADE ONE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Identify body parts and Have students participate in the “Hokey 10

movement of body parts during Pokey.”
performance of motor skills.

Identify and apply fundamental Have students use locomotor and non-
locomotor* and non-locomotor* locomotor combinations called out by 10, 12
skills. teacher such as four jumps, three stretches,
and five skips.

16 
 
  

Display manipulative skills* at Have students toss or bounce a ball to a

the introductory level through a designated target. 5, 11
variety of activities.

 
GRADE TWO
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Identify the different body planes Have students participate in a line dance to 5
(i.e., front, back, side) and music. Rhythm and balance should be
involve each while performing identified as key elements.
locomotor skills.
Have students participate in aerobic
activities that include dance steps along with
stretching exercises.

Apply movement concepts and Perform locomotor skills (i.e., running, 5, 11

principles to a variety of basic hopping, skipping, leaping, etc.) to a beat.
skills. When the beat changes, the locomotor skill
changes to that which is specified by the
teacher.

Understand the benefits of trying Students should attempt to correct/improve 5

new or difficult tasks. their skill level based on feedback from the
teacher. Feedback should be offered to
students as soon as possible after the
performance.

COMPETENCY 2. SAMPLE LESSON PLANS

 
P-1059 Parachute: Part 1 P-1181 Reach P-1111 Rainy Day Recess 1

P-1060 Parachute: Part 2 P-1111 Rainy Day Recess 1

P-1061 Parachute: Part 3 P-1112 Rainy Day P.E.

P-1062 Parachute: Part 4 P-254 Tying My Shoes 

P-1063 Parachute: Part 5

P-1180 Reach

17 
 
  
3. Participates regularly in physical activity (GM, L, F, C, L, S)

KINDERGARTEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Regularly participate in a variety Have students engaged in teacher-led 5, 8

of non-structured physical exercises by participating in a tag game
activities in school settings and for aerobic activity (i.e., Freeze Tag,
out of school settings (recess, Heart Healthy Tag, or Amoeba Tag:
home) individually and as a Physical Best Activity Guide, Elementary
group. level).

GRADE ONE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Apply activities learned during Provide students with a checklist of after- 2

physical education in other school activities. Have students check
settings. which activities they participated in for
the week. Discuss activities that are
healthy and physically beneficial. Such
activities may include dance,
gymnastics, bicycling, sports, and
walking.

                 
 
 
 
 
 

18 
 
  
 
                  GRADE TWO
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Engage in moderate to Have students draw pictures of people 15
vigorous activities* such as involved in different types of vigorous
bike riding, swimming, etc., activities and identify feelings associated
outside of class. with each (i.e., happy, sad, tired, etc.).

Discover the positive effects Give students a list of activities and have
physical activity has on the them identify how each of the activities
body (i.e., enhances makes them feel.
respiratory functions,
stimulates muscle growth,
decreases hyperactivity,  
increases heart rate).
   

 
COMPETENCY 3. SAMPLE LESSON PLANS
 
     
P-1158 Getting Active with Jack P-1187 Tomorrow is a Brand New P-1188 Tomorrow is a Brand
the Apple Day New Day
P-1155 I'm Healthy P-1123 Cardio-Respiratory Fitness
P-1156 Paper War
P-1184 The Heart Song P-1153 The Freeze Game
P-1154 Mental Energizers 
P-1113 Posture P-1124 Speed and Power

4. Achieve and maintain a health-enhancing level of physical

fitness. (GM, FM, C, F, L)
KINDERGARTEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

   
Vigorously*participate in Have students run back and forth across 5
physical activity for a sustained a specified distance at a pace that gets
amount of time. faster each minute (i.e., FITNESSGRAM
Pacer test).
Recognize the change in heart Have students locate the heart with the 5 
rate and respiration as a result right hand and show speed of heart
of physical activity. beating by opening and closing left hand.
 

19 
 
  

GRADE ONE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Identify changes in the body Have students identify changes in heart 3

that occur at different levels of rate, perspiration, and breathing patterns
physical activity. while they participate in aerobic activities
(i.e., jumping rope, running, walking).

Participate in basic exercises Introduce students to the exercises that 3

and physical activities with are assessed in the President’s
moderate efficiency. Challenge on Physical Fitness and/or
FITNESSGRAM
www.fitnessgram.net
www.presidentialyouthfitnessprogram.
org
(aerobic capacity, body composition,
muscular strength, muscular endurance,
and flexibility).

Students will walk, jog, or run laps for a 5, 11

Engage regularly in moderate specified amount of time around an area
to vigorous activity*, designated by the teacher. At the end of
emphasizing muscular each lap the student is given a straw to
strength*, flexibility*, and keep count. Have students’ complete
cardiovascular endurance*. pre-post test. Students will use a clock as
the measurement of time.

Have students participate in a teacher

Accomplish and retain physical constructed fitness test at the beginning 3, 9
fitness goals set at the and the end of the school year.
introductory level.

   
 
 
 
 
 
 
 

20 
 
  
  GRADE TWO 
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Engage in and recognize The teacher can have students participate in 15
the benefits of sustained moderate to vigorous physical activity  
physical activity that causes (MVPA*) such as, (running, jogging, jumping
increased heart rate and jacks) and then compare and contrast the  
respiration. changes in heart rate and perspiration.
Students can compare their heart rate before  
  and after MVPA by counting the heart rate
  for six seconds and adding a zero.  
 
Recognize components of Students will complete and discuss all 5 3, 15
physical fitness such as activities (i.e., curl-ups, endurance run,
muscular strength, muscle pacer, pull-ups or right angle push-ups,  
endurance, and flexibility at shuttle run, V sit reach or sit and reach, or
an introductory level. shoulder stretch) of the President’s  
  Challenge to Physical Fitness and Sports
Test or Fitnessgram and compare/contrast  
  fall test scores to spring test scores.
  www.fitnessgram.net  
www.presidentialyouthfitnessprogram.org
 
 
Perform activities that result Teacher will have students perform muscular
in the development of strength and endurance exercises that  
muscle strength and include but are not limited to crunches, push-
endurance, flexibility, and ups, and pull-ups. Students will also perform  
coordination at an basic flexibility exercises for the upper and
introductory level. lower extremities and explain the benefits of  
  flexibility.
 
 
 

 
COMPETENCY 4. SAMPLE LESSON PLANS
 
P-1291- P-1305 Moving with P-1144 Body Composition P-1140 Strength and
Fruits and Vegetables Endurance
P-1119 Warm-Up/Cool-Down
P-1114 Balance   P-1129 Training Principles
   
  P-1125 Fitness
 
P-1115 Coordination and
Agility

21 
 
  
5. Exhibit responsible personal and social behavior that
respect s self and others in physical activity settings.
(L, F, P, S, AP)
KINDERGARTEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Follow rules, procedures and Students should follow specific

5
safety practices while instructions from the teacher while
recognizing inappropriate performing basic activities, such as
jumping with feet together from point A to
behavior.
point B.
Follow directions and work Have students choose a partner and then 8
cooperatively with others decide on a skill to practice (i.e., push-up,
during physical activity. curl-up, balance beam, etc.).

Demonstrate proper use and Explain to students the importance of

5
care of equipment. properly using and caring for equipment.
Provide specific instructions for students
to follow when they are finished with
equipment.

 
GRADE ONE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Apply rules, procedures, and Students will identify a skill that is 5
safety practices with little challenging to them and demonstrate a
reinforcement from teacher. positive attitude while practicing this skill.
  Reinforce that challenging skills will vary
  from student to student.
 
Demonstrate proper courtesy, While participating in games such as 5
cooperation and “Duck, Duck Goose” students should
sportsmanship with others. demonstrate the ability to share space.

Respect the physical and Students will use locomotor skills on a

performance differences of low balance beam (1”x4”h, 2”x4”w or 5
others. painted lines on the parking lot can be
substituted for the balance beam).
Reinforce the importance of students
encouraging other students.

22 
 
  

GRADE TWO
 
Apply rules, procedures, and Perform locomotor skills (i.e., running, 11
safe practices with little or no hopping, skipping, leaping, etc.) to a
reinforcement. beat. When the beat changes, the
locomotor skill changes to that which is
  specified by the teacher.
 
Instruct students on the correct form of 5, 11
Work cooperatively with a
partner or group and recognize kicking a soccer ball while running.
the enjoyment of shared play. Have students practice a number of
drills using the soccer ball (i.e., dribbling
  and passing, etc.).

Recognize and experience Have students participate in games from 5, 12

physical activities from other other countries. Such examples include
cultures. the “Corkscrew” (England), “Peteca”
(Brazil), “Catch Your Tail” (Nigeria),
“Spearing the Disk” (Ethiopia),
“Catching Fishes in the Dark” (China),
and “Ladder Jump” (Australia). Have
students use maps to locate the country
and/or continent where the game
originated. (Resource- Multicultural
Games, Human Kinetics, 1997)

COMPETENCY 5. SAMPLE LESSON PLANS

 
     
P-1189 Safe Routes to School - K- P-1193 Safe Routes to School - P-1157 Diversity Elementary:
2 - Lesson 1 First Grade - Lesson 1 Abilities

P-1191 Safe Routes to School - P-1170 Math Fact Fun P-1145 Fitness Addition
Kindergarten - Lesson 2
  P-1128 What If You Lose When P-1120 All Fit Workout
  You Play to Win? 
P-1116 I've Got It
 

23 
 
  
6. Value physical activity for health, enjoyment, challenge, self-
expression, and/or social interaction. (P, S, AP, L, C)

                             KINDERGARTEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Express a positive outlook Have students choose a partner and 8
during physical activity and then decide on a skill to practice (i.e.,
enjoy interaction with others. passing a soccer ball, basketball, or
  volleyball etc.). Instruct students to
exercise when the music is on and rest
  when the music is off.
  8
Have students choose a partner and
Develop skills while then decide on a skill to practice (i.e.,
participating in different bouncing a ball, tossing a ball with a
activities individually and while partner, etc.). Instruct students to
working with others. exercise when the music is on and rest
when the music is off.
    
                                                   GRADE ONE
 
Recognize the feelings Students will discuss how they feel when
12
resulting from challenges, participating in various physical
successes, and failures during education activities.
physical activity.

Exhibit a positive outlook while Students will use locomotor skills on a 5

encouraging peers during low balance beam (1”h x 4”w, 2”h x 4”w
physical activity. or painted lines on the parking lot can be
substituted for the balance beam).
Reinforce the importance of students
encouraging other students.

Express a willingness to try Students will identify a skill that is 5

new activities and continue to challenging to them and demonstrate a
participate when not successful positive attitude while practicing this skill.
on the first try. Reinforce that challenging skills will vary
from student to student.
            
 
 
    
24 
 
  
GRADE TWO
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Cooperate in helping others to The teacher will have students identify a
achieve goals. partner and work cooperatively with their
  partner to complete the task assigned.
 
Be aware of the feelings Have students express feelings they
15
resulting from challenges, associate with physical activity.
successes, and failures during
physical activity.

 
COMPETENCY 6. SAMPLE LESSON PLANS
 
     
P-1189 Safe Routes to School - K- P-1199 The Tortoise and the Hare - P-1142 Fitness Spelling
2 - Lesson 1 Grades 1 & 2
P-1138 Rock the Baby
P-1143 Heads, Shoulders, Knees P-1141 The Butterfly
and Toes P-1136 Dog and Cat 
P-1118 Mighty Me Training Camp 
 

25 
 
  
THIRD-FIFTH GRADE
The emphasis of physical education in third-fifth grades is to demonstrate a
mature form in fundamental motor skills, and continue the development of
manipulative skills and movement experiences. Students will begin to use non-
locomotor skills in combination with movement skills. Cognitive concepts
associated with movement will enable the student to demonstrate positive
attitudes toward healthy lifestyles and physical activities.

Third and fourth grade students will model acceptable behaviors for the
physical activity setting. Safe practices, classroom rules, and procedures are
prominent issues during instruction. Concepts of cooperation are reinforced
through large group activities. Students should recognize the value of rules, fair
play, safety and respect for others.

Teachers should reinforce the physical and mental benefits of aerobic activity.
Teachers should also reinforce the importance of visual focus (see glossary)
while performing a skill. Lead- up activities are emphasized for application of
learned skills. Students should be able to follow specific rules, procedures, and
etiquette involved in physical activity.

The physical education framework follows a developmentally appropriate

sequence. Activities should be taught from the simple to the complex. The
competencies are required to be taught through a variety of instructional
strategies a district may develop. Competencies are not hierarchal or
chronologically ordered. Competencies provide a general guideline of on-going
instruction.

The suggested objectives are optional, not mandatory. Objectives indicate skills
that enable fulfillment of competencies, describe competencies in further detail,
or show the progression of concepts throughout the grades. School districts may
adopt the objectives or modify them and are encouraged to add their own
objectives to meet the competencies for instructing students in their school
district.

26 
 
  
THIRD-FIFTH GRADE
          Content Strands

    Gross Motor Skills Development (GM)  Fine Motor Skills Development (FM) 
    Social Skills (S)             Personal Skills (P) 
    Cognitive Development (C)                                    Lifelong Learning/Participation (L) 
    Fitness (F)                                                     Adapted Physical Education (AP) 

* See glossary

         COMPENTENCIES and Suggested Objectives:

1. Demonstrate competency in motor skills and movement

patterns needed to perform a variety of physical activities.
(GM, FM)
GRADE THREE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Begin to use locomotor* and Students will perform a game of 15
nonlocomotor* skills to Hopscotch. Balance and smooth
perform rhythmic activities. transition should be identified as
  necessary skills to be successful.

Demonstrate an Have students demonstrate 15

intermediate form of mirroring/matching, meeting/parting,
manipulative skills. leading/following, and moving
  over/under. (Mirroring – Have students
face one another and simultaneously do
  the same movements (i.e., jumping
jacks, hopping on one foot, waving, etc.)
 
as their partner. Matching – Have
  students repeat a motion after seeing a
partner demonstrate a movement ( i.e.,
  jumping, jacks, hopping on one foot,
waving, etc.).
 
Perform fundamental Students should complete a teacher- 2
movement skills* in a constructed obstacle course that
variety of settings. requires a variety of locomotor
movements, nonlocomotor movements,
  and manipulative skills (i.e., push, pull,
rope climb, balance beam, beanbag
  toss, under, over, etc).

27 
 
  
 
Apply manipulative* skills to With a partner, students will use proper 2, 11
accomplish the objective of form (i.e., positioning of hands
the activity. depending on the height of the throw,
bending of elbows to absorb the force,
catching the ball with hands) when
receiving a ball.

                                                 GRADE FOUR
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Apply manipulative skills* to Have students participate and learn
5, 17
enhance participation in rules in lead-up games such as one
physical activity settings. base baseball, sideline soccer, 2 on 1
  hockey, and basketball, Frisbee to
demonstrate manipulative skills* (i.e.,
  bouncing, throwing, kicking, rolling,
striking, and trapping the ball, puck, or
  Frisbee).
 
Employ fundamental Students will use proper form (i.e.,
positioning of hands depending on the 5
movement skills* in various
settings. height of the throw, bending of elbows
to absorb the force, catching the ball
with hands only) when receiving a ball
from a partner.

                                                
                                                  GRADE FIVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Demonstrate smooth Have students learn and perform simple
11
combinations of dances in time with music, such as,
fundamental movement polka step (hop-step-together-step),
skills through rhythmic Electric Slide, Cha-Cha Slide.
patterns.  

Demonstrate improvement Have students practice 2

of form, strength, and overhand/underhand throwing, catching,
accuracy in performing shooting, dribbling, kicking, and striking

28 
 
  
manipulative skills*. activities at varying distances.
 
5
Demonstrate movement Play “Rip Flag” (i.e., Two teams will
skills with productivity have different color flags attached at the
during team activities. waist level with Velcro. Each team must
attempt to capture the other team’s
flags using chasing and fleeing skills).
 
COMPETENCY 1 SAMPLE LESSON PLANS.
 
     
P-1121 Rainy Day Recess 1: P-973 Classroom Olympics P-910 Three Facts and a Fib
Intermediate Grades
P-859 Jumping to Learn P-900 Jump the Solar System
P-909 Math Battle Field
P-891 Multiplicity Volleyball P-847 Virus Attack 
P-853 Scientific Head Shoulders  
Knees and Toes 1  
 
P-852 Scientific Head Shoulders
Knees and Toes 2 
 

2. Demonstrate an understanding of movement concepts,

principles, strategies, and tactics as they apply to the learning
and performance of physical activities. (C, L, GM, FM)
 
GRADE THREE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Adapt body movements Students should complete a teacher- 2
according to particular constructed obstacle course that  
obstacles. requires a variety of locomotor
movements, non-locomotor  
  movements, and manipulative skills
(i.e., push, pull, rope climb, balance  
   beam, beanbag toss, under, over,
 
etc).
 
Have students engage in activities 5
Understand how
appropriate practice such as horseshoes, basketball, and
soccer. Have students identify which  
improves performance.
  skill is being used and why. (For
example, when playing horseshoes,  
  the students should use the
 
underhand toss instead of the

29 
 
  
  overhand throw so the landing of the  
  horseshoe is much softer.) 
   
Improve performance by Students will use proper form (i.e., 2, 11
participating in new and positioning of hands depending on the
difficult tasks. height of the throw, bending of elbows
to absorb the force, catching the ball
with hands only) when receiving a ball
from a partner.
                                                     

  GRADE FOUR
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Apply specific direction and Have students demonstrate the proper 5
force to manipulative skills. grip on a tennis racket to perform the  
forehand groundstroke. Explain how
  the amount of force applied  
determines the distance that the ball
 
  lands.
 
 
Students will participate in a game of 5
Incorporate basic offensive
and defensive strategies “Capture the Flag”. Each team has a
designated area called “base”. “Base”  
(i.e., one –on- one, arms out
for balance on the balance is where each team’s flag is located.
 
beam, alignment of Each team
players in volleyball, etc.) in also attempts to capture the  
opponent’s flag while protecting their
a variety of settings.
flag. Observe students to determine if  
  they are incorporating learned skills
into game settings.
 

 
 
 
 
 
 
 
 
 
 
 

30 
 
  
     GRADE FIVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Plan basic offensive and Have students create a routine using 5
defensive strategies basketball passing skills (i.e., three-  
designed for team activities. on- three dribble/pass, three-on-two,
two-on- one full court drill.  
 
Recognize the critical Use task cards or sheets for peers to 8
elements that would critique another student’s technique of
 
enhance a peer’s specialized skills (i.e., passing,
dribbling, striking, and shooting).
performance of a
 
specialized skill (i.e., grip in
tennis, dribbling with finger  
tips in basketball, etc.).

 
COMPETENCY 2. LESSON PLANS
 
   
P-1309 Basketball Basics – P-1320 Playground Ball Basics - P-1321 Playground Ball - Four
Dribbling Passing and Catching Square

P-1310 Basketball Basics – P-1319 Soccer Basics – Heading P-1314 Measuring the Basketball
Passing Court
P-1315 Football Basics - Passing
P-1311 Basketball Basics - P-1122 Rainy Day P.E.:
Shooting P-1317 Football Basics - Punting a Intermediate Grades
Football
P-1318 Soccer Basics – Dribbling P-1008 Chinese Jump Rope MCT2
P-981 String Games Review
P-1316 Football Basics –
Running With the Ball P-971 Historical Who Am I P-978 Fantastic Fun Stunts
P-975 3-Rs P-940 Snowball Math P-946 Space Exercises
P-945 Flying Lid Football P-787 International Hopscotch  P-942 The Tug of the Civil War 
P-908 Arm Yourself 
   

31 
 
  
3. Participates regularly in physical activity (GM, L, F, C, L, S,
AP).

GRADE THREE
Suggested Objectives  Suggested Teaching Strategies  Sample 
Assessments 
     
Engage in moderate to Students will engage in a series of 11
vigorous* physical activities.  exercises (i.e., running, walking,
  jumping, hopping, calisthenics*, etc.) to  
improve aerobic endurance for a
  specified amount of time. Students  
should identify changes that occur in
   
the functions of their body.
   
Explain the importance of a Students will develop an individual plan 8
physically active lifestyle. to exhibit a physically active lifestyle.
 
 

GRADE FOUR
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Participate regularly in a Teacher will have students participate
variety of physical activities. in physical activities that will improve  
the student’s cardiovascular health and
  enhance their skill level.  
 
Encourage students to participate in 12
Maintain participation in
activities outside of the moderate to vigorous physical activities
school setting. such as intramural sports offered by
the school or local community
  programs. Have students write about
physical activity experiences in other
  settings.

Identify benefits derived Students will identify their strengths

from physical activities. and weaknesses by participating in
fitness tests, such as “Presidential
Challenge to Physical Fitness”
www.presidentialyouthfitnessprogram.
org

32 
 
  
  GRADE FIVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Identify opportunities in the Keep a daily log of activities students 15
school and community for perform outside the classroom (i.e.,
regular participation in church league, boys and girls club,  
physical activity. YMCA, city league).
   
Participate in physical Encourage students to participate in
activities such as walking, bicycling, 2
activities that will help
prevent a sedentary and fishing. Discuss how these
activities help prevent a sedentary
lifestyle.
lifestyle.
   

 
COMPETENCY 3. SAMPLE LESSON PLANS 
 
     
P-951 World Cup Soccer P-939 Dictionary Dash P-915 Toxic H2O
 
P-860 Membrane Mayhem  P-848 Skeletal Simon Says   

   
4. Achieve and maintain a health-enhancing level of physical
fitness (F, L, C)
                                                   GRADE THREE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Maintain aerobic* physical Engage in selected activities that 9
activity (i.e., continuous maintain the heart rate within the target  
training, circuit training, etc.) heart rate*zone for a specified amount
of time. See glossary on how to  
for a specific time frame.
calculate target heart rate zone.
Students should use basic  
 
multiplication, addition, and subtraction
 
  to calculate heart rate and target heart
  rate zone.  
   
Identify the importance of Students will bring magazine pictures 11
leading a healthy lifestyle. or drawings showing people with and
without characteristics of a healthy  
  lifestyle. Compare/contrast pictures.

33 
 
  
     
Associate specific physical Students will engage in a series of
activities with the exercises (i.e., running, walking, 11
components of health- jumping, hopping, calisthenics*, etc.) to
related fitness (muscular improve aerobic endurance for a  
strength*, muscular specified amount of time. Students
 
endurance*, flexibility*, body should identify changes that occur in
composition*, and aerobic the functions of their body.  
fitness*).  
   
 

 
                                                   GRADE FOUR
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Participate in moderate*to Have students participate in 5
vigorous*physical activities calisthenics*, lead-up games, or  
(MVPA) on a daily basis. individual skills (i.e., balancing,
running, hopping, skipping, throwing,  
catching, striking, kicking, etc.) to
improve performance in activities that  

  require students to use many skills. 

 
 
Understand health related Students will identify their strengths 12, 15
fitness standards (muscular and weaknesses by participating in
strength*, muscular fitness tests, such as “Fitnessgram”
endurance*, flexibility*, or the Presidential Youth Fitness
aerobic fitness*, and body Program.
composition*) as defined by  
fitness testing* and www.fitnessgram.net
demonstrate physical www.presidentialyouthfitnessprogram.
fitness. org  

34 
 
  
GRADE FIVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Meet health-related fitness Administer pre and post fitness tests to 3
standards (i.e., muscular measure cardiovascular endurance,  
strength*, muscular muscular strength/endurance, body
composition*, and flexibility. Have  
endurance*, flexibility*,
students write a summary about their
aerobic fitness*, and body perception of the fitness test results.  
composition*) as defined by  
 
fitness testing.
   
Demonstrate several Keep a daily log of activities students 15
activities involving each perform outside the classroom (i.e.,
component of health-related church league, boys and girls club,
fitness (muscular strength*, YMCA, city league).
 
muscular endurance*, ` 
flexibility*, aerobic fitness*,
and body composition*)

 
COMPETENCY 4. SAMPLE LESSON PLANS
 
     
P-953 Progressive Storytelling P-937 Geography Walk P-913 Noun Master

P-911 Number Line Up P-907 Foul Ball P-904 Jumping Out of this
World
P-897 Buzz Walking P-896 Minute Marathon
P-849 Skeleton Race
P-801 Camera Walk P-627 Fitness Testing for the
Classroom  P-295 Break it Down 
P-260 No Couch Potato 
 

35 
 
  
5. Exhibit responsible personal and social behavior that respects
self and others in physical activity settings. (P, S, L, AP)
 
                                                   GRADE THREE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Apply rules, procedures, and Have small groups of students create
5, 8
safety principles to any type rules and procedures for a throwing
of physical activity. and catching activity. Each group will
then teach the activity to the class.
  After understanding the rules and
  procedures, have students participate
in the different activities.
 
Work with others to obtain the Have students work in groups to create 5, 8
common goal of an activity. and perform a dance routine to music
from different cultures based on a story
  from that country. Have students
demonstrate movements (running,
  jumping, falling, throwing, etc.), to
show feelings (happy, sad, etc.) of the
  characters.

Respect the limitations and Have students create props that

abilities of themselves and explain the setting (country).
others during physical
activity.

   
 
 
 
 
 
 
 

36 
 
  
  GRADE FOUR
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Work cooperatively and Have students work with a partner or
productively with a partner or group and complete a circuit of
in a group setting. exercises that address health-related
components of fitness.

Accept and respond to Have students write three sentences

on the feelings they have when
winning and losing with
winning/losing and three sentences
dignity and understanding.  about the positive outcomes gained by
participation in the game/sport.
   
 

   
  GRADE FIVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Demonstrate an Assign students different roles within 5, 16
understanding of various physical activities (i.e., student leader,
roles within group activities. umpire, scorekeeper, equipment
manager, etc.) Rotate roles
  throughout the activity. Have students
write about the responsibilities and
  importance of each role. 
 
Recognize and follow rules Have small groups of students create 11
and procedures while rules and procedures for a throwing
maintaining ethical behavior and catching activity. Each group will
during physical activities. then teach the activity to the class.
  After understanding the rules and
procedures, have students participate
in the different activities.
 
Identify areas of concern for Have students list safety procedures 16
for specific activities according to the
safety of self and others in
level of involvement (i.e., player
physical activities. wearing helmet, player remaining in
on-deck circle, spectator remaining
 
aware of surroundings, umpire wearing

37 
 
  
  protective gear, media remaining in
designated areas, etc.).

Work cooperatively with peers Use task cards or sheets for peers to 8
who demonstrate variations in critique another student’s technique of
skill development. specialized skills (i.e., passing,
dribbling, striking, and shooting).

 
COMPETENCY 5. SAMPLE LESSON PLANS 
 
   
P-1313 Measuring the Bounce P-1312 How Far Will They Roll? P-1308 History of Soccer
Scavenger Hunt
P-1307 History of Football P-1306 History of Basketball Scavenger P-1222 Bicycle Safety Skills -
Scavenger Hunt Hunt Grade 5

P-1212 Behaviors of Safe Bikers - P-1127 Street Games P-970 Name Them All
Grade 4
P-950 Funnel Cloud Fun P-949 Prey and Predator

P-954 Rope Ball P-938 Girl Power P-903 Name Game Show Off

P-948 Roadway Math P-899 Ships and Sailors P-858 Knots of Fun

P-902 What is Your Angle? P-805 Turkey Trot with Thankful Hearts P-304 Famous American Circuit

P-857 Get Up Glyphs P-285 Shadow Tag  P-264 Rock, Paper, Scissors,
Compute
P-301 Who's the Leader? 
 

6. Value physical activity for health, enjoyment, challenge,

self-expression, and/or social interaction. (S, C, F, L, P,
A)

GRADE THREE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Assist peers to achieve Have students teach a skill identified by 5
success in physical activity the teacher to a lower grade level or assist
settings. a peer in skill development.
   
 
 
 
 
 

38 
 
  
                                                  GRADE FOUR
Suggested Objectives  Suggested Teaching Strategies  Sample 
Assessments 
   
Express enjoyment while Encourage students to participate in 12
participating in physical moderate to vigorous physical activities  
activity. such as intramural sports offered by the
school or local community programs.  
Have students write about physical activity
experiences in other settings.  
  12
Recognize personal Have students select and practice a skill
challenges and that he/she needs to improve.
 
experiences in physical
activities.  

                                             GRADE FIVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Recognize positive feelings Create drawings, posters, or cartoons for 5, 11
that result from the school/local newspaper that display
participation in physical the benefits of participating in physical
activity.
activities.

 
COMPETENCY 6. SAMPLE LESSON PLANS
 
   
P-1217 Safe Routes to School - P-1214 Safe Routes to School - Cost - P-1213 Bicycle Rodeo - Grades
Pollution - Grades 4, 5, and 6 Grade 5 5&6

P-1192 Safe Routes to School - P-972 BAM! Body and Mind P-969 Mystery Ball
Grades 3-5 - Lesson 1
P-943 Synonym Paired Virginia Reel P-914 What Time is It?
P-944 Rainforest Expedition
P-898 Punctuation Power P-893 Paper Skating
P-905 Spelling Cheer
P-856 Sport Alliterations P-855 Metaphors and Similes
P-892 Silent Spelling Bee in Motion
P-794 Chicken Dance Fun  
P-802 Find It and Phrase It   P-793 Recreate Please
   

39 
 
  
P-628 Pop Walk P-302 Password Pantomime P-292 Question of the Day

P-290 Rhyme Mine P-289 Lights, Camera, Action  P-282 Travel the Magnolia
State 
P-280 Biome Boogie 
 

40 
 
  
SIXTH-EIGHTH GRADE
 

Physical education for sixth-eighth grade students should provide

experiences for social interaction while following rules, regulations, and
safety procedures. It should provide a positive setting for students to
compete, gain respect for others, and to build self-confidence. Students
will be challenged by high levels of competition and by learning new
and/or different activities. Most skills should be practiced as a whole so
that rhythm is maintained.

Fitness is a major component of the sixth-eighth grade framework.

Students should participate in numerous fitness activities for varying
lengths of time. Participation in these activities should enable students to
develop diversity.

The teacher should reinforce consistency in performing complex skills in

complex environments. Students should be aware that individuals learn
skills at different rates and mastery is not solely based on the amount of
time spent performing the skill. Teachers should also reinforce short-term
goals, independence and healthy lifestyles so students can easily identify
personal successes.

The physical education framework follows a developmentally appropriate

sequence. Activities should be taught from the simple to the complex.
Competencies may be taught in any format a district may develop. The
competencies are required to be taught. Competencies are not ranked
in order of importance; rather, the sequence of competencies relates to
the broader K-12 framework. Competencies provide a general guideline
of on-going instruction.

The suggested objectives are optional, not mandatory. Objectives

indicate skills that enable fulfillment of competencies, describe
competencies in further detail and show the progression of concepts
throughout the grades. School districts may adopt the objectives and
modify them and are encouraged to write their own objectives to meet the
competencies for students in their school district.
 

41 
 
  
SIXTH-EIGHTH GRADE

Content Strands

Gross Motor Skills Development (GM) Fine Motor Skills Development (FM)
Social Skills (S) Personal Skills (P)
Cognitive Development (C) Lifelong Learning/Participation (L)
Fitness (F) Adapted Physical Education (AP)
 

* See glossary

 
COMPETENCIES and Suggested Objectives:

1. Demonstrate competency in motor skills and movement

patterns needed to perform a variety of physical
activities. (GM, FM, C)
 
GRADE SIX
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Demonstrate smooth Teach rhythmic activities using a variety 8
combinations of of sports equipment (i.e., dribbling to  
fundamental movement music, using stretch bands, performing  
skills through rhythmic rhythmic parachute activities).  
patterns.  
 
 Demonstrate improvement Play dribble tag. Have two to four 5, 8
of form, strength, and students dribble a ball while chasing  
other students. The students who are
accuracy in performing
being chased should be required to use  
manipulative skills*. a variety of locomotor* skills, such as
 
running, hopping, skipping and to
change them on command. Have
  students assume various roles during
activity.
   

         

42 
 
  
 
        GRADE SEVEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Demonstrate competency The opponent will return the serve in 2, 13
with increasing proficiency tennis using the forehand or backhand
 
in movement skills while stroke.
participating in team and  
Have students field the ball (i.e., softball
individual sports. or baseball) using the correct technique.  

Perform continuous 5
Encourage students to exhibit positive
(possibly using rhythmic  
peer interaction while participating in
activities) and discrete skills various activities that include non-  
(i.e. discrete skills have a traditional sports (e.g., Field hockey,
defined beginning and end fencing, archery).  
and continuous skills are
ongoing).
8
Develop offensive and Use bouncing a ball to music, jumping
defensive strategies in rope to music, and/or tinikling (National
individual and team sports. dance for the Philippines that combines
physical education and music).

 
 
 
 
 
 
 
 

43 
 
  
GRADE EIGHT
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Demonstrate increased Have students demonstrate various 2, 13,
proficiency in movement physical activities that include locomotor*
skills while participating in and non-locomotor* movements.
team and individual sports.
 
Perform continuous and Have students practice discrete skills 5
discrete skills (i.e., discrete (i.e., forearm volleyball pass, bowling)
skills have a defined and continuous skills (i.e., juggling,
beginning and end and dribbling a basketball).
continuous skills are
ongoing).

Execute offensive and Have students participate in scrimmage 5 

defensive strategies in game (i.e., badminton or soccer) to apply
individual and team sports. learned skills.
   
 
                              
COMPETENCY 1. SAMPLE LESSON PLANS
 
     
P-1134 Sport Stacking: Day 1 P-368 Geography Golf: Day 5 P-1098 Lead-Up Soccer 1

P-1146 Sport Stacking: Day 2 P-1105 Stack It Up! P-1099 Lead-Up Soccer 2

P-1147 Sport Stacking: Day 3 P-1104 Volley Up! P-1100 Lead-Up Soccer 3

P-1148 Sport Stacking: Day 4 P-1103 Lead-Up Volleyball] P-1102 Lead-Up Soccer 4

P-1149 Sport Stacking: Day 5 P-1076 Pushup/Chair Dip P-1101 Lead-Up Soccer 5
Challenge
P-1087 Quick Muscle Pump 1 P-1089 Squat it Out! 1
P-1077 Ball Activity Warm-Up Day
P-1082 Jump Start the Class 1 1 P-1066 Grab that Flag: Team Play

P-1083 Jump Start the Class 2 P-1078 Ball Activity Warm-Up Day P-941 Deck Tennis: Serve It Up!
2
P-1084 Jump Start the Class 3 P-813 Lane Soccer
P-1079 Ball Activity Warm-Up Day
P-1086 Jump Start the Class 4 3 P-774 Two-on-One Soccer

P-343 Geography Golf: Day 1 P-1080 Ball Activity Warm-Up Day P-611 Moving with Adverbs
4
P-356 Geography Golf: Day 2 P-550 Reading Trivia Tag
P-1081 Ball Activity Warm-Up Day
P-357 Geography Golf :Day 3 5 P-1108 Pickleball
 
P-367 Geography Golf: Day 4 P-1106 BB/FT Ball P-1107Speed Ball
 

44 
 
  
2. Demonstrate understanding of movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities. (C, F, L,
GM)
 
GRADE SIX
Suggested Objectives Suggested Teaching Strategies Sample
Assessment
 
Analyze the critical elements Have students create a checklist 8
that would enhance a peer’s according to activity to determine if a
performance in a peer is using appropriate techniques to
specialized skill. enhance performance.

Comprehend the importance Teach proper warm-up*/cool down* 8

of warm-up* and cool down* techniques to prevent injury. Have
techniques during physical students warm-up and cool-down before
activity. and after all activities (i.e., hold
stretching and walking to reduce heart
rate after running).

Create and modify activities Explain/demonstrate proper technique 2, 5 

that provide practice of for specific activities. Watch teacher-
selected skills to help made video on correct/ incorrect form of
improve physical specialized skill (i.e., throwing, catching,
performance, begin shooting, movement skills, etc.) and
offensive and defensive critique performance of that skill.
strategies
 

45 
 
  
GRADE SEVEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Create and modify activities Teacher can have students return a serve 2, 13
that provide practice of in tennis using the forehand or backhand
selected skills to help stroke. Have students field the ball (i.e.,  
improve physical softball or baseball) using the correct
performance. technique.  

   
 
Identify the basic training Discuss the changes (i.e., increased 12
principles (i.e., FITT*, heart rate, perspiration, increased
Warm-up/Work-Out/Cool respiration, etc.) that occur after  
Down, specificity, overload, performing physical activity based on the
intensity). FITT principal (Frequency, Intensity,  
Time, and Type of activity). Have
students identify the weakest area and  
create a plan for improvement.
 
Explain the skills necessary to maximize 2,4,11,12
Discuss concepts that
impact the quality of proper student’s success in performing the
practice techniques. underhand serve in the following phases
of volleyball.
 
Preparation phase- feet in comfortable
stride, weight evenly distributed, and eyes
on ball

Execution Phase- swing arm back,

transfer weight, contact ball with heel of
open hand, and contact ball below center

Follow through- swing striking hand

forward to top of net, and transfer weight
to front foot.

Have students observe a peer performing

one or all of the components of this skill
and provide feedback.

46 
 
  

GRADE EIGHT
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Create offensive and Devise a game using offensive and 8
defensive strategies in defensive strategies in specific sports.  
physical activities. (i.e., When students are playing capture
 
the flag, have them decide how many will
stay to protect the flag and how many  
will attempt to capture the other team’s
 
flag. Have students determine if man-to-
man coverage or zone coverage in a  
game of basketball would be the best
strategy to maximize chances of  
success.)
 
Apply appropriate warm-up Perform warm-up* and cool-down*
5
and cool down* techniques exercises before and after activities
throughout the year and discuss the  
while participating in a
importance of each. Observe students
variety of physical activities. to ensure that proper stretching  
techniques are being used.
 
 
 
Utilize principles of training Research safety practices for basic 5,8,15
and conditioning (FITT*, muscular strength and endurance  
Warm-up-Work out- Cool principles and create a fitness plan that
down*, specificity*, includes principles of training and  
intensity*, overload*) to conditioning. Students will share this
improve physical fitness. information with their class.  
 
 
Understand how Have students understand how proper 5,8
biomechanics (i.e., human hip rotation improves performance of
movement from a variety of striking skills and how knee extension
perspectives) affects improves performance of a kicking skill.
performance. Have students demonstrate these proper
techniques.
 

47 
 
  
COMPETENCY 2. SAMPLE LESSON PLANS 
 
     
P-1131 Clowning 101: Part 1 P-1075 Seasons of the Year: The P-825 Foot/Basket Ball
Kinesthetic Way
P-1132 Clowning 101: Part 2 P-503 Too Close for Comfort
P-1074 Math Basketball
P-1085 Four Square: Ready for P-383 Synaptic Tag: The Brain on
Fitness  P-1067 Synaptic Tag Drugs 
 

3. Participates regularly in physical activity (GM, L, F)

                       GRADE SIX
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

     
Participate in physical Students will complete a group project to 15
activities in and out of the identify places for physical activity in
school’s physical education school/community. Students should be  
setting. encouraged to exhibit responsible
  personal and social behavior.  
 
Use pedometer to count steps  
Participate in moderate to
vigorous physical activity throughout the day. Record results in a
9
(MVPA) on a regular basis. physical activity log.
   

 
GRADE SEVEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Participate in physical List personal interests and abilities and 1
activities based on individual have student’s research opportunities
interests or capabilities. available in these areas to meet their  
fitness needs.
   
Explore different lifelong At the beginning of the year give an
physical activities. interest survey on lifelong physical 15
activities. The teacher should
incorporate the results in yearlong

48 
 
  
  planning.
 

  
          GRADE EIGHT
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Participate in games, Have students participate in a variety of 15
sports, dance, and/or other activities based on their own interests.  
activities in a variety of Reinforce that these activities could be
settings that are based on different for everyone and that mastery of  
personal interests. a skill is not necessary for enjoyment.
Use survey to determine activities.  

3
Set personal physical Use fitness test results to have students
fitness goals based upon determine if they are achieving their  
the results of fitness fitness goals. Design meaningful fitness
assessments. goals based on the results of the  
  Presidential Youth Fitness Program
test or other instructor initiated fitness  
  test.
  www.presidentialyouthfitnessprogram.org  

Participate and apply basic Research safety practices for basic 16

muscular strength and muscular strength and endurance
endurance principles and principles. Share information with class.
safety practices both inside  
and outside of school.
 

 
COMPETENCY 3. SAMPLE LESSON PLANS 
 
     
P-1093 Crunch Those Abs! 1 P-1092 Pump It Up Please! P-1058 Pace Yourself

P-1094 Crunch Those Abs! 2 P-1090 Squat it Out! 2 P-916 Modern Day Tinikling

P-1095 Crunch Those Abs! 3 P-1064 Hoops for Heart P-279 Fitness Stations

P-1096 Crunch Those Abs! 4 P-612 Fitness Four Square P-1097 Crunch Those Abs!
 
 

49 
 
  
4. Achieve and maintain a health-enhancing level of
physical fitness. (L, C)
 
GRADE SIX
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Identify each health-related Have students participate in health 9
fitness component (i.e., related fitness activities and explain the
importance of each component.  
cardiovascular endurance*,
Reinforce science skills by explaining
muscle strength*, flexibility*,  
how physical activity and proper nutrition
muscular endurance*, and affect the major organs of the body.
body composition*) and the  
impact of physical    
participation on these
 
components.  

Establish and monitor Have students maintain his/her target 3

progress toward appropriate heart rate zone* (see glossary) for 20
minutes while participating in an activity  
personal fitness goals in
of their choice.
each of the components of    
health-related fitness.  
 
Examine pre-and post- Have students graph pre- and post- 17
fitness test scores after fitness test scores and compare results.
participation in fitness- Have students answer questions about
enhancing activities. fitness levels and improvements.
 
 
 
GRADE SEVEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
 
Participate in fitness Administer a health related fitness test. 3
assessment and Presidential Youth Fitness Program  
developmentally www.presidentialyouthfitnessprogram.org
appropriate health-related Use health related activities from  
activities for the purpose of Physical Best or other fitness curricula.
improving skill performance  
and physical fitness. Physical Best- www.aahperd.org

50 
 
  
 
Design a personal fitness Based on fitness scores have students
plan*. develop a fitness plan that improves 15
body composition, muscular strength,  
muscular endurance, flexibility, aerobic
fitness, etc.  

 
Engage in physical activity Record heart rates obtained through a
9, 15
at an increased heart rate variety of endurance activities within a
for a minimum of 20 20-minute time frame. Have students
minutes at least three times explain the difference between resting
per week. and exercising heart rate based on how
vigorous the exercise was (i.e., heart rate
after walking, heart rate after running,
etc.). Collectively compile data and
create a chart listing each student’s heart
rates.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

51 
 
  
  GRADE EIGHT
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Apply each health-related Participate in activities designed to 15
fitness component (i.e., improve or maintain muscular strength
muscular strength, and endurance, flexibility, cardio-
endurance, flexibility, body respiratory endurance, and body
composition, aerobic composition in a variety of settings.
fitness) and explain how
participation in physical
activity impacts personal
fitness.
Examine and discuss pre- Use fitness test results to have students
and post-fitness test scores determine if they are achieving their 3
after participation in fitness- fitness goals. Design meaningful fitness
enhancing activities. goals based on the results of
FitnessGram or Presidential Youth
Fitness Program testing.

Implement a personal Use fitness test results to have students 15 

fitness plan to accomplish a determine if they are achieving their
physical fitness goal. fitness goals. Design meaningful fitness
  goals based on the results of
Presidential Youth Fitness Program or
FitnessGram.
www.fitnessgram.net

www.presidentialyouthfitnessprogram.org   

 
COMPETENCY 4. SAMPLE LESSON PLANS
 
     
P-1054 Fitnessgram: Day 1 P-1133 The Musculoskeletal P‐1168 Body Image and Self
System Esteem
P-1055 Fitnessgram: Day 2
 
P-1056 Fitnessgram: Day 3

P-1057 Fitnessgram: Day 4 

 

52 
 
 5. Exhibit responsible personal and social behavior that
respects self and others in physical activity settings.(S,
P, L)

GRADE SIX
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Follow rules and procedures Provide students with scenarios of game 15

and display sportsmanship situations. Have students explain the
while participating in importance of accepting a controversial
call and appropriately handling conflicts.
physical activities.

Practice responsible Students will complete a group project to 14,15

decision-making during identify places for physical activity in
specific activities. school/community. Students should be
encouraged to exhibit responsible
personal and social behavior.

GRADE SEVEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Follow rules and regulations Provide students with scenarios of 5

and respect others. inappropriate use of equipment and
space. Have students demonstrate the
appropriate use.

Exhibit characteristics of a Encourage students to exhibit positive

5, 8
positive role model by peer interaction while participating in
following rules and various activities that include non-
procedures and displaying traditional sports (e.g., Field hockey
sportsmanship during
fencing, archery).
physical activities.

53 
  
                                                GRADE EIGHT
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Exhibit characteristics of a Discuss the influence of role models, 5, 10
positive role model. listing positive and negative examples.
 
Discuss the importance of displaying
positive character traits to other  
students. Have student’s role play being
a role model/mentor.  

Distinguish/Identify the traits exhibited by  

a person that students consider a good  
role model and how they differ from a
negative role model (traits not actions).  
Allow proper debate when opinions
 
differ.
 
Solve conflicts in physical The teacher can have students serve in
5,8
activity by determining various roles in physical education class
potential solutions. such as team captain, game official, and
 
coach of a team.  
 

 
COMPETENCY 5. SAMPLE LESSON PLANS
 
   
P-1221 Bicycle Safety Skills - P-1216 Safe Routes to School - P-1208 Safety Behaviors for
Grades 6-8 Counting Vehicles Pedestrians - Grades 7 & 8

P-1211 Behaviors of Safe Bikers - P-1207 Safety Behaviors for P-1162 Criticism: Striving For
Grades 6 - 8 Pedestrians - Grade 6 Perfection

P-1161 Respect for Property and P-1160 Bicycle Safety and You  P-1159 Trust Me: Learning to Be
Authority Responsible 

 
 

54 
 
  
6. Value physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction. (P, L, F, C)
 
                                                 GRADE SIX
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Describe and practice Describe ways the body can be used to 5
positive feelings associated express and/or communicate ideas and
with physical fitness. feelings.

Identify physical changes Have students identify changes in heart 5, 15 

that occur in our bodies rate, perspiration, and muscle
associated with physical development through participation in
activity. physical activity. Discuss how being
  active reduces stress, decreases
hyperactivity, etc.
 

 
 

                                                   GRADE SEVEN
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Use the physical activity List personal interests and abilities and 1
setting as an opportunity to have student’s research opportunities
improve social skills (i.e., available in these areas to meet their
self-expression, social fitness needs.
interaction, etc.).

Analyze physical fitness Write one paragraph on how 15

experiences regarding participation in physical activity promotes
 
social, emotional, and a healthy lifestyle (i.e., social, emotional,
health benefits. etc.).  
   
 

   
 
 

55 
 
  
  GRADE EIGHT
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     

Engage in physical activities Provide opportunities for students to 5

that provide challenge, engage in challenging activities (i.e.,
problem solving, decision- team sports, game settings). Observe
making and risk taking. students to see if they are using skills
learned in a variety of settings.
   

 
COMPETENCY 6. SAMPLE LESSON PLANS 
 
     
P-1219 Safe Routes to School - P-1220 Safe Routes to School - P-1218 Safe Routes to School -
Pollution Contest - Grade 6 Questionnaire - Grades 7 & 8 Pollution - Grades 7 & 8

P-1215 Safe Routes to School - P-1209 Bicycle Rodeo - Grades 7 & P-1171 At Your Own Risk
Cost - Grade 6 8
P-1163 The Motion Potion 
P-1194 Safe Routes to School - P-1167 Our Flexible Frame 
Grades 6-8 - Lesson 1

 
 
 
 

 
 
 

56 
 
  
GRADES NINTH – TWELVE
 
Grades nine through twelve are dedicated to mastery in more complex
versions of various movements and proficiency in most activities. These
should include a minimum of six themes:
Team Aquatics
Dual and Individual Sports Fitness activities
Gymnastics Rhythms/dance

Non-traditional activities should be included where facilities and

instructional expertise are available. The primary focus of instruction
should be on the application and mastery of activity skills that would
encourage students to lead an active lifestyle. The application of these
motor skills in instructor supervised physical activities will help students
learn and apply the social skills (i.e., cooperation, fair play, playing by the
rules, etc.) necessary to function appropriately in society. Additionally,
students should plan, execute and alter, as needed, a fitness program that
encourages them to be physically fit/active for a lifetime.
Teacher should encourage students to use skills in unpredictable
environments and reinforce that mental practice can increase
performance, particularly at higher skill levels. They should understand
that regular physical activity and mastering skills will continue with them
throughout their lifetime. Family, school, and community attitudes are
influenced by an individual’s commitment to a fitness plan.

The physical education framework follows a developmentally appropriate

sequence. Activities should be taught from the simple to the complex.
Competencies may be taught in any format a district may develop. The
competencies are required to be taught. Competencies are not ranked
in order of importance rather the sequence of competencies relates to the
broader K-12 framework. Competencies provide a general guideline of on-
going instruction.

The suggested objectives are optional, not mandatory. Objectives indicate

skills that enable fulfillment of competencies, describe competencies in
further detail, and show the progression of concepts throughout the
grades. School districts may adopt the objectives or modify them, and are
encouraged to write their own objectives to meet the competencies for
students in their school district.

57 
 
  
GRADES NINE - TWELVE
 

Content Strands
 

Gross Motor Skills Development (GM) Fine Motor Skills Development (FM)
Social Skills (S) Personal Skills (P)
Cognitive Development (C) Lifelong Learning/Participation (L)
Fitness (F) Adapted Physical Education (AP)
 

* See glossary
 
COMPETENCIES and Suggested Objectives:

1. Demonstrate competency in motor skills and movement

patterns needed to perform a variety of physical
activities. (GM, FM, C)

GRADE NINE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Demonstrate proficiency in Students will participate in team and

5, 12, 15
numerous movement forms. individual activities that allow them to
practice, improve, and apply previously
learned motor skills in activities taken
from the suggested activity list.

Use technology to evaluate Students will use professionally prepared 11, 3

a variety of movement and teacher prepared videos and
forms. computer programs (i.e., aerobic videos,
physical activity instructional videos,
fitness testing software) to analyze and
assess the improvement of their physical
skills.
FitnessGram
www.fitnessgram.net
Presidential Youth Fitness Program
www.presidentialyouthfitnessprogram.org

58 
 
  
GRADES TEN – TWELVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Demonstrate proficiency Have students participate in a tennis match. 5, 11
in team-oriented skills Students should display skills such as
developing strategy, playing by the rules,
scorekeeping, proper grip, force, etc.

Improve upon a variety Have students demonstrate strategy while 11, 13

of advanced participating in activities such as racquetball,
manipulative skills. tennis, soccer, badminton, and/ or volleyball.

COMPETENCY 1. SAMPLE LESSON PLANS

 
P-563 Track-Shot Put and Discus P-569 End of Year Fitness Testing P-486 Jump Rope for Heart

P-561 Track-Long Jump and P-844 Footwork and Change of P-435 Core Muscle Exercises
Triple Jump Direction
P-434 Weight Room-Back Exercises
P-560 Track-High Jump P-480 Take Your Medicine - Leg
Exercises P-433 Weight Room-Leg Exercises
P-557 Track-High and
Intermediate Hurdles P-477 Short Response Drills P-432 Weight Room-Arm Exercises

P-556 Track-Relays P-476 Long Response Drills P-431 Weight Room-Shoulder

Exercises
P-554 Track-Middle Distance P-475 Rapid Response Drills
P-413 Weight-Room Chest
P-410 Jump into Plyometrics P-351 Soccer Drills-Trapping Exercises

P-305 Ultimate Frisbee-Freelance

Throwing

 
 
 
 
 
 
 
 
 
 
 
 
 
 

59 
 
  
2. Demonstrate understanding of movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities. (C, L, P,
AP)
 
GRADE NINE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
     
Identify and analyze the Using a teacher provided checklist or 2, 11
movement skills of self and rubric; students will observe and
peers during various evaluate the motor skills of peers in
physical activities. selected areas.
Design self-improvement Video students during physical activities.
plan to achieve a higher skill Have students watch video and use the 2, 8 
level in a movement activity. checklist/rubric to evaluate movement
skills. Design activities to improve
movement skills.

GRADES TEN – TWELVE

Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Analyze peer performance Have students create a rubric to observe 2, 11
on specific movement skills. and analyze the movement skills of two
other students.
Determine offensive and Have students demonstrate strategy 2, 5
defensive strategies while while participating in activities such as
participating in team and racquetball, tennis, soccer, badminton,
individual sports. and/or volleyball.

Use the outcomes of Have students evaluate and document

strategic decisions to ways to improve their performance or the 11,14,15 
encourage the improvement performance of their team following an
of personal performance.  activity.   

60 
 
 COMPETENCY 2. SAMPLE LESSON PLANS

P-845 How to Punt P-824 Volleyball Serving Drill P-650 BMI Check

P-831 Kicking a Football P-778 Set Yourself Before You P-649 What is Your Body Type?
Wreck Yourself
P-830 Receivers Routes-Angles P-645 How Active are You?
P-777 Dig It?
P-829 Receivers Routes- P-644 Check Your Attitude
Estimating Distance P-776 Would You Like Fries with
that Serve? P-485 How Hard Are You
P-828 Catching a Football Working?
P-775 Volleyball - The Basics
P-827 Football-Drive it P-484 FITT
P-653 Am I Eating Because I’m
P-826 Mechanics of Throwing a Sad? P-481 Are You Alive?
Football
P-458 Posture Check P-436 Applying Newton's First
P-342 Running Lessons- Law
Biomechanics of Jogging P-411 Antagonistic Muscle Groups
P-438 Applying Newton's Second
P-315 Soccer Drills-Long Kicks P-348 Fast Twitch Muscle Fibers law
vs. Slow Twitch Muscle Fibers
P-317 Soccer Drills-Inside the P-440 Applying Newton's
Foot Passing P-314 Disc Golf-Play Third Law

P-318 Soccer Drills-Passing P-313 Disc Golf-Rules

Using the Outside of the Foot
P-275 Ultimate Frisbee-Backhand
P-140 How Much Do You Eat? Throw

P-132 A Quality Physical P-276 Ultimate Frisbee-Forehand

Education Program : Part I Throw

P-133 A Quality Physical P-277 Ultimate Frisbee-Proper

Education Program : Part II Catching

P-278 Ultimate Frisbee-Hammer

Throw

61 
 3. Participates regularly in physical activity.
(GM, L, F, C, L, S)
GRADE NINE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Recognize the value of Students will complete a weekly physical 11, 15

participating in vigorous activity log that includes a minimum of
activities over a sustained 10 physical activities. It should include
period of time. activities in a variety of settings. Have
students write a one-page essay
identifying behavior changes needed to
continue a healthy active lifestyle.

Establish personal physical Assist students as they assess their

activity goals based on fitness levels based on the five health 3, 12
previous assessments. related components of fitness (muscular
strength, endurance, flexibility, aerobic
fitness, body composition). Have
students identify their weakest
component and design a plan to improve
it.

62 
 GRADES TEN – TWELVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Participate in a variety of Have students use different methods to 2, 3

health-related movement monitor the five health-related
activities, which encourages components of fitness (muscular
a lifetime of physical fitness. strength, endurance, flexibility, aerobic
fitness, body composition) and identify
any correlation in data that would
indicate fitness.
2, 16
Select activities that In order to demonstrate the knowledge of
promote a physically active activities that promote a physically active
lifestyle by determining the lifestyle, students will select two activities
health and fitness benefits that improve fitness levels in each of the
of team, dual, individual, health related components of fitness.
and lifetime activities.

Create a plan to maximize Have students create a list of supplies

success in a variety of and materials they would need to go on 5, 16
activities (i.e., picnic, an overnight backpacking trip.
camping trip, picking up Encourage them to execute the plan with
litter, etc.). family.

COMPETENCY 3. SAMPLE LESSON PLANS 

P-870 Agility-Rabbit Drill P-651 Skinfold Test P-570 End of Year Fitness Testing

P-871 Agility-Ball Toe Taps P-631 Is This Your Gym? P-615 Crazy Fit Test

P-565 Yoga-What is it? P-483 MHR P-478 Push-up day

P-567 OOOOMMMMMM.....That P-479 Take Your Medicine- P-474 Get on the Ball-Core Stability
Hurts!!! Shoulders
P-146 Tour De France Project: Stage
P-470 Dynamic Stretching vs. One - Time Trial
Static Stretching P-469 So....How Strong Are You?
Deadlift P-147 Tour De France: Stage Two-
P-457 Design Your Own Intermediate Hills
Workout P-468 So... How Strong Are You?
Shoulder Press P-148 Tour De France Project: Stage
P-337 How Much Do You Walk Three – Flats
In A Day? P-467 So....How Strong Are You?
Squat P-149 Tour De France Project: Stage
P-338 Running Lessons- Four - Big Hills
Finding Your Pace: Part 1 P-456 So...How Strong Are You? -
Bench Press P-150 Tour De France Project: Stage

63 
  
P-339 Running Lessons- Five - Intermediate Hills
Finding Your Pace: Part 2 P-325 Soccer Drills-Dribbling
Slalom P-151 Tour De France Project: Stage
P-334 Walking Math Six - Modest Hills
P-160 Marathon Mania
P-156 History of the President's P-152 Tour De France Project: Stage
Physical Fitness Challenge P-135 Keeping Daily Fitness Seven - More Modest Hills
Journals
P-155 Tour De France Project: Final
P-473 Get on the Ball-Leg Stage-Sprint
Exercises

 
4. Achieve and maintain a health-enhancing level of
physical fitness. (F, L, C, AP)
GRADE NINE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Participate in a Complete the FITNESSGRAM 3

nationally recognized www.fitnessgram.net or Presidential
fitness test to assess Youth Fitness Program
personal fitness. www.presidentialyouthfitnessprogram.org.

Utilize various Students will use professionally prepared and 3, 12

resources including teacher prepared videos and computer
technology to enhance programs (i.e., aerobic videos, physical
personal fitness. activity instructional videos, FITNESSGRAM,
www.fitnessgram.net fitness testing
software) to analyze and assess the
improvement of their physical skills.

Design and participate Students will use fitness assessment data to 2, 11

in a personal fitness plan a personal fitness program to increase
program. the five health related components (muscular
strength, muscular endurance, aerobic
fitness, flexibility, and body composition).

64 
 
 GRADES TEN – TWELVE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Develop and participate Have students create a fitness plan that

9, 16
in an appropriate focuses on body composition. The fitness
physical fitness program plan should include warm-up and cool down
to improve personal exercises (i.e., stretching), aerobic fitness
fitness over an extended exercises, and muscular strength and
period of time. endurance exercises. Students should also
plan for a nutritious appropriate diet using
MyPlate.
www.choosemyplate.gov

Maintain the five health Have students create an outline explaining 2, 3, 16

related fitness the activities, principles, and methods they
components (i.e., plan to participate in to maintain aerobic
aerobic fitness, muscular endurance, muscular strength and
strength, muscular endurance, flexibility, and body composition.
endurance, flexibility,
body composition) to live
a healthy lifestyle
through the development
of a fitness plan.

Develop and participate Have students record the fitness, intensity,

time, and type of activity (FITT) that he/she 1, 14, 15
in an appropriate
physical fitness program engaged in for a specific amount of time.
to improve personal Identify likes/dislikes of the activity and
fitness over an extended needs for improvement.
period of time.

COMPETENCY 4. SAMPLE LESSON PLANS

P-1065 Fitnessgram: Day 5 P-841 Maslow's Challenge P-846 Circuit Workout

P-840 Running from a Heart P-839 Don’t Fumble with this P-838 Active Down Time
Attack Jumble
P-646 Leave an Impression-Feet
P-648 How Skilled are You? P-647 Skill Related Fitness Type

65 
  
P-635 You Want Me to Buy What? P-634 Flexibility Evaluation
P-633 Muscular Endurance Test
P-632 What is That? P-616 Researching Aerobic
Programs P-614 Health Related Fitness
P-487 Jumping to Better Fitness
P-472 Get on the Ball And Stay P-471 Get on the Ball-Chest
P-158 Student Fitness Testing : Exercises
Day One P-335 Walking a Mile With Math
P-159 Student Fitness Testing : P-336 Determining Stride Length
Day Two P-143 Mowing For Your Heart
 
5. Exhibit responsible personal and social behavior
that respects self and others in physical activity
settings. (C, S, P, L GM, AP)

GRADE NINE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments
   
Apply rules, procedures, Have students develop rules and serve 5, 15
and safe practices based as the official for the designed activity.
upon teacher instruction.

Demonstrate Students will show proper etiquette in 5

sportsmanship and fair play various physical activities or
during physical activities. competitions.

Have students recognize the similarities 15, 16

Recognize and understand
the value of cultural and differences in games from various
diversity in physical activity. cultures (i.e., the music from various
cultures has different rhythms).

Develop strategies for Have students participate in a game that 5, 12

including persons with will require all team members make at
different ability levels. least one pass to different team mates
before their team can score.  
 

66 
 
 GRADES TENTH – TWELFTH
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Engage in physical Have students use health-related fitness 1, 9, 11, 14

activities that encourage testing data to recognize their various
self-motivation and goal ability levels and indicate their strengths
setting. and weaknesses. Students should
create a list of ideas for short-term goals
to improve weak areas. These short-
term goals are designed to meet long-
term goals of students. The more
proficient an individual becomes, the
more likely he/she will continue to
engage in physical activity.

Cooperate with peers Students will show proper etiquette while

personally and socially participating in various physical activities
through physical activities. or competitions.

Acknowledge differences in Have students recognize the various

peer abilities while working ability levels in individuals and indicate
together to achieve physical strengths and weaknesses. Students
activity goals. should create a list of ideas for short-
term goals to improve weak areas.
These short-term goals are designed to
meet long-term goals of students. The
more proficient an individual becomes,
the more likely he/she will continue to
engage in physical activity.

Identify the effects of age Have students complete an assignment

16
on lifelong physical activity that identifies activities that will aid the
preferences and students maintain a physically active
participation. lifestyle when they become independent
of physical education instruction.

67 
 COMPETENCY 5. SAMPLE LESSON PLANS

P-816 Survival 101 P-1165 Skills for Healthy Living: P-874 Teamwork-Passing Relay
Dealing With Disabilities
P-817 Survival 102-Fire P-873 Teamwork-Team Relay
P-1164 Setting Goals for Healthy
P-818 Survival 103-Shelter Living P-872 Teamwork-Cross the River

P-819 Survival 104-Food P-837 Spell Your Way to Fitness P-321 Soccer Drills-Ball Tag

P-820 Survival 105-Injury P-453 Weight Room 101-The P-319 Soccer Drills-Practice Passes
Rules
P-821 Survival 106-Lost P-307 Ultimate Frisbee-Play
P-454 Weight Room 101- Proper
P-822 Survival 107-Water P-162 Ultimate Diamond Frisbee
Etiquette
P-823 Survival 108-Leave No P-230 Ultimate Frisbee-Spirit of the
Trace P-455 Weight Room 101-Basic Game
Terms and Principles

6. Value physical activity for health, enjoyment, challenge,

self-expression, and/or social interaction. (S, L, F, GM,
AP)
GRADE NINE
Suggested Objectives Suggested Teaching Strategies Sample
Assessments

Participate regularly in Participate in an activity based on 11

health enhancing and self- personal enjoyment. Have students write
rewarding physical a speech on why they enjoy the activity
activities. and the health benefits of the activity.
Present the speech to the class.
Students will participate in a variety of
Recognize the extensive 8, 15
non- traditional activities that include
variety of physical activities,
strategy games (i.e., capture-the-flag,
including those that will
fitness activities, orienteering, rappelling,
challenge the traditional
scavenger hunts, roller blading, water
notion of physical fitness.
sports, unicycling). Have students write
in journal describing challenges of
nontraditional games.

68 
 GRADES TENTH – TWELFTH
Interact with peers in a fun Teacher can divide students into work 2, 5, 15
and challenging groups. Have each work group develop
environment while an activity that includes all students
participating in group- regardless of skill-level.
related physical activities.

Understand the value and Students will prepare a report identifying 11, 16 
benefits of physical activity reasons for participating (i.e., weight loss,
which lead to a healthier reduce medical complications, relieve
lifestyle. stress, socialization) or reasons for not
participating (i.e., slowing of reflexes, loss
of muscle strength, eye sight, possibility
of injury, etc) in certain lifelong physical
activities.

COMPETENCY 6. SAMPLE LESSON PLANS

P-551 The Olympic Games P-344 Walking the USA P-145 Tour De France Project: Part
1 - History
P-137 What is the Impact of
Physical Activity on Mood?

69 
 ASSESSMENT DEFININTIONS
1. Activity Log – A listing of bodily 9. Portfolio – A collection of student work –
movements produced by the usually a combination of student-chosen
contraction of skeletal muscles that ad required material – that demonstrates
result in energy expenditure. achievement of program goals.

2. Checklist – A listing of items that the 10. Role Play – Students take on different
student checks off as each item is roles, assuming a profile of a character or
completed or accomplished. personality an interest and participate in
diverse and complex learning settings.
3. Fitness Test – A test of a student’s
state of physical and mental well-being 11. Rubric – A set of scoring guidelines for
that allows the body to do work-related assessing student work.
tasks.
12. Self Assessment – An assessment
4. Interview – An interview is a method whereby students use rubrics of
conversation between two or more critical elements, journals, or logs to
people where questions are asked by monitor their own progress.
the teacher to elicit facts or statements
from the students. 13. Skill Test – Testing a student to
determine if they have the capability for
5. Observation – A means of assessing doing a specific task well. Skills improve
the achievement of learning outcomes with practice.
by looking at a student’s individual
actions. 14. Student Contract – A written agreement
between student and teacher addressing
6. Other – Any other method of how classroom goals will be met.
assessment that the teacher might
choose to use. 15. Student Journal – A journal is a written
account from the perspective of the
7. Parent Report – Parents are notified in individual. The student writes their
writing concerning their student’s thoughts concerning a specific topic.
performance in classroom activities.
16. Written Assignment – An assignment
8. Peer Assessment – An assessment that requires a written response from the
method whereby students analyze the student.
performance of other students.
17. Written Test – A test that requires a
written response. The test may be
administered orally, on paper or on a
computer.

70 
 GLOSSARY

Adapt-To be able to use learned skills in situations other than the setting the skills were
learned.

Aerobic- Energy produced by the utilization of oxygen.

Aerobic Activities- Exercise that requires a continuous use of oxygen over an

extended period of time (i.e., briskly walking, running, etc.).

Anaerobic Exercise- Exercise in which the body’s demand for oxygen is greater than
the supply.

Assessment- Interpretation of measurements for the purpose of making decisions

about placement, program planning, learning, and performance objectives.

Balance- A skill-related component of fitness that relates to the maintenance of

equilibrium while stationary or moving.

Body Composition- A health-related component of fitness that relates to the relative

amounts of muscle, fat, bone, and other vital body parts.

Calisthenics- Exercises that develop muscle tone and improve physical well being.

Cardiovascular Endurance- Health-related fitness component that relates to the ability

of the circulatory and respiratory system to supply oxygen during sustained physical
activity.

Centers for Disease Control and Prevention (CDC) - Federal agency within the
United States Public Health Service responsible for tracking disease incidence and
taking action to control the incidence of such diseases.

Classroom assessment- An assessment developed, administered, and scored by

teacher /teachers with the purpose of evaluating individual or classroom student
performance on a topic.

Cognitive (C) - Observing, studying and reading about an activity, focusing on the
proper technique.

Content Standards- Expectations of what students should know and be able to do in

particular subjects and grade levels.

71 
  
Continuous Skills- Skills that do not have a defined beginning and end.

Cool-down Exercises- A necessary phase of physical activity (walking and stretching)

that enables the body to gradually return to the non-exercising state.

Coordination- A skill-related component of fitness that relates to the ability to use the
senses, such as sight and hearing, together with body parts in performing motor tasks
smoothly and accurately.

Curriculum- A body of material that defines the content to be taught and the methods
to be used.

Developmentally Appropriate Activities – Programs of activities suited for the

developmental needs, capacities and limitations of students in physical education.

Differences in Individuals- Relating to the skill levels of individuals.

Discrete skills- Skills that have a defined beginning and end.

Endurance- The ability to continue performance of a movement activity.

Equilibrium- The state of a system whose motion is not being changed, accelerated, or
decelerated.

Evaluation- Judgment requiring the quality, value, or worth of a response, product, or

performance based on established criteria and usually based on multiple sources of
information.

Exercise- Planned, structured, and repetitive body movement done to improve or

maintain physical fitness.

Feedback- A verbal gesture, and/or physical consequence given immediately after a

student responds to a cue.

Fine Motor Skills (FM)- Movement of small muscles, (e.g., writing, sewing, drawing,
initiating facial gestures, pronouncing words).

Fitness- State of physical and mental well-being that allows the body to do work-related
tasks.

Fitness Tests- tests (Pre-test, Post- test) that are given before a series of participation
in physical activity and after a series of participation to determine an individual’s
progress.
 
FITT- Fitness, Intensity, Time, and Type of activity.

72 
 
  
Flexibility-The ability of the joints, muscles and tendons to move freely with their full
range of motion.

Fundamental Movement Skills-The basic skills necessary to improve performance.

Gross Motor Skills (GM) - Activities that require large muscle groups, (e.g., walking,
running, standing on one leg, hopscotch).
 
Heart Rate-Number of times the heart beats per minute.

Intermediate form- Competent.

Instructional Alignment- Congruence of student outcomes, learning experiences and

assessments.

Lifetime Activity- Skills and sports that can be used or played throughout life, not just
at that particular time.

Limitations- Disadvantages an individual may have that limits his/her ability.

Locomotor- Moving that requires a series of actions to be repeated over and over (i.e.,
walk, run, jump, hop, skip, gallop, slide, leap).

Manipulative Activities- Activities such as jumping rope, keeping a foot bag in the air
using repetitive foot contact, and juggling with scarves which require the use of
manipulative skills (i.e., bounce, throw, kick, roll, hit, strike, trap). Manipulative activities
develop both hand-eye coordination and dexterity.
Manipulative Skills- A skill in which an individual must handle an object with the hands,
feet, or other body part.

Mastery- The capability to perform an activity repeatedly without error or hesitation at

one’s highest possible potential (proficient).

Mature form- The critical elements of a skill performed in a smooth a continuous

motion.

Maximum Heart Rate- Highest heart rate value attainable during an all-out effort to the
point of exhaustion (220–Age).

Metabolism- The total of all chemical reactions that occur in the body during the
production of energy for work. 

Moderate Activity- Exercising at a rate between resting and target heart rate.

Muscular Endurance- The ability of a muscle or muscle group to perform repeated

73 
 
contractions without fatigue.

Muscular Strength- The amount of force exerted or resistance overcome by a muscle

for a single repetition.

Nonlocomotor- Movements (i.e., push/pull, bend/stretch, twist/turn, swing/sway,

fall/ride) one can do from a stationary position.

Performance Assessment- Assessment that requires students to construct a

response, create a product, or perform a demonstration.

Performance Task- Authentic, meaningful task that requires the students to synthesize
knowledge and skills learned and apply them to construct a response, create a product
and/or performance that demonstrates understanding.

Physical Activity- Bodily movement produced by the contraction of skeletal muscles

that results in energy expenditure.

Physically Educated Person- A person who has learned skills necessary to perform a
variety of physical activities; is physically fit; participates in physical activities, knows the
implications and benefits of such activity; and values its contributions to wellness.

Portfolio- A collection of student work over time.

Proficiency- The mastery of a specific skill.

Progression- Gradually increasing the intensity and duration of an activity.

Reaction Time- The interval of time from a suddenly presented, unanticipated stimulus
until the beginning of a response.

Resting Heart Rate- The heart rate at rest, usually 60-80 beats per minute.

Rubric- A set of scoring guidelines for assessing student work.

Skill Development- Goals of a physical education program, learned by practicing

fundamentals of movement in a planned sequential manner.

Skills- The ability of students to use knowledge effectively and readily in performance,
the ability to transform knowledge into action.

Standards- Statements of specific expectations.

Strength- The amount of force a muscle can exert.

Specialized Skill- A skill that is necessary for an individual to perform in a certain task.

74 
Sportsmanship- The ability to follow the rules of the game, show courtesy to other
participants, etc.

Tactics- Individual movements of players or teams to accomplish an immediate goal or

accommodate the specific situation. Tactics take place within the game as an ongoing
part of game play and include decisions an individual makes about when, why, and how
to respond to a particular situation.

Target Heart Rate-Maintaining an exercise heart rate between 60 and 80 percent of the
maximum heart rate (See maximum heart rate).

Technique- The skill an individual uses to perform a specific task.

Trap- Method of stopping an object.

Understanding- Insight into key ideas, as reflected in thoughtful and effective use of
knowledge and skills in varied situations.

Vigorous Activity- Exercising at target heart rate (See target heart rate).

Visual Focus- Where an individual should be looking when performing a skill (Example:
When a student is attempting to balance his/her body they should be focused on a
specific stationary place).

PHYSICAL EDUCATION CONNECTIONS

www.aahperd.com www.funattic.com

www.pecentral.org www.edhelper.com

www.movetolearnms.org http://activities.healthyschoolsms.org

www.cdc.gov

75 
  
PHYSICAL EDUCATION INFORMATION RESOURSE LIST

American Alliance of Health, Physical Education, American Cancer Society

Recreation, and Dance 1599 Clifton Road, NE
1900 Association Drive Atlanta, GA 30329-4251
Reston, VA 20191-1599 www.acs.org
www.aahperd.org
(800) 213-7193 Ext. 410

American Heart Association National Association for Sport and

7272 Greenville Avenue Physical Education
Dallas, Texas 75231-4596 1900 Association Drive
www.americanheart.org Reston, Virginia 20191-1599
(800) 242-8721 (800) 213-7193 Ext. 410
www.aahperd.org
 

Centers for Disease Control National Park and Recreation Association

4700 Buford Highway, NE 2775South Quincy Street, Suite 300
Atlanta, GA 30341-3724 Arlington, VA 22206-2204
(888) CDC-4NRG (800) 649-3042
www.cdc.gov (703) 578-5558
www.nrpa.com

   
President’s Council on Physical Fitness National Association of Governor’s
And Sports Councils on Physical Fitness and Sports
701 Pennsylvania Avenue, NW, Suite 250 201 South Capitol Avenue, Suite 560
Washington, D.C. 20004 Indianapolis, IN 46225
(202) 272-3421 (317) 237-5630
www.presidentialyouthfitnessprogram.org

76 
 
  
SUGGESTED PHYSICAL EDUCATION GUIDES

National Association for Sport and Physical Education. (2004). Moving into
the Future: National Standards for Physical Education, (2nd
ed.). Reston, VA: Author.
Children Moving- authored by George Graham, SHIRLEY Holt/Hale, and
Melissa Parker

Concepts and Principles of Physical Education: What Every Student Needs

to Know, 2nd Edition- developed by the National Association for
Sport and Physical Education, edited by Bonnie Mohnsen

Beighle, A., Pangrazi, R.P. (2009). Dynamic Physical Education for

Elementary School Children. San Francisco, CA. Benjamin Cummings
 

Suggested Assessment Resources

A. K-12 Assessment Series- developed by National Association for Sport

and Physical Education

• Video Tools for Teaching Motor Skills Assessment

• Standards-based Assessment for Student Learning

• Assessing Student Outcomes in Sport Education

 

• Assessment in Games Teaching

• Creating Rubrics for Physical Education

• Assessing and Improving Fitness in Elementary Physical Education

• Assessing Motor Skills in Elementary Physical Education

77 
 
  
B. Assessment Strategies for Elementary Physical Education-

Author: Suzanne Schiemmel

78