Rhode Island K–6 physical education standards

Use mature form in basic gross locomotor patterns (walk, run, jump, hop, leap).

Show awareness of movement in relation to body, space, time, and effort (tempo, kinesphere, directionality, relationship).

Use initial form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

Demonstrate initial form in fundamental combinations of movement skills (e.g., run and jump, strike and run).

Recognize an initial movement vocabulary (e.g. heart rate) .

Listen and respond appropriately to feedback in regard to movement skills.

Recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention).

Use physical activity as a means of self-expression.

Participate in activities promoting health-related fitness.

Recognize components of health-related physical fitness assessment.

Identify health-enhancing physical activities in which they participate.

Use self control with regard to personal and general space.

Follow activity-specific laws, rules, procedures, and etiquette.

Utilize safety principles in activity situations and settings.

Work cooperatively and productively with a partner and/or a group to accomplish a set goal.

Work independently and on task for developmentally appropriate periods of time.

Understand and use appropriate interactions with peers while participating in group activities.

Recognize characteristics of appropriate and safe areas within their neighborhood to participate in physical activity.

Recognize physical activities that can be performed in a variety of settings.

Realize there are youth organizations in the community that offer physical activity program (e.g. Young Men's Christian Association (YMCA), Young Women's Christian Association (YWCA), town/city recreation departments, Police Athletic Leagues (PAL).).

Know there are a variety of valid sources to find information about physical activity.

Use mature form in combination gross locomotor patterns (skip, gallop, slide).

Master non-locomotor skills (body, space, time, effort, relationship).

Use rudimentary form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

Apply fundamental combinations of movement skills, in low organized games and activities (e.g., run and jump, strike and run).

Apply movement vocabulary to an appropriate situation.

Use introductory application of biomechanical principles (e.g., center of gravity, base of support, force).

Recognize critical elements of movement skills to provide feedback to self and others (e.g. peer assessment).

Recognize introductory strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).

Recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

Recognize the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

Recognize the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

Use physical activity as a means of self-expression.

Participate at the introductory level in some components of a health-related physical fitness assessment tool (e.g., FitnessGram, Physical Best, President's Council on Physical Fitness).

Select and participate regularly in physical activities for the purpose of improving skills and health.

Recognize how fitness testing results relate to their ability to perform various physical activities.

Participate in several activities related to each component of health-related physical fitness (e.g., cardio-respiratory, muscular strength and endurance, flexibility, balance, agility).

Recognize changes in pre and post-test results in health-related fitness tests resulting from physical activity.

Recognize that a variety of technologies exist that may enhance fitness levels (e.g. web-based programs, fitness machines, etc.).

Use self control in movement activities.

Follow activity-specific laws, rules, procedures, and etiquette.

Utilize safety principles in activity situations and settings.

Work cooperatively and productively with a partner and/or a group to accomplish a set goal.

Work independently and on task for developmentally appropriate periods of time.

Recognize ways to peacefully resolve conflicts.

Describe appropriate interactions for participating in group activities.

Recognize appropriate and safe areas within the community to participate in physical activity.

Recognize physical activities that can be performed in a variety of settings.

Recognize how peers, media, and technology can impact one's level of physical activity.

Recognize healthy ways to promote physical activity with peers.

Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).

Identify a variety of valid sources to find information about physical activity.

Use mature form in many gross locomotor and many combination patterns (run, hop, jump, leap, skip, gallop, slide).

Use mature form in non-locomotor skills (body, space, time, effort, relationship).

Show mature form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

Show mature form in fundamental combinations of movement skills (e.g., run and jump, strike and run).

Apply beginning strategies in various games and sports.

Transfer movement skills between activities at a rudimentary level.

Practice activities to increase skill competence.

Use rudimentary application of biomechanical principles (e.g. center of gravity, base of support, force).

Use critical elements of fundamental and specialized movement skills to provide feedback to self and others (e.g. self/peer assessment of: transfer of weight, opposition skills, point to target).

Use rudimentary strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).

Transfer movement skills, concepts, and principles between activities at a rudimentary level.

Identify the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

Identify the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

Identify the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

Identify the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).

Use physical activity as a means of self-expression.

Participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President's Council).

Make progress towards, meet, or exceed the health-related fitness standards of the assessment tool.

Understand how physical fitness testing results (e.g., pre/post test, assessments, charts) relate to their ability to perform various activities.

Recognize changes in pre and post test results in health-related fitness tests and develop basic physical activity plan based on these results.

Identify several physical activities related to each component of health-related physical fitness (e.g., cardiovascular - jogging, aerobics, hiking, spinning) or (e.g., cardio-respiratory, muscular strength and endurance, flexibility, balance, agility).

Select and participate regularly in physical activities for the purpose of improving physical skills and health.

Identify factors that promote and that prevent physical activity and develop some strategies to maintain a physically active lifestyle.

Identify ways to be physically active in structured and non-structured settings that promote lifelong fitness.

Identify a variety of technologies that can assist in the development of a fitness plan (e.g. websites, heart rate monitors, etc.).

Use self control in game and movement activities.

Follow activity-specific laws, rules, procedures, and etiquette.

Utilize safety principles in activity situations and settings.

Work cooperatively and productively with a partner and/or a group to accomplish a set goal.

Work independently and on task for developmentally appropriate periods of time.

Describe and use appropriate ways to peacefully resolve conflicts.

Interact appropriately with peers while participating in group activities.

Identify appropriate and safe areas within the community to participate in physical activity.

Identify physical activities that can be performed in a variety of settings.

Have a fundamental understanding of how media and technology can impact one's level of physical activity.

Identify healthy ways to promote physical activity with peers.

Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).

Use a variety of valid sources to find information about physical activity.

Identify a variety of emotions that can impact physical activity levels.

Use mature form in many basic manipulative, locomotor and non-locomotor skills.

Show consistency in skills specific to games and sports (e.g., pivoting, sliding, setting).

Adapt and combine skills to the demands of increasingly complex situations of selected movement forms.

Show competence in modified versions in a variety of movement forms (e.g., half-court basketball -use different size ball, more players on team ).

Use information from a variety of sources of internal and external origin to improve performance.

Identify and apply biomechanical principles to enhance performance.

Identify and apply critical elements of various movement forms to provide feedback for both self- and peer-assessment.

Understand and apply strategies in a variety of game situations.

Transfer movement skills, concepts and principles between activities at a consistent level.

Explain the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

Explain the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

Explain the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

Explain the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).

Participate in more challenging activities to learn new skills.

Use physical activity as a means of self-expression.

Participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President's Council).

Make progress towards, meet, or exceed in the health-related fitness standards of the assessment tool.

Assess and evaluate personal health status from fitness assessment results.

Develop personal fitness goals and a plan to achieve those goals based on the results of the health-related physical fitness assessment.

Participate in activities to achieve personal fitness goals.

Participate in activities to improve skills and health (include activities related to each component of health-related physical fitness).

Explain factors that affect physical activity and develop strategies some strategies to maintain a physically active lifestyle.

Meet or exceed national physical activity recommendations by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health.

Describe how various technologies can help to assess, plan, maintain and enhance physical activity level (e.g. web-based programs, heart rate monitors, pedometers, etc).

Use responsible decision making in all physical activity settings. (e.g., applying safe practices, laws, rules, and procedures).

Explain the influence of peer pressure on behavior in physical activity settings.

Resolve conflict in appropriate ways.

Analyze potential consequences when confronted with a behavior choice.

Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.

Discuss the use of physical activity as a means for social interaction.

Participate with others in games, sports, and activities to achieve a common goal.

Describe appropriate and safe areas within the community to participate in physical activity.

Describe physical activities that can be performed in a variety of settings.

Describe different forms of media and technology that impact one's level of physical activity.

Describe how one's home/family environment can impact one's level and type of physical activity.

Describe healthy ways to promote physical activity with one's peers.

Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWWCA, Recreation departments, PAL).

Use a variety of reliable and valid sources to find information about physical activity.

Describe how positive and negative emotions can impact physical activity levels.