Riada American School

Physical Education Scope and Sequence









1.Uses a variety of basic and advanced movement forms

Physical Education

Standard 1.Uses a variety of basic and advanced movement forms

Physical Education

Standard 1 : Uses a variety of basic and advanced movement forms

Reference code: PE,15;MI,4-7;OE,7

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Coordinates movements in space to accommodate objects and boundaries
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Space awareness ; 2. Body awareness
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Coordinates movements in space to accommodate objects and boundaries
   Vocabulary terms
A.  coordination
B.  spatial awareness
  Knowledge/skill statements
  1. Moves in a coordinated manner   
  2. Avoids obstacles in path   
  3. Speeds up and slows down as needed    
  4. Runs and stops with ease   


Citation Log: BP(MHE,92;​DDE,25;​OKE;​TE;​UE;​NZE,86;​RUE,9;​UKE,11;​HSE, 8)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Demonstrates a sense of balance (e.g., stands on one foot, walks on a balance beam)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicBalance
   Level Pre-K (Grade Pre-K)
  Benchmark 2.Demonstrates a sense of balance (e.g., stands on one foot, walks on a balance beam)
   Vocabulary terms
A.  sense of balance
  Knowledge/skill statements
  1. Stands on one foot    
  2. Stands on toes   
  3. Walks on a broad balance beam    
  4. Maintain balance while bending and twisting   


Citation Log: BP(MHE,91,92;​DDE,25;​OKE;​UE;​NZE,86;​RE,9;​HSE, 8)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Coordinates body movement in a variety of activities (e.g., climbing stairs, walking in different directions, jumping forward, galloping)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicLocomotor skills
   Level Pre-K (Grade Pre-K)
  Benchmark 3.Coordinates body movement in a variety of activities (e.g., climbing stairs, walking in different directions, jumping forward, galloping)
   Vocabulary terms
A.  coordination
B.  climbing stairs
C.  walking forward
D.  walking backwards
E.  walking sideways
F.  jumping forward
G.  galloping
  Knowledge/skill statements
  1. Jumps with both feet together   
  2. Climbs stairs with alternating feet   
  3. Moves forwards, backwards, and sideways   
  4. Performs basic gallop   


Citation Log: BP(HSE,8;​MHE,91,92;​DDE,25;​OKE;​TE;​UE;​NZE,86;​RE,9)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Demonstrates coordinated movements in kicking, catching, and throwing
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicManipulative skills
   Level Pre-K (Grade Pre-K)
  Benchmark 4.Demonstrates coordinated movements in kicking, catching, and throwing
   Vocabulary terms
A.  kicking
B.  catching
C.  throwing
D.  coordination
  Knowledge/skill statements
  1. Catches a rolled ball   
  2. Catches a thrown ball with two hands   
  3. Kicks a still ball   
  4. Kicks a rolling ball   
  5. Kicks a ball with some accuracy   
  6. Throws a ball underhand   
  7. Throws a ball overhand    
  8. Throws ball with some accuracy   


Citation Log: BP(HSE,8;​MHE,92;​DDE,25;​OKE;​TE;​UE;​RE,9)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Coordinates movement with a tempo or rhythm (e.g., marching to music, dancing)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Rhythm; 2. Locomotor skills
   Level Pre-K (Grade Pre-K)
  Benchmark 5.Coordinates movement with a tempo or rhythm (e.g., marching to music, dancing)
   Vocabulary terms
A.  coordination
B.  moving with tempo
C.  moving in rhythm
D.  marching
E.  dancing
  Knowledge/skill statements
  1. Moves in rhythm to simple pattern   
  2. Marches and dances to music   
  3. Responds to changes in tempo   


Citation Log: BP(DDE,25;​OKE;​TE;​NZE,86;​RE,9;​HSE, 19)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Demonstrates strength and control to accomplish a variety of tasks
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Fine motor skills; 2. Muscular strength and endurance
   Level Pre-K (Grade Pre-K)
  Benchmark 6.Demonstrates strength and control to accomplish a variety of tasks
   Vocabulary terms
A.  gross motor strength
B.  gross motor control
C.  fine motor strength
D.  fine motor control
  Knowledge/skill statements
  1. Carries a container of liquid with little spilling   
  2. Pours liquid from a container with little spilling   
  3. Uses small muscles to turn a door knob   
  4. Uses small muscles to remove a lid   
  5. Manipulates clay materials   
  6. Squeezes a sponge   


Citation Log: BP(OKE;​UE)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses hand-eye coordination to complete tasks (e.g., string beads, do puzzles, copy and trace a variety of figures)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicFine motor skills
   Level Pre-K (Grade Pre-K)
  Benchmark 7.Uses hand-eye coordination to complete tasks (e.g., string beads, do puzzles, copy and trace a variety of figures)
   Vocabulary terms
A.  hand-eye coordination
  Knowledge/skill statements
  1. Strings large beads   
  2. Cuts paper along a line   
  3. Completes a large-pieced puzzle   
  4. Copies and traces shapes, letters, and numerals   


Citation Log: BP(HSE,8;​OKE;​UE)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Uses manual coordination to control tools (e.g., pencils, crayons, scissors) and manipulate objects (e.g., zippers, buttons, snaps)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicFine motor skills
   Level Pre-K (Grade Pre-K)
  Benchmark 8.Uses manual coordination to control tools (e.g., pencils, crayons, scissors) and manipulate objects (e.g., zippers, buttons, snaps)
   Vocabulary terms
A.  manual coordination
B.  tool control
C.  object manipulation
  Knowledge/skill statements
  1. Holds writing utensil with fisted grip   
  2. Holds writing utensil with thumb and forefinger   
  3. Uses pincer grasp for small objects   
  4. Uses scissors with some skill   
  5. Uses eating utensils   


Citation Log: BP(HSE,8;​OKE;​TE;​UE;​NZE,86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicLocomotor skills
   Level I (Grade K-2)
  Benchmark 1.Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding)
   Vocabulary terms
A.  basic locomotor movements
B.  running
C.  skipping
D.  hopping
E.  sliding
  Knowledge/skill statements
  1. Uses basic locomotor movements, such as running   
  2. Uses basic locomotor movements, such as skipping   
  3. Uses basic locomotor movements, such as hopping   
  4. Uses basic locomotor movements, such as sliding   


Citation Log: BP(PE,16;​ME,4;​OE,7,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicNon-locomotor skills
   Level I (Grade K-2)
  Benchmark 2.Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting)
   Vocabulary terms
A.  basic non-locomotor skills
B.  bending
C.  twisting
D.  stretching
E.  turning
F.  lifting
  Knowledge/skill statements
  1. Uses basic non-locomotor skills, such as bending   
  2. Uses basic non-locomotor skills, such as twisting   
  3. Uses basic non-locomotor skills, such as stretching   
  4. Uses basic non-locomotor skills, such as turning   
  5. Uses basic non-locomotor skills, such as lifting   


Citation Log: BP(PE,17;​ME,4;​OE,7)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicManipulative skills
   Level I (Grade K-2)
  Benchmark 3.Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike)
   Vocabulary terms
A.  basic object control skills
B.  underhand throw
C.  overhand throw
D.  catch
E.  hand dribble
F.  foot dribble
G.  kick and strike
  Knowledge/skill statements
  1. Uses basic object control skills, such as underhand and overhand throws   
  2. Uses basic object control skills, such as catching   
  3. Uses basic object control skills, such as the hand dribble   
  4. Uses basic object control skills, such as the foot dribble   
  5. Uses basic object control skills, such as kick and strike   


Citation Log: BP(PE,16;​ME,4;​OE,10,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Locomotor skills ; 2. Non-locomotor skills ; 3. Manipulative skills; 4. Body awareness; 5. Rhythm
   Level I (Grade K-2)
  Benchmark 4.Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills)
   Vocabulary terms
A.  simple movement combinations
  Knowledge/skill statements
  1. Uses combinations that include two or more movement skills, including locomotor, non-locomotor, object control, body control, or rhythmical skills    


Citation Log: BP(PE,17;​ME,6;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicLocomotor skills
   Level I (Grade K-2)
  Benchmark 5.Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings)
   Vocabulary terms
A.  control in weight-bearing activity
  Knowledge/skill statements
  1. Uses control when jumping or landing   
  2. Jumps and lands using combinations of one or two feet   


Citation Log: BP(PE,16;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Non-locomotor skills ; 2. Balance
   Level I (Grade K-2)
  Benchmark 6.Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands)
   Vocabulary terms
A.  control in balance activities
  Knowledge/skill statements
  1. Balances on one foot   
  2. Balances on one hand and one foot   
  3. Balances on hands and knees   
  4. Balances in a headstand   


Citation Log: BP(PE,16,19;​ME,5;​OE,10,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Uses control in travel activities on a variety of body parts (e.g., travels in backward direction and changes direction quickly and safely, without falling; changes speeds and directions in response to various rhythms; combines traveling patterns to music)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Speed, force, flow ; 2. Balance ; 3. Rhythm
   Level I (Grade K-2)
  Benchmark 7.Uses control in travel activities on a variety of body parts (e.g., travels in backward direction and changes direction quickly and safely, without falling; changes speeds and directions in response to various rhythms; combines traveling patterns to music)
   Vocabulary terms
A.  control in travel activities
  Knowledge/skill statements
  1. Travels in backward direction and changes direction quickly and safely, without falling   
  2. Changes speeds and directions in response to various rhythms   
  3. Combines traveling patterns to music   


Citation Log: BP(PE,16;​ME,6;​OE,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Uses smooth transitions between sequential motor skills (e.g., running into a jump)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicSpeed, force, flow
   Level I (Grade K-2)
  Benchmark 8.Uses smooth transitions between sequential motor skills (e.g., running into a jump)
   Vocabulary terms
A.  motor skill transitions
B.  sequential motor skills
  Knowledge/skill statements
  1. Makes smooth transitions when running into a jump   


Citation Log: BP(PE,16;​ME,6;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Locomotor skills ; 2. Speed, force, flow ; 3. Rhythm
   Level I (Grade K-2)
  Benchmark 9.Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow)
   Vocabulary terms
A.  locomotor skills in rhythmic patterns
  Knowledge/skill statements
  1. Uses locomotor skills in even patterns   
  2. Uses locomotor skills in uneven patterns   
  3. Uses locomotor skills in fast patterns   
  4. Uses locomotor skills in slow patterns   


Citation Log: BP(PE,16;​ME,4;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-6)
   1. Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicManipulative skills
   Level II (Grade 3-6)
  Benchmark 1.Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass)
   Vocabulary terms
A.  mature object control skills
  Knowledge/skill statements
  1. Shows mature form in underhand and overhand throws   
  2. Shows mature form in catching   
  3. Shows mature form in the hand dribble   
  4. Shows mature form in the foot dribble   
  5. Shows mature form in the kick and strike   
  6. Shows mature form in batting   
  7. Shows mature form in punting   
  8. Shows mature form in passing   


Citation Log: BP(PE,17;​ME,4;​OE,12,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Manipulative skills; 2. Game skills
   Level II (Grade 3-6)
  Benchmark 2.Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove)
   Vocabulary terms
A.  sport specific skills
  Knowledge/skill statements
  1. Uses basic sport specific skills, such as the basketball chest pass   
  2. Uses basic sport specific skills, such as the soccer dribble   
  3. Uses basic sport specific skills, such as fielding a softball with a glove   


Citation Log: BP(PE,17;​ME,7;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Locomotor skills ; 2. Manipulative skills; 3. Rhythm; 4. Dance ; 5. Game skills
   Level II (Grade 3-6)
  Benchmark 3.Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer)
   Vocabulary terms
A.  mature movement combinations
  Knowledge/skill statements
  1. Uses mature form in combinations of fundamental locomotor, object control, and rhythmical skills    
  2. Uses appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills    
  3. Uses mature form and appropriate sequences when combining steps to perform certain dances   
  4. Uses mature form and appropriate sequence when combining running, stopping, throwing, shooting, kicking for sideline soccer   


Citation Log: BP(PI,17;​ME,6;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicBalance
   Level II (Grade 3-6)
  Benchmark 4.Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates)
   Vocabulary terms
A.  mature form in balance activities
  Knowledge/skill statements
  1. Uses mature form on a balance board   
  2. Uses mature form in balancing on a large apparatus   
  3. Uses mature form in balancing on skates   


Citation Log: BP(PE,17;​MI,5;​OE,12)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicGame strategies
   Level II (Grade 3-6)
  Benchmark 5.Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball)
   Vocabulary terms
A.  beginning strategies for net and invasion games
  Knowledge/skill statements
  1. Keeps object going with partner using striking pattern   
  2. Places ball away from opponent in a racket sport   
  3. Dribbles with hand while preventing an opponent from stealing the ball in basketball   


Citation Log: BP(PE,24;​MI,11;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 7-8)
   1. Uses intermediate sport-specific skills for individual, dual, and team sports
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicGame skills
   Level III (Grade 7-8)
  Benchmark 1.Uses intermediate sport-specific skills for individual, dual, and team sports
   Vocabulary terms
A.  intermediate individual-sport skills
B.  intermediate dual-sport skills
C.  intermediate team-sport skills
  Knowledge/skill statements
  1. Uses intermediate sport specific skills for individual sports    
  2. Uses intermediate sport specific skills for dual sports    
  3. Uses intermediate sport specific skills for team sports    


Citation Log: BP(PI,18;​ME,7;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses intermediate sport-specific skills for dance and rhythmical activities
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
Topics1. Game skills ; 2. Rhythm; 3. Dance
   Level III (Grade 7-8)
  Benchmark 2.Uses intermediate sport-specific skills for dance and rhythmical activities
   Vocabulary terms
A.  intermediate dance skills
B.  intermediate rhythmic skills
  Knowledge/skill statements
  1. Uses intermediate sport specific skills for dance activities    
  2. Uses intermediate sport specific skills for rhythmical activities    


Citation Log: BP(PI,18;​ME,7;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses intermediate sport-specific skills for outdoor activities
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicGame skills
   Level III (Grade 7-8)
  Benchmark 3.Uses intermediate sport-specific skills for outdoor activities
   Vocabulary terms
A.  intermediate outdoor-sport skills
  Knowledge/skill statements
  1. Uses intermediate sport specific skills for outdoor activities    


Citation Log: BP(PI,18;​ME,7;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Uses advanced sport-specific skills in selected physical activities (e.g., aquatics, dance, outdoor pursuits, individual, dual, and team sports and activities)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicGame skills
   Level IV (Grade 9-12)
  Benchmark 1.Uses advanced sport-specific skills in selected physical activities (e.g., aquatics, dance, outdoor pursuits, individual, dual, and team sports and activities)
   Vocabulary terms
A.  advanced sport-specific skills
  Knowledge/skill statements
  1. Uses advanced sport-specific skills in aquatics   
  2. Uses advanced sport-specific skills in dance   
  3. Uses advanced sport-specific skills in outdoor pursuits   
  4. Uses advanced sport-specific skills in individual sports   
  5. Uses advanced sport-specific skills in dual sports   
  6. Uses advanced sport-specific skills in team sports   


Citation Log: BP(PI,19;​MI,7;​OE,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses skills in complex rather than modified versions of physical activities (e.g., more players or participants, rules and strategies)
Physical Education 
 Standard 1.Uses a variety of basic and advanced movement forms
  
TopicGame skills
   Level IV (Grade 9-12)
  Benchmark 2.Uses skills in complex rather than modified versions of physical activities (e.g., more players or participants, rules and strategies)
   Vocabulary terms
A.  skills in complex activities
  Knowledge/skill statements
  1. Uses skills in complex versions of physical activities   
  2. Uses skills in complex in activities with more players or participants   
  3. Uses skills in complex in activities with more rules    
  4. Uses skills in complex in activities with more strategies   


Citation Log: BP(PE,19)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
2.Uses movement concepts and principles in the development of motor skills

Physical Education

Standard 2.Uses movement concepts and principles in the development of motor skills

Physical Education

Standard 2 : Uses movement concepts and principles in the development of motor skills

Reference code: PE,21;MI,10;OE,7

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topics1. Space awareness ; 2. Speed, force, flow ; 3. Locomotor skills ; 4. Non-locomotor skills
   Level I (Grade K-2)
  Benchmark 1.Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist)
   Vocabulary terms
A.  movement vocabulary
B.  personal space
C.  high/low (level)
D.  fast/slow (speed)
E.  light/heavy (weight)
F.  balance
G.  twist
  Knowledge/skill statements
  1. Understands vocabulary to describe personal space   
  2. Understands vocabulary to describe levels   
  3. Understands vocabulary to describe speed   
  4. Understands vocabulary to describe weight   
  5. Understands vocabulary to describe locomotor movements   
  6. Understands vocabulary to describe non-locomotor movements   


Citation Log: BD(PI,22;​MI,9-10;​OI,10)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicSpace awareness
   Level I (Grade K-2)
  Benchmark 2.Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through)
   Vocabulary terms
A.  terms that describe relationships
B.  over/under
C.  behind
D.  alongside
E.  through
  Knowledge/skill statements
  1. Understands the terms "over/under" to describe relationships with objects    
  2. Understands the term "behind" to describe relationships with objects   
  3. Understands the term "alongside" to describe relationships with objects   
  4. Understands the term "through" to describe relationships with objects   


Citation Log: BD(PI,22;​ME,10;​OE,10)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses concepts of space awareness and movement control with a variety of basic skills (e.g., running, hopping, skipping) while interacting with others
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topics1. Space awareness ; 2. Locomotor skills
   Level I (Grade K-2)
  Benchmark 3.Uses concepts of space awareness and movement control with a variety of basic skills (e.g., running, hopping, skipping) while interacting with others
   Vocabulary terms
A.  concept of space awareness
B.  concept of movement control
  Knowledge/skill statements
  1. Uses concepts of space awareness and movement control with running while interacting with others   
  2. Uses concepts of space awareness and movement control with hopping while interacting with others   
  3. Uses concepts of space awareness and movement control with skipping while interacting with others   


Citation Log: BC(PI,22;​MI,9;​OI,10,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicManipulative skills
   Level I (Grade K-2)
  Benchmark 4.Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw)
   Vocabulary terms
A.  critical elements of basic movements
B.  critical elements of throwing
  Knowledge/skill statements
  1. Understands that movement patterns consist of critical elements   
  2. Understands the ready position in throwing   
  3. Understands arm preparation in throwing   
  4. Understands stepping with the leg opposite of the throwing arm   
  5. Understands follow-through in throwing   
  6. Understands the concept of accuracy in throwing   
  7. Understands that throwing consists of critical elements   


Citation Log: BC(PE,22;​ME,10;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Uses feedback to improve performance (e.g., peer/coach review)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topics1. Practice and improvement; 2. Assessment
   Level I (Grade K-2)
  Benchmark 5.Uses feedback to improve performance (e.g., peer/coach review)
   Vocabulary terms
A.  feedback to improve performance
  Knowledge/skill statements
  1. Understands how feedback can be used to improve performance   
  2. Understands that reviews from peers and coaches can be used to improve performance   


Citation Log: BC(PE,22;​ME,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the importance of practice in learning skills
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicPractice and improvement
   Level I (Grade K-2)
  Benchmark 6.Understands the importance of practice in learning skills
   Vocabulary terms
A.  importance of practice
  Knowledge/skill statements
  1. Knows that improvement in any skill requires practice   


Citation Log: BC(PE,22;​OE,10;​ME,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-6)
   1. Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topics1. Practice and improvement; 2. Assessment
   Level II (Grade 3-6)
  Benchmark 1.Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review)
   Vocabulary terms
A.  internal sources to improve performance
B.  external sources to improve performance
  Knowledge/skill statements
  1. Uses information from external sources, such as group projects, to improve performance    
  2. Uses information from internal sources, such as student journals, to improve performance    
  3. Uses information from internal sources, such as self-assessment, to improve performance    
  4. Uses information from external sources, such as peer and coach review, to improve performance    


Citation Log: BC(PE,23;​ME,11;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands principles of practice and conditioning that improve performance
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topics1. Practice and improvement; 2. Training and conditioning
   Level II (Grade 3-6)
  Benchmark 2.Understands principles of practice and conditioning that improve performance
   Vocabulary terms
A.  principles of training and conditioning
  Knowledge/skill statements
  1. Understands the basic principles of practice and conditioning   
  2. Understands how practice and conditioning can improve performance   


Citation Log: BC(PE,24;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands proper warm-up and cool-down techniques and reasons for using them
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicTraining and conditioning
   Level II (Grade 3-6)
  Benchmark 3.Understands proper warm-up and cool-down techniques and reasons for using them
   Vocabulary terms
A.  warm-up techniques
B.  cool-down techniques
  Knowledge/skill statements
  1. Knows proper warm-up techniques    
  2. Knows proper cool-down techniques   
  3. Understands the importance of proper warm-up techniques    
  4. Understands the importance of proper cool-down techniques    


Citation Log: BC(PE,24;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicGame strategies
   Level II (Grade 3-6)
  Benchmark 4.Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants)
   Vocabulary terms
A.  basic offensive strategies in games
B.  basic defensive strategies in games
  Knowledge/skill statements
  1. Uses basic offensive strategies in unstructured game environments    
  2. Uses basic defensive strategies in unstructured game environments    


Citation Log: BC(MI,11;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 7-8)
   1. Understands principles of training and conditioning for specific physical activities
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicTraining and conditioning
   Level III (Grade 7-8)
  Benchmark 1.Understands principles of training and conditioning for specific physical activities
   Vocabulary terms
A.  principles of training for specific activities
B.  principles of conditioning for specific activities
  Knowledge/skill statements
  1. Understands the principles of training for specific physical activities   
  2. Understands the principles of conditioning for specific physical activities   


Citation Log: BC(PI,24;​MI,11;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the critical elements of advanced movement skills (e.g., such as a racing start in freestyle swimming)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicLocomotor skills
   Level III (Grade 7-8)
  Benchmark 2.Understands the critical elements of advanced movement skills (e.g., such as a racing start in freestyle swimming)
   Vocabulary terms
A.  critical elements of advanced movements
  Knowledge/skill statements
  1. Understands that advanced movement skills consist of critical elements   
  2. Understands that a racing start is critical element of freestyle swimming   


Citation Log: BD(PE,24;​MI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses basic offensive and defensive strategies in a modified version of a team and individual sport
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicGame strategies
   Level III (Grade 7-8)
  Benchmark 3.Uses basic offensive and defensive strategies in a modified version of a team and individual sport
   Vocabulary terms
A.  basic defensive strategies in sports
B.  basic offensive strategies in sports
  Knowledge/skill statements
  1. Uses basic offensive strategies in a modified version of a team sport   
  2. Uses basic offensive strategies in a modified version of an individual sport   
  3. Uses basic defensive strategies in a modified version of a team sport   
  4. Uses basic defensive strategies in a modified version of an individual sport   


Citation Log: BC(PI,24;​MI,11;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicGame skills
   Level III (Grade 7-8)
  Benchmark 4.Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game)
   Vocabulary terms
A.  movement forms of highly skilled activities
  Knowledge/skill statements
  1. Understands that highly skilled physical activities consist of specific movement forms   
  2. Understands the moves that lead to successful serves, passes, and spikes in a volleyball game   


Citation Log: BD(PE,24;​MI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands biomechanical concepts that govern different types of movement (e.g., gymnastics skills)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicScience of movement and fitness
   Level IV (Grade 9-12)
  Benchmark 1.Understands biomechanical concepts that govern different types of movement (e.g., gymnastics skills)
   Vocabulary terms
A.  biomechanical concepts of movement
  Knowledge/skill statements
  1. Understands that different biomechanical concepts govern different types of movements   
  2. Understands the biomechanical concepts that govern gymnastics skills   


Citation Log: BD(PE,25;​OE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how sport psychology affects the performance of physical activities (e.g., the effect of anxiety on performance)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicScience of movement and fitness
   Level IV (Grade 9-12)
  Benchmark 2.Understands how sport psychology affects the performance of physical activities (e.g., the effect of anxiety on performance)
   Vocabulary terms
A.  sport psychology
B.  performance anxiety
  Knowledge/skill statements
  1. Understands that psychology can affect one’s performance of physical activities    
  2. Understands effect of anxiety on the performance of physical activities   


Citation Log: BD(PE,25;​OI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the physiological principles governing fitness maintenance and improvement (e.g., overload principle, law of specificity)
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
TopicScience of movement and fitness
   Level IV (Grade 9-12)
  Benchmark 3.Understands the physiological principles governing fitness maintenance and improvement (e.g., overload principle, law of specificity)
   Vocabulary terms
A.  physiological principles of fitness
B.  principles that govern fitness maintenance
C.  principles that govern fitness improvement
  Knowledge/skill statements
  1. Understands the physiological principles governing fitness maintenance    
  2. Understands the physiological principles governing fitness improvement    
  3. Understands the overload principle as it relates to fitness   
  4. Understands the law of specificity as it relates to fitness   


Citation Log: BD(PE,21;​OI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses offensive and defensive strategies and appropriate rules for sports and other physical activities
Physical Education 
 Standard 2.Uses movement concepts and principles in the development of motor skills
  
Topics1. Game strategies; 2. Game rules
   Level IV (Grade 9-12)
  Benchmark 4.Uses offensive and defensive strategies and appropriate rules for sports and other physical activities
   Vocabulary terms
A.  advanced offensive strategies
B.  advanced defensive strategies
  Knowledge/skill statements
  1. Uses advanced offensive strategies for sports and other physical activities   
  2. Uses advanced defensive strategies for sports and other physical activities   
  3. Uses appropriate rules for sports and other physical activities   


Citation Log: BC(PI,25;​MI,11;​OI,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
3.Understands the benefits and costs associated with participation in physical activity

Physical Education

Standard 3.Understands the benefits and costs associated with participation in physical activity

Physical Education

Standard 3 : Understands the benefits and costs associated with participation in physical activity

Reference code: PE,27;OE,7

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Understands the need for exercise
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
Topics1. Effects of physical activity ; 2. Benefits of fitness
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Understands the need for exercise
   Vocabulary terms
A.  exercise
  Knowledge/skill statements
  1. Knows that healthy bodies require exercise   


Citation Log: BD(TE;​NZE,86;​UKE,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands the health benefits of physical activity (e.g., good health, physical endurance)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
Topics1. Benefits of fitness; 2. Effects of physical activity
   Level I (Grade K-2)
  Benchmark 1.Understands the health benefits of physical activity (e.g., good health, physical endurance)
   Vocabulary terms
A.  health benefits of fitness
  Knowledge/skill statements
  1. Understands that physical activity has health benefits   
  2. Understands that physical activity can lead to good overall health   
  3. Understands that physical activity can lead to physical endurance   


Citation Log: BD(PE,28;​OI,10)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-6)
   1. Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
Topics1. Types of physical activity ; 2. Opportunities for physical activity
   Level II (Grade 3-6)
  Benchmark 1.Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs)
   Vocabulary terms
A.  opportunities for physical activity
  Knowledge/skill statements
  1. Knows that recreational leagues provide opportunities for participation in physical activities    
  2. Knows that intramural sports provide opportunities for participation in physical activities   
  3. Knows that sports clubs provide opportunities for participation in physical activities   
  4. Knows there are opportunities for physical activity outside of school   


Citation Log: BD(PE,29;​MI,15;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicTypes of physical activity
   Level II (Grade 3-6)
  Benchmark 2.Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment)
   Vocabulary terms
A.  choosing physical activities
  Knowledge/skill statements
  1. Chooses physical activities based on personal interests and capabilities   
  2. Chooses physical activities based on perceived social and physical benefits   
  3. Chooses physical activities based on challenge and enjoyment   


Citation Log: BP(PE,29;​MI,15;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows factors that inhibit physical activity (e.g., substance abuse)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicHealthy habits
   Level II (Grade 3-6)
  Benchmark 3.Knows factors that inhibit physical activity (e.g., substance abuse)
   Vocabulary terms
A.  factors that inhibit physical activity
  Knowledge/skill statements
  1. Understands that some health habits can inhibit physical activity   
  2. Understands that smoking inhibits physical activity   
  3. Understands that drinking inhibits physical activity   
  4. Understands that using drugs inhibits physical activity   


Citation Log: BD(MI,13;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows how to modify activities to be more health-enhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
Topics1. Types of physical activity ; 2. Healthy habits
   Level II (Grade 3-6)
  Benchmark 4.Knows how to modify activities to be more health-enhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator)
   Vocabulary terms
A.  modifying activities for good health
  Knowledge/skill statements
  1. Understands that many activities can be modified to be more health-enhancing   
  2. Understands that one can walk instead of ride in a car to enhance health   
  3. Understands that one can take the stairs instead of the elevator to enhance health   


Citation Log: BC(PI,29;​MI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicEffects of physical activity
   Level II (Grade 3-6)
  Benchmark 5.Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability)
   Vocabulary terms
A.  detrimental effects of physical activity
  Knowledge/skill statements
  1. Understands that muscle soreness can be a detrimental effect of physical activity    
  2. Understands that injury can be a detrimental effect of physical activity    
  3. Understands that overtraining can be a detrimental effect of physical activity    
  4. Understands that temporary tiredness can be a detrimental effect of physical activity    
  5. Understands that discovering an inability can be a detrimental effect of physical activity    
  6. Understands the physical activities can have detrimental effects   


Citation Log: BD(OE,12;​ME,12)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicTypes of physical activity
   Level II (Grade 3-6)
  Benchmark 6.Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities)
   Vocabulary terms
A.  personal challenge
  Knowledge/skill statements
  1. Knows risk-taking activities that provide personal challenge   
  2. Knows adventure activities that provide personal challenge   
  3. Knows competitive activities that provide personal challenge   
  4. Understands the importance of personal challenge in physical activities   


Citation Log: BD(PE,48)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 7-8)
   1. Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
Topics1. Benefits of fitness; 2. Effects of physical activity
   Level III (Grade 7-8)
  Benchmark 1.Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition)
   Vocabulary terms
A.  physiological benefits in fitness
  Knowledge/skill statements
  1. Understands that improved cardiovascular strength is a long-term physiological benefit of regular physical activity    
  2. Understands that improved muscular strength is a long-term physiological benefit of regular physical activity    
  3. Understands that improved flexibility is a long-term physiological benefit of regular physical activity    
  4. Understands that improved body composition is a long-term physiological benefit of regular physical activity    


Citation Log: BD(PE,27,30;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
Topics1. Benefits of fitness; 2. Effects of physical activity
   Level III (Grade 7-8)
  Benchmark 2.Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health)
   Vocabulary terms
A.  psychological benefits of fitness
  Knowledge/skill statements
  1. Understands that a healthy self-image is a long-term psychological benefit of regular physical activity    
  2. Understands that stress reduction is a long-term psychological benefit of regular physical activity   
  3. Understands that strong mental and emotional health are long-term psychological benefits of regular physical activity   


Citation Log: BD(PE,27,30;​ME,12;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands factors that impact the ability to participate in physical activity (e.g., type of activity, cost, available facilities, equipment required, personnel involved)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicFactors in choosing activities
   Level IV (Grade 9-12)
  Benchmark 1.Understands factors that impact the ability to participate in physical activity (e.g., type of activity, cost, available facilities, equipment required, personnel involved)
   Vocabulary terms
A.  limiting factors to activity participation
  Knowledge/skill statements
  1. Understands that the type of activity can inhibit one from participating in a physical activity   
  2. Understands that cost can inhibit one from participating in a physical activity   
  3. Understands that available facilities can inhibit one from participating in a physical activity   
  4. Understands that required equipment can inhibit one from participating in a physical activity   
  5. Understands that the personnel involved can inhibit one from participating in a physical activity   


Citation Log: BD(PE,80;​OI,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how various factors (e.g., age, gender, race, ethnicity, socioeconomic status, and culture) affect physical activity preferences and participation
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicFactors in choosing activities
   Level IV (Grade 9-12)
  Benchmark 2.Understands how various factors (e.g., age, gender, race, ethnicity, socioeconomic status, and culture) affect physical activity preferences and participation
   Vocabulary terms
A.  factors that affect activity preferences
B.  factors that affect activity participation
  Knowledge/skill statements
  1. Understands how various factors affect physical activity preferences    
  2. Understands how various factors affect physical activity participation    
  3. Understands how age affects physical activity preferences and participation   
  4. Understands how gender affects physical activity preferences and participation   
  5. Understands how ethnicity affects activity preferences and participation   
  6. Understands how socioeconomic status affects physical activity preferences and participation   
  7. Understands how culture affects physical activity preferences and participation   


Citation Log: BD(PE,43;​OE,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the potentially dangerous consequences and outcomes of participation in physical activity (e.g., physical injury, potential conflicts with others)
Physical Education 
 Standard 3.Understands the benefits and costs associated with participation in physical activity
  
TopicEffects of physical activity
   Level IV (Grade 9-12)
  Benchmark 3.Understands the potentially dangerous consequences and outcomes of participation in physical activity (e.g., physical injury, potential conflicts with others)
   Vocabulary terms
A.  potential danger in physical activities
  Knowledge/skill statements
  1. Understands the potentially dangerous consequences of participation in a physical activity   
  2. Understands the potentially dangerous outcomes of participation in a physical activity   
  3. Understands that physical injury is a potential result of participation in a physical activity   
  4. Understands that conflict with others is a potential result of participation in a physical activity   


Citation Log: BD(PI,43;​ME,12;​OE,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
4.Understands how to monitor and maintain a health-enhancing level of physical fitness

Physical Education

Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness

Physical Education

Standard 4 : Understands how to monitor and maintain a health-enhancing level of physical fitness

Reference code: PE,33;MI,8,9,12,15;OE,7

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Exercises through play and group games to increase strength, endurance, and flexibility
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Flexibility; 2. Muscular strength and endurance; 3. Opportunities for physical activity
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Exercises through play and group games to increase strength, endurance, and flexibility
   Vocabulary terms
A.  increased strength
B.  increased endurance
C.  increased flexibility
  Knowledge/skill statements
  1. Participates in games that involve movement   
  2. Increases strength, endurance, and flexibility   


Citation Log: BP(HSE,7;​MHE,93;​TE;​RE,9)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicCardiorespiratory fitness
   Level I (Grade K-2)
  Benchmark 1.Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping)
   Vocabulary terms
A.  engaging in cardiorespiratory activities
  Knowledge/skill statements
  1. Engages in basic activities that cause cardiorespiratory exertion, such as running   
  2. Engages in basic activities that cause cardiorespiratory exertion, such as galloping   
  3. Engages in basic activities that cause cardiorespiratory exertion, such as skipping   
  4. Engages in basic activities that cause cardiorespiratory exertion, such as hopping   


Citation Log: BP(PE,34;​ME,8)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Cardiorespiratory fitness; 2. Measures of fitness
   Level I (Grade K-2)
  Benchmark 2.Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate)
   Vocabulary terms
A.  measuring cardiorespiratory fitness
B.  listening to heartbeat
C.  counting pulse rate
  Knowledge/skill statements
  1. Knows that cardiorespiratory fitness can be measure by listening to their heartbeat   
  2. Knows that cardiorespiratory fitness can be measure by counting their pulse rate   
  3. Knows there are ways to measure cardiorespiratory fitness    


Citation Log: BD(PI,34;​MI,8)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Measures of fitness; 2. Effects of physical activity
   Level I (Grade K-2)
  Benchmark 3.Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity
   Vocabulary terms
A.  physiological indicators of activity
B.  perspiration
C.  increased heart rate
D.  increased breathing rate
  Knowledge/skill statements
  1. Knows that perspiration is a physiological indicator that accompanies moderate to vigorous physical activity    
  2. Knows that increased heart rate is a physiological indicator that accompanies moderate to vigorous physical activity   
  3. Knows that increased breathing rate is a physiological indicator that accompanies moderate to vigorous physical activity   
  4. Knows there are physiological indicators that indicate moderate to vigorous physical activity    


Citation Log: BD(PE,34;​ME,8;​OE,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicMuscular strength and endurance
   Level I (Grade K-2)
  Benchmark 4.Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands)
   Vocabulary terms
A.  engaging in strength/endurance activities
  Knowledge/skill statements
  1. Engages in activities that develop muscular strength and endurance, such as climbing   
  2. Engages in activities that develop muscular strength and endurance, such as hanging   
  3. Engages in activities that develop muscular strength and endurance, such as taking weight on their hands   


Citation Log: BP(PE,34;​ME,8)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicFlexibility
   Level I (Grade K-2)
  Benchmark 5.Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion)
   Vocabulary terms
A.  engaging in flexibility activities
  Knowledge/skill statements
  1. Engages in activities that require flexibility, such as stretching in the sit and reach position   
  2. Engages in activities that require flexibility, such as moving joints through full range of motion    


Citation Log: BP(PI,34;​ME,9;​OE,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows how body composition influences physical fitness levels (e.g., proportion of lean body mass to fat body mass)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Measures of fitness; 2. Body composition
   Level I (Grade K-2)
  Benchmark 6.Knows how body composition influences physical fitness levels (e.g., proportion of lean body mass to fat body mass)
   Vocabulary terms
A.  effect of body composition on fitness
B.  lean body mass
C.  fat body mass
  Knowledge/skill statements
  1. Understands that the proportion of lean body mass to fat body mass determines body composition   
  2. Understands that body composition has an effect on one’s physical fitness level   


Citation Log: BD(PI,34;​ME,9;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows similarities and differences in body height, weight, and shape
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicBody composition
   Level I (Grade K-2)
  Benchmark 7.Knows similarities and differences in body height, weight, and shape
   Vocabulary terms
A.  similarities in body composition
B.  differences in body composition
C.  height
D.  weight
E.  body shape
  Knowledge/skill statements
  1. Knows similarities and differences in body height   
  2. Knows similarities and differences in body weight   
  3. Knows similarities and differences in body shape    
  4. Knows that different people have different body compositions   


Citation Log: BD(PI,34;​ME,9;​OI,10)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-6)
   1. Engages in activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at a specified heart rate)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicCardiorespiratory fitness
   Level II (Grade 3-6)
  Benchmark 1.Engages in activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at a specified heart rate)
   Vocabulary terms
A.  developing/maintaining cardiorespiratory endurance
  Knowledge/skill statements
  1. Engages in activities that develop and maintain cardiorespiratory endurance, such as a timed or distance walk/run    
  2. Engages in activities that develop and maintain cardiorespiratory endurance, such as an endurance activity at a specified heart rate   


Citation Log: BP(PE,35;​ME,8;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicMuscular strength and endurance
   Level II (Grade 3-6)
  Benchmark 2.Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope)
   Vocabulary terms
A.  developing/maintaining muscular strength
  Knowledge/skill statements
  1. Engages in activities that develop and maintain muscular strength, such as push ups   
  2. Engages in activities that develop and maintain muscular strength, such as pull-ups   
  3. Engages in activities that develop and maintain muscular strength, such as isometric strength exercises   
  4. Engages in activities that develop and maintain muscular strength, such as jumping rope   


Citation Log: BP(PE,35;​ME,8;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicFlexibility
   Level II (Grade 3-6)
  Benchmark 3.Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches)
   Vocabulary terms
A.  developing/maintaining flexibility
  Knowledge/skill statements
  1. Engages in activities that develop and maintain flexibility of the major joints, such as the sit and reach   
  2. Engages in activities that develop and maintain flexibility of the major joints, such as trunk twists   
  3. Engages in activities that develop and maintain flexibility of the major joints, such as arm-shoulder stretches   


Citation Log: BP(PE,35;​ME,9;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the effects of physical activity and nutrition on body composition
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Effects of physical activity ; 2. Body composition; 3. Healthy habits
   Level II (Grade 3-6)
  Benchmark 4.Knows the effects of physical activity and nutrition on body composition
   Vocabulary terms
A.  effect of activity on body composition
B.  effect of nutrition on body composition
  Knowledge/skill statements
  1. Knows the effects of physical activity on body composition    
  2. Knows the effects of nutrition on body composition    


Citation Log: BD(PI,35;​ME,9)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows how to monitor intensity of exercise (e.g., heart rate, breathing rate, perceived exertion, and recovery rate)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Measures of fitness; 2. Effects of physical activity
   Level II (Grade 3-6)
  Benchmark 5.Knows how to monitor intensity of exercise (e.g., heart rate, breathing rate, perceived exertion, and recovery rate)
   Vocabulary terms
A.  monitoring intensity of exercise
  Knowledge/skill statements
  1. Knows that exercise intensity can be monitored through the heart rate   
  2. Knows that exercise intensity can be monitored through the breathing rate   
  3. Knows that exercise intensity can be monitored through by perceived exertion   
  4. Knows that exercise intensity can be monitored through the recovery rate   
  5. Knows there are ways to monitor the intensity of an exercise   


Citation Log: BD(PE,35;​MI,8;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Cardiorespiratory fitness; 2. Muscular strength and endurance; 3. Flexibility; 4. Body composition; 5. Evaluation of fitness
   Level II (Grade 3-6)
  Benchmark 6.Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)
   Vocabulary terms
A.  meeting fitness standards
B.  fitness assessment
  Knowledge/skill statements
  1. Meets health-related fitness standards for aerobic capacity at appropriate level   
  2. Meets health-related fitness standards for body composition at appropriate level   
  3. Meets health-related fitness standards for muscular strength at appropriate level   
  4. Meets health-related fitness standards for muscular endurance at appropriate level   
  5. Meets health-related fitness standards for flexibility at appropriate level   


Citation Log: BP(PE,35;​ME,8-9;​DE,4.3.6,4.4.5)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicHealthy habits
   Level II (Grade 3-6)
  Benchmark 7.Knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition)
   Vocabulary terms
A.  characteristics of healthy lifestyle
  Knowledge/skill statements
  1. Knows that daily physical activity is one characteristic of a healthy lifestyle   
  2. Knows that proper nutrition is one characteristic of a healthy lifestyle   


Citation Log: BD(PE,27;​MI,12-13;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Evaluation of fitness; 2. Cardiorespiratory fitness; 3. Muscular strength and endurance; 4. Body composition; 5. Flexibility; 6. Improvement and goal-setting
   Level II (Grade 3-6)
  Benchmark 8.Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition)
   Vocabulary terms
A.  improving fitness components
B.  improving cardiorespiratory endurance
C.  improving muscular strength/endurance
D.  improving flexibility
E.  improving body composition
  Knowledge/skill statements
  1. Uses information from fitness assessments to improve cardiorespiratory endurance   
  2. Uses information from fitness assessments to improve muscular strength   
  3. Uses information from fitness assessments to improve muscular endurance   
  4. Uses information from fitness assessments to improve flexibility   
  5. Uses information from fitness assessments to improve body composition   


Citation Log: BC(PE,35;​MI,8-9)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Participates in moderate to vigorous physical activity in a variety of settings (e.g., gymnastics clubs, community sponsored youth sports)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Types of physical activity ; 2. Opportunities for physical activity
   Level II (Grade 3-6)
  Benchmark 9.Participates in moderate to vigorous physical activity in a variety of settings (e.g., gymnastics clubs, community sponsored youth sports)
   Vocabulary terms
A.  participating in moderate to vigorous activities
  Knowledge/skill statements
  1. Participates in moderate to vigorous physical activities outside of school, such as a gymnastics club   
  2. Participates in moderate to vigorous physical activities outside of school, such as a community sponsored sport   


Citation Log: BP(PE,35;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 7-8)
   1. Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicCardiorespiratory fitness
   Level III (Grade 7-8)
  Benchmark 1.Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery)
   Vocabulary terms
A.  advanced cardiorespiratory activities
  Knowledge/skill statements
  1. Engages in more advanced activities that develop and maintain cardiorespiratory endurance, such as a timed or distance walk/run    
  2. Engages in more advanced activities that develop and maintain cardiorespiratory endurance, such as endurance activities at specified heart rate/heart rate recovery   


Citation Log: BP(PE,36;​ME,8;​OI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicMuscular strength and endurance
   Level III (Grade 7-8)
  Benchmark 2.Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training)
   Vocabulary terms
A.  advanced strength/endurance activities
  Knowledge/skill statements
  1. Engages in more advanced activities that develop and maintain muscular strength and endurance, such as calisthenics activities   
  2. Engages in more advanced activities that develop and maintain muscular strength and endurance, such as resistance activities   
  3. Engages in more advanced activities that develop and maintain muscular strength and endurance, such as weight training    


Citation Log: BP(PE,36;​ME,8;​OI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Engages in more advanced levels of activity that develop and maintain flexibility
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicFlexibility
   Level III (Grade 7-8)
  Benchmark 3.Engages in more advanced levels of activity that develop and maintain flexibility
   Vocabulary terms
A.  advanced flexibility activities
  Knowledge/skill statements
  1. Engages in more advanced levels of activity that develop flexibility    
  2. Engages in more advanced levels of activity that maintain flexibility    


Citation Log: BP(PE,36;​ME,9)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the role of exercise and other factors in weight control and body composition
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Body composition; 2. Body weight; 3. Benefits of fitness
   Level III (Grade 7-8)
  Benchmark 4.Understands the role of exercise and other factors in weight control and body composition
   Vocabulary terms
A.  role of exercise in weight control
B.  role of exercise in body composition
  Knowledge/skill statements
  1. Understands the role of exercise in weight control    
  2. Understands the role of exercise in body composition    
  3. Knows other factors that play a role in weight control   
  4. Knows other factors that play a role in body composition   


Citation Log: BD(PI,36;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicTraining and conditioning
   Level III (Grade 7-8)
  Benchmark 5.Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise)
   Vocabulary terms
A.  improving fitness through principles of training
B.  principle of threshold
C.  principle of overload
D.  principle of specificity
E.  principle of frequency
F.  principle of intensity
G.  principle of duration
H.  principle of mode
  Knowledge/skill statements
  1. Understands how the principle of threshold can be applied to improve physical fitness    
  2. Understands how the principle of overload can be applied to improve physical fitness    
  3. Understands how the principle of specificity can be applied to improve physical fitness    
  4. Understands how the principle of frequency can be applied to improve physical fitness    
  5. Understands how the principle of intensity can be applied to improve physical fitness    
  6. Understands how the principle of duration can be applied to improve physical fitness    
  7. Understands how the principle of mode can be applied to improve physical fitness    


Citation Log: BD(PE,36;​MI,11;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Cardiorespiratory fitness; 2. Muscular strength and endurance; 3. Flexibility; 4. Body composition; 5. Evaluation of fitness
   Level III (Grade 7-8)
  Benchmark 6.Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)
   Vocabulary terms
A.  meeting fitness standards
  Knowledge/skill statements
  1. Meets health-related fitness standards for aerobic capacity at appropriate level   
  2. Meets health-related fitness standards for body composition at appropriate level   
  3. Meets health-related fitness standards for muscular strength at appropriate level   
  4. Meets health-related fitness standards for muscular endurance at appropriate level   
  5. Meets health-related fitness standards for flexibility at appropriate level   


Citation Log: BP(PE,36;​ME,8-9;​OI,14,DE,4.2.6,4.4.5)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Evaluation of fitness; 2. Improvement and goal-setting
   Level III (Grade 7-8)
  Benchmark 7.Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals
   Vocabulary terms
A.  interpreting physical fitness assessments
B.  developing fitness goal
  Knowledge/skill statements
  1. Knows how to interpret the results of physical fitness assessments    
  2. Knows how to use the information from a fitness assessment to develop individual fitness goals    


Citation Log: BC(PE,36;​OI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Knows how to differentiate the body’s response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicMeasures of fitness
   Level III (Grade 7-8)
  Benchmark 8.Knows how to differentiate the body’s response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise)
   Vocabulary terms
A.  differentiating body response to exercise
B.  resting heart rate
C.  heart rate reserve
D.  resting pulse
  Knowledge/skill statements
  1. Knows that the body’s response to different levels of exercise intensity can be measured   
  2. Knows that the heart rate reserve is calculated by subtracting the resting heart rate from the maximum heart rate    
  3. Knows that the heart rate reserve can be used to determine one’s optimum heart rate during exercise   
  4. Knows that the resting pulse rate can be compared to the pulse rate during exercise to measure intensity   


Citation Log: BD(PE,36;​MI,8)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows personal status of cardiorespiratory endurance
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicCardiorespiratory fitness
   Level IV (Grade 9-12)
  Benchmark 1.Knows personal status of cardiorespiratory endurance
   Vocabulary terms
A.  personal status cardiorespiratory endurance
  Knowledge/skill statements
  1. Knows the personal status of one’s cardiorespiratory endurance   


Citation Log: BD(PE,37;​ME,8;​OE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows personal status of muscular strength and endurance of the arms, shoulders, abdomen, back, and legs
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicMuscular strength and endurance
   Level IV (Grade 9-12)
  Benchmark 2.Knows personal status of muscular strength and endurance of the arms, shoulders, abdomen, back, and legs
   Vocabulary terms
A.  personal status of strength/endurance
  Knowledge/skill statements
  1. Knows the personal status of one’s muscular strength and endurance of the arms   
  2. Knows the personal status of one’s muscular strength and endurance of the shoulders   
  3. Knows the personal status of one’s muscular strength and endurance of the abdomen   
  4. Knows the personal status of one’s muscular strength and endurance of the back   
  5. Knows the personal status of one’s muscular strength and endurance of the legs   


Citation Log: BD(PE,37;​ME,8;​OE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows personal status of flexibility of the joints of the arms, legs, and trunk
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicFlexibility
   Level IV (Grade 9-12)
  Benchmark 3.Knows personal status of flexibility of the joints of the arms, legs, and trunk
   Vocabulary terms
A.  personal status of flexibility
  Knowledge/skill statements
  1. Knows the personal status of one’s flexibility of the joints of the arms   
  2. Knows the personal status of one’s flexibility of the joints of the legs   
  3. Knows the personal status of one’s flexibility of the joints of the trunk   


Citation Log: BD(PE,37;​ME,9;​OE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows personal status of body composition
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicBody composition
   Level IV (Grade 9-12)
  Benchmark 4.Knows personal status of body composition
   Vocabulary terms
A.  personal status of body composition
  Knowledge/skill statements
  1. Knows the personal status of one’s body in terms of lean body mass   
  2. Knows the personal status of one’s body in terms of body fat   


Citation Log: BD(PE,37;​ME,9;​OE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Meets health-related fitness standards for appropriate level of a physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Cardiorespiratory fitness; 2. Muscular strength and endurance; 3. Body composition; 4. Flexibility; 5. Evaluation of fitness
   Level IV (Grade 9-12)
  Benchmark 5.Meets health-related fitness standards for appropriate level of a physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)
   Vocabulary terms
A.  meeting fitness standards
  Knowledge/skill statements
  1. Meets health-related fitness standards for aerobic capacity at appropriate level   
  2. Meets health-related fitness standards for body composition at appropriate level   
  3. Meets health-related fitness standards for muscular strength at appropriate level   
  4. Meets health-related fitness standards for muscular endurance at appropriate level   
  5. Meets health-related fitness standards for flexibility at appropriate level   


Citation Log: BP(PE,37;​ME,8-9;​OI,16;​DE,4.2.6,4.3.6)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows how to monitor and adjust activity levels to meet personal fitness needs
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Evaluation of fitness; 2. Improvement and goal-setting
   Level IV (Grade 9-12)
  Benchmark 6.Knows how to monitor and adjust activity levels to meet personal fitness needs
   Vocabulary terms
A.  meeting personal fitness needs
  Knowledge/skill statements
  1. Knows strategies to monitor activity levels to meet personal fitness needs    
  2. Knows strategies to adjust activity levels to meet personal fitness needs    


Citation Log: BC(PE,37;​OI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands how to maintain an active lifestyle throughout life (e.g., participate regularly in physical activities that reflect personal interests)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
TopicHealthy habits
   Level IV (Grade 9-12)
  Benchmark 7.Understands how to maintain an active lifestyle throughout life (e.g., participate regularly in physical activities that reflect personal interests)
   Vocabulary terms
A.  maintaining active lifestyle
  Knowledge/skill statements
  1. Understands that regular participation in physical activities of personal interest is necessary to maintain an active lifestyle   


Citation Log: BD(PI,37;​ME,15;​OI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Designs a personal fitness program that is based on the basic principles of training and encompasses all components of fitness (e.g., cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition)
Physical Education 
 Standard 4.Understands how to monitor and maintain a health-enhancing level of physical fitness
  
Topics1. Cardiorespiratory fitness; 2. Muscular strength and endurance; 3. Body composition; 4. Flexibility; 5. Improvement and goal-setting; 6. Training and conditioning
   Level IV (Grade 9-12)
  Benchmark 8.Designs a personal fitness program that is based on the basic principles of training and encompasses all components of fitness (e.g., cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition)
   Vocabulary terms
A.  designing a personal fitness program
  Knowledge/skill statements
  1. Designs a personal fitness program that is based on the basic principles of training    
  2. Designs a personal fitness program that encompasses all the components of fitness    
  3. Designs a personal fitness program to improve cardiovascular and respiratory efficiency   
  4. Designs a personal fitness program to improve muscular strength and endurance   
  5. Designs a personal fitness program to improve flexibility   
  6. Designs a personal fitness program to improve body composition   


Citation Log: BP(PE,37;​MI,8-9;​OI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
5.Understands the social and personal responsibility associated with participation in physical activity

Physical Education

Standard 5.Understands the social and personal responsibility associated with participation in physical activity

Physical Education

Standard 5 : Understands the social and personal responsibility associated with participation in physical activity

Reference code: PE,39;ME,14;OI,7

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Uses equipment (e.g., jungle gym, swings, tricycle) in a coordinated and safe manner
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Locomotor skills ; 2. Rules for safety
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Uses equipment (e.g., jungle gym, swings, tricycle) in a coordinated and safe manner
   Vocabulary terms
A.  coordination on equipment
B.  safety on equipment
  Knowledge/skill statements
  1. Pedals a tricycle   
  2. Climbs on jungle gym   
  3. Follows safety rules on the playground   


Citation Log: BP(MHE,91;​OKE;​UE;​RE,9;​UKE,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicRules for safety
   Level I (Grade K-2)
  Benchmark 1.Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement
   Vocabulary terms
A.  following rules
B.  following procedures
  Knowledge/skill statements
  1. Follows rules with little reinforcement    
  2. Follows procedures with little reinforcement    
  3. Follows playground rules with little reinforcement    
  4. Follows classroom rules with little reinforcement    
  5. Follows gymnasium rules with little reinforcement    


Citation Log: BP(PE,40;​ME,11;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicRules for safety
   Level I (Grade K-2)
  Benchmark 2.Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use)
   Vocabulary terms
A.  safe and proper use of equipment
B.  safe and proper use of space
  Knowledge/skill statements
  1. Uses equipment safely and properly    
  2. Assists in maintaining a safe environment    
  3. Takes turns using equipment to maintain a safe environment   
  4. Puts equipment away when not in use to maintain a safe environment   


Citation Log: BP(PE,40;​ME,11;​OE,10)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the purpose of rules in games
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Rules for safety; 2. Game rules
   Level I (Grade K-2)
  Benchmark 3.Understands the purpose of rules in games
   Vocabulary terms
A.  purpose of game rules
  Knowledge/skill statements
  1. Understands there is a reason for rules in games   
  2. Understands that the safety of those participating is one reason for rules in games   


Citation Log: BD(PE,41;​ME,11;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Cooperation and respect; 2. Team play
   Level I (Grade K-2)
  Benchmark 4.Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports)
   Vocabulary terms
A.  social contributions of physical activities
  Knowledge/skill statements
  1. Understands that physical activities have a positive effect on society   
  2. Understands that people learn to cooperate and interact with others during physical activities   
  3. Understands that people learn how to be part of a team through physical activities   


Citation Log: BP(PE,40;​ME,15;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicCooperation and respect
   Level I (Grade K-2)
  Benchmark 5.Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task
   Vocabulary terms
A.  working with partner to complete task
  Knowledge/skill statements
  1. Works cooperatively with another to complete an assigned task by taking turns    
  2. Works cooperatively with another to complete an assigned task by being supportive   
  3. Works cooperatively with another to complete an assigned task by assisting their partner   


Citation Log: BP(PE,40;​ME,15;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Cooperation and respect; 2. Conflict resolution
   Level I (Grade K-2)
  Benchmark 6.Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration)
   Vocabulary terms
A.  conflict resolution in activities
  Knowledge/skill statements
  1. Understands cooperation as an element of conflict resolution in physical activities   
  2. Understands sharing as an element of conflict resolution in physical activities   
  3. Understands consideration for others as an element of conflict resolution in physical activities   


Citation Log: BD(PE,40;​MI,15;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Cooperation and respect; 2. Diversity of individuals
   Level I (Grade K-2)
  Benchmark 7.Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity
   Vocabulary terms
A.  playing with others
B.  cooperating with others
C.  respecting others
  Knowledge/skill statements
  1. Understands the importance of playing with others, regardless gender, ethnicity, or disability, during physical activities    
  2. Understands the importance of cooperating with others, regardless gender, ethnicity, or disability, during physical activities   
  3. Understands the importance of respecting others, regardless gender, ethnicity, or disability, during physical activities   


Citation Log: BD(PE,40;​MI,15;​OI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-6)
   1. Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicRules for safety
   Level II (Grade 3-6)
  Benchmark 1.Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations
   Vocabulary terms
A.  developing rules
B.  developing procedures
C.  developing etiquette
  Knowledge/skill statements
  1. Knows how to develop rules that are safe and effective for specific activities   
  2. Knows how to develop procedures that are safe and effective for specific activities   
  3. Knows how to develop etiquette that is safe and effective for specific activities   


Citation Log: BC(PE,39;​MI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Works in a group to accomplish a set goal in both cooperative and competitive activities
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Cooperation and respect; 2. Team play
   Level II (Grade 3-6)
  Benchmark 2.Works in a group to accomplish a set goal in both cooperative and competitive activities
   Vocabulary terms
A.  working with group to set goals
  Knowledge/skill statements
  1. Works in a group to accomplish a set goal in cooperative activities    
  2. Works in a group to accomplish a set goal in competitive activities    


Citation Log: BP(PE,41;​MI,15;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicDiversity of individuals
   Level II (Grade 3-6)
  Benchmark 3.Understands the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability)
   Vocabulary terms
A.  learning about others through physical activity
  Knowledge/skill statements
  1. Understands that physical activities allow one to learn more about other people   
  2. Understands that physical activities allow one to learn about people of the same and opposite gender   
  3. Understands that physical activities allow one to learn about people from same and differing cultural backgrounds   
  4. Understands that physical activities allow one to learn about people of same and differing ethnicities   
  5. Understands that physical activities allow one to learn about people of same and differing abilities   


Citation Log: BD(PE,42;​ME,15;​OE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicDiversity of individuals
   Level II (Grade 3-6)
  Benchmark 4.Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability)
   Vocabulary terms
A.  challenge of disabilities in sports
  Knowledge/skill statements
  1. Understands that people with disabilities face some challenges in physical activities   
  2. Understands the challenges involved in wheelchair basketball   
  3. Understands the challenges involved in dancing with a hearing disability   


Citation Log: BD(PI,41;​MI,15;​OI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the origins of different sports and how they have evolved
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicSport, society, and culture
   Level II (Grade 3-6)
  Benchmark 5.Understands the origins of different sports and how they have evolved
   Vocabulary terms
A.  sport origins
B.  sport evolution
  Knowledge/skill statements
  1. Understands the origins of different sports    
  2. Understands how a variety of sports have evolved    


Citation Log: BD(PE,56)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 7-8)
   1. Understands the importance of rules, procedures, and safe practice in physical activity settings
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicRules for safety
   Level III (Grade 7-8)
  Benchmark 1.Understands the importance of rules, procedures, and safe practice in physical activity settings
   Vocabulary terms
A.  importance of rules
B.  importance of procedures
C.  importance of safe practice
  Knowledge/skill statements
  1. Understands the importance of rules in physical activities   
  2. Understands the importance of procedures in physical activities   
  3. Understands the importance of safe practice in physical activities   


Citation Log: BD(PE,42;​MI,11;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands proper attitudes toward both winning and losing
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicBehavior and attitude
   Level III (Grade 7-8)
  Benchmark 2.Understands proper attitudes toward both winning and losing
   Vocabulary terms
A.  "winner" attitude
B.  "loser" attitude
  Knowledge/skill statements
  1. Understands proper attitudes towards winning    
  2. Understands proper attitudes towards losing   


Citation Log: BD(ME,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicBehavior and attitude
   Level III (Grade 7-8)
  Benchmark 3.Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings
   Vocabulary terms
A.  inclusive vs. exclusionary behaviors
  Knowledge/skill statements
  1. Knows types of behavior that are considered inclusive in physical activities   
  2. Knows types of behavior that are considered exclusionary in physical activities   
  3. Understands that changing rules of activity to include less skilled players is an inclusive behavior   
  4. Understands that failing to pass ball to less skilled players is an exclusionary behavior   


Citation Log: BD(PE,42;​MI,15;​OI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicSport, society, and culture
   Level III (Grade 7-8)
  Benchmark 4.Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities)
   Vocabulary terms
A.  physical activity for self-expression
  Knowledge/skill statements
  1. Understands how one can express themself through physical activity   
  2. Knows that some people may express themselves through dance   
  3. Knows that some people may express themselves through gymnastics   
  4. Knows that some people may express themselves through a variety of sport activities   


Citation Log: BD(PE,48;​MI,15;​OE,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the concept that physical activity (e.g., sport, games, dance) is a microcosm of modern culture and society
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicSport, society, and culture
   Level III (Grade 7-8)
  Benchmark 5.Understands the concept that physical activity (e.g., sport, games, dance) is a microcosm of modern culture and society
   Vocabulary terms
A.  physical activity as a microcosm
  Knowledge/skill statements
  1. Understands how physical activity, including sports, is a microcosm of modern culture and society   
  2. Understands how physical activity, including games, is a microcosm of modern culture and society   
  3. Understands how physical activity, including dance, is a microcosm of modern culture and society   


Citation Log: BD(PE,42)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Uses leadership and follower roles, when appropriate, in accomplishing group goals in physical activities
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Team play; 2. Cooperation and respect
   Level IV (Grade 9-12)
  Benchmark 1.Uses leadership and follower roles, when appropriate, in accomplishing group goals in physical activities
   Vocabulary terms
A.  leadership in physical activities
B.  following others physical activities
  Knowledge/skill statements
  1. Uses leadership roles appropriately to accomplish group goals in physical activities    
  2. Uses follower roles appropriately to accomplish group goals in physical activities   


Citation Log: BP(PI,43;​MI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Works with others in a sport activity to achieve a common goal (e.g., winning a team championship)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Team play; 2. Cooperation and respect
   Level IV (Grade 9-12)
  Benchmark 2.Works with others in a sport activity to achieve a common goal (e.g., winning a team championship)
   Vocabulary terms
A.  working with others in sports
  Knowledge/skill statements
  1. Understands the importance of working with others to achieve a common goal    
  2. Understands that winning a team championship requires all of the members of the group to work together   


Citation Log: BP(PE,49;​MI,14,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how participation in physical activity fosters awareness of diversity (e.g., cultural, ethnic, gender, physical)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Diversity of individuals; 2. Cooperation and respect
   Level IV (Grade 9-12)
  Benchmark 3.Understands how participation in physical activity fosters awareness of diversity (e.g., cultural, ethnic, gender, physical)
   Vocabulary terms
A.  diversity in sports
  Knowledge/skill statements
  1. Understands how an awareness of other cultures can be fostered through participation in physical activity    
  2. Understands how an awareness of other ethnic groups can be fostered through participation in physical activity    
  3. Understands how an awareness of the opposite gender can be fostered through participation in physical activity    
  4. Understands how an awareness of differing abilities can be fostered through participation in physical activity    


Citation Log: BD(PE,43;​ME,12;​OI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Includes persons of diverse backgrounds and abilities in physical activity
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Diversity of individuals; 2. Cooperation and respect
   Level IV (Grade 9-12)
  Benchmark 4.Includes persons of diverse backgrounds and abilities in physical activity
   Vocabulary terms
A.  diversity in sports
  Knowledge/skill statements
  1. Includes persons of diverse backgrounds in physical activities   
  2. Includes persons of differing abilities in physical activities    


Citation Log: BP(PE,48;​MI,12;​OI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the history and purpose of international competitions (e.g., Olympics, Special Olympics, Pan American Games, World Cup Soccer)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicSport, society, and culture
   Level IV (Grade 9-12)
  Benchmark 5.Understands the history and purpose of international competitions (e.g., Olympics, Special Olympics, Pan American Games, World Cup Soccer)
   Vocabulary terms
A.  history of international competition
B.  purpose of international competition
  Knowledge/skill statements
  1. Understands the history and purpose of the Olympics   
  2. Understands the history and purpose of the Special Olympics   
  3. Understands the history and purpose of the Pan American games   
  4. Understands the history and purpose of World Cup Soccer   


Citation Log: BD(MI,15;​OE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the role of sport in a diverse world (e.g., the influence of professional sport in society, the usefulness of dance as an expression of multiculturalism, the effect of age and gender on sport participation patterns)
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
TopicSport, society, and culture
   Level IV (Grade 9-12)
  Benchmark 6.Understands the role of sport in a diverse world (e.g., the influence of professional sport in society, the usefulness of dance as an expression of multiculturalism, the effect of age and gender on sport participation patterns)
   Vocabulary terms
A.  role of sports in world
  Knowledge/skill statements
  1. Understands the influence of professional sport in society   
  2. Understands the usefulness of dance as an expression of multiculturalism   
  3. Understands the effect of age and gender on sport participation patterns   


Citation Log: BD(PE,43;​MI,15;​OI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands the concept of "sportsmanship" and the importance of responsible behavior while participating in physical activities
Physical Education 
 Standard 5.Understands the social and personal responsibility associated with participation in physical activity
  
Topics1. Behavior and attitude; 2. Rules for safety
   Level IV (Grade 9-12)
  Benchmark 7.Understands the concept of "sportsmanship" and the importance of responsible behavior while participating in physical activities
   Vocabulary terms
A.  sportsmanship
B.  importance of responsible behavior
  Knowledge/skill statements
  1. Understands the concept of "sportsmanship"    
  2. Understands the importance of responsible behavior while participating in physical activities   


Citation Log: BD(PI,43;​ME,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Physical Education
HS   Head Start: Child Outcomes Framework
M   MDOE: Physical Education Standards Draft
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   NASPE: Outcomes of Physical Education
OK   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
P   NASPE: National Standards for Physical Education, 2nd Ed.
RU   Russia: Beginnings: The Fundamentals of Preschool Education
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   USOE: Utah Early Childhood Standards
UK   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document