New Mexico K–6 physical education standards

Travel in a variety of locomotor patterns (i.e., hop, skip, jump, gallop, slide, etc.) using mature form;

Demonstrate skills of chasing, fleeing and dodging to avoid others; and

Demonstrate smooth transitions between sequential motor skills (i.e., running into a jump).

Roll sideways and forwards without hesitating or stopping using control;

Balance demonstrating momentary stillness in symmetrical and asymmetrical shapes on a variety of body parts; and

Form round, narrow, wide and twisted body shapes alone and with a partner.

Repeatedly jump a self-turned rope and a rope turned by others;

Continuously dribble a ball, using hands or feet, without losing control; and

Receive and send an object in a continuous motion (i.e., throwing/catching, kicking/trapping, striking, volleying, etc.).

Travel, changing speed, direction and pathway, quickly and safely without falling; travel while demonstrating a variety of relationships with objects (i.e., over, under, behind, alongside, through, etc.); and

Place a variety of body parts into high, medium and low levels

Use concepts of space awareness and relationships to others to run, hop and skip in different pathways and directions in a large group without bumping into others or falling; and

Recognize similar movement concepts in a variety of skills;

Engage in moderate to vigorous physical activity most days of the week; and

Participate regularly in a variety of non-structured and minimally-organized physical activities outside of physical education class (i.e., ball play, tag, hide and seek, skipping, etc.).

Experience and recognize different types of physical activities and their healthful benefits;

Recognize that health-related physical fitness consists of several components; and

Identify activities designed to improve health-related fitness components.

Participate in a variety of games and activities that increase respiration and heart rate;

Demonstrate sufficient muscular strength to be able to bear body weight for climbing, hanging and momentary body support on the hands; and

Sustain activity for increasingly longer periods of time.

Recognize physiological signs and benefits associated with participation in moderate to vigorous physical activity; and

Recognize personal strengths and weaknesses based on participation in various physical activities.

Use space and equipment safely and properly; and

Recognize that personal space and emotional safety will be protected;

Invite a peer to take his turn at a piece of apparatus before repeating turn; and

Assist partner by sharing observations about skill performance during practice.

Demonstrate the elements of socially acceptable conflict resolution; and

Demonstrate effective communication skills.

Demonstrate independent work habits during short-term activity.

Work productively with a variety of partners.

Accept all playmates without regard to personal differences (i.e., age, race, ethnicity, gender, ability level, etc.).

Identify the three human somatotypes (endomorph, ectomorph and mesomorph) and recognize own healthy body type.

Identify several individual and dual physical activities that they find personally enjoyable.

Willingly try new activities; and

Continue to participate when not successful on the first attempt.

Celebrate personal successes and achievements and those of others; and

Create movement sequences that are personally interesting and satisfying.

Repeat cue words for selected motor skills and demonstrate/explain what is meant by each;

Refine movement errors in response to positive information and corrective information feedback;

Demonstrate the application of critical cues in selected motor skills; and

Accurately recognize critical elements of selected skills made by a fellow student and provide positive information and corrective information feedback to that student.

Consistently comply with the physical education classroom rules to ensure the physical and emotional safety for all;

Distinguish between compliance and non-compliance with game rules and fair play; and

Accept consequences of personal choices.

Articulate cultural/ethnic self awareness through written, oral or physical expression.

Cooperate and share with partners in physical activities;

Demonstrate mature form in all locomotor patterns;

While traveling, avoid or catch an object or individual; and

Develop patterns and combinations of movements into repeatable sequences.

Transfer weight from feet to hands using controlled movement;

Balance with control on a variety of objects; and

Develop and refine a gymnastics sequence demonstrating smooth transitions.

Travel into and out of a rope turned by others;

Hand-dribble and foot-dribble a ball and maintain control while traveling within a group;

Throw, catch and kick using mature motor patterns; and

Strike a softly-thrown lightweight ball using a bat, paddle or a variety of body parts.

Design and perform movement sequences that combine traveling, balancing and weight transfer into smooth sequences with intentional changes in direction (i.e., gymnastics, dance, etc.); and

Consistently receive and send an object in an intended direction and height.

Adapt motor skills to the demands of a dynamic and unpredictable environment;

Identify ways movement concepts can be used to refine movement skills; and

Explain how appropriate practice improves performance.

Participate in moderate to vigorous physical activity outside of physical education most days of the week; and

Use information from a variety of sources, internal and external, to regulate their activity participation;

Describe how participation in physical activity affects health.

Select activities designed to improve and maintain levels of fitness in each component of health-related fitness.

Participate in a variety of physical activities in order to improve each component of health-related fitness.

Explain the relationship of body weight, body composition and participation in regular physical activity; and

Develop strategies to show progress towards at least one personal fitness goal as determined by health-related fitness assessments.

Recognize importance of equipment placement and usage during physical education class; and

Initiate the appropriate use of space in game and activity settings.

Work productively with a partner to improve selected motor skills by using the critical elements of the process; and

Demonstrate the ability to teach an activity or skill to a group of classmates;

Identify and avoid the negative influence of peers.

Honestly report the results of independent work.

Recognize and value the role of each individual in a small group.

Demonstrate the ability to successfully work in a variety of cultural or ethnic activities.

Differentiate between body type presented in the media and own healthy body type; and

Identify lifestyle factors that can be controlled and their impact on health and wellness.

Explain the enjoyable characteristics of small group physical activities.

Willingly try new activities; and

Voluntarily initiate skill practice to improve performance.

Celebrate personal successes and achievements and those of others; and

Interact with others by helping them successfully complete their small-group physical activity challenges.

Design a movement sequence/game that includes all members of the group in the success of the activity.

Using basic team sport skills, students will reproduce sequences of combined skills in practice situations and modified games (i.e., basketball: pivot and shoot; receive a pass and dribble; soccer: receive and control; dribble and shoot; baseball/softball: run and slide; catch and throw, etc.); and

Using basic individual activity skills, students will reproduce sequences of combined skills in practice situations and modified activities (i.e., table tennis: stance, grip, serve, return-forehand/backhand; aerobic: in rhythm high step, squat step, boxes, grapevine, low march; roller blades: stand up, "V" push, turn, stop, etc.).

For team sports, in a practice situation, defensive players will show and maintain proper position and techniques while offensive players use practiced plays and deception to attempt to move to open space; and

For dual sports, during practice and game situations, students will reproduce sequences of basic techniques and skills consisting of: foot work, court position, offensive and defensive strokes, placement of projectile and court position in relation to partner.

Describe how changing effort affects the outcome of a sport skill (i.e., tennis: smash versus lob; basketball: lay up versus three-point shot; track: long distance run versus sprint, etc.).

Use increasingly complex skills and movements to achieve the desired level of motor skill and performances (i.e., progress from dribbling without opposition to dribbling with opposition to dribbling in a game situation, etc.).

Apply knowledge of results to correct and improve future performance; and

Demonstrate ability to analyze a movement pattern by using knowledge of its critical elements (i.e., self-analysis and peer observation, etc.).

List and describe the benefits of setting personal fitness goals;

Maintain heart rate within the target heart rate zone (i.e., demonstrate proper technique of taking heart rate, explain target heart rate zone, etc.); and

Choose physical activities with the intent to improve and or maintain each of the following health-related fitness components: muscular strength (i.e., push-ups, thera-bands, weights, pull-ups, tumbling, etc.); endurance (i.e., running, aerobic activities, etc.); flexibility (i.e., stretching/warmup, cool-down activities, tumbling, etc.); cardiovascular (i.e., running and aerobic activities, etc.); body composition (i.e., toning activities, aerobic/anaerobic activities, weight training, etc.).

Comprehend the benefits of physical activity (i.e., list and describe the health risks associated with an inactive lifestyle, list and describe the benefits of active lifestyles, etc.); and

Recognize the difference between anaerobic and aerobic fitness activities.

Engage in appropriate physical activity that results in the development of cardiovascular endurance;

Select appropriate fitness activities that require muscular strength and muscular endurance;

Comprehend the benefits of flexibility; and

Explain the benefits of a healthy body composition.

Comprehend personal fitness data and recognize individual strengths and weaknesses.

Comprehend personal fitness data and recognize individual strengths and weaknesses; and

Choose appropriate physical activities to maintain and or improve strengths and weaknesses.

Identify the components of a fitness program and apply them to personal fitness plans (i.e., include more aerobic activities, adjust sets and reps in strength programs, etc.).

Use equipment appropriately (i.e., use specific equipment for intended purposes, proper care and management of equipment, etc.);

Follow general classroom and specific activity rules (i.e., treat each other with respect, honor specific boundaries, use appropriate personal contact, positive response to teachers' instruction/comments, distinguish between compliance and non-compliance with rules and regulations and apply agreed-upon consequences when officiating, etc.); and

Follow established emergency procedures (i.e., first aid, fire drills, etc.); wear appropriate activity attire properly (i.e., shoes and socks, clothing specific to activity, clothing specific to school and district rules, no potentially harmful accessories, etc.).

Identify a bullying situation and respond appropriately (i.e., refer to specific district "bully proofing" programs/parameters, go to a safe adult when in an unsafe situation, etc.);

Identify a sexual harassment situation and respond appropriately (i.e., refer to specific district regulations/policies, go to a safe adult when in an unsafe situation, demonstrate use of appropriate language and personal contact during physical activities, etc.); and

Accept responsibility for own actions and modify behaviors accordingly (i.e., take self out of negative situation, go to a safe adult in an unsafe situation, etc.).

Identify/make positive choices in a variety of physical education settings (i.e., no teasing, name calling - use positive language, follow physical safety rules, follow all game/activity rules, etc.);

Recognize and ignore poor behavior choices of peers (i.e., identify bullying behaviors, identify sexual harassment behaviors, etc.);

List coping skills for dealing with negative behaviors (i.e., bully proofing, sexual harassment awareness, peer mediation, conflict resolution, etc.);

When in conflict, use appropriate problem-solving techniques (i.e., conflict mediation, cooperative discipline techniques, small group discussion/processing, etc.);

Identify and list components of sportsmanship (i.e., differentiate between positive and negative sportsmanship, fair play, respect referee's decision, understand importance of following rules, adhere to good sportsmanship concepts/ideas, etc.); and

Demonstrate ability to apply concepts of good sportsmanship (i.e., as participant, as spectator, as referee, as coach, etc.).

Explain aspects of cooperative activities;

Participate positively in team building/cooperative activities;

Apply listening skills;

Explain different styles of leadership skills;

Demonstrate importance of positive attitudes (i.e., communication, body language and listening skills, etc.);

Explain what it means to be a good team player; and

Analyze cause and effect during physical activities.

Identify/explain the role of games, sports and dance in getting to know and understand various cultures; and

Distinguish the differences between varying cultures and their "native" sports/activities.

Research and present an unfamiliar game or dance from another country.

Understand the need for game modifications to allow persons with special needs to participate;

Recognize the diverse attributes of age, race, ethnicity, gender and ability level and acknowledge how these differences can enhance group activities;

Participate in games/activities in which handicapping conditions are simulated (i.e., wheelchair basketball, etc.); and

Describe the social dynamics that occur when peers participate with partners in cooperative activities.

Initiate discussion of media influences on behavior choices (i.e., print, radio, TV, etc.);

Explain/describe how media influences our consumer choices and personal/physical self-concept;

Describe differences between healthy bodies and media-generated bodies; and

Produce a media advertisement that promotes the benefits of an active and healthy lifestyle.

Identify a variety of physical activities that will provide satisfaction and lead to continued participation;

Choose to participate consistently in games, sports, dance and outdoor activities, both in and out of school, based on individual interests and capabilities (i.e., at school during self-selection times, after-school free time, teams, lessons, family recreation, etc.);

Identify benefits of participating in physical activities throughout one's lifetime (i.e., discussion, lists, outline, role playing, etc.); and

Show a desire to improve one's own physical ability, fitness level and performance (i.e., fitness journals, activity calendars, fitness level assessments, etc).

Identify opportunities in school and community that encourage/allow for regular participation in physical activity (i.e., community bulletin boards, online searches, class discussions, etc); and

Actively choose and join in on new activities in and out of the school environment (i.e., recess, self-selection times, after-school clubs, family recreation time, etc.).

Identify basic ideals of fair play, acceptance of rules and group communication (i.e., give appropriate feedback to partners and teammates, etc.);

Appreciate the challenging aspects of competition with self and others (i.e., praise opponents, accept teammates' and opponents' contributions, enjoy physical activity for its own sake, etc.); and

Sharing feelings of satisfaction felt as a result of physical activity (i.e., improved individual self-esteem, good feelings gained from being part of a team, activity journals, class discussions, etc.).

Identify and use a variety of physical activities and movements to communicate ideas and feelings (i.e., dance, sports, gymnastics, intensity levels, etc.);

Demonstrate aesthetic appreciation of skilled movement of the body (i.e., create body silhouettes, etc.);

Identify and describe personal feelings resulting from participation in physical activity (i.e., journals, activity calendars, peer mentoring, class discussions, etc.); and

Exhibit appropriate protocol during dance, fine arts or other physical activity events.