Ohio K–6 physical education standards

Demonstrates the locomotor skills of walk and run using critical elements. Explores the locomotor skills of jump, gallop, slide, skip, hop, and leap in a stable environment.

Explores jumping both vertically and horizontally, taking off on two feet and landing on two feet.

Explores transfer of weight by rocking and rolling.

Explores non-locomotor skills (e.g., bend, twist, turn, sway, stretch) in exploratory and stable environments.

Explores balances using a variety of body parts (e.g., 1/2/3/4-point balances) and body shapes (e.g., wide, narrow, twisted).

Bounces and catches a ball with both hands in a stable environment.

Explores rolling a ball underhand.

Catches a bounced ball.

Explores throwing objects in a variety of ways.

Kicks a stationary ball.

Explores dribbling an object with feet in self and general space.

Strikes a lightweight object (e.g., balloon) using different body parts and keeps it in the air.

Explores striking a lightweight object (e.g., balloon) using a short- and long-handled implement (e.g., foam paddle).

Moves in time with a changing beat (e.g., music, drum, clap, stomp).

Explores jumping over a rope.

Demonstrates safety skills in community activities, including water safety and cycling/wheeled skills.

Identifies boundaries for self-space and general space.

Identifies differences in self and general space.

Distinguishes between locomotor skills and repeats the critical elements for each.

Recognizes activities that contribute to fitness.

Repeats ways to stretch muscles in the body before physical activity.

Identifies water and cycling/wheeled safety skills and unique risks of each environment.

Recognizes the heart as a muscle that grows stronger with exercise and physical activity.

Recognizes and differentiates between physical activity and inactivity.

Recognizes changes in the body during physical activity.

Recognizes that food and hydration provide energy for physical activity.

Explains why rules related to safety are important.

Follows directions and uses equipment safely with a partner.

Recognizes that others have feelings.

Claps and cheers for classmates.

Listens to and uses kind words in a physical activity setting.

Responds appropriately to directions and feedback from the teacher.

Engages in positive behaviors that are respectful to others.

Recognizes a problem in a physical activity setting and asks for support from a teacher.

Engages in behaviors that are helpful to others as directed by the teacher (e.g., taking turns, using equipment, and interacting positively with others).

Identifies physical activities that foster global awareness and build community.

Recognizes that physical activity has positive health benefits.

Recognizes that some physical activities are more challenging than other physical activities.

Explains that Physical Education class is an opportunity to be physically active throughout the day.

Identifies physical activities that are enjoyable based on personal interest.

Reflects on what activities are enjoyable during Physical Education class.

Follows short-term physical activity goals provided by teacher.

Practices strategies for managing one's emotions and behaviors, such as breathing or sensory breaks during physical activity.

Demonstrates the locomotor skills of run, slide, and skip using critical elements. Explores locomotor skills (e.g., skip, run, gallop, slide, hop) while changing pathway, direction, or speed.

Demonstrates jumping both vertically and horizontally, taking off on two feet and landing on two feet using critical elements.

Demonstrates a variety of different rocking skills (e.g., forward/backward, side/side) and rolling skills (e.g., log, egg, parachute, circle, shoulder).

Demonstrates non-locomotor skills in exploratory and controlled settings and in response to verbal stimuli and non-verbal stimuli (e.g., mirroring or matching a partner).

Demonstrates balances in a variety of ways using equipment (e.g., balance ball or board), apparatus (e.g., beam or box), or both.

Dribbles a ball with one hand in a stable environment through self and general space.

Rolls a ball underhand to a stationary target.

Catches a self-tossed object with hands.

Throws objects using stepping in opposition.

Kicks a ball for force using a backswing with the kicking leg and stepping next to the ball without hesitating or stopping before kick.

Dribbles an object with feet in self and general space.

Strikes an object (e.g., ball, balloon) using different body parts.

Strikes a lightweight object (e.g., balloon) using a short- and long-handled implement (e.g., foam paddle).

Moves to a rhythmic beat or pattern.

Jumps one time with a self-turned rope.

Demonstrates safety skills in community activities, including water safety and cycling/wheeled skills.

Applies concepts of self and general space to accomplish movement tasks.

Identifies the differences in levels and speed, along with self and general space, used within a physical education setting.

Differentiates between locomotor and manipulative skills and identifies appropriate critical elements of each.

Recognizes the difference between fitness components and activities (e.g. push-ups, sit-ups, running, jumping rope, etc.).

Identifies ways to stretch muscles in the upper and lower body before and after physical activity.

Identifies water and cycling/wheeled safety skills and unique risks of each environment.

Identifies the heart as a muscle that grows stronger with exercise and physical activity.

Identifies opportunities for physical activity.

Recognizes changes in the body during physical activity.

Differentiates between healthy and unhealthy food and beverage choices for physical activity.

Explains why rules related to safety are important for self and others.

Follows directions and uses equipment safely with a partner or within a group.

Recognizes that others have feelings different from one's own.

Provides frequent positive comments or gestures to classmates.

Listens to and uses kind words while working with a partner.

Responds appropriately to directions and feedback from the teacher.

Engages in positive behaviors that are respectful to others independently or with a partner.

Describes a problem in a physical activity setting and asks for support from a teacher.

Engages in behaviors that are helpful to others as directed by the teacher (e.g., taking turns, using equipment, and interacting positively with others). 3.2.9 Engages in behaviors that are helpful to others as directed by the teacher (e.g., taking turns, using equipment, and interacting positively with others).

Identifies physical activities that foster global awareness and build community.

Names physical activities that lead to positive health benefits.

Recognizes that some physical activities are more challenging than other physical activities.

Explains that Physical Education class is an opportunity to be physically active throughout the day.

Identifies physical activities that are enjoyable based on personal interest.

Reflects on what activities are enjoyable during Physical Education class.

Follows short-term physical activity goals provided by teacher.

Practices strategies for managing one's emotions and behaviors, such as breathing or sensory breaks during physical activity.

Demonstrates all fundamental locomotor skills (walk, run, slide, gallop, hop, skip, jump, leap) while changing pathway, direction, or speed using critical elements.

Performs jumping both vertically and horizontally, taking off on two feet and landing on two feet using critical elements.

Performs combinations of rolling and balance skills.

Performs combinations of non-locomotor and locomotor skills in a movement pattern.

Performs static and dynamic balance skills as part of a movement pattern.

Dribbles a ball with one hand using variations in speed, direction, pathway, and relationship with objects.

Rolls a ball underhand to a stationary target at varying distances.

Catches objects coming from different directions, heights, and speed.

Performs an overhand throw while stepping in opposition, using a side orientation with variations in distance and force.

Kicks a rolled or moving ball for power using critical elements.

Dribbles a ball with feet using variations in speed, direction, pathway, and relationship with objects.

Strikes a variety of objects with hands to control force and direction.

Strikes an object using a short- and long-handled implement (e.g., foam paddle, pickleball paddle, tennis racquet) to control force and direction.

Performs rhythmic dance steps and sequences.

Jumps continuously over a self-turned rope.

Demonstrates safety skills in community activities, including water safety and cycling/wheeled skills.

Applies concepts of general and personal space to accomplish movement tasks in movement patterns, games, and tasks.

Identifies the proper use of effort and distance, along with levels, speed, and space in a physical education setting.

Differentiates between locomotor, non-locomotor, and manipulative skills and identifies critical elements of each.

Names activities that align with each component of health-related fitness (cardiorespiratory, muscular endurance, muscular strength, flexibility, and body composition).

Identifies ways to stretch muscles in various parts of the body before and after physical activity.

Identifies water and cycling/wheeled safety skills and unique risks of each environment.

Names activities that increase heart rate.

Identifies opportunities for physical activity as it relates to good health.

Identifies physiological changes in the body during physical activity.

Suggests healthy alternatives to unhealthy food and beverage choices related to physical activity.

Describes why following rules are important for safety and fairness.

Follows directions and uses equipment safely with a partner and within a group.

Respects feelings of those who may be of different backgrounds or different skill levels.

Provides frequent positive comments or gestures to classmates who are being challenged.

Communicates positively in small group physical activities.

Responds appropriately to directions and feedback from the teacher.

Engages in positive behaviors that are respectful to others in small group settings.

Communicates a problem and offers solutions to a partner or small group in a physical activity setting, with teacher support.

Identifies physical activities that foster global awareness and build community.

Identifies specific health benefits from participation in daily physical activity.

Recognizes that some physical activities are more challenging than other physical activities.

Explains that Physical Education class is an opportunity to be physically active throughout the day.

Identifies physical activities that are enjoyable based on personal interest.

Reflects on reasons why activities are enjoyable during Physical Education class.

Sets short-term physical activity goals with teacher guidance.

Practices strategies for managing one's emotions and behaviors, such as breathing or sensory breaks during physical activity.

Performs a sequence of movements (e.g., dance, gymnastics, jump rope, cardio drumming) with a beginning, middle, and end.

Demonstrates proper form and control when jumping and landing with two feet.

Balances on different bases of support on apparatus (e.g., mat, balance beam, vault box), demonstrating different levels, shapes, and patterns.

Performs teacher-selected and developmentally appropriate dance steps and movement patterns.

Demonstrates rolling with the body and balancing on different body parts.

Performs a variety of individual (footwork skills) and long jump rope skills (cold start and turning) using the critical elements (i.e., elbows in, feet together, turn with wrists, body straight, bend knees, and leave ground).

Demonstrates underhand throwing (i.e., face the target, arm back, step in opposition and bend, arm forward to release to target, follow through facing the target) and overhand throwing (i.e., side to the target, arm with elbow high in an "L", elbow-first forward arm motion, step in opposition with trunk twist, release to target, and follow through low across body) using the critical elements for accuracy and force with objects of various sizes.

Demonstrates striking an object with both short- and long-handled implements at various levels in self-space.

Catches a variety of objects using critical elements.

Demonstrates striking an object with hands at various levels in self-space.

Kicks a stationary ball to a target using the instep.

Dribbles a ball with preferred hand in self-space and general space.

Dribbles a ball with both feet in self-space and general space.

Demonstrates safety skills in community activities, including water safety and cycling/wheeled skills.

Identifies the choices to make (e.g., shoot, pass, dribble) to score a goal or point.

Recognizes offensive vs. defensive situations.

Recognizes ways to solve a problem when presented with a task.

Explains how practice improves performance.

Identifies water and cycling/wheeled safety skills and unique risks of each environment.

Describes the critical elements of the manipulative skills (e.g., throw, catch, kick, strike) and activity-specific skills.

Lists specific activities that could improve each health-related or skill-related fitness component.

Recognizes exercises and activities related to fitness components.

Identifies the frequency and type of exercise in relationship to the FITT principle.

Recognizes the importance of warm-up and cool-down activities.

Assesses heart rate during physical activity and exercise.

Identifies how physical activity increases heart rate and breathing, and how it stretches and strengthens muscles.

Identifies two health benefits of physical activity.

Identifies technology tools that support physical activity goals.

Recognizes a variety of nutritious food and hydration choices from each food group that will help balance the body for physical activity.

Negotiates roles and responsibilities in a physical activity.

Demonstrates safe and respectful behaviors that contribute to positive social interaction in group activities throughout or at the conclusion of the activity (e.g., winning/losing behavior).

Demonstrates safe behaviors independently and in small group settings with limited reminders.

Makes fair choices according to activity etiquette.

Explains problem solving strategies independently, with partners, and in small groups.

Describes physical activities that foster global awareness and build community.

Explains how preferred physical activities meet the need for personal self-expression.

Evaluates and justifies the social benefits of different physical activities by comparing partner vs. team settings.

Analyzes how different movement forms (e.g., aerobic vs. stretching) impact one's heart, brain, and mood.

Justifies a personalized fitness plan based on one's interests and physical literacy goals.

Collaborates to design and solve a physical group challenge (e.g., blindfold maze or trust path).

Designs and tracks a goal over an extended time, reflecting weekly on challenges and adjustments.

Critiques one's own performance using self and peer feedback to plan personal improvement.

Researches and presents physical activity options available in one's home or community.

Analyzes and practice strategies for managing one's emotions and behaviors (e.g., breathing, guided imagery) in high-intensity activities.

Reflects on how movement experiences are meaningful for personal enjoyment and fitness.

Performs a movement sequence comprised of both basic and intermediate skills (e.g., dance, gymnastics, jump rope, cardio drumming).

Demonstrates a jump (e.g., tuck, pike, straddle, turns) using proper form and control when landing from an apparatus (e.g., mat, balance beam, vault box, springboard).

Combines balance and weight transfer skills in a movement sequence.

Combines locomotor movement patterns and dance steps to create and perform a dance.

Demonstrates transferring weight from feet to hands and hands to feet.

Performs a variety of individual (footwork and arm action skills) and long jump rope skills (cold start, front door, turning, and exiting) using the critical elements (i.e., elbows in, feet together, turn with wrists, body straight, bend knees, and leave ground).

Demonstrates underhand throwing (i.e., face the target, arm back, step in opposition and bend, arm forward to release to target, follow through facing the target) and overhand throwing (i.e., side to the target, arm with elbow high in an "L", elbow-first forward arm motion, step in opposition with trunk twist, release to target, and follow through low across body) to a target using force for control and accuracy.

Demonstrates striking an object with both short- and long-handled implements at various levels with a partner.

Catches an object two-handed during a game or game-like situation using critical elements.

Demonstrates striking an object with hands at various levels with a partner.

Kicks a ball to a partner using the instep (i.e., passing) while moving.

Dribbles a ball with both hands in general space.

Dribbles a ball with both feet in general space.

Demonstrates safety skills in community activities, including water safety and cycling/wheeled skills.

Identifies open space in a dynamic environment with proximity to the ball or teammate in small- sided games.

Identifies areas of space to defend in a dynamic environment with proximity to the ball or teammate in small-sided games.

Identifies ways to solve a problem when presented with a task.

Explains how to improve performance of a movement or skill.

Identifies water and cycling/wheeled safety skills and unique risks of each environment.

Identifies correct and incorrect aspects of skill performance using critical elements.

Identifies specific activities to develop each health-related or skill-related fitness component.

Analyzes different exercises and activities to improve one's fitness.

Defines intensity and time during exercise in relationship to the FITT principle.

Identifies warm-up and cool-down activities.

Interprets heart rate during physical activity and exercise to sustain a moderate to vigorous activity for longer periods of time.

Describes how physical activity increases heart rate and breathing, and how it stretches and strengthens muscles.

Identifies three health benefits of physical activity.

Identifies technology tools that support physical activity goals.

Identifies a variety of nutritious food and hydration choices from each food group that will help balance the body for physical activity.

Negotiates roles and responsibilities in a physical activity.

Demonstrates safe and respectful behaviors that contribute to positive social interaction in group activities throughout or at the conclusion of the activity (e.g., winning/losing behavior).

Demonstrates safe behaviors independently and in small group settings with limited reminders.

Makes fair choices according to activity etiquette.

Explains problem solving strategies independently, with partners, and in small groups.

Describes physical activities that foster global awareness and build community.

Explains how preferred physical activities meet the need for personal self-expression.

Evaluates and justifies the social benefits of different physical activities by comparing partner vs. team settings.

Analyzes how different movement forms (e.g., aerobic vs. stretching) impact one's heart, brain, and mood.

Justifies a personalized fitness plan based on one's interests and physical literacy goals.

Collaborates to design and solve a physical group challenge (e.g., blindfold maze or trust path).

Designs and tracks a goal over an extended time, reflecting weekly on challenges and adjustments.

Critiques one's own performance using self and peer feedback to plan personal improvement.

Researches and presents physical activity options available in one's home or community.

Analyzes and practice strategies for managing one's emotions and behaviors (e.g., breathing, guided imagery) in high-intensity activities.

Reflects on how movement experiences are meaningful for personal enjoyment and fitness.

Performs a movement sequence comprised of both basic and intermediate skills (e.g., dance, gymnastics, jump rope, cardio drumming) with smooth transitions between those movements.

Demonstrates a jump (e.g., tuck, pike, straddle, turns) using proper form and control when landing from an apparatus (e.g., mat, balance beam, vault box, springboard).

Combines balance and transferring weight with movement skills in gymnastics or dance sequence.

Combines skills in dances with correct rhythm and pattern.

Combines jumping/landing, rolling, balancing, and transfer of weight from feet to hands.

Performs a variety of individual (footwork and arm action skills or tricks of choice) and long jump rope skills (cold start, front door, back door, turning, and exiting) using the critical elements (i.e., elbows in, feet together, turn with wrists, body straight, bend knees, and leave ground).

Demonstrates underhand throwing (i.e., face the target, arm back, step in opposition and bend, arm forward to release to target, follow through facing the target) and overhand throwing (i.e., side to the target, arm with elbow high in an "L", elbow-first forward arm motion, step in opposition with trunk twist, release to target, and follow through low across body) to a teammate in small-sided or target games for distance and accuracy.

Demonstrates striking an object with both short- and long-handled implements at various levels in a small-sided game.

Catches an object with an implement (e.g., glove, scoop) using critical elements in a small-sided game.

Demonstrates striking an object with hands at various levels in a small-sided game.

Receives the ball and kicks using the instep to pass or shoot in small-sided games.

Dribbles a ball with alternating hands in a small�sided game.

Dribbles a ball with both the inside and outside of the feet in a small�sided game.

Demonstrates safety skills in community activities, including water safety and cycling/wheeled skills.

Selects correct decision when presented with a tactical problem to score (e.g., ball possession, attack, moving an opponent).

Demonstrates defensive positioning relative to a goal or opponent in small-sided games.

Communicates and collaborates on ways to solve a problem when presented with a task.

Suggests ways to improve skill or movement performance of a peer.

Identifies water and cycling/wheeled safety skills and unique risks of each environment.

Applies critical elements to analyze and provide feedback on motor-skill performance of others.

Describes specific activities that could improve each health-related or skill-related fitness component.

Lists exercises and activities to improve or maintain health-related fitness components.

Explains and defines the FITT principle.

Creates and describes warm-up and cool-down activities.

Interprets heart rate during physical activity and exercise to determine appropriate level of intensity.

Connects physiological changes during physical activity to fitness components (cardiorespiratory endurance, flexibility, muscular strength, and muscular endurance.)

Identifies multiple health benefits of physical activity.

Identifies technology tools that support physical activity goals.

Describes how food and hydration choices are important to physical activity.

Negotiates roles and responsibilities in a physical activity.

Demonstrates safe and respectful behaviors that contribute to positive social interaction in group activities throughout or at the conclusion of the activity (e.g., winning/losing behavior).

Demonstrates safe behaviors independently and in small group settings with limited reminders.

Makes fair choices according to activity etiquette.

Explains problem solving strategies independently, with partners, and in small groups.

Describes physical activities that foster global awareness and build community.

Explains how preferred physical activities meet the need for personal self-expression.

Evaluates and justifies the social benefits of different physical activities by comparing partner vs. team settings.

Analyzes how different movement forms (e.g., aerobic vs. stretching) impact one's heart, brain, and mood.

Justifies a personalized fitness plan based on one's interests and physical literacy goals.

Collaborates to design and solve a physical group challenge (e.g., blindfold maze or trust path).

Designs and tracks a goal over an extended time, reflecting weekly on challenges and adjustments.

Critiques one's own performance using self and peer feedback to plan personal improvement.

Researches and presents physical activity options available in one's home or community.

Analyzes and practice strategies for managing one's emotions and behaviors (e.g., breathing, guided imagery) in high-intensity activities.

Reflects on how movement experiences are meaningful for personal enjoyment and fitness.

Demonstrates critical elements of specialized locomotor and non-locomotor skills across a variety of movement forms (e.g., fitness, track and field, martial arts, outdoor activities, aquatics, cycling, rollerblading).

Performs movement sequences to music or rhythm within at least two dance forms (e.g., folk, square, line, world, creative, modern, or cardio drumming) individually, with a partner, or in a small group.

Demonstrates appropriate form in a variety of health-related (cardiorespiratory, muscular endurance, muscular strength, flexibility, and body composition) and skills-related (speed, power, balance, agility, coordination, and reaction time) fitness activities.

Demonstrates offensive skills (e.g., creating open space) and defensive skills (e.g., sliding) during various practice tasks or small-sided games.

Strikes an object with a long-handled implement, demonstrating correct critical elements in invasion games, scoring and fielding games, practice tasks, and small-sided games.

Rolls or throws (underhand, sidearm, overhand) an object using correct technique and critical elements in a variety of practice tasks and modified target games.

Strikes and fields/catches an object with the foot, hand, or an implement in a variety of practice tasks or small-sided games.

Throws for accuracy, distance, and power in a variety of practice tasks or small-sided games.

Strikes using proper underhand and/or overhand serves with the hand or an implement in a variety of tasks or modified net/wall games.

Performs a volley, forehand stroke, and backhand stroke with the hand or an implement, using correct form in a variety of practice tasks or modified net/wall games.

Demonstrates sending and receiving, dribbling, and shooting skills with the hand, foot, or an implement in a variety of practice tasks or small-sided invasion games.

Performs water safety skills. If a pool facility is available, performs water safety and basic swimming skills.

Explains the offensive tactics and strategies (e.g., when and where to move) and defensive tactics and strategies (e.g., zone, person-to-person) used in invasion games.

Describes the offensive tactics and strategies (e.g., how to create space on the opponent's court) in net/wall games.

Describes the offensive tactics and strategies (e.g., how to find space in the field) and defensive tactics (e.g., fielders' adjustment to batter preferences) in striking/fielding games.

Identifies and selects correct decisions to facilitate problem-solving in a variety of games and activities.

Identifies movement principles using knowledge of critical elements of specialized skills in fitness, sport/games, individual performance activities, and movement forms.

Analyzes movement using knowledge of critical elements for specialized skills across individual performance activities and movement forms.

Identifies and compares the components of health-related and skill-related fitness.

Selects and monitors physical activity goals based on a self-selected health-related fitness assessment.

Implements the principles of exercise (FITT, progression, overload, and specificity) for various types of physical activity.

Applies principles of skill-related fitness in various types of school, home, and community physical activity opportunities to meet recommended activity guidelines (e.g., 60 minutes daily).

Explains how heart rate, aerobic fitness, and RPE Scale relate to physical activity effort.

Develops a plan that applies the principles of dynamic and static stretching during warm-up and cool-down to improve flexibility.

Identifies both moderate and vigorous physical activity opportunities at school, home, or in the community.

Examines how rest impacts the body's response to physical activity and well-being.

Analyzes skill performance by identifying critical elements of specialized skills in fitness, sport/games, individual performance activities, or movement forms.

Evaluates the usefulness of technology tools to support physical activity and fitness goals.

Identifies and analyzes the relationships between nutrition, physical activity, and health factors.

Identifies the safety protocols in outdoor activities.

Describes water safety and basic swimming skills.

Follows game rules and etiquette and responds to winning and losing with respect and dignity (e.g., shaking hands, complimenting others, accepting outcomes) in a variety of physical activity situations.

Recognizes and implements safe and appropriate behaviors during group physical activities, including equipment usage.

Understands and accepts others' differences by showing cooperation and consideration during a variety of physical activities.

Values different physical activities from around the world.

Uses effective communication skills to negotiate strategies and tactics in a physical activity setting.

Gives and receives constructive feedback with peers in a positive manner.

Solves problems appropriately with teammates and opponents.

Chooses leadership roles by communicating, providing feedback, and cooperating effectively with teachers and peers.

Describes how self-expression, choice, and personal interests impact individual engagement in physical activity.

Examines opportunities and barriers to participating in physical activity outside of Physical Education class.

Recognizes and implements individual safety behaviors (e.g., spacing, understanding rules, use of equipment, hydration, injury prevention, sun protection) during physical activities.

Describes how social and community interaction impacts individual engagement in physical activity.

Participates in and describes a variety of physical activities that can positively affect personal health.

Discusses the challenging aspects of participating in individual and group physical activities.

Sets physical activity goals based on individual interests and abilities.

Uses various techniques to positively manage one's emotions and behaviors in a physical activity setting.

Reflects on movement experiences during physical education to develop understanding of how movement is personally meaningful.