Essential Standards

By the end of four year old kindergarten students will be able to:

• begin developing locomotor skills: skip, jump, hop, slide, and gallop.
• perform tumbling activities; ie. rolls.
• throw a ball overhand and underhand.
• control a ball with feet.
• begin developing jump rope technique.
• choose to be physically active.

By the end of kindergarten students will be able to:

• be proficient in locomotor skills: skip, jump, hop, slide, and gallop.
• perform tumbling activities; ie. rolls.
• throw a ball overhand and underhand..
• continue developing jump rope technique.
• choose to be physically active.

By the end of first grade students will be able to:

• control a ball with feet.
• jump rope for 15 seconds.
• repeat dance patterns without cues.
• improve cardiovascular endurance.

By the end of second grade students will be able to:

• throw a ball overhand and underhand accurately.
• perform a variety of jump rope skills; individual and partner tricks and long rope.
• improve cardiovascular endurance.

By the end of third grade students will be able to:

• throw overhand with proper technique and accuracy.
• catch consistently.
• strike an object; ie. volleyball, hockey, wiffleball.
• develop dribbling, passing, and shooting skills.
• perform rhythmic sequence.
• participate in activities that use academic skills to enhance learning (math, spelling).
• engage in physical activity without tiring.

By the end of fourth grade students will be able to:

• Throw overhand with proper technique and hit a moving target.
• Develop accuratebdribbling, passing, and shooting skills.
• Engage in physical activity without tiring.
• Meet age and gender specific fitness standards.

By the end of fifth grade students will be able to:

• balance on a variety of objects with control.
• locate heart rate and describe its importance with exercise.
• explain how practice improves performance.
• use pedometers to monitor physical activity.
• set realistic fitness goals based on pedometer log.
• engage in physical activity without tiring.
• meet age and gender specific fitness standards.
• participate in activities to maintain all areas of physical fitness.
• participate in low-level challenges, team building, adventure, and cooperative activities.
• participate in personally challenging activities.

By the end of sixth grade students will be able to:

• demonstrate correct balance techniques.
• demonstrate use of technology in outdoor pursuits.
• use strategy in team and individual sports.
• recognize importance of warm-up and cool down.
• meet age and gender specific fitness standards.
• demonstrate self-control during conflict.
• demonstrate appropriate etiquette in activity settings.
• understand that physical activity improves health.
• participate in personally challenging activities.

By the end of seventh grade students will be able to:

• demonstrate proper use of technology in outdoor pursuits.
• understand team play by proper positioning in teamwork.
• set meaningful personal fitness goals based on fitness tests.
• meet age and gender specific fitness standards.
• state the difference between moderate to vigorous physical activity.
• understand physical activity improves all areas of health.
• seek personally challenging activities for enjoyment.

By the end of eighth grade students will be able to:

• use useful strategy in net/wall sports and invasion sports.
• describe basic conditioning principles (overload, progression, specificity, etc.).
• recognize importance of warm-up and cool down as they affect performance and injury prevention.
• meet age and gender specific fitness standards.
• set meaningful personal fitness goals based on fitness tests.
• understand frequency, intensity, type, and time (F.I.T.T.) for exercise.
• assess and maintain heart rate for specified amount of time.
• understand physical activity improves all areas of health.
• seek personally challenging activities for enjoyment.