Virginia K–6 physical education standards

Demonstrate and differentiate between walking, jogging, running, hopping, galloping, and jumping.

Demonstrate bending, pushing, pulling, turning, and balancing on one foot.

Demonstrate moving forward, sideways, and side to side.

Demonstrate moving at low, medium, and high levels.

Demonstrate traveling in straight, curving, and zigzagging pathways.

Demonstrate moving fast, slow, and at moderate speeds.

Demonstrate simple educational gymnastic skills, including one roll (narrow or curled).

Demonstrate at least two critical elements used in eye-hand coordination skills while stationary (e.g., bouncing and catching a ball, tossing, catching a ball/beanbag, volleying a balloon, tossing and rolling underhand to targets, and striking stationary objects with a long or short implement or noodle.)

Demonstrate at least two critical elements used in eye-foot coordination skills (e.g., dribbling [small taps], kicking a stationa ry ball).

Demonstrate moving to a beat and to rhythmic patterns using basic locomotor and non-locomotor rhythmic patterns in personal and general space.

Demonstrate jumping over a stationary rope and a self-turn single jump.

Explain that the body has muscles and bones that help the body move.

Identify that the heart is a special muscle that pumps blood throughout the body.

Demonstrate the concept of personal and general space.

Explain that physical activity helps the body become stronger.

Identify physical activities that can be done at home, individually and with family and friends to keep the body healthy.

Explain that moving faster makes the heart beat faster.

Explain that fitness requires staying physically active.

Demonstrate cooperative and safe behaviors during play.

Identify three classroom (procedural) rules.

Explain how food provides energy for the body.

Identify one fruit and one vegetable.

Explain that fruits and vegetables provide energy for the body.

Demonstrate critical elements used and distinguish between walking, jogging, running, galloping, leaping, skipping, and sliding.

Demonstrate non-locomotor skills of twisting, curling, bending, stretching, and balancing on different body parts.

Demonstrate forward, sideways, backward (slow), and side-to-side movement.

Demonstrate jogging, running, skipping, galloping, sliding, and leaping using pathways (straight, curving, and zigzagging) and speeds (fast, slow, and moderate).

Demonstrate simple educational gymnastic skills, including balancing at different levels, two different rolls (narrow or curled), moving in two different directions, and transfer of weight/

Demonstrate developmentally appropriate form with at least two critical elements used in eyehand coordination skills while stationary and moving (e.g., dribbling a ball with the hand, underhand tossing and catching a ball/beanbag to self and with a partner, throwing and rolling underhand to targets, volleying a balloon upward with various body parts, volleying a balloon in the air with a short implement or noodle, striking a stationary object with the hand or with a short-handled implement or noodle.)

Demonstrate developmentally appropriate form with at least two critical elements used in eyefoot coordination skills (e.g., dribbling a ball, kicking a moving or stationary ball to a target.)

Perform a teacher-led rhythmic pattern or dance in personal space and general space.

Demonstrate consecutive jumps (more than one) with a short rope (self-turn), long rope (student-turn), and forward, backward, zigzag, hopping, and leaping over a stationary rope.

Identify where the brain is located.

Explain that muscles attach to bones to help the body move.

Describe how the heart and lungs work together to keep the body moving.

Explain that the heart is a muscle that grows stronger with movement.

Demonstrate the appropriate use of personal and general space.

Identify physical activities to do at home, individually and with others, to help the body move and grow.

Identify one cardiorespiratory activity that increases heart and breathing rates to make the heart stronger.

Identify and demonstrate physical activity at two or more intensity levels that increase heart rate and breathing.

Work cooperatively with peers and demonstrate safe equipment use when working individually or with peers.

Demonstrate safety rules for physical activities.

Demonstrate the safe and respectful use of space.

Participate in developing classroom (procedural) rules that promote relationship skills and support a positive and safe learning environment during physical activity.

Demonstrate the use of self-management skills to control emotions during physical activity.

Explain that physical activity helps improve mood and brain function for learning.

Participate in activities that are constructed to support inclusion.

Name the food groups as identified by the U.S. Department of Agriculture (USDA).

Name one food from each (USDA) food group.

Explain why the body needs water.

Explain that food provides energy for physical activity.

Demonstrate developmentally appropriate form for jogging, running, skipping, galloping, sliding, hopping, jumping, and leaping.

Demonstrate a simple educational gymnastic sequence, including balance, roll, transfer of weight from feet to hands, and jumping and landing horizontally (distance) and vertically.

Demonstrate at least two critical elements of eye-hand coordination skills for dribbling with the dominant/preferred hand while walking, overhand throwing, underhand throwing and catching individually and with a partner, underhand throwing and rolling to a target, and consecutive upward volleying with hand(s), with a short-/long-handled implement or noodle and striking/batting a ball off a tee using hard and soft force with control.

Demonstrate at least two critical elements of eye-foot coordination skills while kicking a moving ball, foot dribbling with control while walking to open spaces, and kicking/passing to a partner or a stationary target.

Demonstrate moving to a rhythm by performing basic dance sequences (teacher- or student-led dances).

Demonstrate at least two critical elements for jumping forward and backward with a short rope (self-turn) and jumping with long rope (student-turn).

Describe the concept of relationships (e.g., over, under, around, in front of, behind, through) in dynamic movement situations.

Explain the importance of spatial awareness (personal and general space) in static and dynamic movement situations.

Explain that the brain sends messages to the body through the spinal cord for movement and other activities.

Identify major muscles, including the quadriceps, biceps, abdominals, and heart.

Explain that muscles contract (tense or tighten) to keep the body in a balanced position.

Identify major bones, including the skull, ribs, and spine.

Identify the major structures of the cardiorespiratory system (heart and lungs).

Describe muscular strength as important in lifting/moving heavy objects.

Describe muscular endurance as important in moving throughout the day.

Describe flexibility as important in moving in many directions.

Describe cardiorespiratory endurance as important for maintaining a healthy heart and lungs.

Describe body composition as the components that make up a person’s body weight (percentages of fat, bone, water, and muscle in the human body).

Identify one activity to promote each component of fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition).

Identify opportunities to participate in regular physical activity inside and outside school, individually and with others.

Identify and demonstrate three different physical activities that increase heart rate and breathing.

Identify one activity that is enjoyed and done with friends outside the physical education class.

Identify one collaborative group activity that is challenging, and demonstrate one way to improve communication skills.

Demonstrate cooperative skills, including taking turns and sharing equipment.

Demonstrate safe participation and proper care of equipment individually and with others.

Demonstrate an understanding of established classroom safety rules and procedures.

Demonstrate the use of responsible decision-making steps to resolve conflict in physical activity settings.

Identify the characteristics of inclusion as belonging, acceptance, and value.

Explain that calcium is important for bone growth.

Identify examples of healthy snacks.

Identify different hydration choices.

Explain that choosing nutritious foods and being physically active are components of being healthy.

Explain how fruits and vegetables provide energy for physical activity.

Demonstrate the critical elements of eye-hand coordination skills for dribbling with dominant/preferred hand while finding open spaces, overhand/underhand throwing and catching with a partner, underhand throwing and rolling at a target, and volleying consecutive upward with hand(s) or with a short/long implement/noodle and striking/batting a ball off a tee using hard and soft force with control.

Demonstrate progress toward the use of all critical elements used in eye-foot coordination skills while kicking a moving ball, foot dribbling with control while walking to open spaces, and kicking/passing to a partner or a stationary target.

Perform an educational gymnastic sequence with balance, transfer of weight, travel, and change of direction.

Demonstrate dance patterns for a variety of dance movements and create a pattern/combination of movements into a repeatable sequence.

Demonstrate at least two critical elements for four different jumps with a short rope (self-turn) or long rope (student turn) and jumping/landing horizontally (distance) and vertically (height) using proper takeoff and landing form).

Apply the concept of creating space while moving.

Identify major muscles, including the hamstrings and triceps.

Describe the components and function of the cardiorespiratory system, including the heart, lungs, and blood vessels.

Identify major bones, including the femur, tibia, fibula, humerus, radius, and ulna.

Identify one activity and the muscles and bones that help the body perform the activity.

Explain the health-related components of fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition).

Identify one physical activity to improve each component of health-related fitness.

Demonstrate one activity for each component of health-related fitness.

Participate in four or more activities and reach a moderate to vigorous physical activity (MVPA) range for each activity.

Identify the carotid artery and the radial artery for measuring heart rate.

Explain the importance of rules for activities.

Participate in the development of classroom rules and guidelines for appropriate behavior that support a positive, safe, and inclusive environment in physical activity settings.

Describe the importance of cooperating and working with peers to achieve a goal.

Implement teacher feedback to improve performance.

Provide clear and specific feedback to a classmate to improve performance in an individually selected physical activity opportunity.

Describe how group and individual physical activity can bring enjoyment to self and peers.

Differentiate between inclusive and non-inclusive activities/environments.

Explain that energy balance relates to good nutrition (energy in) and physical activity (energy out).

Identify one food per group to create a healthy meal that meets USDA guidelines.

Identify healthy hydration choices and the amount of water needed for the body to function, using the formula of one ounce of water per two pounds of body weight.

Identify the macronutrients (i.e., fat, protein, carbohydrates).

Identify foods that are beneficial before and after physical activity.

Define calorie and identify the number of calories per gram of fat (nine), protein (four), and carbohydrates (four).

Explain the uses of salt and sugar and the harm of excessive salt and sugar intake.

Identify examples of each macronutrient (i.e., fat, protein, carbohydrates).

Calculate the calories per gram of macronutrients for various foods.

Explain the importance of hydration.

Compare and contrast a variety of different hydration choices.

Explain the role of moderate to vigorous physical activity (MVPA) for energy balance.

Identify different portion sizes for each food group.

Demonstrate progression toward the use of all critical elements for specialized locomotor, nonlocomotor, and manipulative skill combinations in small-sided games, modified sports activities, and lifetime activities, including overhand and underhand throwing and catching with a partner while moving to open spaces, overhand and underhand throwing to a target for distance, dribbling with non-dominant/non-preferred hand while walking at various speeds to open spaces, underhand volleying, catching thrown objects, striking a ball with short and long implement with force and control, and underhand volleying/striking, dribbling and passing a soccer ball with varying speed while moving to open spaces with control.

Create and perform an educational gymnastic sequence that combines four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer with smooth transitions from one movement to the other.

Create and perform a routine to music that has smooth transitions with an apparent beginning, middle, and end, and integrate shapes, levels, pathways, and locomotor patterns.

Perform a jump rope routine/challenge (e.g., self-turn, long rope, jump bands).

Demonstrate the use of pacing, speed, and endurance in a variety of activities.

Identify the major components of the cardiorespiratory system and describe the relationship between the heart, lungs, and blood vessels.

Identify the major muscle groups, including the deltoid and gluteal.

Identify the major components of the skeletal system, including the sternum, vertebrae, patellae, and phalanges.

Locate the radial and/or carotid pulse.

Identify the bones and muscles needed to perform one fitness activity and one skilled movement.

Apply the concept of closing space during movement sequences.

Describe the components of health-related fitness (i.e., cardiorespiratory endurance/aerobic capacity, muscular strength and endurance, flexibility, body composition) and list at least three physical activities associated with each component.

Analyze personal baseline data using data from a standardized health-related criterionreferenced test (e.g., Virginia wellness-related criterion-referenced fitness standards).

Create a SMART (specific, measurable, attainable, realistic, timely) goal for at least one healthrelated component of fitness to improve or maintain fitness level.

Identify two physical activities that can be done at school and two physical activities that can be done at home to meet fitness goals.

Analyze post-fitness testing results and reflect on goal progress/attainment.

Define the FITT (frequency, intensity, time, and type of exercise) principles.

Calculate resting and activity heart rate during a variety of physical activities.

Identify a group goal and the strategies needed for successful completion while working productively and respectfully with others.

Identify and demonstrate conflict-resolution strategies for positive solutions in resolving disagreements in physical activity settings.

Define etiquette and demonstrate appropriate behavior when participating in physical activity settings as well as application of rules and procedures.

Define integrity and describe its importance in a physical activity setting.

Identify how participation in physical activity improves mood and positively impacts the brain.

Differentiate and communicate about activities that facilitate feelings of inclusion and those that do not.

Demonstrate progress toward the use of all critical elements in locomotor, non-locomotor, and manipulative skill combinations in dynamic environments, modified sports activities, smallsided games, and lifetime activities, including overhand and underhand throwing and catching, execution to a target with accuracy, hand dribbling with non-dominant/dominant hand at various speeds and control to open spaces, consecutive volleying with a partner over a net or against a wall with proper force, striking a ball with short- and long-handled implements while stationary or moving with the proper force, direction, and accuracy, dribbling and passing a soccer ball with the dominant foot with varying speed while moving to open spaces with proper control and accuracy.

Create and perform an educational gymnastic sequence that combines three or more of the following movements: traveling, rolling, balancing, and other types of weight transfer, with smooth transitions and changes of direction, shape, speed, and flow.

Create and perform individual or group rhythm/dance sequences.

Perform multicultural and social dances.

Create and perform a jump rope routine/challenge (self-turn, long rope, or jump bands).

Identify the major components of the cardiorespiratory, vascular, muscular, and skeletal systems.

Apply knowledge of skeletal and muscular systems to accurately describe a variety of specific movements, such as a ball strike, overhand throw, or running.

Understand the concept of flexibility as it relates to bones, muscles, and joints.

Identify methods for evaluating and improving personal fitness, such as health-related criterionreferenced tests, heart rate, accelerometer, and pedometer data.

Compare and analyze personal fitness data to health-related criterion-referenced standards (e.g., Virginia wellness-related fitness FitnessGram® standards, Centers for Disease Control and Prevention guidelines) to assess levels of personal fitness and identify strengths and weaknesses.

Explain the FITT (frequency, intensity, time, and type) principles and its relationship to a personal fitness plan.

Calculate resting, activity, and recovery heart rate and calculate heart rate during a variety of physical activities.

Explain the relationship between heart rate and cardiorespiratory fitness.

Create and implement safety rules and responsibilities for one or more activities.

Describe and demonstrate respectful behavior in physical activity settings.

Implement etiquette for at least two activities.

Identify how engaging in physical activity can improve mental health and reduce stress.

Explain the importance of inclusion in physical activity settings.

Participate in developing classroom activities led by the teacher that promote feelings of inclusion, which support feelings of acceptance, belonging, and all students being valued.

Explain Recommended Dietary Allowance (RDA).

Explain that there are different RDAs for children, teens, and adults.

Explain the purpose of vitamins and minerals.

Describe how the body uses each macronutrient (fat, protein, carbohydrates).

Evaluate components of food labels for a variety of foods, including macronutrients, RDA, and portion size.

Explain that physical activity guidelines recommend 60 minutes of moderate to vigorous physical activity (MVPA) every day.

Combine and apply manipulative skills into small-sided games for overhand and underhand throwing and catching, throwing and catching to a target with accuracy and control, and hand and/or foot dribbling with accuracy at varying speeds while applying spatial awareness within partner and small-group modified game-play.

Combine and apply the manipulative skills of volleying with a partner over a net or against a wall with changes in force, accuracy, and direction into small-sided games.

Combine and apply the manipulative skills of striking/batting an object with a short and long implement with changes in force, accuracy, direction in small-sided games.

Combine and apply manipulative skills in small-sided games, dribbling/passing a soccer ball with accuracy at varying speeds while applying spatial awareness to a partner or within a small group.

Create and perform a movement sequence in a jump rope or dance activity.

Demonstrate and apply the six components of skill-related fitness (i.e., agility, balance, coordination, power, reaction time, and speed).

Demonstrate basic offensive and defensive strategies in noncomplex, modified, and small-sided activities.

Refine and adapt individual and group activity skills by applying concepts of relationships, effort, spatial awareness, direction, speed, accuracy, and pathways to improve performance.

Apply knowledge of the skeletal system by identifying major joints, associated bones, and types of joints, including ball-and-socket, and hinge joint.

Create a basic personal fitness plan for at least one health-related component of fitness, including baseline fitness data, a SMART goal, activities that will address the goal, a log of activities inside and outside school, reassessment data (post-data) and reflection of goal progress/attainment.

Identify a variety of resources, including available technology to evaluate, monitor, and record activities for fitness improvement.

Calculate resting, active, and recovery heart rate during a variety of physical activities, and identify the relationship between heart rate and rate of perceived exertion (RPE) levels.

Describe how being physically active improves physical and mental health.

Interpret fitness data, comparing individual scores to health-related criterion-referenced standards (Virginia wellness-related fitness standards, FitnessGram®, Centers for Disease Control and Prevention guidelines).

Create and implement an activity plan to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans and identify the necessary safety precautions for participation.

Describe a rate of perceived exertion scale.

Demonstrate effective communication and creative thinking skills to solve problems, make decisions and resolve conflict with others, and promote safe participation in physical activities.

Compare and critique rules, safety procedures, and etiquette for two different physical activities.

Develop an improvement plan for a self-selected physical activity, discuss the challenges faced, and reflect on how these challenges were overcome.

Describe the benefits of competitive and noncompetitive physical activities.

Demonstrate integrity and apply rules/etiquette for a team-building activity.

Participate in developing student-led classroom activities that promote feelings of inclusion, which support feelings of acceptance, belonging, and being valued, for all students.

Create a one-day meal and snack plan based on Recommended Dietary Allowance (RDA), portions, hydration, and sugar.

Describe the relationship between resting heart rate and exercise intensity.

Explain the effects of physical activity guidelines on energy expenditure.