| (I) demonstrate swinging a long rope back and forth
with a partner.
(4) Movement patterns and movement skills--spatial
and body awareness. The physically literate student demonstrates competency
in spatial and body awareness, including pathways, shapes, levels,
speed, direction, and force. The student is expected to:
(A) differentiate between personal and general space
while moving to simple rhythms and maintaining balance;
(B) demonstrate a variety of pathways, shapes, and
levels while maintaining balance; and
(C) demonstrate clear contrast when moving in different
speeds and directions while maintaining balance.
(5) Movement patterns and movement skills--rhythmic
activities. The physically literate student demonstrates competency
in rhythmic activities and rhythmic combinations. The student is expected
to mirror and follow teacher movement and basic rhythm patterns.
(6) Performance strategies--games and activities. The
physically literate student demonstrates competency in performance
strategies in invasion, target, net or wall, fielding, striking, and
cooperative games. The student is expected to:
(A) demonstrate the skills of chasing, fleeing, and
dodging to avoid or catch others during a variety of games while maintaining
appropriate space and speed;
(B) practice the correct techniques for motor development
skills following teacher direction; and
(C) demonstrate safe practices by following rules,
procedures, and directions during class and activities.
(7) Performance strategies--outdoor and recreational
pursuits. The physically literate student demonstrates competency
in outdoor and recreational pursuits. The student is expected to discuss
outdoor recreation and health and fitness activities in school and
the community.
(8) Health, physical activity, and fitness--fitness
principles. The physically literate student demonstrates and recognizes
a health-enhancing, physically active lifestyle. The student is expected
to:
(A) discuss the immediate effect of physical activity
on the heart and lungs;
(B) describe the importance of daily active play; and
(C) participate in exercises that promote health-related
fitness.
(9) Health, physical activity, and fitness--analyze
data. The physically literate student demonstrates competency in the
ability to analyze data used during fitness performance. The student
is expected to:
(A) describe the importance of goal setting; and
(B) identify how to measure improvement in physical
skills such as counting the number of times a student can hop while
maintaining balance.
(10) Health, physical activity, and fitness--nutrition
and hydration. The physically literate student recognizes the correlation
between nutrition, hydration, and physical activity. The student is
expected to:
(A) recognize that eating a variety of foods produces
energy for physical activity; and
(B) identify the best source of hydration during physical
activity.
(11) Health, physical activity, and fitness--environmental
awareness and safety practices. The physically literate student demonstrates
competency in environmental awareness and understands safety practices.
The student is expected to:
(A) identify proper clothing and footwear for physical
activity; and
(B) identify safety precautions, including pedestrian,
water, sun, and cycling safety, with teacher guidance.
(12) Social and emotional health--personal responsibility
and self-management. The physically literate student demonstrates
competency in personal responsibility. The student is expected to:
(A) give examples of consequences resulting from personal
actions;
(B) demonstrate respect for differences and similarities
in abilities of self and others; and
(C) identify personal impulses and emotions with teacher
guidance.
(13) Social and emotional health--resolving conflict
and social interaction. The physically literate student demonstrates
competency in resolving conflict and social interaction. The student
is expected to:
(A) demonstrate respect and cooperation through words
and actions with teacher guidance; and
(B) communicate feelings and thoughts appropriately
with teacher guidance.
(14) Social and emotional health--perseverance. The
physically literate student perseveres while addressing challenges.
The student is expected to explain why some physical activities are
challenging.
(15) Social and emotional health--accepting and providing
constructive feedback. The physically literate student accepts and
provides constructive feedback. The student is expected to listen
respectfully and respond appropriately to corrective feedback with
teacher guidance.
(16) Lifetime wellness--application of lifetime wellness.
The physically literate student identifies the value of lifetime wellness.
The student is expected to:
(A) participate in moderate to vigorous physical activity
on a regular basis; and
(B) identify physical activity for personal enjoyment
with teacher guidance.
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