Grade-Level Outcomes

for K-12 Physical Education

Grade-Level Outcomes for K-12 Physical Education

Created by:
AAHPERD Curriculum Framework Task Force
Lynn Couturier, Task Force Chair, State University of New York College at Cortland
Stevie Chepko, Rock Hill, SC
Shirley Holt/Hale, Oak Ridge, TN
Dan Persse, Blaine, WA
Brad Rettig, Lincoln, NE
Georgi Roberts, Fort Worth, TX

Principal Writers:
Lynn Couturier
Stevie Chepko
Shirley Holt/Hale
 Acknowledgements
The task force is indebted to the many professionals who reviewed drafts of the standards and outcomes and made valuable contributions that
strengthened this document. Among these professionals, several deserve special recognition for the thoroughness of their work, including Nan-
cy Schmitz, John Kruse, Tina Hall, Chuck Corbin, and Missy Parker and her graduate students at Northern Colorado University. The task force also
appreciates and acknowledges the exceptional foundation for this document built by previous task forces and committees, with the support of the
Board of Directors of the National Association for Sport and Physical Education. These groups include the 1995 Standards and Assessment Task
Force, the Second Edition Writing Committee and the 2010 Exploratory Curriculum Framework Task Force:
Derrick Mears, Chair, Western Washington University
Meggin DeMoss, Rose Hill, KS
Shaunna McGhie, Utah Valley University
Peter Rattigan, Rowan University

New National Standards Book Coming in Spring 2014

AAHPERD will offer even more guidance on using the new national standards when it publishes National Standards & Grade-Level Outcomes
for K-12 Physical Education in April 2014. Designed to be a tool for physical educators at all levels, this book will offer guidance on planning
curricula, designing units and lessons, tracking student progress across grades and more. Be among the first to order your copy: E-mail us at
standardsbook@aahperd.org and we’ll contact you as soon as the book is available for sale.

Suggested citation for this chart:

American Alliance for Health, Physical Education, Recreation and Dance. (2013). Grade-level outcomes for K-12 physical education. Reston, VA: Author.

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved.

For individual use only. Reproducing this work in any form by any electronic, mechanical or other means — including photocopying or storing in any information-retrieval system
— is expressly forbidden without written permission from AAHPERD. To request permission to reprint or copy all or portions of this work, visit www.aahperd.org/permissions or
e-mail aahperdpermissions@aahperd.org.
 National Standards for K-12 Physical Education
The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of
healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual*:

• Has learned the skills necessary to participate in a variety of physical activities.

• Knows the implications and the benefits of involvement in various types of physical activities.

• Participates regularly in physical activity.

• Is physically fit.

• Values physical activity and its contributions to a healthful lifestyle.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.
Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.

* Adapted from NASPE. (2004). Moving into the future: National standards for physical education (2nd ed.). Reston, VA: Author, and Mandigo, J., Francis, N., Lodewyk, K.,
& Lopez, R. (2012). Physical literacy for physical educators. Physical Education and Health Journal, 75 (3), 27 - 30.

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 1
 Elementary School Outcomes (K – Grade 5)
By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic move-
ment concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and
others in physical activities; and identify the benefits of physically active lifestyle.
**Swimming skills and water safety activities should be taught if facilities permit.

Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Demonstrates competency in a variety of motor skills and movement patterns.

S1.E1 Performs locomotor
skills (hopping, gallop-
Locomotor ing, running, sliding,
Hopping, galloping, skipping) while main-
running, sliding, skip- taining balance.
ping, leaping (S1.E1.K)
Hops, gallops, jogs Skips using a mature Leaps using a mature Uses various lo- Demonstrates
and slides using a pattern. (S1.E1.2) pattern. (S1.E1.3) comotor skills in a mature patterns of
mature pattern. variety of small-sid- locomotor skills in
(S1.E1.1) ed practice tasks, dynamic small-sided
dance and educa- practice tasks, gym-
tional gymnastics nastics and dance.
experiences. (S1.E1.5a)
(S1.E1.4)
Combines locomotor
and manipulative
skills in a variety of
small-sided practice
tasks/games environ-
ments. (S1.E1.5b)

Combines traveling
with manipulative
skills for execution to
a target (e.g., scoring
in soccer, hockey and
basketball).
(S1.E1.5c)

2 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E2 Runs with a mature Travels showing dif- Runs for distance Uses appropriate
pattern. (S1.E2.2a) ferentiation between using a mature pat- pacing for a variety
Locomotor sprinting and run- tern. (S1.E2.4) of running distances.
Travels showing ning. (S1.E2.3) (S1.E2.5)
Jogging, running
differentiation
between jogging
and sprinting.
(S1.E2.2b)
S1.E3 Demonstrates two Demonstrates four
of the five critical of the five critical
Jumping & landing,
horizontal
elements for jumping elements for jumping
and landing in a hor- and landing in a hor-
izontal plane using izontal plane using a Combines jumping
two-foot take-offs variety of one- and and landing patterns
Performs jumping/ and landings. two-foot take-offs Jumps and lands in Uses spring-and- with locomotors and
landing actions with (S1.E3.1) and landings. the horizontal and step take-offs and manipulative skills
balance. (S1.E3.K) (S1.E3.2) vertical planes using landings specific to in dance, gymnas-
a mature pattern. gymnastics. tics and small-sided
S1.E4 Demonstrates two Demonstrates four (S1.E3.3) (S1.E3.4) practice tasks/games
of the five critical of the five critical environments.
Jumping & landing,
vertical
elements for jump- elements for jump- (S1.E3.5)
ing and landing in a ing and landing in a
vertical plane. vertical plane.
(S1.E4.1) (S1.E4.2)

S1.E5 Performs locomotor Combines locomotor Performs a teacher/ Performs teacher- Combines loco- Combines locomotor
skills in response to and non-locomotor student-designed selected and devel- motor movement skills in cultural as
Dance
teacher-led creative skills in a teacher-de- rhythmic activity opmentally appropri- patterns and dance well as creative danc-
dance. (S1.E5.K) signed dance. with correct re- ate dance steps and steps to create and es (self and group)
(S1.E5.1) sponse to simple movement patterns. perform an original with correct rhythm
rhythms. (S1.E5.2) (S1.E5.3) dance. (S1.E5.4) and pattern.
(S1.E5.5)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 3
 Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E6 Performs a sequence Combines traveling
of locomotor skills, with manipulative
Combinations
transitioning from skills of dribbling,
one skill to another throwing, catch-
smoothly/without ing and striking in
hesitation. (S1.E6.3) teacher- and/or
student-designed
small-sided practice
tasks. (S1.E6.4)

S1.E7 Maintains momentary Maintains stillness Balances on different Balances on different Balances on differ- Combines balance
stillness on different on different bases of bases of support, bases of support, ent bases of sup- and transferring
Non-locomotor* bases of support. support with differ- combining levels and demonstrating port on apparatus, weight in a gym-
(Stability) (S1.E7.Ka) ent body shapes. shapes. (S1.E7.2a) muscle tension and demonstrating nastics sequence or
Balance (S1.E7.1) extensions of free levels and shapes. dance with a partner.
Forms wide, narrow, Balances in an invert- body parts. (S1.E7.3) (S1.E7.4) (S1.E7.5)
curled and twisted ed position* with
body shapes. stillness and support-
(S1.E7.Kb) ive base. (S1.E7.2b)

S1.E8 Transfers weight Transfers weight Transfers weight Transfers weight Transfers weight
from one body part from feet to different from feet to hands from feet to hands in gymnastics and
Weight transfer
to another in self- body parts/bases of for momentary varying speed and dance environments.
space in dance and support for balances weight support. using large exten- (S1.E8.5)
gymnastics environ- and/or travel.a (S1.E8.3) sions (e.g., mule
ments. (S1.E8.1) (S1.E8.2) kick, handstand,
cartwheel).1
(S1.E8.4)

S1.E9 Rolls sideways in a Rolls with either a Rolls in different di-

narrow body shape. narrow or curled rections with either
Weight transfer, rolling
(S1.E9.K) body shape. a narrow or curled
(S1.E9.1) body shape.
(S1.E9.2)

a
Teachers must use differentiated instruction and developmentally appropriate practice tasks for individual learners when presenting transfers of weight from feet to other body parts.

4 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E10 Contrasts the actions Demonstrates twist- Differentiates among Moves into and out Moves into and Performs curling,
of curling and stretch- ing, curling, bend- twisting, curling, of gymnastics bal- out of balances twisting and stretch-
Curling & stretching;
twisting & bending
ing. (S1.E10.K) ing and stretching bending and stretch- ances with curling, on apparatus with ing actions with
actions. ing actions. twisting and stretch- curling, twisting and correct application
(S1.E10.1) (S1.E10.2) ing actions. stretching actions. in dance, gymnas-
(S1.E10.3) (S1.E10.4) tics and small-sided
practice tasks/games
environments.
(S1.E10.5)

S1.E11 Combines balances Combines locomotor Combines locomo- Combines locomotor

and transfers into a
Non-locomotor three-part sequence
Combinations (i.e., dance, gymnas-
tics). (S1.E11.2)
skills and movement
concepts (levels,
shapes, extensions,
pathways, force,
time, flow) to create
and perform a
dance. (S1.E11.3)
tors and movement
concepts (levels,
shapes, extensions,
pathways, force,
time, flow) to create
and perform a
dance with a part-
ner. (S1.E11.4)
skills and movement
concepts (levels,
shapes, extensions,
pathways, force,
time, flow) to create
and perform a dance
with a group.
(S1.E11.5)

S1.E12 Combines balance Combines traveling Combines actions,

and weight transfers with balance and balances and weight
Balance & weight
transfers
with movement con- weight transfers to transfers to create a
cepts to create and create a gymnastics gymnastics sequence
perform a dance. sequence with and with a partner on
(S1.E12.3) without equipment/ equipment/appara-
apparatus. tus. (S1.E12.5)
(S1.E12.4)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 5
Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E13 Throws underhand Throws underhand, Throws underhand Throws underhand Throws (underhand
with opposite foot demonstrating two using a mature pat- to a partner or target and overarm) using
Manipulative forward. (S1.E13.K) of the five critical el- tern. (S1.E13.2) with reasonable ac- a mature pattern
Underhand throw ements of a mature curacy. (S1.E13.3) in non-dynamic
pattern. (S1.E13.1) environments, with
different sizes and
S1.E14 Throws overarm Throws overarm, Throws overarm types of objects.
demonstrating two demonstrating three using a mature pat- (S1.E13.5a)
Overarm throw
of the five critical el- of the five critical el- tern in non-dynamic
ements of a mature ements of a mature environments. Throws (both under-
pattern. (S1.E14.2) pattern, in non-dy- (S1.E14.4a) hand and overarm)
namic environments, to a large target with
for distance and/or Throws overarm accuracy. (S1.E13.5b)
force. (S1.E14.3) to a partner or at a
target with accuracy
at a reasonable dis-
tance. (S1.E14.4b)

S1.E15 Throws to a mov- Throws with accu-

ing partner with
Manipulative reasonable accuracy
Passing with hands in a non-dynamic
environment.
(S1.E15.4)
racy, both partners
moving. (S1.E15.5a)
Throws with rea-
sonable accuracy in
dynamic, small-sided
practice tasks.
(S1.E15.5b)

6 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E16 Drops a ball and catch- Catches a soft object Catches a self-tossed Catches a gently Catches a thrown Catches a batted ball
es it before it bounces from a self-toss be- or well-thrown large tossed hand-sized ball above the head, above the head, at
Catching
twice. (S1.E16.Ka) fore it bounces. ball with hands, not ball from a partner, at chest/waist level chest/waist level and
(S1.E16.1a) trapping or cradling demonstrating four and below the waist along the ground us-
Catches a large ball against the body. of the five critical el- using a mature ing a mature pattern
tossed by a skilled Catches various sizes (S1.E16.2) ements of a mature pattern in a non-dy- in a non-dynamic
thrower. (S1.E16.Kb) of balls self-tossed/ pattern. (S1.E16.3) namic environment. environment.
tossed by a skilled (S1.E16.4) (S1.E16.5a)
thrower. (S1.E16.1b)
Catches with accu-
racy, both partners
moving. (S1.E16.5b)

Catches with rea-

S1.E17 Dribbles a ball with
one hand, attempting
Manipulative the second contact.
Dribbling/ball control (S1.E17.K)
with hands
S1.E18 Taps a ball using the
inside of the foot,
Dribbling/ball control
with feet
sending it forward.
(S1.E18.K)
Dribbles continuous-
ly in self-space using
the dominant hand.
(S1.E17.1)
Taps/dribbles a ball
using the inside of
the foot while walk-
ing in general space.
(S1.E18.1)
Dribbles in self-space
with preferred hand
demonstrating a
mature pattern.
(S1.E17.2a)
Dribbles using the
dominant hand while
walking in general
space. (S1.E17.2b)
Dribbles with the
feet in general space
with control of ball
and body. (S1.E18.2)
Dribbles and travels
in general space at
slow to moderate
jogging speed with
control of ball and
body. (S1.E17.3)
Dribbles with the
feet in general space
at slow to moderate
jogging speed with
control of ball and
body. (S1.E18.3)
sonable accuracy in
dynamic, small-sided
practice tasks.
(S1.E16.5c)
Dribbles in self- Combines hand drib-
space with both the bling with other skills
preferred and the during one-on-one
non-preferred hand practice tasks.
using a mature pat- (S1.E17.5)
tern. (S1.E17.4a)
Dribbles in general
space with control
of ball and body
while increasing and
decreasing speed.
(S1.E17.4b)
Dribbles with the Combines foot
feet in general dribbling with other
space with control skills in one-on-one
of ball and body practice tasks.
while increasing and (S1.E18.5)
decreasing speed.
(S1.E18.4)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 7
Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E19 Receives and pass- Receives and passes Passes with the
es a ball with the a ball with the feet, using a mature
Passing & receiving
with feet
inside of the foot to insides of the feet pattern, as both part-
a stationary partner, to a moving partner ners travel.
“giving” on reception in a non-dynamic (S1.E19.5a)
before returning the environment.
pass. (S1.E19.3) (S1.E19. 4a)

Receives and passes Receives a pass with

a ball with the out- the feet, using a ma-
sides and insides of ture pattern, as both
the feet to a station- partners travel.
ary partner, “giving” (S1.E19.5b)
on reception before
returning the pass.
(S1.E19.4b)

S1.E20 Dribbles with hand/ Hand/foot-dribbles

feet in combina- with mature pat-
Manipulative tion with other terns in a variety of
Dribbling in skills (e.g., passing, small-sided game
combination receiving, shooting). forms. (S1.E20.5)
(S1.E20.4)

8 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E21 Kicks a stationary Approaches a sta- Uses a continuous Uses a continuous Kicks along the Demonstrates ma-
ball from a stationary tionary ball and kicks running approach running approach ground and in the ture patterns in kick-
Kicking
position, demonstrat- it forward, demon- and kicks a moving and intentionally air, and punts using ing and punting in
ing two of the five strating two of the ball, demonstrating performs a kick mature patterns. small-sided practice
elements of a mature five critical elements three of the five along the ground (S1.E21.4) task environments.
kicking pattern. of a mature pattern. critical elements of a and a kick in the air, (S1.E21.5)
(S1.E21.K) (S1.E21.1) mature pattern. demonstrating four
(S1.E21.2) of the five critical el-
ements of a mature
pattern for each.
(S1.E21.3a)

Uses a continuous
running approach
and kicks a station-
ary ball for accuracy.
(S1.E21.3b)

S1.E22 Volleys a lightweight Volleys an object Volleys an object Volleys an object Underhand-volleys,
object (balloon), send- with an open palm, upward with consec- with an underhand using a mature pat-
Volley, underhand
ing it upward. sending it upward. utive hits. (S1.E22.2) or sidearm striking tern, in a dynamic
(S1.E22.K) (S1.E22.1) pattern, sending it environment (e.g.,
forward over a net, 2 square, 4 square,
to the wall or over handball).
a line to a partner, (S1.E22.4)
while demonstrat-
ing three of the five
critical elements of a
mature pattern.
(S1.E22.3)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 9
Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E23 Strikes/volleys with Strikes/volleys a ball
a two-hand over- using a two-hand
Manipulative head pattern, send- overhead pattern,
Volley, overhead ing a ball upward sending it upward to
while demonstrat- a target. (S1.E23.5)
ing four of the five
critical elements of
a mature pattern.
(S1.E23.4)

S1.E24 Strikes a lightweight Strikes a ball with a Strikes an object Strikes an object Strikes an object Strikes an object
object with a paddle/ short-handled im- upward with a with a short-handled with a short- han- consecutively, with
Striking, short
implement
short-handled racket. plement, sending it short-handled imple- implement, sending dled implement a partner, using a
(S1.E24.K) upward. (S1.E24.1) ment, using consecu- it forward over a low while demonstrat- short-handled im-
tive hits. (S1.E24.2) net or to a wall. ing a mature pat- plement, over a net
(S1.E24.3a) tern. (S1.E24.4a) or against a wall, in
either a competitive
Strikes an object Strikes an object or cooperative game
with a short-handled with a short- han- environment.
implement while dled implement, (S1.E24.5)
demonstrating three alternating hits with
of the five critical el- a partner over a
ements of a mature low net or against a
pattern. (S1.E24.3b) wall. (S1.E24.4b)

10 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E25 Strikes a ball off a Strikes a ball with Strikes an object Strikes a pitched ball
tee or cone with a a long-handled with a long- han- with a bat using a
Manipulative bat, using correct implement, sending dled implement mature pattern.
Striking, long grip and side-orien- it forward, while (e.g., hockey stick, (S1.E25.5a)
implement tation/proper body using proper grip for golf club, bat,
orientation. the implement (e.g., tennis/badmin- Combines striking
(S1.E25.2) hockey stick, bat, ton racket), while with a long imple-
golf club). Note: Use demonstrating ment (e.g., bat,
batting tee or ball three of the five hockey stick) with re-
tossed by teacher for critical elements of ceiving and traveling
batting. (S1.E25.3) a mature pattern skills in a small-sided
for the implement game. (S1.E25.5b)
(grip, stance, body
orientation, swing
plane and fol-
low-through).
(S1.E25.4)

S1.E26 Combines traveling Combines manipula-

with the manip- tive skills and travel-
In combination
with locomotor
ulative skills of ing for execution to
dribbling, throwing, a target (e.g., scoring
catching and strik- in soccer, hockey and
ing in teacher- and/ basketball).
or student-designed (S1.E26.5)
small-sided practice
task environments.
(S1.E26.4)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 11
Standard 1 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S1.E27 Executes a single jump Jumps forward or Jumps a self-turned Performs intermedi- Creates a jump-rope Creates a jump-
with self-turned rope. backward consecu- rope consecutively ate jump-rope skills routine with either rope routine with a
Manipulative (S1.E27.Ka) tively using a self- forward and back- (e.g., a variety of a short or long rope. partner, using either
Jumping rope turned rope. ward, with a mature tricks, running in/ (S1.E27.4) a short or long rope.
Jumps a long rope (S1.E27.1a) pattern. (S1.E27.2a) out of long rope) for (S1.E27.5)
with teacher-assisted both long and short
turning. (S1.E27.Kb) Jumps a long rope up Jumps a long rope ropes. (S1.E27.3)
to five times consec- five times consecu-
utively with teach- tively with student
er-assisted turning. turners. (S1.E27.2b)
(S1.E27.1b)

12 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
S2.E1 Differentiates between Moves in self-space Combines locomo- Recognizes the con- Applies the concept Combines spatial
movement in personal and general space tor skills in general cept of open spaces of open spaces to concepts with loco-
Movement (self-space) and gener- in response to space to a rhythm. in a movement con- combination skills motor and non-loco-
Concepts al space. (S2.E1.Ka) designated beats/ (S2.E1.2) text. (S2.E1.3) involving traveling, motor movements
Space rhythms. (S2.E1.1) (e.g., dribbling and for small groups in
Moves in personal traveling). gymnastics, dance
space to a rhythm. (S2.E1.4a) and games environ-
(S2.E1.Kb) ments.
Applies the concept (S2.E1.5)
of closing spaces in
small-sided practice
tasks. (S2.E1.4b)

Dribbles in general
space with changes
in direction and
speed. (S2.E1.4c)
S2.E2 Travels in three differ- Travels demonstrat- Combines shapes, Recognizes locomo- Combines move- Combines move-
ent pathways. (S2.E2.K) ing low, middle and levels and pathways tor skills specific to ment concepts with ment concepts with
Pathways, shapes,
levels
high levels. into simple travel, a wide variety of skills in small-sided skills in small-sided
(S2.E2.1a) dance and gymnas- physical activities. practice tasks, gym- practice tasks/games
tics sequences.2 (S2.E2.3) nastics and dance environments, gym-
Travels demon- (S2.E2.2) environments. nastics and dance
strating a variety of (S2.E2.4) with self-direction.
relationships with (S2.E2.5)
objects (e.g., over,
under, around,
through). (S2.E2.1b)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 13
Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S2.E3 Travels in general Differentiates be- Varies time and force Combines movement Applies the move- Applies movement
space with different tween fast and slow with gradual increas- concepts (direction, ment concepts of concepts to strategy
Movement speeds. (S2.E3.K) speeds. (S2.E3.1a) es and decreases. levels, force, time) speed, endurance in game situations.
Concepts (S2.E3.2) with skills as directed and pacing for run- (S2.E3.5a)
Differentiates be- by the teacher. ning. (S2.E3.4a)
Speed, direction, force
tween strong and (S2.E3.3) Applies the concepts
light force. (S2.E3.1b) Applies the con- of direction and
cepts of direction force to strike an ob-
and force when ject with a long-han-
striking an object dled implement.
with a short-han- (S2.E3.5b)
dled implement,
sending it toward a Analyzes move-
designated target. ment situations and
(S2.E3.4b) applies movement
concepts (e.g., force,
direction, speed,
pathways, exten-
sions) in small-sided
practice task/game
environments, dance
and gymnastics.
(S2.E3.5c)
S2.E4 Employs the concept
of alignment in gym-
Alignment & muscular
tension
nastics and dance.
(S2.E4.3a)

Employs the concept

of muscular tension
with balance in gym-
nastics and dance.
(S2.E4.3b)

14 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 2 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S2.E5 Applies simple Applies simple Applies basic offen-
strategies/tactics in offensive strategies/ sive and defensive
Movement chasing activities. tactics in chasing strategies/ tactics in
Concepts (S2.E5.3a) and fleeing activi- invasion small-sided
Strategies & Tactics ties. (S2.E5.4a) practice tasks.
Applies simple (S2.E5.5a)
strategies in fleeing Applies simple de-
activities (S2.E5.3b) fensive strategies/ Applies basic offen-
tactics in chasing sive and defensive
and fleeing activi- strategies/ tactics in
ties. (S2.E5.4b) net/wall small-sided
practice tasks.
Recognizes the type (S2.E5.5b)
of kicks needed for
different games/ Recognizes the type
sports situations. of throw, volley
(S2.E5.4c) or striking action
needed for different
games/sports situa-
tions. (S2.E5.5c)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 15
Standard 3 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
S3.E1 Identifies active play Discusses the ben- Describes large-mo- Charts participation Analyzes opportuni- Charts and analyzes
opportunities outside efits of being active tor and/or manipula- in physical activities ties for participating physical activity out-
Physical activity physical education and exercising/play- tive physical activi- outside physical edu- in physical activity side physical educa-
knowledge
class. (S3.E1.K) ing. (S3.E1.1) ties for participation cation class. outside physical tion class for fitness
outside physical edu- (S3.E1.3a) education class. benefits of activities.
cation class (e.g., be- (S3.E1.4) (S3.E1.5)
fore and after school, Identifies physical
at home, at the park, activity benefits as
with friends, with a way to become
the family). (S3.E1.2) healthier. (S3.E1.3b)
S3.E2 Actively participates Actively engages in Actively engages in Engages in the activ- Actively engages Actively engages in
in physical education physical education physical education ities of physical edu- in the activities of all the activities of
Engages in physical class. (S3.E2.K) class. (S3.E2.1) class in response to cation class without physical education physical education.
Activity
instruction and prac- teacher prompting. class, both teach- (S3.E2.5)
tice. (S3.E2.2) (S3.E2.3) er-directed and
independent.
(S3.E2.4)
S3.E3 Recognizes that when Identifies the heart Uses own body as Describes the con- Identifies the Differentiates be-
you move fast, your as a muscle that resistance (e.g., cept of fitness and components of tween skill-related
Fitness knowledge heart beats faster and grows stronger with holds body in plank provides examples health-related fit- and health-related
you breathe faster.3 exercise/play and position, animal of physical activity to ness.5 (S3.E3.4) fitness.6 (S3.E3.5)
(S3.E3.K) physical activity. walks)4 for develop- enhance fitness.
(S3.E3.1) ing strength. (S3.E3.3)
(S3.E3.2a)

Identifies physical
activities that con-
tribute to fitness.
(S3.E3.2b)
S3.E4
Fitness knowledge
Recognizes the im-
portance of warm-up
& cool-down relative
to vigorous physical
activity. (S3.E4.3)
Demonstrates
warm-up & cool-
down relative to the
cardio-respiratory
fitness assessment.
(S3.E4.4)
Identifies the need
for warm-up &
cool-down relative
to various physical
activities. (S3.E4.5)

16 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 3 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S3.E5 Demonstrates, with Completes fitness Analyzes results
teacher direction, assessments (pre- & of fitness assess-
Assessment & the health-related post-). (S3.E5.4a) ment (pre- & post-),
program planning
fitness components. comparing results to
(S3.E5.3) Identifies areas of fitness components
needed remediation for good health.
from personal test (S3.E5.5a)
and, with teacher
assistance, identifies Designs a fitness
strategies for prog- plan to address
ress in those areas. ways to use physical
(S3.E5.4b) activity to enhance
fitness. (S3.E5.5b)
S3.E6 Recognizes that food Differentiates be- Recognizes the “good Identifies foods that Discusses the im- Analyzes the impact
provides energy for tween healthy and health balance” of are beneficial for portance of hydra- of food choices
Nutrition physical activity. unhealthy foods. good nutrition with pre- and post-physi- tion and hydration relative to physical
(S3.E6.K) (S3.E6.1) physical activity. cal activity. (S3.E6.3) choices relative to activity, youth sports
(S3.E6.2) physical activities. & personal health.
(S3.E6.4) (S3.E6.5)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 17
Standard 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Exhibits responsible personal and social behavior that respects self and others.
S4.E1 Follows directions Accepts personal Practices skills with Exhibits personal re- Exhibits responsible Engages in physical
in group settings responsibility by minimal teacher sponsibility in teach- behavior in indepen- activity with respon-
Personal (e.g., safe behaviors, using equipment and prompting. (S4.E1.2) er-directed activities. dent group situa- sible interpersonal
responsibility
following rules, taking space appropriately. (S4.E1.3) tions. (S4.E1.4) behavior (e.g., peer
turns). (S4.E1.K) (S4.E1.1) to peer, student to
teacher, student to
referee). (S4.E1.5)
S4.E2 Acknowledges re- Follows the rules/ Accepts responsibili- Works independent- Reflects on personal Participates with
sponsibility for behav- parameters of the ty for class protocols ly for extended peri- social behavior in responsible personal
Personal ior when prompted. learning environ- with behavior and ods of time. (S4.E2.3) physical activity. behavior in a variety
responsibility
(S4.E2.K) ment. (S4.E2.1) performance actions. (S4.E2.4) of physical activity
(S4.E2.2) contexts, environ-
ments and facilities.
(S4.E2.5a)

Exhibits respect for

S4.E3 Follows instruction/
directions when
Accepting feedback prompted. (S4.E3.K)
Responds appro-
priately to general
feedback from the
teacher. (S4.E3.1)
self with appropri-
ate behavior while
engaging in physical
activity. (S4.E2.5b)
Accepts specific Accepts and im- Listens respectfully Gives corrective
corrective feedback plements specific to corrective feed- feedback respectfully
from the teacher. corrective teacher back from others to peers. (S4.E3.5)
(S4.E3.2) feedback. (S4.E3.3) (e.g., peers, adults).
(S4.E3.4)

S4.E4 Shares equipment Works independently
and space with oth- with others in a vari-
Working with others ers. (S4.E4.K) ety of class environ-
ments (e.g., small &
large groups).
(S4.E4.1)
Works independently Works cooperatively Praises the move- Accepts, recognizes
with others in part- with others. ment performance and actively involves
ner environments. (S4.E4.3a) of others both more- others with both
(S4.E4.2) and less-skilled. higher and lower skill
Praises others for (S4.E4.4a) abilities into physical
their success in activities and group
movement perfor- Accepts “players” of projects. (S4.E4.5)
mance. (S4.E4.3b) all skill levels into the
physical activity.
(S4.E4.4b)

18 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S4.E5 Recognizes the es- Exhibits the estab- Recognizes the Recognizes the role Exhibits etiquette Critiques the eti-
tablished protocol for lished protocols for role of rules and of rules and eti- and adherence to quette involved in
Rules & etiquette class activities. class activities. etiquette in teach- quette in physical rules in a variety of rules of various game
(S4.E5.K) (S4.E5.1) er-designed physical activity with peers. physical activities. activities. (S4.E5.5)
activities. (S4.E5.2) (S4.E5.3) (S4.E5.4)

S4.E6 Follows teacher direc-
tions for safe partici-
Safety pation and proper use
of equipment with
minimal reminders.
(S4.E6.K)
Follows teacher di-
rections for safe par-
ticipation and proper
use of equipment
without teacher re-
minders. (S4.E6.1)
Works independently Works independent- Works safely with Applies safety prin-
and safely in physical ly and safely in phys- peers and equipment ciples with age-ap-
education. (S4.E6.2a) ical activity settings. in physical activity propriate physical
(S4.E6.3) settings. (S4.E6.4) activities. (S4.E6.5)
Works safely with
physical education
equipment.
(S4.E6.2b)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 19
Standard 5 Kindergarten
Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
S5.E1 Recognizes that phys-
ical activity is import-
Health ant for good health.
(S5.E1.K)
S5.E2 Acknowledges that
some physical activi-
Challenge ties are challenging/
difficult. (S5.E2.K)
S5.E3 Identifies physical
activities that are en-
Self-expression/ joyable.7 (S5.E3.Ka)
enjoyment
Discusses the enjoy-
ment of playing with
friends. (S5.E3.Kb)
S5.E4
Social interaction
20 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
Grade 1
Identifies physical
activity as a compo-
nent of good health.
(S5.E1.1)
Recognizes that
challenge in physical
activities can lead to
success. (S5.E2.1)
Describes positive
feelings that result
from participating
in physical activities.
(S5.E3.1a)
Discusses personal
reasons for enjoying
physical activities.
(the “why”).
(S5.E3.1b)
Grade 2
Recognizes the value
of “good health
balance.” (Refer to
S3.E6.2)
Compares physical
activities that bring
confidence and chal-
lenge. (S5.E2.2)
Identifies physical ac-
tivities that provide
self-expression (e.g.,
dance, gymnastics
routines, practice
tasks/games environ-
ment). (S5.E3.2)
Grade 3
Discusses the rela-
tionship between
physical activity and
good health.
(S5.E1.3)
Discusses the chal-
lenge that comes
from learning a new
physical activity.
(S5.E2.3)
Reflects on the
reasons for enjoying
selected physical
activities. (S5.E3.3)
Describes the pos-
itive social inter-
actions that come
when engaged with
others in physical
activity. (S5.E4.3)
Grade 4 Grade 5
Examines the health Compares the health
benefits of partic- benefits of partic-
ipating in physical ipating in selected
activity. (S5.E1.4) physical activities.
(S5.E1.5)
Rates the enjoyment Expresses (via writ-
of participating in ten essay, visual art,
challenging and creative dance) the
mastered physical enjoyment and/or
activities. (S5.E2.4) challenge of partic-
ipating in a favorite
physical activity.
(S5.E2.5)
Ranks the enjoyment Analyzes different
of participating in physical activities
different physical for enjoyment and
activities. (S5.E3.4) challenge, identifying
reasons for a positive
or negative response.
(S5.E3.5)
Describes/compares Describes the social
the positive social benefits gained
interactions when from participating in
engaged in partner, physical activity (e.g.,
small-group and recess, youth sport).
large-group physical (S5.E4.5)
activities. (S5.E4.4)
 Middle School Outcomes (Grades 6 – 8)
By the end of Grade 8, the learner will apply tactics and strategies to modified game play; demonstrate fundamental movement skills in a variety of contexts; de-
sign and implement a health-enhancing fitness program; participate in self-selected physical activity; cooperate with and encourage classmates; accept individual
differences and demonstrate inclusive behaviors; and engage in physical activity for enjoyment and self-expression.

Standard 1 Grade 6 Grade 7 Grade 8

Demonstrates competency in a variety of motor skills and movement patterns.

S1.M1 Demonstrates correct rhythm and Demonstrates correct rhythm and Exhibits command of rhythm and timing by
pattern for one of the following dance pattern for a different dance form creating a movement sequence to music as
Dance & Rhythms forms: folk, social, creative, line or from among folk, social, creative, line an individual or in a group. (S1.M1.8)
world dance. (S1.M1.6) and world dance. (S1.M1.7)

S1.M2 Throws with a mature pattern for Throws with a mature pattern for Throws with a mature pattern for distance
distance or power appropriate to the distance or power appropriate to the or power appropriate to the activity during
Games & Sports practice task (e.g., distance = outfield activity in a dynamic environment. small-sided game play. (S1.M2.8)
Invasion Games
to home plate; power = 2nd base to 1st (S1.M2.7)
Throwing base). (S1.M2.6)
S1.M3 Catches with a mature pattern from a Catches with a mature pattern from a Catches using an implement in a dynamic
variety of trajectories using different variety of trajectories using different environment or modified game play.
Invasion Games
Catching
objects in varying practice tasks. objects in small-sided game play. (S1.M2.8)
(S1.M3.6) (S1.M2.7)
S1.M4 Passes and receives with hands in Passes and receives with feet in Passes and receives with an implement in
combination with locomotor patterns combination with locomotor patterns combination with locomotor patterns of
Games & Sports of running and change of direction & of running and change of direction & running and change of direction, speed
Invasion Games
speed with competency in invasion speed with competency in invasion and/or level with competency in invasion
Passing & receiving games such as basketball, flag foot- games such as soccer, socci or speed- games such as lacrosse or hockey (floor,
ball, speedball or team handball. ball. (S1.M4.7) field, ice). (S1.M4.8)
(S1.M4.6)

S1.M5 Throws, while stationary, a leading Throws, while moving, a leading pass Throws a lead pass to a moving partner off
pass to a moving receiver. (S1.M5.6) to a moving receiver. (S1.M5.7) a dribble or pass. (S1.M5.8)
Invasion Games
Passing & receiving

Note: For operational definitions and examples of activity types, see end of middle school section (p. 32).

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 21
Standard 1 Grade 6 Grade 7 Grade 8
S1.M6 Performs pivots, fakes and jab steps Executes at least one of the following Executes at least two of the following to
designed to create open space during designed to create open space during create open space during modified game
Invasion Games
Offensive skills
practice tasks. (S1.M6.6) small-sided game play: pivots, fakes, play: pivots, fakes, jab steps, screens.
jab steps. (S1.M6.7) (S1.M6.8)
S1.M7 Performs the following offensive skills Performs the following offensive Executes the following offensive skills
without defensive pressure: pivot, skills with defensive pressure: pivot, during small-sided game play: pivot, give &
Invasion Games
Offensive skills
give & go, and fakes. (S1.M7.6) give & go, and fakes. (S1.M7.7) go, and fakes. (S1.M7.8)
S1.M8 Dribbles with dominant hand using Dribbles with dominant and Dribbles with dominant and non-dominant
a change of speed and direction in a non-dominant hand using a change hand using a change of speed and direc-
Invasion Games
Dribbling/ball control
variety of practice tasks. (S1.M8.6) of speed and direction in a variety of tion in small-sided game play. (S1.M8.8)
practice tasks. (S1.M8.7)
S1.M9 Foot-dribbles or dribbles with an im- Foot-dribbles or dribbles with an Foot-dribbles or dribbles with an imple-
plement with control, changing speed implement combined with passing in ment with control, changing speed and
Invasion Games
Dribbling/ball control
and direction in a variety of practice a variety of practice tasks. (S1.M9.7) direction during small-sided game play.
tasks. (S1.M9.6) (S1.M9.8)
S1.M10 Shoots on goal with power in a dy- Shoots on goal with power and accu- Shoots on goal with a long-handled imple-
namic environment as appropriate to racy in small-sided game play. ment for power and accuracy in modified
Invasion Games
Shooting on goal
the activity. (S1.M10.6) (S1.M10.7) invasion games such as hockey (floor, field,
ice) or lacrosse. (S1.M10.8)
S1.M11 Maintains defensive ready position, Slides in all directions while on de- Drop-steps in the direction of the pass
with weight on balls of feet, arms fense without crossing feet. during player-to-player defense.
Invasion Games
Defensive skills
extended and eyes on midsection of (S1.M11.7) (S1.M11.8)
the offensive player. (S1.M11.6)
S1.M12 Performs a legal underhand serve Executes consistently (at least 70% of Executes consistently (at least 70% of the
with control for net/wall games such the time) a legal underhand serve to time) a legal underhand serve for distance
Games & Sports as badminton, volleyball or pickleball. a predetermined target for net/wall and accuracy for net/wall games such as
Net/Wall Games
(S1.M12.6) games such as badminton, volleyball badminton, volleyball or pickleball.
Serving or pickleball. (S1.M12.7) (S1.M12.8)
S1.M13 Strikes, with a mature overarm pat- Strikes, with a mature overarm Strikes, with a mature overarm pattern,
tern, in a non-dynamic environment pattern, in a dynamic environment in a modified game for net/wall games
Net/Wall Games
Striking
for net/wall games such as volleyball, for net/wall games such as volleyball, such as volleyball, handball, badminton or
handball, badminton or tennis. handball, badminton or tennis. tennis. (S1.M13.8)
(S1.M13.6) (S1.M13.7)

22 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 1 Grade 6 Grade 7 Grade 8
S1.M14 Demonstrates the mature form of the Demonstrates the mature form of Demonstrates the mature form of fore-
forehand and backhand strokes with forehand and backhand strokes with hand and backhand strokes with a short-
Net/Wall Games
Forehand/backhand
a short-handled implement in net a long-handled implement in net or long-handled implement with power
games such as paddle ball, pickleball games such as badminton or tennis. and accuracy in net games such as pickle-
or short-handled racket tennis. (S1.M14.7) ball, tennis, badminton or paddle ball.
(S1.M14.6) (S1.M14.7)
S1.M15 Transfers weight with correct timing Transfers weight with correct timing Transfers weight with correct timing
for the striking pattern. (S1.M15.6) using low to high striking pattern using low to high striking pattern with a
Net/Wall Games
Weight transfer
with a short-handled implement on long-handled implement on the backhand
the forehand side. (S1.M15.7) side. (S1.M15.8)

S1.M16 Forehand-volleys with a mature form Forehand- and backhand-volleys with Forehand- and backhand-volleys with
and control using a short-handled a mature form and control using a a mature form and control using a
Net/Wall Games
Volley
implement. (S1.M16.6) short-handled implement. short-handled implement during modified
(S1.M16.7) game play. (S1.M16.8)

S1.M17 Two-hand-volleys with control in a Two-hand-volleys with control in a Two-hand-volleys with control in a
variety of practice tasks. (S1.M17.6) dynamic environment. (S1.M17.7) small-sided game. (S1.M17.8)
Net/Wall Games
Two-hand volley
S1.M18 Executes consistently (70% of the Executes consistently (70% of the Performs consistently (70% of the time) a
time) a mature underhand pattern for time) a mature underhand pattern mature underhand pattern with accuracy
Games & Sports target games such as bowling, bocci for target games such as bowling, and control for one target game such as
Target Games
or horseshoes. (S1.M18.7) bocci or horseshoes. (S1.M18.7) bowling or bocci. (S1.M18.8)
Underhand throw
S1.M19 Strikes, with an implement, a station- Strikes, with an implement, a station- Strikes, with an implement, a stationary
ary object for accuracy in activities ary object for accuracy and distance object for accuracy and power in such
Target Games
Striking
such as croquet, shuffleboard or golf. in activities such as croquet, shuffle- activities as croquet, shuffleboard or golf.
(S1.M19.6) board or golf. (S1.M19.7) (S1.M19.8)
S1.M20 Strikes a pitched ball with an imple- Strikes a pitched ball with an imple- Strikes a pitched ball with an implement
ment with force in a variety of prac- ment to open space in a variety of for power to open space in a variety of
Fielding/Striking Games
Throwing
tice tasks. (S1.M20.6) practice tasks. (S1.M20.7) small-sided games. (S1.M20.8)
S1.M21 Catches, with a mature pattern, from Catches, with a mature pattern, from Catches, using an implement, from differ-
different trajectories using a variety different trajectories using a variety ent trajectories and speeds in a dynamic
Fielding/Striking Games
Catching
of objects in a varying practice tasks. of objects in small-sided game play. environment or modified game play.
(S1.M21.6) (S1.M21.7) (S1.M21.8)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 23
Standard 1 Grade 6 Grade 7 Grade 8
S1.M22 Demonstrates correct technique for Demonstrates correct technique for Demonstrates correct technique for basic
basic skills in one self-selected out- a variety of skills in one self-selected skills in at least two self-selected outdoor
Outdoor Pursuits door activity. (S1.M22.6) outdoor activity. (S1.M22.7) activities. (S1.M22.8)
(See end of section for examples)
S1.M24 Preferably taught at elementary or secondary levels. However, availability of
facilities might dictate when swimming and water safety are offered in the
Aquatics curriculum.

S1.M25 Demonstrates correct technique for Demonstrates correct technique for Demonstrates correct technique for basic
basic skills in one self-selected indi- a variety of skills in one self-selected skills in at least two self-selected individu-
Individual-Performance Activities vidual-performance activity. individual-performance activity. al-performance activities. (S1.M25.8)
(See end of section for examples) (S1.M25.6) (S1.M25.7)

24 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 2 Grade 6
Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
S2.M1 Creates open space by using locomo-
tor movements (e.g., walking, run-
Games & Sports8 ning, jumping & landing) in combi-
Invasion Games
nation with movement (e.g., varying
Creating space with movement pathways; change of speed, direction
or pace). (S2.M1.6)
S2.M2 Executes at least one the following
offensive tactics to create open space:
Invasion Games
Creating space with offensive tactics
moves to open space without the
ball; uses a variety of passes, pivots
and fakes; give & go. (S2.M2.6)
S2.M3 Creates open space by using the
width and length of the field/court on
Invasion Games
Creating space using width & length
offense. (S2.M3.6)
S2.M4 Reduces open space on defense by
making the body larger and reducing
Invasion Games
Reducing space by changing size & shape
passing angles. (S2.M4.6)
S2.M5 Reduces open space by not allowing
the catch (denial) or by allowing the
Invasion Games
Reducing space using denial
catch but not the return pass.
(S2.M5.6)
S2.M6 Transitions from offense to defense
or defense to offense by recovering
Invasion Games
Transitions
quickly. (S2.M6.6)
S2.M7 Creates open space in net/wall games Creates open space in net/wall
with a short-handled implement by
Net/Wall Games
Creating space through variation
varying force and direction. (S2.M7.6) ment by varying force, direction and
© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
Grade 7 Grade 8
Reduces open space by using loco- Opens and closes space during small-sid-
motor movements (e.g., walking, ed game play by combining locomotor
running, jumping & landing, changing movements with movement concepts.
size and shape of the body) in com- (S2.M1.8)
bination with movement concepts
(e.g., reducing the angle in the space,
reducing distance between player
and goal). (S2.M1.7)
Executes at least two of the follow- Executes at least three of the following
ing offensive tactics to create open offensive tactics to create open space:
space: uses a variety of passes, pivots
moves to create open space on and off
and fakes; give & go. (S2.M2.7) the ball; uses a variety of passes, fakes
and pathways; give & go. (S2.M2.8)
Creates open space by staying spread Creates open space by staying spread on
on offense, and cutting and passing offense, cutting and passing quickly, and
quickly. (S2.M3.7) using fakes off the ball. (S2.M3.8)
Reduces open space on defense by Reduces open space on defense by
staying close to the opponent as he/ staying on the goal side of the offensive
she nears the goal. (S2.M4.7) player and reducing the distance to him/
her (third-party perspective). (S2.M4.8)
Reduces open space by not allowing Reduces open space by not allowing the
the catch (denial) or anticipating the catch (denial) and anticipating the speed
speed of the object or person for the of the object or person for the purpose
purpose of interception or deflection. of interception or deflection. (S2.M5.8)
(S2.M5.7)
Transitions from offense to defense Transitions from offense to defense or
or defense to offense by recovering defense to offense by recovering quickly,
quickly and communicating with communicating with teammates and
teammates. (S2.M6.7) capitalizing on an advantage. (S2.M6.8)
Creates open space in net/wall games
games with a long-handled imple- with either a long- or short-handled
implement by varying force or direction,
moving opponent from side to side. or moving opponent side to side and/or
(S2.M7.7) forward and back. (S2.M7.8)
25
Standard 2 Grade 6 Grade 7 Grade 8
S2.M8 Reduces offensive options for op- Selects offensive shot based on oppo- Varies placement, force and timing of
ponents by returning to mid-court nent’s location (hit where opponent return to prevent anticipation by oppo-
Net/Wall Games
Using tactics/shots
position. (S2.M8.6) is not). (S2.M8.7) nent. (S2.M8.8)

S2.M9 Selects appropriate shot/club based Varies the speed and/or trajectory Varies the speed, force and trajectory of
on location of the object in relation to of the shot based on location of the the shot based on location of the object
Target Games
Shot selection
the target. (S2.M9.6) object in relation to the target. in relation to the target. (S2.M9.8)
(S2.M9.7)

S2.M10 Identifies open spaces and attempts Uses a variety of shots (e.g., slap & Identifies sacrifice situations and at-
to strike object into that space. run, bunt, line drive, high arc) to hit tempt to advance a teammate.
Fielding/Striking Games
Offensive strategies
(S2.M10.6) to open space. (S2.M10.7) (S2.M10.8)

S2.M11 Identifies the correct defensive play Selects the correct defensive play Reduces open spaces in the field by
based on the situation (e.g., number based on the situation (e.g., number working with teammates to maximize
Fielding/Striking Games
Reducing space
of outs). (S2.M11.6) of outs). (S2.M11.7) coverage. (S2.M11.8)

S2.M12 Varies application of force during Identifies and applies Newton’s laws Describes and applies mechanical ad-
dance or gymnastic activities. of motion to various dance or move- vantage(s) for a variety of movement
Individual-Performance Activities, (S2.M12.6) ment activities. (S2.M12.7) patterns. (S2.M12.8)
Dance & Rhythms
Movement concepts
S2.M13 Makes appropriate decisions based Analyzes the situation and makes Implements safe protocols in self-select-
on the weather, level of difficulty due adjustments to ensure the safety of ed outdoor activities. (S2.M13.8)
Outdoor Pursuits to conditions or ability to ensure safe- self and others. (S2.M13.7)
ty of self and others. (S2.M13.6)
Movement concepts

26 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 3 Grade 6 Grade 7 Grade 8

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
S3.M1 Describes how being physically active Identifies barriers related to main-
Identifies the five components of
leads to a healthy body. (S3.M1.6) taining a physically active lifestyle
health-related fitness (muscular
Physical activity knowledge and seeks solutions for eliminating
strength, muscular endurance, flexibil-
those barriers. (S3.M1.7)ity, CV endurance, body composition)
and explains the connections between
fitness and overall physical and mental
health.
(S3.M1.8)
S3.M2 Participates in self-selected physical Participates in a physical activity Participates in physical activity three
activity outside of physical education twice a week outside of physical edu- times a week outside of physical educa-
Engages in physical activity class. (S3.M2.6) cation class. (S3.M2.7) tion class. (S3.M2.8)
S3.M3 Participates in a variety of aerobic Participates in a variety of strength Participates in a variety of self-select-
fitness activities such as cardio kick, and endurance fitness activities such ed aerobic fitness activities outside of
Engages in physical activity step aerobics and/or aerobic dance. as Pilates, resistance training, body- school such as walking, jogging, biking,
(S3.M3.6) weight training and/or light free- skating, dancing and/or swimming.
weight training. (S3.M3.7) (S3.M3.8)
S3.M4 Participates in a variety of aerobic fit- Participates in a variety of strength Plans and implements a program
ness activities using technology such and endurance fitness activities such of cross training to include aerobic,
Engages in physical activity as Dance, Dance Revolution® or Wii as weight or resistance training. strength & endurance and flexibility.
Fit®. (S3.M4.6) (S3.M4.7) (S3.M4.8)
S3.M5 Participates in a variety of lifetime Participates in a variety of lifetime Participates in a self-selected lifetime
recreational team sports, outdoor dual and individual sports, martial sport, dance, aquatic or outdoor activity
Engages in physical activity pursuits or dance activities. (S3.M5.6) arts or aquatic activities. (S3.M5.7) outside of the school day. (S3.M5.8)
S3.M6 Participates in moderate to vigorous Participates in moderate to vigorous Participates in moderate to vigor-
aerobic physical activity that includes muscle- and bone-strengthening ous aerobic and/or muscle- and
Fitness knowledge intermittent or continuous aerobic physical activity at least three times a bone-strengthening physical activity for
physical activity of both moderate week. (S3.M6.7) at least 60 minutes per day at least five
and vigorous intensity for at least 60 times a week. (S3.M6.8)
minutes per day. (S3.M6.6)
S3.M7 Identifies the components of skill- re- Distinguishes between health-related Compares and contrasts health-related
lated fitness. (S3.M7.6) and skill-related fitness.9 (S3.M7.7) fitness components.10 (S3.M7.8)
Fitness knowledge

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 27
Standard 3 Grade 6 Grade 7 Grade 8
S3.M8 Sets and monitors a self-selected Adjusts physical activity based on Uses available technology to self-mon-
physical activity goal for aerobic and/ quantity of exercise needed for a itor quantity of exercise needed for a
Fitness knowledge or muscle- and bone-strengthening minimal health standard and/or minimal health standard and/or optimal
activity based on current fitness level. optimal functioning based on current functioning based on current fitness
(S3.M8.6) fitness level. (S3.M8.7) level. (S3.M8.8)
S3.M9 Employs correct techniques and Describes and demonstrates the dif- Employs a variety of appropriate static
methods of stretching.11 (S3.M9.6) ference between dynamic and static stretching techniques for all major mus-
Fitness knowledge stretches.12 (S3.M9.7) cle groups. (S3.M9.8)
S3.M10 Differentiates between aerobic and Describes the role of exercise and Describes the role of flexibility in injury
anaerobic capacity, and muscular nutrition in weight management. prevention. (S3.M10.8)
Fitness knowledge strength and endurance. (S3.M10.6) (S3.M10.7)
S3.M11 Identifies each of the components of Describes FITT formula (overload Uses the overload principle (FITT formu-
the overload principle (FITT formula) principle) for different types of phys- la) in preparing a personal workout.14
Fitness knowledge for different types of physical activity ical activity, the training principles (S3.M11.8)
(aerobic, muscular fitness and flexibil- on which the formula is based and
ity). (S3.M11.6) how the formula and principles affect
fitness.13 (S3.M11.7)
S3.M12 Describes the role of warm-ups and Designs a warm-up/ cool-down Designs and implements a warm-up/
cool-downs before and after physical regimen for a self-selected physical cool-down regimen for a self-selected
Fitness knowledge activity. (S3.M12.6) activity. (S3.M12.7) physical activity. (S3.M12.8)
S3.M13 Defines resting heart rate (RHR) and Defines how the RPE Scale can be Defines how the RPE Scale can be used
describes its relationship to aerobic used to determine the perception of to adjust workout intensity during physi-
Fitness knowledge fitness and the Borg Rating of Per- the work effort or intensity of exer- cal activity. (S3.M13.8)
ceived Exertion (RPE) Scale.15 cise. (S3.M13.7)
(S3.M13.6)
S3.M14 Identifies major muscles used in se- Describes how muscles pull on bones Explains how body systems interact
lected physical activities.16 (S3.M14.6) to create movement in pairs by relax- with one another (e.g., blood transports
Fitness knowledge ing and contracting.17 (S3.M14.7) nutrients from the digestive system,
oxygen from the respiratory system)
during physical activity.18 (S3.M14.8)
S3.M15 Designs and implements a program Designs and implements a program Designs and implements a program of
of remediation for any areas of of remediation for two areas of remediation for three areas of weakness
Assessment & program planning weakness based on the results of weakness based on the results of based on the results of health-related
health-related fitness assessment. health-related fitness assessment. fitness assessment. (S3.M15.8)
(S3.M15.6) (S3.M15.7)

28 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 3 Grade 6
S3.M16 Maintains a physical activity log for
at least two weeks and reflects on
Assessment & program planning activity levels as documented in the
log. (S3.M16.6)
S3.M17 Identifies foods within each of the
basic food groups and selects appro-
Nutrition priate servings and portions for his/
her age and physical activity levels.19
(S3.M17.6)
S3.M18 Identifies positive and negative re-
sults of stress and appropriate ways
Stress management of dealing with each.22 (S3.M18.6)
© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
Grade 7
Maintains a physical activity and
nutrition log for at least two weeks
and reflects on activity levels and
nutrition as documented in the log.
(S3.M16.7)
Develops strategies to balance
healthy food, snacks and water
intake, along with daily physical activ-
ity.20 (S3.M17.7)
Practices strategies for dealing with
stress, such as deep breathing, guid-
ed visualization and aerobic exer-
cise.23 (S3.M18.7)
Grade 8
Designs and implements a program to
improve levels of health-related fitness
and nutrition. (S3.M16.8)
Describes the relationship between
poor nutrition and health risk factors.21
(S3.M17.8)
Demonstrates basic movements used in
other stress-reducing activities such as
yoga and Tai Chi. (S3.M18.8)
29
Standard 4 Grade 6 Grade 7 Grade 8

Exhibits responsible personal and social behavior that respects self and others.
S4.M1 Exhibits personal responsibility by
using appropriate etiquette, demon-
Personal responsibility strating respect for facilities and
exhibiting safe behaviors. (S4.M1.6)
S4.M2 Identifies and uses appropriate strat-
egies to self-reinforce positive fitness
Personal responsibility behaviors, such as positive self-talk.
(S4.M2.6)
S4.M3 Demonstrates self-responsibility by
implementing specific corrective
Accepting feedback feedback to improve performance.
(S4.M3.6)
S4.M4 Accepts differences among class-
mates in physical development,
Working with others maturation and varying skill levels by
providing encouragement and posi-
tive feedback. (S4.M4.6)
S4.M5 Cooperates with a small group of
classmates during adventure activi-
Working with others ties, game play or team-building activ-
ities. (S4.M5.6)
S4.M6 Identifies the rules and etiquette for
physical activities/games and dance
Rules & etiquette activities. (S4.M6.6)
S4.M7 Uses physical activity and fitness
equipment appropriately and safely,
Safety with the teacher’s guidance.
(S1.M7.6)
Exhibits responsible social behav- Accepts responsibility for improving
iors by cooperating with classmates, one’s own levels of physical activity and
demonstrating inclusive behaviors fitness. (S4.M1.8)
and supporting classmates. (S4.M1.7)
Demonstrates both intrinsic and Uses effective self-monitoring skills to
extrinsic motivation by selecting op- incorporate opportunities for physical
portunities to participate in physical activity in and outside of school.
activity outside of class. (S4.M2.7) (S4.M2.8)
Provides corrective feedback to a Provides encouragement and feedback
peer, using teacher-generated guide- to peers without prompting from the
lines, and incorporating appropriate teacher. (S4.M3.8)
tone and other communication skills.
(S4.M3.7)
Demonstrates cooperation skills by Responds appropriately to participants’
establishing rules and guidelines for ethical and unethical behavior during
resolving conflicts. (S4.M4.7) physical activity by using rules and
guidelines for resolving conflicts.
(S4.M4.8)
Problem-solves with a small group of Cooperates with multiple classmates on
classmates during adventure activi- problem-solving initiatives including ad-
ties, small-group initiatives or game venture activities, large-group initiatives
play. (S4.M5.7) and game play. (S4.M5.8)
Demonstrates knowledge of rules Applies rules and etiquette by acting as
and etiquette by self-officiating an official for modified physical activi-
modified physical activities/games ties/games and creating dance routines
or following parameters to create or within a given set of parameters.
modify a dance. (S4.M6.7) (S4.M6.8)
Independently uses physical activity Independently uses physical activity and
and exercise equipment appropri- fitness equipment appropriately, and
ately and safely. (S1.M7.7) identifies specific safety concerns associ-
ated with the activity. (S1.M7.8)

30 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 5 Grade 6 Grade 7 Grade 8

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
S5.M1 Describes how being physically active Identifies different types of physical Identifies the five components of
leads to a healthy body. (S5.M1.6) activities and describes how each health-related fitness (muscular
Health exerts a positive impact on health. strength, muscular endurance, flexibil-
(S5.M1.7) ity, cardiovascular endurance and body
composition) and explains the connec-
tions between fitness and overall physi-
cal and mental health. (S5.M1.8)
S5.M2 Identifies components of physical Identifies positive mental and emo- Analyzes the empowering consequences
activity that provide opportunities for tional aspects of participating in a va- of being physical active. (S5.M2.8)
Health reducing stress and for social interac- riety of physical activities. (S5.M2.7)
tion. (S5.M2.6)
S5.M3 Recognizes individual challenges Generates positive strategies such Develops a plan of action and makes
and copes in a positive way, such as as offering suggestions/assistance, appropriate decisions based on that
Challenge extending effort, asking for help/feed- leading/following others and/or pro- plan when faced with an individual chal-
back and/or modifying the tasks. viding possible solutions when faced lenge. (S5.M3.8)
(S5.M3.6) with a group challenge. (S5.M3.7)
S5.M4 Describes how moving competently Identifies why self-selected physical Discusses how enjoyment could be in-
in a physical activity setting creates activities create enjoyment. creased in self-selected physical activi-
Self-expression/enjoyment enjoyment. (S5.M4.6) (S5.M4.7) ties. (S5.M4.8)
S5.M5 Identifies how self-expression and Explains the relationship between Identifies and participates in an enjoy-
physical activity are related. (S5.M5.6) self-expression and lifelong enjoy- able activity that prompts individual
Self-expression/enjoyment ment through physical activity. self-expression. (S5.M5.8)
(S5.M5.7)
S5.M6 Demonstrates respect for self and Demonstrates the importance of Demonstrates respect for self by asking
others in activities and games by fol- social interaction by helping and en- for help and helping others in various
Social interaction lowing the rules, encouraging others couraging others, avoiding trash talk physical activities. (S5.M6.8)
and playing within the spirit of the and providing support to classmates.
game or activity. (S5.M6.6) (S5.M6.7)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 31
 Operational Definition of Activity Categories

Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the activity. Activities might include, but are not limited to recre-
ational boating (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water skiing,
snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure activities and ropes courses. Selection of activities depends on
the environmental opportunities within the geographical region.

Fitness Activities: Activities with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training, spinning,
running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.

Dance & Rhythmic Activities: Activities that focus on dance or rhythms and might include, but are not limited to dance forms such as creative movement/dance,
ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Aquatics: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.

Individual Performance Activities: Might include, but are not limited to gymnastics, figure skating, track & field, multi-sport events, in-line skating, wrestling,
self-defense and skateboarding.

Games & Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.

Lifetime Activities: Includes the categories of outdoor pursuits, selected individual performance activities, aquatics and net/wall and target games.
Note: Invasion and fielding/striking games have been excluded from the secondary outcomes because these activities require team participation and are less
suited to lifelong participation.

32 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 High School Outcomes (Grades 9 – 12)
By the end of high school, the learner will be college/career-ready, as demonstrated by the ability to plan and implement different types of person-
al fitness programs; demonstrate competency in two or more lifetime activities; describe key concepts associated with successful participation in
physical activity; model responsible behavior while engaged in physical activity; and engage in physical activities that meet the need for self-expres-
sion, challenge, social interaction and enjoyment.
Note: High school outcomes have been organized into two levels. Level 1 indicates the minimum knowledge and skills that students must attain to be college/
career-ready. Level 2 allows students to build on Level 1 competencies by augmenting knowledge and skills considered desirable for college/career readiness.

Standard 1 Level 1 Level 2

Demonstrates competency in a variety of motor skills and movement patterns.

S1.H1 Demonstrates competency and/or refines activity-specific Refines activity-specific movement skills in one or more
movement skills in two or more lifetime activities (outdoor lifetime activities (outdoor pursuits, individual-perfor-
Lifetime Activities pursuits, individual-performance activities, aquatics, net/wall mance activities, aquatics, net/wall games or target
games or target games).24 (S1.H1.L1) games).25 (S1.H1.L2)
S1.H2 Demonstrates competency in dance forms used in cultural Demonstrates competence in a form of dance by choreo-
and social occasions (e.g., weddings, parties). graphing a dance or by giving a performance. (S1.H2.L2)
Dance & Rhythms
… or …

Demonstrates competence in one form of dance (e.g., ballet,

modern, hip hop, tap). (S1.H2.L1)
S1.H3 Demonstrates competency in one or more specialized skills in Demonstrates competency in two or more specialized
health-related fitness activities. (S1.H3.L1) skills in health-related fitness activities. (S1.H3.L2)
Fitness Activities

Note: For operational definitions and examples of activity types, see end of high school section (p. 39).

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 33
Standard 2 Level 1 Level 2

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
S2.H1 Applies the terminology associated with exercise and partic- Identifies and discusses the historical and cultural roles of
ipation in selected individual-performance activities, dance, games, sports and dance in a society.26 (S2.H1.L2)
Movement concepts, principles & net/wall games, target games, aquatics and/or outdoor pur-
knowledge suits appropriately. (S2.H1.L1)
S2.H2 Uses movement concepts and principles (e.g., force, motion, Describes the speed/accuracy trade-off in throwing and
rotation) to analyze and improve performance of self and/or striking skills.28 (S2.H2.L2)
Movement concepts, principles & others in a selected skill.27 (S2.H2.L1)
knowledge
S2.H3 Creates a practice plan to improve performance for a self- Identifies the stages of learning a motor skill. (S2.H3.L2)
selected skill. (S2.H3.L1)
Movement concepts, principles &
knowledge
S2.H4 Identifies examples of social and technical dance forms. Compares similarities and differences in various dance
(S2.H4.L1) forms. (S2.H4.L2)
Movement concepts, principles &
knowledge

34 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 3 Level 1 Level 2

Demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.
S3.H1 Discusses the benefits of a physically active lifestyle as it Investigates the relationships among physical activity, nu-
relates to college/career productivity. (S3.H1.L1) trition and body composition. (S3.H1.L2)
Physical activity knowledge
S3.H2 Evaluates the validity of claims made by commercial prod- Analyzes and applies technology and social media as tools
ucts and programs pertaining to fitness and a healthy, active to support a healthy, active lifestyle.30 (S3.H2.L2)
Physical activity knowledge lifestyle.29 (S3.H2.L1)
S3.H3 Identifies issues associated with exercising in heat, humidity Applies rates of perceived exertion and pacing.32 (S3.H3.L2)
and cold.31 (S3.H3.L1)
Physical activity knowledge
S3.H4 Evaluates — according to their benefits, social support net-
work and participation requirements — activities that can be
Physical activity knowledge pursued in the local environment.33 (S3.H4.L1)
S3.H5 Evaluates risks and safety factors that might affect physical Analyzes the impact of life choices, economics, motivation
activity preferences throughout the life cycle.34 (S3.H5.L1) and accessibility on exercise adherence and participation
Physical activity knowledge in physical activity in college or career settings. (S3.H5.L2)
S3.H6 Participates several times a week in a self-selected lifetime Creates a plan, trains for and participates in a community
activity, dance or fitness activity outside of the school day. event with a focus on physical activity (e.g., 5K, triathlon,
Engages in physical activity (S3.H6.L1) tournament, dance performance, cycling event).35
(S3.H6.L2)
S3.H7 Demonstrate appropriate technique in resistance-training Designs and implements a strength and conditioning
machines and free weights.36 (S3.H7.L1) program that develops balance in opposing muscle groups
Fitness knowledge (agonist/antagonist) and supports a healthy, active life-
style.37 (S3.H7.L2)
S3.H8 Relates physiological responses to individual levels of fitness Identifies the different energy systems used in a selected
and nutritional balance.38 (S3.H8.L1) physical activity (e.g., ATP-PC, anaerobic/glycolysis, aero-
Fitness knowledge bic).39 (S3.H8.L2)
S3.H9 Identifies types of strength exercises (isometric, concentric, Identifies the structure of skeletal muscle and fiber types
eccentric) and stretching exercises (static, PNF, dynamic) for as they relate to muscle development.41 (S3.H9.L2)
Fitness knowledge personal fitness development (e.g., strength, endurance,
range of motion).40 (S3.H9.L1)
S3.H10 Calculates target heart rate and applies HR information to Adjusts pacing to keep heart rate in the target zone, using
personal fitness plan. (S3.H10.L1) available technology (e.g., pedometer, heart rate monitor),
Fitness knowledge to self- monitor aerobic intensity. (S3.H10.L2) 42

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 35
Standard 3 Level 1 Level 2
S3.H11 Creates and implements a behavior-modification plan that Develops and maintains a fitness portfolio (e.g., assess-
enhances a healthy, active lifestyle in college or career set- ment scores, goals for improvement, plan of activities for
Assessment & program planning tings. (S3.H11.L1) improvement, log of activities being done to reach goals,
timeline for improvement).43 (S3.H11.L2)
S3.H12 Designs a fitness program, including all components of Analyzes the components of skill-related fitness in relation
health-related fitness, for a college student and an employee to life and career goals, and designs an appropriate fitness
Assessment & program planning in the learner’s chosen field of work. (S3.H12.L1) program for those goals.44 (S3.H12.L2)
S3.H13 Designs and implements a nutrition plan to maintain an Creates a snack plan for before, during and after exercise
appropriate energy balance for a healthy, active lifestyle. that addresses nutrition needs for each phase. (S3.H13.L2)
Nutrition (S3.H13.L1)
S3.H14 Identifies stress-management strategies (e.g., mental imag- Applies stress-management strategies (e.g., mental imag-
ery, relaxation techniques, deep breathing, aerobic exercise, ery, relaxation techniques, deep breathing, aerobic exer-
Stress management meditation) to reduce stress.45 (S3.H14.L2) cise, meditation) to reduce stress.46 (S3.H14.L2)

36 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Standard 4 Level 1 Level 2

Exhibits responsible personal and social behavior that respects self and others.
S4.H1 Employs effective self-management skills to analyze barriers Accepts differences between personal characteristics and
and modify physical activity patterns appropriately, as need- the idealized body images and elite performance levels
Personal responsibility ed.47 (S4.H1.L1) portrayed in various media.48 (S4.H1.L2)
S4.H2 Exhibits proper etiquette, respect for others and teamwork Examines moral and ethical conduct in specific competitive
while engaging in physical activity and/or social dance. situations (e.g., intentional fouls, performance-enhancing
Rules & etiquette (S4.H2.L1) substances, gambling, current events in sport).49 (S4.H2.L2)
S4.H3 Uses communication skills and strategies that promote team/ Assumes a leadership role (e.g., task or group leader, refer-
group dynamics.50 (S4.H3.L1) ee, coach) in a physical activity setting. (S4.H3.L2)
Working with others
S4.H4 Solves problems and thinks critically in physical activity and/ Accepts others’ ideas, cultural diversity and body types
or dance settings, both as an individual and in groups. by engaging in cooperative and collaborative movement
Working with others (S4.H4.L1) projects. (S4.H4.L2)
S4.H5 Applies best practices for participating safely in physical
activity, exercise and dance (e.g., injury prevention, proper
Safety alignment, hydration, use of equipment, implementation of
rules, sun protection). (S4.H5.L1)

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 37
Standard 5 Level 1 Level 2

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
S5.H1 Analyzes the health benefits of a self-selected physical
activity. (S5.H1.L1)
Health
S5.H2 Chooses an appropriate level of challenge to experience
success and desire to participate in a self-selected physical
Challenge activity.51 (S5.H2.L2)
S5.H3 Selects and participates in physical activities or dance that Identifies the uniqueness of creative dance as a means of
meet the need for self-expression and enjoyment. (S5.H3.L1) self-expression. (S5.H3.L2)
Self-expression/enjoyment
S5.H4 Identifies the opportunity for social support in a self-selected Evaluates the opportunity for social interaction and social
physical activity or dance. (S5.H4.L1) support in a self-selected physical activity or dance.52
Social interaction (S5.H4.L2)

38 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 Operational Definition of Activity Categories
Outdoor Pursuits: The outdoor environment is an important factor in student engagement in the activity. Activities might include, but are not limited to recre-
ational boating (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water skiing,
snowboarding, snowshoeing, surfing, bouldering/traversing/climbing, mountain biking, adventure activities and ropes courses. Selection of activities depends on
the environmental opportunities within the geographical region.

Fitness Activities: Activities with a focus on improving or maintaining fitness and might include, but are not limited to yoga, Pilates, resistance training, spinning,
running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba and exergaming.

Dance & Rhythmic Activities: Activities that focus on dance or rhythms and might include, but are not limited to dance forms such as creative movement/dance,
ballet, modern, ethnic/folk, hip hop, Latin, line, ballroom, social and square.

Aquatics: Might include, but are not limited to swimming, diving, synchronized swimming and water polo.

Individual Performance Activities: Might include, but are not limited to gymnastics, figure skating, track & field, multi-sport events, in-line skating, wrestling,
self-defense and skateboarding.

Games & Sports: Includes the games categories of invasion, net/wall, target and fielding/striking.

Lifetime Activities: Includes the categories of outdoor pursuits, selected individual performance activities, aquatics and net/wall and target games. Note: In-
vasion and fielding/striking games have been excluded from the secondary outcomes because these activities require team participation and are less suited to
lifelong participation.

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 39
References
1 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 12).

2 Ibid., p. 11.

3 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p.14).

4 Ibid., p. 6.

5 Ibid., p. 16.

6 Ibid.

7 Ibid., p. 19.

8 The foundation for this section comes from Griffin, L. L. & Butler, J. I. (2005). Teaching games for understanding: Theory, research and practice. Champaign, IL: Human Ki-
netics; Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (2006). Teaching sport concepts and skills: A tactical games approach. Windsor, Ontario: Human Kinetics; and Rovegno, I. &
Bandauer, D. (2013). Elementary physical education: Curriculum and instruction. Burlington, MA: Jones & Bartlett Publishing.

9 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p.16).

10 Ibid.

11 Ibid., p. 7.

12 Ibid.

13 Ibid., p. 17.

14 Ibid.

15 Ibid., p. 14.

16 Ibid., p. 13.

17 Ibid.

18 Ibid.

19 Ibid., p. 42.

20 Ibid., p. 45.

21 Ibid., p. 40.

22 Ibid., p. 35.

40 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org
 23 Ibid.

24 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_10.htm-
l?print, accessed 1/9/12.

25 Ibid.

26 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p.15).

27 Ibid.

28 Mohnsen, B (ed.). (2010). Concepts and principles of physical education: What every student needs to know. Reston, VA: NASPE.

29 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 16).

30 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p. 20).

31 Ibid., p. 9.

32 Ibid., p. 5.

33 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p.15).

34 Ibid.

35 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p.27).

36 Ibid., p. 6.

37 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print,
accessed 1/9/12.

38 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p.15).

39 Ibid., p. 16.

40 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_9.html?print,
accessed 1/9/12.

41 Ibid.

42 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p. 23).

43 (Ohio) Physical Education Standards: Grade Band Overview by Standard and Organizers. (p. 113).

44 Superintendent of Public Instruction. (2008). Washington State k-12 health and fitness learning standards. Olympia, WA: Author. (p. 101).

© 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org 41
45 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_10.htm-
l?print, accessed 1/9/12.

46 Ibid.

47 NASPE. (2012). Instructional framework for fitness education in physical education [Guidance Document]. Reston, VA: Author. (p. 25).

48 NASPE. (1992). Outcomes of quality physical education programs. Reston, VA: Author. (p. 16).

49 Physical Education/Health Education: Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles. www.edu.gov.mb.ca/k12/cur/physhlth/grade_10.htm-
l?print, accessed 1/9/12.

50 Ibid.

51 (Ohio) Physical Education Standards: Grade Band Overview by Standard and Organizers. (p. 115).

52 Ibid.

42 © 2013, American Alliance for Health, Physical Education, Recreation and Dance. All rights reserved. For individual use only. For permission to reprint, visit www.aahperd.org/permissions or e-mail aahperdpermissions@aahperd.org