Oklahoma K–6 physical education standards

Explore and reflect on physical activity challenges and successes, through activities tailored to various skill levels, promoting growth and accomplishment.

Demonstrate and reflect on positive social behaviors in physical activity, including conflict resolution, cooperation, encouragement, teamwork, and communication .

Explore and reflect on enjoyment of physical activity through personal preferences, social connections, and self-expression.

Examine and reflect on how physical activity and balanced nutrition support physical and mental health and personal goals, fostering a lifelong appreciation for being active.

Practice motor skills (walking, marching, hopping, jumping, galloping, running, side-sliding, skipping, leaping) while maintaining balance.

Developmentally appropriate/emerging outcomes first appear in grade band 1-2.

Performs horizontal and vertical jumping and landing actions with balance.

Performs locomotor skills in response to teacher-led creative dance.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

Maintains momentary stillness on different bases of support. Forms wide, narrow, curled, and twisted body shapes.

With momentum, rolls sideways in a narrow body shape.

Identifies the actions of curling and stretching.

Developmentally appropriate/emerging outcomes first appear in grade band 1-2.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

Rolls, throws underhand and throws overhand with opposite foot forward (opposition).

Demonstrates passing an object in a variety of non-dynamic (stationary) practice tasks.

a) Drops a ball or object and catches it before it bounces again. b) Catches a large ball or object tossed by self or a skilled thrower.

Dribbles a ball with one hand attempting a second dribble.

Taps a ball using the inside of the foot, sending it forward attempting a second tap.

Developmentally appropriate/emerging outcomes first appear in grade band 1-2.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

Kicks a stationary ball from a stationary position.

Volleys a lightweight object (balloon), sending it upward.

Strikes a lightweight object with a hand and short implement.

Developmentally appropriate/emerging outcomes first appear in grade band 1-2.

Developmentally appropriate/emerging outcomes first appear in grade band 1-2.

a) Attempts a variety of jumps over a rope on the floor. b) Attempts a single jump with a self- turned rope. c) Attempts to jump a long rope with teacher-assisted turning.

Explores outdoor activities through teacher-led instruction (e.g., scavenger hunt, nature walk) for physical activity and enjoyment.

a) Differentiates between movement in personal (self-space) and general space. b) Moves in personal space to a rhythm.

Travels in three different pathways (straight, zigzag, curved) exploring spatial awareness.

Travels in general space with different levels of speeds (slow, medium, fast) exploring spatial awareness.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

Introduce simple strategies with movement patterns and manipulatives without crossing the midline .

Identifies active-play opportunities outside physical education class (e.g., at home, at school, and in the community).

a) Actively participates in physical education class. b) Engages in 50% of class time.

Recognizes body cues in relation to increased movement (e.g., heart rate, breathing, body temperature).

Developmentally appropriate/emerging outcomes first appear in grade band 1-2.

Developmentally appropriate/emerging outcomes first appear in grade band 3- 5.

Recognizes that food provides energy for physical activity.

Follows directions in group settings (e.g., self/body control, expectations, procedures).

Acknowledges the norms and expectations of the learning environment.

a) Follows instruction and directions. b) Accepts corrective feedback from the teacher.

Shares equipment and space with others exploring spatial awareness.

Practices the established procedures and expectations for class participation.

Follows teacher directions for safe participation and proper use of equipment with minimal reminders.

Practice walking, marching, hopping, galloping, running, side-sliding, leaping, and skipping using a mature pattern.

a) Runs with a mature pattern. b) Travels showing differentiation (pacing) between jogging and sprinting.

a) Demonstrates jumping and landing in a horizontal plane using a variety of one- foot and two-foot take-offs and landings with a mature pattern. b) Demonstrates jumping and landing in a vertical plane using a mature pattern.

Demonstrates locomotor and non- locomotor skills by following a teacher- or student-designed rhythmic activity, responding appropriately to simple rhythms.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

a) Balances on different bases of support combining levels and shapes. b) Balances in an inverted position with stillness and supportive bases.

a) Transfers weight from different body parts/bases of support for balance/travel. b) Rolls in a narrow or curled body shape.

Identifies and demonstrates twisting, curling, bending, and stretching movements.

Combines balances and transfers within a sequence (e.g., dance, gymnastics).

Developmentally appropriate/emerging outcomes first appear in grade band 3-5 .

Rolls, throws underhand and throws overhand demonstrating a mature pattern.

Passes a ball demonstrating a mature pattern.

Catches a self-tossed or well-thrown large ball/object with hands.

Dribbles using the preferred hand while in personal space and while walking in general space.

Dribbles with feet in general space with control of ball and body.

Attempts to pass and receive a ball with the insides of the feet to a stationary partner, absorbing force on reception.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

Approaches and kicks a stationary and/or moving ball demonstrating a mature pattern.

Volleys an object upward with consecutive hits.

Strikes an object with a hand and short implement with consistency.

Strikes a ball off a tee or cone with a long implement (e.g., bat, noodle) using correct grip and proper side/body orientation.

Practices emerging outcomes with a short and/or long implement for scooping, cradling, throwing, and catching.

a) Jumps a self-turned rope consecutively with a mature pattern. b) Jumps a long rope five times consecutively with student turners.

Investigates outdoor activities (e.g., scavenger hunt, nature walk) for physical activity and enjoyment.

Combines locomotor skills in general space to a rhythm, beat, or tempo.

a) Travels demonstrating low, middle, and high levels. b) Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through). c) Combines shapes, levels, and pathways into simple travel, dance, or gymnastics sequences.

a) Differentiates between and applies fast and slow speeds. b) Differentiates between and applies strong and light force.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

a) Applies strategies in both chasing and fleeing activities demonstrating spatial awareness. b) Combines simple strategies, movement patterns, and manipulatives with cross- lateral movements.

Discusses and describes the benefits of being active and exercising outside of physical education class.

a) Actively engages in physical education class. b) Engages in moderate to vigorous physical activity (MVPA) 50% of class time.

a) Identifies the heart as a muscle that grows stronger with exercise. b) Identifies physical activities that contribute to fitness.

Differentiates between warm up and cool down.

Developmentally appropriate/emerging outcomes first appear in grade band 3-5.

Recognizes the importance of the balance between nutrition and physical activity.

Accepts personal responsibility by using equipment and space appropriately.

Adheres to and accepts responsibility for class procedures/expectations with behavior and participation.

Accepts and applies specific corrective feedback from the teacher.

Works independently with others in a variety of class environments.

Exhibits the established procedures and expectations for class participation.

Works independently and safely with or without equipment based on the established procedures.

Uses various locomotor skills in a variety of small-sided practice tasks or games, dance, and/or gymnastics experiences.

Applies appropriate pacing for a variety of running distances.

a) Uses spring-and-step take-offs and landings specific to horizontal (e.g., cartwheel, round-off) and vertical (e.g., tuck jump, star jump, toe touches) jumps. b) Combines jumping and landing patterns with locomotor and manipulative skills in dance, gymnastics, and small- sided practice tasks in game environments.

a) Combines locomotor movement patterns and dance steps to create and perform an original dance. b) Combines locomotor skills with cultural and creative dances (self, group) with correct rhythm and pattern.

a) Performs a sequence of locomotor skills smoothly and without hesitation, transitioning from one skill to another. b) Combines traveling with manipulative skills of dribbling, throwing, catching, and striking in teacher and/or student- designed small-sided practice tasks.

Combines balance and weight transfer in a gymnastic sequence or dance with a partner.

Transfers weight, includes rolling, in dance or gymnastic environments.

Performs curling, stretching, twisting, and bending actions with correct application in dance, gymnastics, or small-sided practice tasks in game environments.

Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a movement pattern with a group.

Combines actions, balance, and weight transfers to create a dance or gymnastics sequence with a partner with or without equipment.

a) Rolls, throws underhand and throws overhand in a mature pattern in a non- dynamic environment with different sizes and types of objects. b) Rolls, throws underhand and throws overhand to a large target (e.g., hula hoop, bowling pin, or target) with accuracy.

a) Throws with a stationary partner in a non-dynamic (stationary) environment. b) Throws with a mature pattern while both partners are moving. c) Throws with a mature pattern in dynamic (active), small-sided practice tasks.

a) Catches a ball at different levels using a mature pattern in a non-dynamic (stationary) environment (closed skills). b) Catches with a mature pattern with both partners moving. c) Catches with a mature pattern in dynamic (active), small-sided practice tasks.

a) Dribbles in self-space with both the preferred and non-preferred hands using a mature pattern. b) Dribbles in general space with control of ball and body while increasing and decreasing speed.

a) Dribbles in self-space with both the preferred and non-preferred foot using a mature pattern. b) Dribbles in general space with control of ball and body while increasing and decreasing speed.

a) Passes and receives a ball with the outsides and insides of the feet to a stationary partner, absorbing force on reception before returning the pass. b) Passes and receives with the feet using a mature pattern as both partners travel.

Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, and shooting).

Demonstrates mature patterns of kicking and punting in a non-dynamic (stationary) and dynamic (active) environment.

Volleys an object with an underhand, overhand, or sidearm striking pattern in a non-dynamic (e.g., stationary volleying to a partner, wall, or target) and dynamic, active environment (e.g., two square, four square, volleyball).

Strikes an object with a mature pattern (individually and with a partner) using a hand and/or short implement in a non- dynamic (e.g., stationary against a wall) and dynamic environment (e.g., active over a rope or net).

Strikes an object with a mature pattern using a long implement (e.g., hockey stick, golf club, bat, racket) in a non- dynamic (e.g., stationary practice as an individual or with a partner) and dynamic (e.g., active small-sided games) environment.

Demonstrates and applies basic skills (cradle, scoop, throw, and catch) individually, with a partner, and in small- sided games (e.g., lacrosse, Native American stickball, or using scoops).

Creates a jump rope sequence with a partner or small group using either a short (e.g., variety of tricks) or long jump rope (e.g., running in and out of a long rope).

Demonstrates emerging techniques for a variety of skills in one or more self- selected outdoor pursuits (e.g., fishing, hiking, kayaking, archery, biking, skating).

a) Applies the concept of open space to combination skills (e.g., dribbling and traveling with changes in direction and speed). b) Applies the concept of closing spaces in small-sided practice tasks. c) Combines spatial concepts with locomotor and non-locomotor movements for small groups (e.g., gymnastics, dance, and games).

Combines movement concepts with skills in small-sided practice tasks in games, gymnastics, or dance.

a) Applies movement concepts to strategy in running (e.g., pacing) or game situations. b) Applies the concepts of direction and force to strike an object with an implement. c) Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice tasks, games, dance, or gymnastics.

Implements the concept of alignment with correct form, and demonstrates muscular tension with balance (e.g., gymnastics, dance, yoga).

a) Applies basic offensive and defensive strategies and tactics in small-sided practice tasks or games. b) Recognizes the type of kick, throw, volley, or striking action needed for different small-sided practice tasks or games. c) Applies strategies and tactics to complex movement sequences and patterns with manipulatives that include cross-lateral coordination (e.g., cup stacking, juggling).

Tracks and analyzes physical activity outside physical education class for fitness benefits.

a) Actively engages in the activities of physical education class. b) Engages in MVPA 50% of class time.

a) Discusses and differentiates between health-related fitness and skill-related fitness. b) Provides examples of physical activity to enhance fitness.

a) Identifies the need for warm up and cool down relative to various physical activities. b) Identifies and applies the FITT (frequency, intensity, time, and type) principle.

a) Completes fitness assessment (pre and post). b) Identifies areas of needed remediation from fitness assessment, and with teacher assistance, identifies strategies for progress in those areas. c) Designs a fitness plan considering the FITT principle.

Analyzes the impact of hydration and food choices relative to physical activity, sports, and personal health.

Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee).

Exhibits respect and responsible personal behavior in a variety of physical activities.

Listens respectfully to corrective feedback from others (e.g., peers, adults).

a) Works cooperatively with others. b) Praises others for their success in movement performances.

Exhibits etiquette and adheres to the procedures and expectations in a variety of physical activities.

Works with peers safely with or without equipment in physical activity settings based on the established procedures.

Level 1: Demonstrates movement sequences within varied dance forms. Level 2: Create movement sequences with one or more forms of dance.

Level 1: Throws (underhand or overhand) using a mature pattern with accuracy for distance or force during practice in a dynamic environment. Level 2: Throws (underhand or overhand) using a mature pattern with accuracy for distance or force during target games or small- sided game play.

Level 1: Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks or in a dynamic environment. Passes and receives with or without an implement using various Level 2: Catches using an implement in small-sided or modified game play. Passes and receives to and from a moving target with or without

Level 1: Passes and receives with or without an implement using various movements (e.g., agility and speed) with competency in varying practice tasks or in a dynamic environment. Level 2: Passes and receives to and from a moving target with or without an implement using various movements with competency in small-sided games. Applies at least two offensive skill techniques with

Level 1: Executes at least two offensive techniques (e.g., pivots, fakes, jab steps, give & go, or screens) to create open space during varying practice tasks or in a dynamic environment. Level 2: Applies at least two offensive skill techniques with defensive pressure during small-sided game play.

Level 1: Dribbles with hand, foot, or implement using a change of speed and direction during varying practice tasks or in a dynamic environment. Level 2: Dribbles with hand, foot, or implement using a change of speed and direction during small-sided game play.

Level 1: Shoots on a goal with power and accuracy during varying practice tasks or in a dynamic environment. Level 2: Shoots on a goal with power and accuracy during small-sided game play. Maintains a defensive ready position while drop stepping

Level 1: Demonstrates defensive ready position with weight on balls of feet, arms extended, and eyes on midsection of the offensive player, while moving in all directions without crossing feet. Level 2: Maintains a defensive ready position while drop stepping (appropriate to the sport) in the direction of the pass during player-to-player practice or in small-sided game play. Consistently executes a legal underhand or overhand serve

Level 1: Performs a legal underhand or overhand serve with a mature pattern to a pre-determined target for net/wall/racket games (e.g., badminton, volleyball, or pickleball). Level 2: Consistently executes a legal underhand or overhand serve with a mature pattern for distance and accuracy for net/wall/racket games (e.g., badminton, volleyball, or pickleball). Strikes using a mature pattern in a dynamic environment or

Level 1: Strikes using a mature pattern in a non-dynamic environment for net/wall/racket games (e.g., volleyball, handball, badminton, tennis, pickleball) or fielding/striking games (e.g., baseball, softball, cricket, hockey). Level 2: Strikes using a mature pattern in a dynamic environment or during small-sided net/wall/racket games or fielding/striking games. Demonstrates the mature pattern of the

Level 1: Demonstrates the mature pattern of the forehand/backhand strokes and volley using a short or long implement during varying practice tasks or in a dynamic environment in net games (e.g., paddleball, pickleball, badminton, or tennis). Level 2: Demonstrates the mature pattern of the forehand/backhand strokes and volley using a short or long implement with power and accuracy in small-sided net games.

Level 1: Using an implement, accurately strike a stationary object (e.g., croquet, shuffleboard, or golf). Level 2: Using an implement, strike a stationary object for accuracy, power, and distance.

Level 1: Demonstrates correct technique for basic skills in at least one self-selected indoor/outdoor pursuit (e.g., archery, juggling, disc golf, fencing, fishing, hiking, jump rope, kayaking, martial arts, rock climbing). Level 2: Demonstrates correct technique for basic skills in at least two self-selected indoor/outdoor pursuits.

Level 1: Describes how to open and close space by combining locomotor movements with movement concepts during various practice tasks or in a dynamic environment. Executes at least one of the following offensive tactics to Level 2: Applies tactics for creating space during small-sided game play. Executes at least three of the following offensive tactics to

Level 1: Executes at least one of the following offensive tactics to create open space: moves to create open space on and off the ball; uses a variety of passes, cuts, fakes, and pathways, give and go. Level 2: Executes at least three of the following offensive tactics to create open space: moves to create open space on and off the ball; uses a variety of passes, cuts, fakes, and pathways, give and go.

Level 1: Describes defensive tactics (e.g., denial of pass/catch, anticipating the speed of the object or person) to reduce space or passing angles during various practice tasks or dynamic environments. Level 2: Applies appropriate defensive tactics to increase turnovers or decrease scoring opportunities during small-sided game play.

Level 1: Recognizes tactics/strategies that make transitions from defense to offense or vice versa more effective (e.g., recovering quickly, communicating with teammates, capitalizing on an advantage). Level 2: Implements effective transition tactics/strategies into game play situations.

Level 1: Describes how to create open space during various net/wall/racket practice tasks with either a long or short implement by varying force and direction, or by moving the opponent from side to side and/or forward and back. Level 2: Applies open space strategies during net/wall/racket games with either a long or short implement.

Level 1: Reduces offensive options for opponents by returning to midcourt position and selects an offensive shot based on opponent’s location (hit where opponent is not) during various practice tasks or in a dynamic environment. Level 2: Varies placement, force, and timing of return to prevent anticipation by opponent during small-sided game play.

Level 1: Differentiates between a variety of shots (e.g., slap and run, bunting, line drive, high arc) to hit into open space. Level 2: Recognizes various situations (e.g., sacrifice) and when to appropriately implement them into a game situation.

Level 1: Identifies the correct defensive play based on the situation (e.g., number of outs, offensive skill set, score, time in the game/inning). Level 2: Applies the correct defensive play based on the situation.

Level 1: Recognizes how speed, force, and trajectory of the shot are impacted based on location of the object in relation to the target. Level 2: Selects appropriate shot and/or club based on location of the object in relation to the target in a practice task or dynamic environment.

Level 1: Identifies potential factors (e.g., weather, hazardous conditions) influencing appropriate safety decisions. Level 2: Implements safe protocols in self-selected outdoor pursuits.

Level 1: Describes a variety of movement principles (e.g., tempo, levels, pathways, flow) to dance and rhythmic activities. Level 2: Applies a variety of movement principles to dance and rhythmic activities.

Level 1: Identifies barriers and determines solutions related to maintaining a physically and mentally healthy lifestyle. Level 2: Applies solutions for reducing identified barriers.

Level 1: Engages in physical activity one to two times per week outside of physical education class. Activities can include moderate to vigorous exercise such as walking, jogging, biking, skating, dancing, or swimming; strength and endurance training like bodyweight exercises or resistance training; or participation in lifetime team, individual, or dual sports. Level 2: Participates in physical activity three or more times a week outside of physical education class.

Level 1: Differentiates between moderate to vigorous physical activities in addition to identifying recommended time spent in each of these areas daily. Level 2: Creates a plan for implementing moderate to vigorous physical activity for at least 60 minutes per day five times a week.

Level 1: Using available technology, sets and monitors a self-selected physical activity goal for aerobic activity and/or muscle and bone strengthening based on current fitness level. Level 2: Using available technology, adjusts physical activity based on the type of exercise needed for a minimum health standard and/or optimal functioning based on current fitness level.

Level 1: Differentiates between static and dynamic stretching while recognizing correct techniques and methods of stretching. Level 2: Appropriately applies a variety of static and dynamic stretching techniques for all major muscle group.

Level 1: Design a health and fitness plan that utilizes each of the health-related fitness components (e.g., cardiovascular endurance, muscular endurance, muscular strength, flexibility, and body composition). Level 2: Critique and correct a health and fitness plan that utilizes each of the health-related fitness components.

Level 1: Describes each component of the FITT principle (frequency, intensity, time and type) for different types of physical activity (aerobic, muscular fitness, and flexibility). Level 2: Uses the FITT principle in preparing a personal workout.

Level 1: Describes the role of warm-ups and cool downs before and after physical activity. Level 2: Designs and implements a warm-up and cool down regimen for a self-selected physical activity.

Level 1: Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale. Level 2: Applies the RPE Scale to adjust workout intensity during physical activity.

Level 1: Identifies major muscles used in selected physical activities. Level 2: Explains how opposing muscles interact with one another (e.g., agonist and antagonist) during physical activity.

Level 1: Designs and implements a program of remediation for one area of improvement based on the results of health-related fitness assessment. Level 2: Designs and implements a program of remediation for two or more areas of improvement based on the results of health- related fitness assessment.

Level 1: Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log. Level 2: Maintains a physical activity log for at least one month and reflects on activity levels as documented in the log.

Level 1: Creates strategies to maintain a balanced diet, including nutritious meals, smart snack choices, and regular water intake. Level 2: Demonstrates the ability to consistently make balanced choices by planning and maintaining a routine that includes nutritious meals, healthy snacks, and adequate water intake.

Level 1: Identifies effective stress management strategies such as deep breathing, guided visualization, yoga, and aerobic exercise. Level 2: Demonstrates basic techniques from stress-reducing activities such as mindfulness, yoga, tai chi, or deep breathing.

Level 1: Demonstrates responsibility by showing respect, practicing safety, cooperating, and including others. Level 2: Reflects on personal responsibilities and takes action to improve physical activity, fitness, mental health, and social well-being.

Level 1: Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk. Level 2: Applies self-reinforcement strategies (e.g., positive self-talk, visualization) in challenging physical activities.

Level 1: Demonstrates self-responsibility by implementing specific corrective feedback to improve performance using teacher- generated guidelines. Level 2: Provides encouragement and corrective feedback to peers without prompting from the teacher.

Level 1: Identifies cooperation skills by establishing rules and guidelines for resolving conflicts. Level 2: Demonstrates appropriate response to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts.

Level 1: Identifies expectations and etiquette in a variety of physical activities. Level 2: Applies expectations and etiquette in a variety of physical activities.

Level 1: Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance. Level 2: Independently uses physical activity and fitness equipment appropriately and identifies specific safety concerns associated with the activity.