| (I) turn a long rope.
(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) move in personal and general space to rhythms and
beats while maintaining balance;
(B) travel over, under, around, and through using a
variety of pathways, shapes, and levels; and
(C) differentiate between fast and slow speeds, strong
and light force, and various directions.
(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 in
four counts.
(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) apply the skills of chasing, fleeing, and dodging
to avoid or catch others while maintaining appropriate space and speed
during a variety of games;
(B) identify and follow teacher instructions to improve
performance for specific motor development skills; and
(C) demonstrate safe practices by using equipment appropriately
and respecting personal space with teacher guidance.
(7) Performance strategies--outdoor and recreational
pursuits. The physically literate student demonstrates competency
in outdoor and recreational pursuits. The student is expected to identify
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) identify the immediate effect of physical activity
on the heart and lungs;
(B) explain the importance of warm-ups and cool-downs
for physical activity; and
(C) demonstrate 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) develop a health-related goal with teacher guidance;
and
(B) explain how to measure improvement in physical
skills with or without a measuring tool.
(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) identify healthy foods that produce energy for
physical activity; and
(B) identify different hydration options, including
water, that enhance 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, footwear, and safety
equipment for a variety of physical activities; and
(B) identify and describe 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) describe how personal actions may have positive
or negative consequences;
(B) demonstrate respect for differences and similarities
in the 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 for and cooperation between
self and others 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 how, with practice, challenges
in physical activities can turn into successes.
(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) describe physical activity for personal enjoyment
with teacher guidance.
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