Rhode Island K–6 physical education standards

Rhode Island writes its own physical education standards. They are published as Rhode Island Physical Education Framework, adopted 2003 and are not a version of a national framework. 120 of 130 are matched to a national standard.

Verified against RIDE's own scanned March-2003 PDF via rendered-image OCR (all 6 standards x 4 K-6 bands reconcile 130/130; text spot-checked verbatim). DERIVED: CSP header-concatenation stripped from each row (standard statement removed); performance-indicator text verbatim, first letter capitalized. Codes are the framework's own (<band>.S<n>.<m>).

Framework: Rhode Island Physical Education Framework
Adopted: 2003
Source last checked: August 2, 2026

Read the official document

130 standards, kindergarten through 6th grade

K-1.S1.1K–1
Use mature form in basic gross locomotor patterns (walk, run, jump, hop, leap).
K-1.S1.2K–1
Show awareness of movement in relation to body, space, time, and effort (tempo, kinesphere, directionality, relationship).
K-1.S1.3K–1
Use initial form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).
K-1.S1.4K–1
Demonstrate initial form in fundamental combinations of movement skills (e.g., run and jump, strike and run).
K-1.S2.1K–1
Recognize an initial movement vocabulary (e.g. heart rate) .
K-1.S2.2K–1
Listen and respond appropriately to feedback in regard to movement skills.
K-1.S3.1K–1
Recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention).
K-1.S3.2K–1
Use physical activity as a means of self-expression.
K-1.S4.1K–1
Participate in activities promoting health-related fitness.
K-1.S4.2K–1
Recognize components of health-related physical fitness assessment.
K-1.S4.3K–1
Identify health-enhancing physical activities in which they participate.
K-1.S5.1K–1
Use self control with regard to personal and general space.
K-1.S5.2K–1
Follow activity-specific laws, rules, procedures, and etiquette.
K-1.S5.3K–1
Utilize safety principles in activity situations and settings.
K-1.S5.4K–1
Work cooperatively and productively with a partner and/or a group to accomplish a set goal.
K-1.S5.5K–1
Work independently and on task for developmentally appropriate periods of time.
K-1.S5.6K–1
Understand and use appropriate interactions with peers while participating in group activities.
K-1.S6.1K–1
Recognize characteristics of appropriate and safe areas within their neighborhood to participate in physical activity.
K-1.S6.2K–1
Recognize physical activities that can be performed in a variety of settings.
K-1.S6.3K–1
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).).
K-1.S6.4K–1
Know there are a variety of valid sources to find information about physical activity.
2-3.S1.12–3
Use mature form in combination gross locomotor patterns (skip, gallop, slide).
2-3.S1.22–3
Master non-locomotor skills (body, space, time, effort, relationship).
2-3.S1.32–3
Use rudimentary form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).
2-3.S1.42–3
Apply fundamental combinations of movement skills, in low organized games and activities (e.g., run and jump, strike and run).
2-3.S2.12–3
Apply movement vocabulary to an appropriate situation.
2-3.S2.22–3
Use introductory application of biomechanical principles (e.g., center of gravity, base of support, force).
2-3.S2.32–3
Recognize critical elements of movement skills to provide feedback to self and others (e.g. peer assessment).
2-3.S2.42–3
Recognize introductory strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).
2-3.S3.12–3
Recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).
2-3.S3.22–3
Recognize the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).
2-3.S3.32–3
Recognize the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).
2-3.S3.42–3
Use physical activity as a means of self-expression.
2-3.S4.12–3
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).
2-3.S4.22–3
Select and participate regularly in physical activities for the purpose of improving skills and health.
2-3.S4.32–3
Recognize how fitness testing results relate to their ability to perform various physical activities.
2-3.S4.42–3
Participate in several activities related to each component of health-related physical fitness (e.g., cardio-respiratory, muscular strength and endurance, flexibility, balance, agility).
2-3.S4.52–3
Recognize changes in pre and post-test results in health-related fitness tests resulting from physical activity.
2-3.S4.62–3
Recognize that a variety of technologies exist that may enhance fitness levels (e.g. web-based programs, fitness machines, etc.).
2-3.S5.12–3
Use self control in movement activities.
2-3.S5.22–3
Follow activity-specific laws, rules, procedures, and etiquette.
2-3.S5.32–3
Utilize safety principles in activity situations and settings.
2-3.S5.42–3
Work cooperatively and productively with a partner and/or a group to accomplish a set goal.
2-3.S5.52–3
Work independently and on task for developmentally appropriate periods of time.
2-3.S5.62–3
Recognize ways to peacefully resolve conflicts.
2-3.S5.72–3
Describe appropriate interactions for participating in group activities.
2-3.S6.12–3
Recognize appropriate and safe areas within the community to participate in physical activity.
2-3.S6.22–3
Recognize physical activities that can be performed in a variety of settings.
2-3.S6.32–3
Recognize how peers, media, and technology can impact one's level of physical activity.
2-3.S6.42–3
Recognize healthy ways to promote physical activity with peers.
2-3.S6.52–3
Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).
2-3.S6.62–3
Identify a variety of valid sources to find information about physical activity.
4-5.S1.14–5
Use mature form in many gross locomotor and many combination patterns (run, hop, jump, leap, skip, gallop, slide).
4-5.S1.24–5
Use mature form in non-locomotor skills (body, space, time, effort, relationship).
4-5.S1.34–5
Show mature form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).
4-5.S1.44–5
Show mature form in fundamental combinations of movement skills (e.g., run and jump, strike and run).
4-5.S1.54–5
Apply beginning strategies in various games and sports.
4-5.S1.64–5
Transfer movement skills between activities at a rudimentary level.
4-5.S1.74–5
Practice activities to increase skill competence.
4-5.S2.14–5
Use rudimentary application of biomechanical principles (e.g. center of gravity, base of support, force).
4-5.S2.24–5
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).
4-5.S2.34–5
Use rudimentary strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).
4-5.S2.44–5
Transfer movement skills, concepts, and principles between activities at a rudimentary level.
4-5.S3.14–5
Identify the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).
4-5.S3.24–5
Identify the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).
4-5.S3.34–5
Identify the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).
4-5.S3.44–5
Identify the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).
4-5.S3.54–5
Use physical activity as a means of self-expression.
4-5.S4.14–5
Participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President's Council).
4-5.S4.24–5
Make progress towards, meet, or exceed the health-related fitness standards of the assessment tool.
4-5.S4.34–5
Understand how physical fitness testing results (e.g., pre/post test, assessments, charts) relate to their ability to perform various activities.
4-5.S4.44–5
Recognize changes in pre and post test results in health-related fitness tests and develop basic physical activity plan based on these results.
4-5.S4.54–5
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).
4-5.S4.64–5
Select and participate regularly in physical activities for the purpose of improving physical skills and health.
4-5.S4.74–5
Identify factors that promote and that prevent physical activity and develop some strategies to maintain a physically active lifestyle.
4-5.S4.84–5
Identify ways to be physically active in structured and non-structured settings that promote lifelong fitness.
4-5.S4.94–5
Identify a variety of technologies that can assist in the development of a fitness plan (e.g. websites, heart rate monitors, etc.).
4-5.S5.14–5
Use self control in game and movement activities.
4-5.S5.24–5
Follow activity-specific laws, rules, procedures, and etiquette.
4-5.S5.34–5
Utilize safety principles in activity situations and settings.
4-5.S5.44–5
Work cooperatively and productively with a partner and/or a group to accomplish a set goal.
4-5.S5.54–5
Work independently and on task for developmentally appropriate periods of time.
4-5.S5.64–5
Describe and use appropriate ways to peacefully resolve conflicts.
4-5.S5.74–5
Interact appropriately with peers while participating in group activities.
4-5.S6.14–5
Identify appropriate and safe areas within the community to participate in physical activity.
4-5.S6.24–5
Identify physical activities that can be performed in a variety of settings.
4-5.S6.34–5
Have a fundamental understanding of how media and technology can impact one's level of physical activity.
4-5.S6.44–5
Identify healthy ways to promote physical activity with peers.
4-5.S6.54–5
Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).
4-5.S6.64–5
Use a variety of valid sources to find information about physical activity.
4-5.S6.74–5
Identify a variety of emotions that can impact physical activity levels.
6-8.S1.16
Use mature form in many basic manipulative, locomotor and non-locomotor skills.
6-8.S1.26
Show consistency in skills specific to games and sports (e.g., pivoting, sliding, setting).
6-8.S1.36
Adapt and combine skills to the demands of increasingly complex situations of selected movement forms.
6-8.S1.46
Show competence in modified versions in a variety of movement forms (e.g., half-court basketball -use different size ball, more players on team ).
6-8.S2.16
Use information from a variety of sources of internal and external origin to improve performance.
6-8.S2.26
Identify and apply biomechanical principles to enhance performance.
6-8.S2.36
Identify and apply critical elements of various movement forms to provide feedback for both self- and peer-assessment.
6-8.S2.46
Understand and apply strategies in a variety of game situations.
6-8.S2.56
Transfer movement skills, concepts and principles between activities at a consistent level.
6-8.S3.16
Explain the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).
6-8.S3.26
Explain the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).
6-8.S3.36
Explain the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).
6-8.S3.46
Explain the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).
6-8.S3.56
Participate in more challenging activities to learn new skills.
6-8.S3.66
Use physical activity as a means of self-expression.
6-8.S4.16
Participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President's Council).
6-8.S4.26
Make progress towards, meet, or exceed in the health-related fitness standards of the assessment tool.
6-8.S4.36
Assess and evaluate personal health status from fitness assessment results.
6-8.S4.46
Develop personal fitness goals and a plan to achieve those goals based on the results of the health-related physical fitness assessment.
6-8.S4.56
Participate in activities to achieve personal fitness goals.
6-8.S4.66
Participate in activities to improve skills and health (include activities related to each component of health-related physical fitness).
6-8.S4.76
Explain factors that affect physical activity and develop strategies some strategies to maintain a physically active lifestyle.
6-8.S4.86
Meet or exceed national physical activity recommendations by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health.
6-8.S4.96
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).
6-8.S5.16
Use responsible decision making in all physical activity settings. (e.g., applying safe practices, laws, rules, and procedures).
6-8.S5.26
Explain the influence of peer pressure on behavior in physical activity settings.
6-8.S5.36
Resolve conflict in appropriate ways.
6-8.S5.46
Analyze potential consequences when confronted with a behavior choice.
6-8.S5.56
Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.
6-8.S5.66
Discuss the use of physical activity as a means for social interaction.
6-8.S5.76
Participate with others in games, sports, and activities to achieve a common goal.
6-8.S6.16
Describe appropriate and safe areas within the community to participate in physical activity.
6-8.S6.26
Describe physical activities that can be performed in a variety of settings.
6-8.S6.36
Describe different forms of media and technology that impact one's level of physical activity.
6-8.S6.46
Describe how one's home/family environment can impact one's level and type of physical activity.
6-8.S6.56
Describe healthy ways to promote physical activity with one's peers.
6-8.S6.66
Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWWCA, Recreation departments, PAL).
6-8.S6.76
Use a variety of reliable and valid sources to find information about physical activity.
6-8.S6.86
Describe how positive and negative emotions can impact physical activity levels.

Rhode Island K–6 physical education standards

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