Wisconsin K–6 physical education standards

Perform locomotor skills (e.g., hop, gallop, run, slide, skip, while maintaining balance.

Perform jumping and lan ding actions with balance.

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

Roll sideways in a narrow body shape.

A. Maintain momentary stillness on different bases of support. B. Form wide, narrow, curled, and twisted body shapes.

Contrast the actions of curling and stretching.

Roll or throw underhand with opposite foot forward.

A. Drop an object and catch it before it bounces twice. B. Catch a large object tossed by a skilled thrower.

Dribble a ball with one hand, attempting the) second contact.

Kick a stationary object from a stationary position, demonstrating two of the five critical elements of a mature kicking pattern.

Tap an object: using the inside of the foot, sending it forward.

Volley a: lightweight object (balloon), with an open palm, sending it upward.

Strike a lightweight with a paddle short-handled racket.

A. Execute a single jump with a self turned rope. B. Jump a long rope with teacher assisted turning.

Demonstrate swim skills as described by the American Red Cross "Learn to Swim and Achieve" or any other nationally recognized swim program. Students may exhibit skills of the skill levels.

A. Differentiate between movement in personal (self space) and general space. B. Move in personal space to a rhythm.

Travel in three different pathways (e.g., straight line, curved line, and zigzag).

Travel in general space at different speeds.

Understand and follow safety concepts as described by the American Red Cross for levels one through three.

Identify active play opportunities in and out of school.

A. Recognize and model the visible and physical signs that are related to vigorous movement. (e.g., sweating, heavy breathing, heart beating faster). B. Recognize exercising the heart helps keep the body healthy.

Recognize the body has bones and muscles.

I dentify the body part involved when stretching.

Demonstrate knowledg physical activity and fitness (listed above) related to increasing heart rate, engaging different muscles, and performing various stretches during activity.

Recognize that food provides energy for physical activity. T he Wisconsin Social and Emotional Learning performance indicators. Direct alignment is denoted at the bottom of the indicator.

Identify how to safely participate with peers and safely use equipment while following teacher directives

Recognize the established protocol for the learning environment. (WSELC 21)

Recognize everyone has similarities and differences with teacher guidance. (WSELC 14)

Demonstrate curiosity, risk taking, and willingness to engage in new experiences teacher guidance (WSELC 10)

Adapt behavior based on teacher directives (WSELC 17)

Identify and communicate needs in conflict situations with teacher guidance. (WSELC 19)

Recognize that they have choices in how to respond to situations with teacher guidance. (WSELC 20)

Recognize that physical activity is important for overall health and well -being.

Engage in meaningful learning through attempting, repeating, and exploring a variety of experiences and activities. (WSELC 11)

Identify physical activities that are enjoyable with or without others.

Hop, gallop, jog, and slide using a mature pattern.

Demonstrate two of the five elements in both jumping for distance and for height using two- foot takeoffs and landings.

Combine locomotor and non- locomotor skills in a teacher designed dance.

Roll with either a narrow or curled body shape.

Maintain stillness on different bases of support with different body shapes.

Demonstrate twisting, curling, bending, and stretch ing actions.

Roll or throw underhand, demonstrating three of the five critical elements of a mature pattern.

A. Catch a soft object from a self -toss before it bounces demonstrating two of the five critical elements. B. Catch various sizes of self -tossed or tossed by a skilled thrower demonstrating two of the five critical elements.

Dribble in self space using the preferred hand, demonstrating two of the five critical elements of a mature pattern.

Approach a stationary and kick it forward, demonstrating two of the five critical elements of a mature pattern.

Tap or dribble a object, demonstrating two of the five critical elements of a mature pattern while walking in general space.

A. Volley an object upward with consecutive hits. B. V olley an objec t forward, demonstrating two of the five critic al elements of a mature pattern.

Strike an object object with a short or handled implement, sending it upward.

A. Jump forward or backward-consecutively using a self turned B. Jump a long-rope up to five t imes consecutively with teacher- assisted t urning.

Identify at least two basic skills needed to perform teacher -directed activity.

Demonstrate swim skills as described by the Am erican Red Cross "Learn to Swim and Achieve" or any other nationally recognized swim program. Students may in any exhibit skills in any. of the skill levels.

Move in self and general space in response to-designated beats or rhythms.

A. Travel demonstrating low, middle and high levels. B. Travel demonstrating a variety of relationships with objects (e.g., over, under, around, through).

A. Differentiate between fast and slow speeds. B. Differentiate between strong and light force.

Understand and follow safety concepts as described by the American Red Cross for levels three and four.

Explain the importance of daily physical activity.

A. Identify the heart as a muscle that grows stronger with exercise, play and physical activity. B. Identify activities that build muscle and increase heart rate and lung capacity.

Describe the connection between muscles and one's ability to move.

A. Identify ways to stretch muscles in the upper and lower body. B. Explain why it is safer to stretch a warm muscle rather than a cold muscle.

Apply knowledge e of of physical activity and fitness as listed above to increase cardio respiratory fitness, flexibility muscular strength and endurance.

Differentiate between healthy and unhealthy food.

Safely participate with peers and equipment in a variety of physical activity settings with. teacher reminders.

Exhibit the established protocols for learning environment

Identify similarities and differences between peers with minimal or no teacher guidance.

Identify and apply-steps and strategies to complete a goal with teacher with guidance.

Understand how feedback can. improve performance.

Identify and communicate needs in conflict situations with minimal teacher guidance.

Recognize that they have choices in how to respond to situations with minimal teacher guidance.

Identify physical activity as a component of overall health and well -being.

Recognize that attempting and repeating activities can lead to success.

A. Describe positive feelings that result from participating in physical activities with self or with friends. B. D is cuss personal reasons (i.e. the "why") for enjoying physical activities.

A. Skip using a mature pattern. B. Run with a mature pattern.

Demons trate four critical of the five elements (see list in previous grade) for jumping and landing using a variety of one and two -f oot take and landings.

Perform a teacher-or student-designed-rhythmic activity with the correct response to simple rhythms.

A. Transfer weight from one body part to another in self -space, dance, and gymnastics. B. R oll in different directions with either a narrow or curled body shape.

A. Balance on different bases of support, comb ining levels and shapes. B. Balance in an inverted position with stillness and supportive base.

Differentiate among twisting, curling, bending, and stretching actions.

Combine balances and transfers a three -part sequence (e.g dance sequence or gymnastic sequence).

Roll or throw underhand using a ll five critical elements of a mature pattern.

A. Throw overhand, demonstrating three of the five critical elements of a mature pattern.

Catch a self tossed or well thrown large object with hands,, not trapping or cradling again the body,

- A. Dribble continuously self -space with preferred hand, demonstrating three of the five critical elements of mature pattern. B. D ribble using the preferred hand while walking in general space.

Use a continuous object running approach and kick a moving object, demonstrating three of the five critical elements of a mature pattern.

n Dribble an object in general space, demonstrating three of the five critical elements of a mature pattern.

Volley an obj forward, demonstrating three of the five critical elements of a mature pattern.

A. Strike an-object upward with a short handled implement, using consecutive hits. B. Strike an object with a short-handled implement, sending it forward, demonstrating two of the three critica elements of a mature pattern.

Strike a stationary object, using correct grip, side orientation, and proper body orientation.

A. Jump a self turned consecutively-forward and rope. backward with a mature pattern. B. Jump a long rope five consecutively with student assisted turning.

Demonstrate at least two critical skills needed to perform teacher directed activity.

Demonstrate swim skills as described by the American Red Cross "Learn to Swim and Achieve" or any other nationally recognized swim program. Students may exhibit skills in any of the skill levels.

- space Combine locomotor skills in general space to a rhythm.

Combine shapes, le vels, and pathways into simple travel, dance and gymnastics sequences.

Vary time and force with gradual increases and decreases. swim pro

Understand and follow safety concepts as described by the American Red Cross for level four.

Discuss the benefits of being active, playing, and exercising.

A. Identify personal Rate of Perceived Exertion (RPE) using the Borg scale. B. Identify where and how to find pulse.

Identify basic exercises to improve muscular strength and endurance.

Identify basic stretches to improve flexibility.

A. Apply knowledge of physical activity and fitness as listed above to demonstrate personal awareness of RPE and how to find a pulse. B. Select and identify preferred activities that i ncrease cardiorespiratory fitness, flexibility, and muscular strength and endurance.

Participate in health -related fitness components working toward building strength and competence using self -assessment and peer assessment skills during practice fitness activities.

Recognize the balance of good nutrition and hydration with physical activity. Competencies (WSELC) were use

Safely participate with peers and equipment in a variety of physical activity settings with minimal teacher reminders.

Recognize the role of the procedures and protocols. learning environment.

Demonstrate respect of individual differences with teacher guidance.

Identify and apply steps and strategies to simple complete a simple goal with minimal teacher guidance.

Accept specific teacher -directed feedback.

Recognize individual perspectives may vary from person to person.

Identify possible choices and actions (positive and negative) to consider in a given situation with teacher guidance. (WSELC 20)

Identify different types of physical activity that positively impact overall health and well -being.

Persist toward reaching a goal despite setbacks with teacher guidance.

Identify physical activities that provide self expression (e.g., dance, gymnastics routines, practice tasks in game environments).

Leap using a mature pattern.

Jump and land in critical the horizontal and vertical planes using a mature pattern. -offs

Perform teacher- selected and developmentally appropriate dance steps/rhythm movement patterns.

Perform a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation in teacher-or student-designed small-sided practice tasks.

Transfer weight from feet to different body parts or bases of support for balance and rolling.

Balance on different bases of support, demonstrating muscular tension and extensions of free body parts.

Move into and out of gymnastics balances with curling, twisting, and stretching actions.

Combine into locomotor skills, non- locomotor., skills, and movement s concepts (levels, shapes, extensions, pathways, force, time, and flow) to create and perform a dance.

Combine balance and weight transfers with movement concepts to create and perform a dance.

Roll or throw underhand using a mature pattern to a partner or target with reasonable accuracy.

A. Throw overhand, demonstrating four of the five critical elements of a m ature pattern, in non dynamic environments for distance or force.

- Catch a gently-tossed hand- object from a partner, demonstrating four of the five critical elements of a mature pattern.

Dribble and travel in in general space at slow to moderate jogging speed control of ball and body. a

A. Use a continuous running approach and intentionally perform a kick along the ground kick in the air, demonstrating four of the five critical elements of a mature pattern for each. B. Use a continuous running approach to kick a stationary object accuracy.

Dribble an object in general space at slow to moderate jogging speed demonstrating four of the five critical elements of a mature pattern.

Pass and receive an object with the insides of the feet to and from a stationary partner, "giving" on reception before returning the pass.

ect Volley an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner while d emonstrating four of the five critical elements of a mature pattern.

A. Strike an object with a-short-handled impl ement, sending it forwa rd over a low net or to a wall, demonstrating three of the five critical elements of a mature pattern. l

S trike a n object with a long handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. Note: Use batting tee or object tossed by teacher.

- Perform rope intermediate jump rope skills (e.g. variety of tricks, running in and out of long rope) for both long and short ropes. times -

Demonstrate at least three critical skills needed to-perform teacher directed activity.

Demonstrate swim skills as described by the American Red Cross "Learn to Swim and Achieve" or any other nationally recognized sw program. Students may exhibit skills in any of the skill levels.

Recognize and create open space in various physical activities.

Recognize and perform locomotor skills specific to a wide variety of physical activities.

Combine movement co ncepts (e.g., direction, level, force, time) with skills as directed by the teacher.

A. Apply simple strategies and tactics in chasing activities. B. Apply simple strategies and tactics in fleeing activities.

Understand and follow safety concepts as described by the American Red Cross for levels four an d five.

A. Identify risks associated with physical inactivity. B. Understand the physical activity recommendations for youth.

A. Uses the rate of Perceived Exertion (RPE) scale to distinguish between moderate and vigorous heart rate. B. Identify where and how to find and count heart rate.

Define the concepts of muscular endurance and muscular strength and provide examples of physical a ctivities that enhance these components.

Demonstrate warm up and cool-down activities that enhance muscle flexibility and recognize the value of increased flexibility when participating in physical activity.

Demonstrate the basic concept of body composition (eating well + being active = healthy body composition).

Apply knowledge of physical activity and fitness as listed above to evaluate (RPE, MVPA, heart rate) their engagement of the five components of fitness.

Demonstrate, with teacher guidance, the health -related fitness components.

Identify foods that are nutrient-dense.

Describe and d emonstrate safe practices with peers and equipment in a variety of physical activity settings without teacher reminders. (WSELC 22)

Demonst rate positive behavior as established by in the procedures and protocols learning environment (WSELC 21)

Demonstrate respect of individual differences without teacher guidance. (WSELC 14)

Identify simple goals for improvement of personal well -being. (WSELC 10)

Accept and implement specific feedback from peers to adapt performance with teacher guidance.

Identify and explain others perspectives during conflicts. (WSELC 19)

Identify possible choices and actions (positive and negative) to consider in a given situation with teacher guidance.

Recognize the v alue of balancing physical activity and well -being.

Persist toward reaching a goal despite setbacks with minimal teacher guidance. (WSELC 11)

Reflect on the reasons for-en joying selected physical activities.

A. Demonstrate various locomotor skills in a variety of small-sided practice tasks, dance, and educational gymnastics experiences. B. Demonstrate pacing with teacher direction.

Demonstrate spring and step take -offs and landings specific to gymnastics.

Combine locomotor movement patterns and dance and steps/rhythm create and perform an original dance.

Combine traveling with manipulative skills of dribbling, throwing, c and striking in teacher-or student-designed small-sided practice tasks.

A. Transfer weight from feet to hands for momentary weight support. B. Transition into and out of a roll as part of a gymnastic sequence.

Balance on different bases of support on apparatus, d emonstrating levels and shapes (e.g., balance beam, dome cones, stepping stones, balance ball, aerobic step benches, skate boards, s aturn balls, pogo sticks, stilts).

Move into and out of balances on an apparatus with curling, twisting, and stretching actions.

Combine locomotor skills, non- locomotor skills, and movement concepts (levels, shapes, ext pathways, force, time, and flow) to create and perform a dance with a partner.

Combine traveling with balance and weight transfers to create a gymnastics sequence with and without equipment or an apparatus.

Roll o r throw underhand using a mature pattern in non-dynamic environments with different sizes and types of objects.

A. Throw overhand using a mature pattern accuracy in non dynamic e nvironments.-B. T hrow overhand moving partner with reasonable a ccuracy. C. Combine traveling and throwing overhand teacher student- designed small sided practice task environment. D. Throw backhand, demonstrating three of the five critical elements of a mature pattern in non-dynamic environments.

Pass to a moving partner with reasonable accuracy in a non- dynamic environment.

A. Catch a thrown sized object above the head, at chest or waist level, and below the waist using a mature pattern in a non-dynamic environment. B. Combine trav eling and catching in a teacher student- designed sided practice task environment.

A. Dribble in self space with both the preferred with and non- preferred hand using a mature pattern. B. Dribble in general space with control of ball and body while increasing and decreasing speed in teacher student- designed sided practice task environment. C. Dribble with hands in combination with other skills (e.g., passing, receiving, shooting).

Kick along the ground and in the air and punt mature patterns in practice task environments. and a

A. Dribble object in general space, with control of object and body while increasing and decreasing speed and changing directions B. Dribble object in combination with other skills (e.g., passing, receiving, shooting).

A. Pass and receive an object with the insides of the feet to and from a moving partner in a non-dynamic environm B. Pass and receive an object with the outsides and insides of the feet to a a stationary partner, "giving" on reception before returning the pass.

Volley u nderhand using a mature pattern during practice tasks demonstrating mature pattern

Volley an object with a two overhead pattern, se ndi ng it upward, demonstrating three of the five critical elements of a mature pattern during practice tasks.

A. Strike an object with a short handled implement, d emonstrating a mature pattern. B. Strike an object with a short handled implement alternating hits with a partner over a low net or against a wall.

Strike an object-with a long implement (e.g., hockey stick, golf club, bat), demonstrating three of the five critical elements of a mature pattern for the implement in practice tasks (e.g., grip, stance, body orientation, swing plane and follow -through).

Create and perform a jump, a rope routine with either a short or long rope.

Demonstrate at least four critical skills needed to-perform teacher directed activity.

Demonstrate swim skills as described by the American Red Cross "Learn to Swim and Achieve" or any other nationally recognized swim im program. Students may exhibit skills in any of the skill levels.

A. Apply the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling). B. Apply the concept of closing spaces in small-sided practice tasks. C. Dribble in general space with changes in direction and speed.

Combine movement concepts with skills in small -sided practice tasks, gymn astics, and dance environments.

A. Apply the movement concepts of speed, endurance, and pacing for running. B. Apply the concepts of direction and force when striking an object (e.g., hands, short-handled implement), sending it toward a designated target.

Apply basic offensive and defensive strategies and tactics while recognizing and demonstrating appropriate manipulative skills in practice tasks of invasion/fielding, net/wall, target, and fielding/striking activities.

Understand and follow safety concepts as described by the American Red Cross for level five.-enhancing level of physical

Identify factors that motivate or deter daily participation in physical activity.-enhancing level of physical

A. Identify target heart rate zone for moderate vigorous intensity activities (60% -80%). B. Categorizes cardio respiratory endurance as one component of health fitness. enhancing level of physical

A. Identify which exercise (or fitness assessment) corresponds with measuring muscular strength and endurance. B. Categorize muscular strength and endurance as one component of health fitness.

- A. Explain why a par ticular stretch is appropriate preparation for a specific physical activity. B. Identify flexibility as a component of health fitness.-enhancing level of physical

A. Describe the effect of sustained physical activity and the body's ability to burn calories (energy in=energy out). B. Identify body composition as a component of health related fitness.

Identify the components of skill -related fitness.-enhancing level of physical

Apply knowledge of physical activity and fitness as listed above to understand and demonstrate the connections between Health Related Fitness components and various fitness activities.-enhancing level of physical

A. Complete fitness assessments (pre and post). B. Identify areas of needed remediation from personal assessment with teacher guidance. C. Identify strategies for progress in areas for remediation.

Discuss the importance of proper hydration. d to inform the construction of these

Apply safety practices with peers and equipment in a variety of physical activity settings.

Apply the procedures and protocols in the learning in the environment.

Praise the performance of others.

Create and implement an action plan towards meeting a goal.

Independently a dapt performance based on peer feedback. (WSELC 17)

Identify basic conflict resolution strategies for resolving conflict constructively/ civilly.

Evaluate possible choices and the consequences of those choices with teacher guidance.

Discuss the relationship between physical activity and well -being.

Identify strategies to persist and maintain motivation when challenged. (WSELC 11)

Describe and compare the positive social interaction and the feeling of personal en joyment when engaged in partner and small -group physical activities.

A. Demonstrate mature patterns of locomot or skills in dynamic small-sided practice tasks, gymnastics, and dance. B. Combine locomotor and manipulative skills in a variety of small-sided practice tasks, and game s including those from other cultures.

Combine jumping and landing patterns with locomotor and manipulative skill s in dance, gymnast ics, small-sided practice tasks, and game s including those from other cultures. 18

Combine locomotor skills in cultural as well as creative to dances /rhythm (self and group) with correct rhythm and pattern.

Combine traveling with manipulative skills of dribbling, atching throwing, catching and strikin g without hesitation in teacher-or student-d esigned small-sided games including those from other cultures.

Combine rolling, traveling, and weight transfer as part of a gymnastics sequence. s

Combine balance and transfer s weight in a gymnastics sequence or dance with a partner.

Perform curling, twisting and stretching actions with correct application in dance, gymnastics, small-sided practice tasks, and game environments including those from other cultures.

Combine locomotor skills, non- locomotor skills, and movement concepts (levels, ensions, shapes, extensions, pathways, force, time, and flow) to create and perform a dance with a group.

Combine actions, balances and weight transfers to create a gymnastics sequence with a partner on equipment or an appa ratus.

A. Roll or throw underhand using a mature pattern in environments with different sizes and types of objects. B. Throw underhand to a large target with accuracy.

A. Throw overhand with accuracy with with both partners-moving. B. Throw overhand with reasonable to a accuracy in dynamic small-sided games. C. Combine traveling and throwing overhand for in a execution to a-or target during small-sided-practice tasks and in game environments including those from other cultures. D. T hrow backhand, demonstrating four out of the, five critical elements of a mature pattern, in non-dynamic environments for distance or force. 23

Pass with accuracy with both partners moving. Pass with reasona ble accuracy in dynamic, small-sided practice games.

Catch with reasonable accuracy in dynamic, small-sided practice games.

- Dribble with hands using a matur e pattern in a variety of small-sided games.

Demonstrate mature patterns in using kicking and punting in small-sided game environments.

an Dribble an object using a matur e pattern in a variety of small-sided games.

A. Pass with the feet using a mature pattern as both partners travel. B. Receive a pass with the feet using a mature ent. pattern as both partners travel.

Volley underhand using a mature pattern during, small-sided games. a.

Volley an object -hand using a two- hand pattern, sending it upward to a target during small -sided games.

Strike an object-consecutively with a partner using a short-handled implement over a net or against a wall, in either a competitive or-cooperative game en vironment including those from other cultures.

A. Strike a-handled dynamic object with a long-handled implement using a mature pattern in small-sided games. B. C ombine striking with a long handled implement (e.g., bat, hockey stick) with receiving and traveling skills in small -sided games.

Create and perform a jump rope routine with a partner using either a long or short rope.

Demonstrate five or more critical skills needed to-perform a teacher-directed activity.

Demonstrate swim skills as described by the American Red Cross "Learn to Swim and Achieve" or any other nationally recognized swim program. Students may exhibit skills in any of the skill levels.

Combine spatial concepts with locomotor and non- locomotor movements for small groups in gymnastics, dance, and small -sided games, including those from other cultures.

Combine movement concepts with skills in small -sided games, including those from other cultures, gymnastics, and dance with self-direction.

A. Apply movement concepts to strategy in small- sided game situations, including those from other cultures. B. Apply the concepts of direction and force to strike an object (e.g., hands, long -handled implement) in small-sided games. C. Analyze movement situations and apply movement concepts (e.g., force, direction, speed, pathways, and extensions) in small -sided game environments including those from other cultures, dance, and gymnastics.

Apply basic offensive and defensive strategies and tactics while recognizing and demonstrating appropriate manipulative skills in small -sided invasion/fielding, net/wall, target, and fielding/striking games, including those from other cultures.

Understand and follow safety concepts as described by the American Red Cross for levels five and six.

Desc ribe how daily physical activity recommendations lead to a healthy body.

A. Compare personal heart rate or -to-Moderate to Vigorous Physical Activity (MVPA) effort with age-appropriate-target heart rate zone. B. Analyze personal fitness -related levels/data for cardio-respiratory endurance and dete rmine strategies for improvement. C. Differentiate and illustrate examples of cardio-respiratory endurance.

A. Analyze personal fitness levels/data for muscular strength and endurance and determine strategies for improvement. B. Differentiate and illustrate examples of muscular strength and endurance. -related

A. Analyze personal fitness levels/data for flexibility and determine strategies for improvement. B. Differenti ate and illustrate examples of flexibility. -related

Describe the short-and long-term benefits of maintaining a healthy body composition.

Define skill-related and health -related fitness.

Apply knowledge of physical activity and fitness as list ed above to analyze personal development in the health -related fitness components and recognize what activities will help to perform in a healthy fitness zone.

A. Analyze results of fitness assessment (pre and post), comparing results to fitness components for good health. B. Design a fitness plan to address ways to use physical activity to enhance fitness.

Identify the components on 'My Plate' and how they contribute to overall well -being.

Independently choose to apply safety practices with peers and equipment in a variety of physical activity settings.

Independently choose to apply the procedures and protocols in. various learning environments.

Recognize differences and includes others.

Assess level of engagement in their own learning for the achievement of personal goals. (WSELC 10)

Independently and respectfully offers and responds appropriately to feedback.

Identify cause and effect of a conflict and implement basic strategies to constructively/ civill y resolve differences with teacher guidance. (WSELC 19)

Evaluate possible choices, the consequences of those choices, and demonstrate a constructive choice with teacher guidance. (WSELC 20)

Examine the health benefit s of physical activity and well -being.

Apply strategies to persist and maintain motivation when challenged.

Participate in different physical activities for enjoyment and challenge and analyze reasons for the feeling of enjoyment.

A. Demonstrate correct rhythm and pattern for one of the following dance forms: folk, social, creative, line world dance. B. Revise a selected dance/rhythm sequence to include new movement phases as an individual or small group.

Throw with a mature pattern for: distance or power appropriate to the practice task.

Catch with a mature pattern from a: variety of trajectories using different objects in varying practice tasks.

Pass and receive with hands, feet,: implement in combination with locomotor patterns of running and change of direction and competency within invasion game practice tasks, including those from other cultures.

Throw, while stationary, a leading pass to a moving receiver.

Perform pivot, fake, screen, give and go, and jab steps designed to create open space without defensive pressure during practice tasks.

Dribble with dominant hand using a change of speed and direction in a bject variety of practice tasks.

Foot -dribbles or dribbles with an implement with control, changing speed bject and direction in a variet tasks.

Shoot on goal with power during practice tasks. oal

Maintain defensive -ready position with weight on balls of feet, arms extended, kills and eyes on the midsection of the offensive player.

Performs an underhand serve with control for net and wall games.

Strike with a mature overhand pattern in a non -dynamic environment for net/wall games.

Demonstrate the mature form of the forehand and backhand strokes with a short-handled implement in net games.

Transfer weight with correct timing for the striking pattern.

Forehand volley with a m control using a short -handled implement.

Two -hand volley with control in a variety of practice tasks. olley

Demonstrate a mature throwing pattern for a modified target activity during a practice task.

Strike, with an implement, a stationary object for accuracy and distance in a practice task.

Strike an object with an implement with force in a variety of practice tasks.

Catch, with a mature pattern, from different trajectories using a variety of objects in a variety of practice tasks.

Demonstrate correct technique for basic skills in one selected individual performance or outdoor activity.

Demonstrate swim skills as described by the American Red Cross "Learn to Swim and Achieve" or any other nationally recognized swim program Students may exhibit skills in any of the swim skill levels. 6

Create open space by using locomotor patterns using width and length of the playing area (e.g., walking, running, jumping, and landing) in combination with movement (e.g., varying pathways, change of speed, direction, or pace).

Identify and perform at least one of the following offensive tactics to create open space: move to open space without the object; use a variety of passes, pivots, and fakes; give and go.

Reduce open space on defense by making the body larger and reducing passing angles.

Reduce open space by not catch (denial) or by allowing the catch but not the return pass.

Transition from offense to defense or defense to offense by recovering quickly.

Create open space in net/wall games with either a long-or short implement by varying force and direction.

Reduce offensive options for by returning to home position while maintaining proper court positioning by limiting opponent's offensive opportunities in varying practice tasks.

Select appropriate shot and club based on location of the object in relation to the target (e.g., app ropriate disc or throw in disc golf, appropriate club in golf.

Identify open spaces and attempt to use a variety of shots to strike the object into that space.

Identify and perform a defensive play based on the situation (e.g., number of outs).

Identify Newton's Three Laws of Motion and how they impact movement in physical activity.

Students for grades 6 -8 will demonstrate knowledge of all water safety concepts as outlined by the American Red Cross or any other nationally recognized swim program. 6

Identify barriers related to maintaining a physically active lifestyle and seek solutions for eliminating those barriers.

Provide examples of health skill -related fitness physical activities.

Set and monitor a self activity S.M.A.R.T. goal for aerobic and muscle-and bone -strengthening activity based on current fitness level.

Describe and demonstrate a variety of appropriate static stretching techniques for all major muscle groups.

Define aerobic and anaerobic capacity and muscular strength and muscular endurance.

Identify each of the components of the overload principle (FITT formula: frequency, intensity, time different types of physical ac (aerobic, muscular fitness and flexibility). and

Describe the role of warm downs before and after physical activity.

Determine the correlation between target heart rate zones to the Borg Scale rate of perceived exertion (RPE) to create and implement a basic plan for improvement.

Identify major muscles used in selected physical activities.

Design and implement a program of remediation for an area of improvement based on the results of health fitness assessment.

Maintain a physical activity log for at least two weeks and reflect on activ levels as documented in the log.

Describe the relationship between poor nutrition and health risk factors.

A. Identify positive and negative results of stress and appropriate ways of dealing with each. B. Explain the connections between fitness and overall physical and mental health.

A. Engage in a variety of aerobic fitness activities using technology to monitor progress. B. Develop an inventory of physical fitness activities for each of the components of fitness.

Identify and list various types of lifetime physical activity opportunities (e.g., recreational team or dual sports, outdoor pursuits, martial arts, dance/rhythms, aquatic activities, etc.).

Participate in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes a day. 6 The Wisconsin Social and Emotional Learning performance indicators. Direct alignment is denoted at the bottom of the indicator.

Identify safety c oncerns and prot with in the learning environment

Identify procedures and protocols for activities in a variety of learning environments (e.g., small individual performance activities)

Identify and define discrimination and stereotyping.

Set attainable and realistic short-term (S.M.A.R.T) goals. (WSELC 10)

Identify ways to improve performance using teacher -generated criteria.

Identify negotiation skills and conflict resolu tion strategies to resolve differences with teacher guidance.

Identify how choices can impact others in a positive and negative way. 6

Describe how being physically active leads to increased health and well

Identify when challenged personal strengths with teacher guidance.

Identify why self- selected physical activities create enjoyment.

Identify how self- expression and physical activity are related.

Demonstrate respect for self and others in physical activities and games by following the rules, encouraging others, and playing in the spirit of the game.

Identify and explain how physical activi provides opportunities for increasing social interaction.