(a) Introduction.
(1) Physical education is the foundation of a well-balanced
curriculum. "It is an academic subject with a planned and sequential
K-12 curriculum based on the national standards for physical education.
Physical education provides cognitive content and instruction designed
to develop motor skills, knowledge, and behaviors for physical activity
and physical fitness. Supporting schools to establish daily physical
education can provide students with the ability and confidence to
be physically active for a lifetime" (Centers for Disease Control
and Prevention (CDC), CDC Healthy Schools, May 2019).
(A) Physical education is designed to develop motor
skills, knowledge, and behaviors for active living, physical fitness,
sportsmanship, self-efficacy, and emotional intelligence. Physical
education addresses the three domains of learning: cognitive skills
related to the knowledge of movement, affective skills related to
feelings and attitudes about movement, and psychomotor skills related
to the manual or physical skills in movement literacy (SHAPE America,
2014, p. 4).
(B) Physically literate students have the ability to
develop a lifetime of wellness. Physical literacy can be described
as the ability to move with competence and confidence, to acquire
knowledge and understanding, and to value and take responsibility
for engagement in a wide variety of physical activities in multiple
environments that benefit the healthy development of the whole person
(Mandigo, Francis, Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is important
to the development of the whole child and increases a lifetime of
wellness. The Association for Supervision and Curriculum Development
and the National Academy of Medicine support the belief that physical
education, taught at a developmentally appropriate level, improves
physical fitness and skill development, supports and improves academic
achievement, reinforces self-discipline and teacher goal setting,
reduces stress and increases blood flow to the brain, strengthens
peer relationships, and improves self-confidence and self-esteem.
(2) The physical education standards are categorized
into five strands that are of equal importance and value. The movement
patterns and movement skills strand guides the physically literate
student in the development of fundamental movement patterns, spatial
and body awareness, and rhythmic activities. The performance strategies
strand guides the physically literate student in utilizing strategies
in fundamental components of games, activities, and outdoor and recreational
pursuits. The health, physical activity, and fitness strand encompasses
health-related fitness, environmental awareness, and safety practices
that guide students to a health-enhancing, physically active lifestyle.
The physically literate student demonstrates skills and mechanics
used during physical activity and analyzes data used during fitness
performance. The physically literate student recognizes the correlation
between nutrition, hydration, and physical activity. The social and
emotional health strand incorporates working with others, responding
to class expectations, and applying self-management skills. The lifetime
wellness strand engages students in physical activity for the purposes
of self-expression, enjoyment, and challenge.
(3) Quality physical education programs include a comprehensive
curriculum, physical activity, safety policies, safe environments,
qualified physical education specialists instructing the class, and
student assessment and do not use physical activity as a form of punishment.
Texas state law outlines state requirements that support these essential
components. In accordance with state law, physical education curriculum
and instruction must be sequential, developmentally appropriate, and
designed to meet the needs of all students, including students with
disabilities and of all physical ability levels. At least 50% of the
physical education class must be used for actual student physical
activity at a moderate or vigorous intensity level, which aligns with
additional state requirements for a minimum number of minutes for
moderate or vigorous physical activity in Kindergarten-Grade 8. Required
student-to-teacher ratios of 45-to-1 ensure the proper supervision
and safety of students in physical education classes, and school districts
must identify how student safety will be maintained if that ratio
is exceeded. State law also requires that school districts and charter
schools annually assess the physical fitness of students in Grade
3 or higher who are enrolled in a physical education course.
(4) Access to age-appropriate physical education equipment
is essential to quality instruction. Basic, age-appropriate equipment
for all students is imperative for the development of motor skills,
manipulative skills, and eventually becoming a physically literate
lifelong learner. Without basic, age-appropriate equipment, students
will not have the necessary experiences to become physically literate,
lifelong learners. All equipment should be age appropriate for the
grade levels to be taught. The term "age appropriate" means that the
equipment must include a variety of sizes, weights, and textures to
provide differentiated experiences for various ages and ability levels
of students. Basic equipment for quality instruction includes, but
is not limited to, the following list: sports balls, including fleece
balls, foam balls, tennis balls, beach balls, volleyballs, basketballs,
soccer balls, footballs, baseballs, softballs, and unity balls; striking
implements, including golf clubs, hockey sticks, baseball bats, pool
noodles, tennis rackets, racquetball rackets, pickleball paddles,
lollipop paddles, and ping pong paddles; goals for various sports,
including soccer goals and basketball goals; nets and standards for
a variety of sports, including volleyball, pickleball, badminton,
and tennis; fitness-related equipment; other basic equipment, including
scarves, bean bags, hula hoops, jump ropes, and scooters; classroom
management equipment, including cones, mats, pinnies, poly spots,
and ball inflators; and technology, including microphones, projectors,
speakers, heart rate monitors, timers, and other technology appropriate
for instruction.
(5) In Kindergarten-Grade 5, students learn fundamental
movement skills and cues; begin to understand that the body functions
in relation to physical activity; develop body control; become aware
of the health-related fitness components; begin applying strategies,
rules, etiquette, and conflict resolution techniques in dynamic situations;
and identify safety practices and protocols while being physically
active. Students engage in activities that develop basic levels of
strength, endurance, and flexibility. Activities are presented to
complement a student's natural inclination to view physical activity
as challenging and enjoyable.
(6) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Movement patterns and movement skills--locomotor
skills. The physically literate student demonstrates competency in
fundamental movement patterns and developmentally appropriate locomotor
skills. The student is expected to:
(A) demonstrate correct technique while hopping, galloping,
running, sliding, skipping, and leaping;
(B) demonstrate correct jumping and landing technique
from different heights;
(C) demonstrate intermediate balancing to include equipment,
cross lateralization using a variety of coordination skills, and sequencing
of three skills with repetition; and
(D) spin and roll with control at different levels,
speeds, and positions with manipulatives.
(2) Movement patterns and movement skills--non-locomotor
skills. The physically literate student demonstrates competency in
fundamental movement patterns and developmentally appropriate non-locomotor
skills. The student is expected to:
(A) demonstrate moving in and out of a balanced position
with control during dynamic activities; and
(B) combine bending, stretching, twisting, curling,
pushing, pulling, and swaying in a variety of activities.
(3) Movement patterns and movement skills--manipulative
skills. The physically literate student demonstrates competency in
developmentally appropriate manipulative skills. The student is expected
to:
(A) demonstrate key elements in underhand and overhand
throwing to a partner with accuracy;
(B) demonstrate key elements when catching an accurately
and softly thrown large ball with a partner without trapping against
the body;
(C) demonstrate key elements of hand dribbling while
slowly jogging and maintaining ball control;
(D) dribble a ball with control using both feet while
slowly jogging;
(E) kick a moving ball on the ground and in the air
using a continuous running approach;
(F) demonstrate correct technique in volleying to a
wall or partner and over an object or net;
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