Barton Graded Standards Framework for Physical Education

Scope and Sequence Standard 1: Demonstrates competency in motor skills and patterns needed to perform a variety of activities.
Locomotor movement patterns (e.g. hop, jump, skip and demonstrates mature patterns !hen !alking and running. " variety of movement skills to use nonlocomotor skills (e.g. #end, t!ist, turn !hile moving and stationary. $eight transfer and #alance activities are important in learning to move in relation to others !hile moving through personal and general space. Lo! level of challenge !hen performing locomotor skills (e.g. dance, game, or com#ination !ith non'locomotor skills demonstrating mature form in the hop, jump, and leap. $hen moving through personal and general space, demonstrates the a#ility to move in a variety of path!ays, in different directions, and at different levels. Several nonlocomotor skills are done in a se(uence or in conjunction !ith locomotor or manipulative skills. Demonstrates a#ility to direct manipulative o#jects to!ard an intended target. )ature form in skipping, sliding and galloping !hen moving through personal and general space. "#ility to change directions on teacher command or adapt movement in relation to a partner is e*pected. +om#ine non' locomotor movements !ith manipulative and locomotor patterns in a variety of games and dances. "#ility to demonstrate

Kindergarten

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momentary #ody control during #alance and !eight transfer is evident. Demonstrates mastery of underhand thro!ing patterns !hen performing manipulative skills. "#ility to catch an o#ject at a medium level of trajectory is demonstrated in a closed environment (not during game play . ,nderhand striking skills are #eing performed #ut are not at a mature level. )ature form in all locomotor and non'locomotor movement patterns !hile participating in small' sided games, #ody control (e.g. gymnastics, inline skating and rhythmic activities (e.g. structured dance, jump rope, creative dance . "#ility to perform variations of different locomotor skills (e.g. jumping for height and distance. skipping at different speeds . /y the end of third grade, students !ill #e a#le to demonstrate all striking and thro!ing patterns. Students can catch a moving o#ject from a high trajectory in nongame play environments and are a#le to catch o#jects at a medium level trajectory during game play. "#ility to com#ine skills in dynamic and comple* situations, demonstrating se(uences commonly associated !ith various sports and activities (e.g. moving to a #all, trapping, dri##ling, and then passing it. for!ard roll, scale (#alance , travel and then do a cart!heel . 0verhead thro!ing and striking patterns are mastered and a#ility to catch or handle o#jects from and trajectory (lo!, medium, or high in simple situations. "#ility to move in tempo to slo! and fast rhythms.

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)ove through space using any movement pattern in com#ination !ith any non' motor skill in comple* environments. )ovement patterns are demonstrated !ith consistency and !ith good form. Some speciali1ed skills, like those associated !ith sports are refined 2 used in game play. "#ility to hit targets !hen performing manipulative skills. "#ility to com#ine movement in meaningful !ays, creating movement se(uences that are smooth and fluid 2 done to several different rhythmic patterns. )otor skills are com#ined and used in specific game and performance situations. 3efine and vary skills learned in elementary years using them to participate in small'sided games, dance, or individual activities. +omple* com#inations of movement specific to game, sport, rhythms, and4or physical activity settings. Speciali1ed skills are adapted to meet the re(uirements of increasingly comple* strategies. Demonstrate the a#ility to use mature forms for the #asic skills and tactics in si* of eight categories.

Standard 6: Demonstrates understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities.
Students develop movement voca#ulary and use terms appropriately. Students use movement and manipulative skill concepts !hen applica#le. Students continue to

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Third Grade

use movement and manipulative skill concepts !hile e*panding and applying skills to their #ase kno!ledge. Students apply multiple movement concepts !hile using manipulatives. Students use performance feed#ack to increase their cognitive understanding of a skill as !ell as improve performance. Students #egin to apply #asic concepts of movement to improve their individual performance. -hey can identify elements of form or motor development principles to improve performance of others. Students !ill perform comple* motor skills and #e a#le to transfer concepts learned in other skills4games for performance of the ne! skill4game. -hey self'analy1e their o!n skills as !ell as their classmates and discuss methods for improving performance. Students can identify principles of practice and conditioning that enhance movement performance. -hey have higher levels of understanding and movement skills are more automatic. -hey #egin to form #asic concepts of strategies in game play and perform #asic rhythmic patterns.

Fourth Grade

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Seventh Grade

Students apply

concepts from other disciplines, such as physics, to movement skills. -hey analy1e movement forms and reactions of projectiles in relationship to #asic concepts. -hey no! can apply #asic strategies in game play. -hey use information from a variety of sources, #oth internal and e*ternal to guide, improve, and modify performance.

Eighth Grade

Students e*hi#it an increasingly comple* discipline'specific kno!ledge of #iomechanics and movement skills. -hey understand and apply movement concepts and principles, game strategies, critical elements of activity specific movement skills and characteristics representing highly skilled performance. Students kno! !hen, !hy, and ho! to use strategies and tactics !ithin the game.

Standard 7: 8articipates regularly in physical activity.

Kindergarten Students participate in physical activity largely #ecause of the pleasure they e*perience. -hey engage primarily in non'structured physical activities on an intermittent #asis in and out of physical education class. Students continue to participate in physical activity due to the pleasure they e*perience. Students #egin to utili1e the skills and kno!ledge ac(uired

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in physical education class during their leisure time physical activity and !hile learning ne! activities outside physical education class. During their leisure time, students purposely select and participate in activities that are moderate to vigorous in nature. -hey recogni1e that participation in enjoya#le physical activities has #oth temporary and lasting effects on their #ody. Student !ill #e a#le to demonstrate the importance of regular physical activity for enjoyment and health. Students are actively involved in activities that provide opportunities to interact !ith others in an active environment. Students !ill #e a#le to use information from a variety of sources to regulate their activity #ehavior. Students participate in physical activities that provide important opportunities for challenges in social interaction and group mem#ership !ith the goal of voluntary participation outside of class. 8hysical activity choices are #ased on personal interests and capa#ilities to maintain an active lifestyle. Students have an increased a!areness of opportunities for activity leading to an increased enjoyment in voluntary participation. ,nderstanding the connection #et!een physical activity and !ellness is like!ise enhanced and motivates students to identify resources in the community that facilitate attainment of individual lifestyle goals and personal choice #ehavior. Students #egin to take o!nership in the importance of maintaining a healthy lifestyle. -hey make independent decisions a#out their physical activities that enhance their lifelong health. -hey meet healthy guidelines #y participating regularly in moderate to vigorous physical activities #oth in school and outside of school settings.

Standard 9: "chieves and maintains a health enhancing level of physical fitness.

Students !ill engage in physical activity for short periods of time for the pleasure e*perienced from simply moving. -hey can identify #asic physiological signs associated !ith participation in physical activity. Students engage in physical activities for short periods of

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time. -hey can identify #asic physiological signs associated !ith participation in moderate to vigorous physical activity. Students participate in physical activity intermittently. -hey possess #asic kno!ledge of components of health related fitness (cardiorespiratory endurance, muscular strength, muscular endurance, and fle*i#ility . Students #egin to participate in physical activity specifically related to each component of physical fitness and are a#le to identify !hich components are impacted #y the various activities (cardiorespiratory endurance, muscular endurance, muscular strength, and fle*i#ility . Students participate in moderate to vigorous activities in a variety of settings. -hey learn ho! to adjust their activity #ased on physiological indicators. Students should #egin to participate in criterion'referenced fitness assessments and are a#le to identify the health related component that each assesses (cardio' respiratory endurance, muscular endurance, muscular strength, and fle*i#ility . ,nder the direction of the teacher, students !ill identify personal strengths and !eaknesses as determined #y the results of the fitness assessments. ,sing this information, students !ill #e a#le to choose activities that !ill contri#ute in their fitness levels. Students should #e a#le to participate in moderate to vigorous physical activity in a variety of settings for longer periods of time than during the elementary years. Students are a#le to apply the components of fitness and e*plain ho! these relate to their overall fitness status. $ith teacher

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assistance, students should #e a#le to assess their personal fitness status and use information from fitness assessments to determine current levels of fitness and increase current levels of fitness. -hey participate in physical activities addressing each component of health related fitness !ith the focus at this level on fle*i#ility. Students !ill use this information to develop a plan to improve or maintain fle*i#ility. Students should #e a#le to participate in moderate to vigorous physical activity in a variety of settings for longer periods of time. :n addition, they can assess their o!n heart rate, #reathing rate, perceived e*ertion, and recovery rate during and follo!ing physical activity. -hey participate in physical activities addressing each component of health related fitness !hile focusing on cardiorespiratory endurance. -hey assess their personal fitness status for each component and use this information to assist in the development of individuali1ed physical fitness goals !ith little help from the teacher. -hey !ill use this information to develop a plan to improve or maintain cardio' respiratory fitness. Students participate in moderate to vigorous physical activity on a regular #asis !ithout undue fatigue. -hey participate in physical activities that address each component of health' related fitness, including muscular strength and endurance, fle*i#ility and cardio' respiratory endurance. -hey can self'assess their personal fitness status for each component. Students are introduced to

the various principles of training (e.g. threshold, overload, specificity and ho! these can #e utili1ed in improving personal fitness. "t this level, students should #e a#le to interpret the results of physical fitness assessments and use this information to assist in the development of individuali1ed physical fitness goals. -hey !ill use this information to develop a plan to improve or maintain muscular strength and endurance.

Standard ;: 5*hi#its responsi#le personal and social #ehavior that respects self and others in physical activity.
Kindergarten Students recogni1e and follo! rules, directions, and safety procedures !hile participating in physical activity and !ork cooperatively and respectfully !ith others, regardless of personal differences. Students continue to recogni1e rules, directions, and safety procedures. -heir a#ility to !ork cooperatively and respectfully !ith others, regardless of personal differences, #egins to #e a self'initiated process. Students can !ork cooperatively, productively, and safely !ith partners or in small groups to complete tasks. Students #egin to take responsi#ility for their actions. Students continue to demonstrate an understanding of rules, directions, and safety procedures and !ork cooperatively and respectfully !ith others, regardless of personal differences. Students take responsi#ility for their actions and to #egin to sho! understanding of ho! their actions can affect the success of the group. Students continue to develop cooperative skills and an a!areness of individual differences. Students #egin to develop strategies to resolve conflicts that may arise. 8eriods of independent, self'guided activities are progressively increasing in duration. Students #egin to sho! competence in !orking cooperatively. -hey demonstrate an evolving appreciation for positive class conduct in accordance !ith rules and policies. Students !ill identify the purposes for and participate in the esta#lishment of safe practices, rules, procedures, and eti(uette for specific activities. -hey !ork cooperatively to accomplish group or team goals in #oth cooperative and competitive activities. Students are e*pected to !ork independently to complete assigned tasks.

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Students recogni1e the role of physical activity in understanding diversity and continue to include and support each other, respecting the limitations and strengths of group mem#ers. -hey have !ell'developed cooperation skills and are a#le to accomplish group4team goals in #oth cooperative and competitive activities. Students make appropriate decisions to resolve conflicts among peers and to follo! pertinent practices, rules and procedures necessary for successful performance. -hey reflect on the role of rules, procedures, safe practices, ethical #ehavior, and positive social interaction in physical activity settings.

Standard <: =alues physical activity for health, enjoyment, challenge, self'e*pression, and4or social interaction.
Students e*hi#it #oth ver#al and non'ver#al indicators of enjoyment, challenge, self' e*pression, and4or social interaction. Students !ill identify personal enjoyment in physical activity and can descri#e their favorite activities. Students find pleasure in the e*perience of meeting challenges and learning ne! skills. Students !ill illustrate and e*perience personal enjoyment in physical activity. -hey find pleasure in #ecoming competent at ne! and challenging skills. Students !ill #e a#le to recogni1e physical activity as a positive opportunity for group and social interactions. Students !ill #e a#le to display the enjoyment of activity as it is related to skill mastery. %urther, they !ill demonstrate the a#ility to participate in a variety of activities. Students !ill identify those activities they enjoy, as !ell as participate !ith classmates that have similar and different physical activity interests.

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Students participate in physical activities that provide important opportunities for challenges in social interaction and group mem#ership. -hey have the opportunities for continued personal gro!th in physical skill in their applied setting. Students recogni1e that all people do not enjoy the same activities. Students recogni1e and appreciate the intrinsic values of developing higher physical skills as a means of promoting self' esteem and self'e*pression as !ell as physical health. :nsecurities #egin to vanish as self confidence is gained through participation in ne! challenging activities. Students reali1e their personal interests and are encouraged to participate accordingly to ma*imi1e the #enefits of physical activities. -hey participate in physical activities for challenge, social interaction, and group mem#ership, as !ell as for opportunities for continued personal gro!th in physical skills.

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