ICCSD Student Goals/Standards
STANDARDS and BENCHMARKS

PHYSICAL EDUCATION

CONTENT STANDARDS

What Students Are Expected to Know and be Able to Do

Kindergarten through Twelfth Grade

Fundamental movements

Fitness education

Perceptual-motor development

Movement forms

Fundamental movements

Demonstrates mature form for basic locomotor, manipulative, body management and balance skills
Analyzes and applies techniques of fundamental movements when combining into complex movement forms
Understands and applies safety factors in movement
Independently, with a partner and in small groups, makes decisions and problem solves relative to combining fundamental movements to create simple movement sequences
Uses positive interactive skills in all group activities
Uses fundamental movements effectively in various movement structures such as free traveling structure, obstacle courses, etc.

Perceptual-motor development

Monitors and interprets sensory data and responds in movement
understands and uses sensory data in movement
Applies spatial and directional awareness skills in order to move safely through the physical setting
Adjusts movement in terms of speed, tempo, pathway, levels, force and flow when working independently, with a partner and in small groups
Identifies body parts and create a variety of body shapes
Applies body awareness in a variety of movement challenges including complex movement forms
Applies perceptual-motor development concepts efficiently into complex movement forms under a variety of conditions and environments

Fitness education

Identifies and properly assesses the parts of health-related fitness
Assumes responsibility for own fitness level
Understands and applies fitness development principles
Applies fitness concepts when setting lifetime fitness goals
Wngages in physical activity to enhance health-related fitness
Becomes an informed health-related consumer
Understands body systems and their functions
Gathers and analyses information, formulates choices and makes healthful decisions
Analyzes consequences of choices
Implements fitness program
Monitors heart rate and determines healthy target heart rate zone
Independently, with a partner and in small groups, creates fitness activities
Describes healthful benefits resulting from participation in physical activities
Understands that enjoyment of physical activity transcends physical activity itself
Uses positive interactive skills in all group fitness education activities

Movement forms

Uses fundamental movements in team, individual and lifetime activities
Develops reasonable skills and acquires cognitive elements relative to a variety of movement forms
Assumes and willingly accepts different team roles such as leading and following
Develops interest and background for future participation
Chooses to participate in a variety of movement forms
Accepts responsibility for the well-being of self and others
Chooses a variety of movement forms to enhance health-related fitness
Demonstrates positive interactive behaviors conducive to good sportsmanship
Performs a balance of movement forms in a variety of environments
Understands and applies safety consideration to a variety of movement forms
Understands the basics of CPR and adequately performs proper skills

PHYSICAL EDUCATION

BENCHMARKS

Description of the Specific Level of Information and Skill by Grade

Kindergarten

Demonstrate progress toward the mature form of selected manipulative, locomotor and non-locomotor skills.

Recognize the joy of shared play.

Demonstrate mature form in walking and running.

Establish a beginning movement vocabulary (e.g. personal space, high/low levels, fast/slow).

Identify fundamental movement patterns (skip, strike).

Try new movement activities and skills.

Engage in physical activities.

Engage in moderate to vigorous physical activity.

Apply appropriate concepts to performance (e.g. change direction while running).

Identify likes and dislikes connected with participation in physical activity.

Select and participate in activities that require some physical exertion during unscheduled times.

Associate positive feelings with participation in physical activity.

Sustain moderate to vigorous physical activity for short periods of time.

Identify the physiological signs of moderate physical activity (e.g. fast heart rate, heavy breathing).

Apply classroom rules, procedures and safe practices with teacher reinforcement.

Share space and equipment with others.

Interact positively with students in class.

First and Second Grade

Demonstrate mature form in skipping, hopping, galloping and sliding.

Demonstrate mature motor patterns in simple combinations (e.g. dribbling while running).

Demonstrate smooth transitions between sequential motor skills (e.g. running into a jump).

Use feedback to improve performance.

Exhibit the ability to adapt and adjust movement skills to uncomplicated, yet changing, environment conditions and expectations.

Demonstrate control in traveling activities and weight bearing and balance activities on a variety of body parts

Apply movement concepts to a variety of basic skills.

Identify the critical elements of basic movement patterns.

Follow directions.

Experience and express pleasure from participation in physical activity.

Engage in moderate to vigorous physical activity outside of physical education class.

Identify several moderate to vigorous physical activities that provide personal pleasure.

Engage in sustained physical activity that causes an increased heart rate and heavy breathing.

Recognize the physiological indicators that accompany moderate to vigorous physical activity

Apply rules, procedures, and safe practices with reminders.

Begin to recognize the components of health-related physical fitness.

Work cooperatively with another to complete an assigned task.

Try new activities.

Play and cooperate with others while appreciating personal differences (e.g. race, gender, ethnicity, disability).

Resolve conflicts in socially acceptable ways.

Treat others with respect during play.

Enjoy interaction with friends through physical activity.

Gain competence to provide increase enjoyment in movement.

Express feelings about and during physical activity.

Third and Fourth Grade

Demonstrate mature form in all locomotor patterns and selected manipulative and non-locomotor skills.

Adapt a skill to the demands of a dynamic unpredictable environment.

Acquire beginning skills of a few specialized movement forms.

Follow, with few reminders, activity specific rules, procedures, and etiquette.

Apply critical elements to improve personal performance in fundamental and selected specialized motor skills.

Use critical elements of fundamental and specialized movement skills to provide feedback to others.

Recognize and apply concepts that impact the quality of increasing complex movement performance.

Select and participate regularly in physical activities for the purpose of improving skill and health.

Identify the benefits derived from regular physical activity.

Identify at least one activity associated with each component of health-related physical activity.

Meet the health-related fitness zone as defined by Fitnessgram.

Associate results of fitness testing to personal health status and ability to perform various activities.

Follow, with few reminders, activity specific rules, procedures, and etiquette.

Work cooperatively and productively with a partner or small group.

Recognize the attributes that individuals with differences can bring to group activities.

Explore self-awareness through participation in physical activity.

Experience enjoyment while participating in physical activity.

Uses physical activity as a means of self-expression.

Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural, and ethnic origins.

Identify several activities related to each component of physical fitness.

Interact with friends while participating in group activities.

Enjoy practicing activities to increase skill competence.

Combine movement skills in applied settings.

Work independently and on-task for short periods of time.

Fifth and Sixth Grade

Demonstrate mature form for all basic manipulative, locomotor and nonlocomotor skills.

Demonstrate increasing competence in more advance specialized skills.

Adapt and combine skills to the demands of increasingly complex situations of selected movement forms.

Demonstrate beginning strategies for net and invasion games.

Use information from a variety of sources of internal and external origin to improve performance.

Identify and apply principles of practice and conditioning that enhance performance.

Recognize general characteristics of movement that can be applied to specific settings (e.g. similarity to the ready position in striking movement forms).

Use basic offensive and defensive strategies in non complex settings.

Identify the critical aspects of a healthy lifestyle.

Identify opportunities in the school and community for regular participation in physical activity.

Participation daily in some form of health-enhancing physical activity.

Analyze personal interests and capabilities in regard to one's exercise behavior.

Work somewhat independently with minimal supervision in pursuit of personal fitness goals.

Participation in moderate to vigorous physical activity in a variety of settings.

Participate in establishing rules, procedures, and etiquette that are safe and effective for specific activity situations.

Begin to develop a strategy for the improvement of selected fitness components.

Develop and incorporate strategies for successful inclusion of all students.

Meet the health-related fitness zone as defined by Fitnessgram.

Demonstrate enjoyment from participation in physical activity.

Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities.

Make conscious decisions about applying rules, procedures, and etiquette.

Monitor intensity of exercise.

Utilize time effectively to complete assigned tasks.

Cooperate with disabled peers and those of different gender, race, ethnicity, and skill level.

Acknowledge differences in the behaviors of people of different genders, culture, ethnicity, and disability and modify play to include others.

Recognize physical activity as a positive opportunity for social and group interaction.

Seek personally challenging experiences in physical active opportunities.

Recognize that participation in physical activities lead to both extrinsic and intrinsic rewards.

Use physical activity to express feelings.

Seventh and Eighth Grade

Demonstrate competence in modified versions of a variety of movement forms.

Understand and apply more advanced movement and game strategies.

Identify the critical elements of more advanced movement skills.

Identify the characteristics of highly skilled performance in a few movement forms.

Understand and apply more advanced discipline specific knowledge.

Participate in a variety of health-related fitness activities in both school and non-school settings.

Participate regularly in health-enhancing physical activities to accomplish these goals (in and out of the physical education class).

Establish personal physical activity goals.

Explore a broad range of physical activities for personal interest in and out of the physical education class.

Describe the relationships between a healthy lifestyle and "feeling good".

Begin to develop personal fitness goals independently.

Recognize the influence of peer pressure.

Assess physiological indicators of exercise during and after physical activity.

Analyze potential consequences when confronted with a behavior choice.

Meet health-related fitness zone as defined by Fitnessgram.

Recognize the role of sports, games, and dance in modern culture.

Solve problems by analyzing causes and potential solutions.

Willingly join others of diverse culture, ethnicity, and race during physical activity.

Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.

Recognize the social benefits of participation in physical activity.

Identify behaviors that are supportive and inclusive in physical activity settings.

Recognize physical activity as a vehicle for self-expression.

Enjoy participation in physical activity.

Try new and challenging activities.

Ninth and Tenth Grade

Demonstrate competence (basic skills, strategies and rules) in an increasing number of more complex versions of at least three of the following different types of movement forms: aquatics, team sports, individual and dual sports, outdoor pursuits, self-defense, dance, gymnastics.

Use more specialized knowledge to develop movement competence or proficiency.

Identify and apply characteristics of highly skilled performance to enable the development of movement competency/proficiency.

Identify and apply critical elements to enable the development of movement competence/proficiency.

Develop and conduct independently a personal physical activity program meeting their needs.

Understand and independently apply discipline specific information to their own performance.

Assess personal health-related fitness status.

Participate regularly in health-enhancing and personally rewarding physical activity outside the physical education class.

Seek and select physical activities from a variety of movement forms based on personal interest, meaning and fulfillment.

Pursue new activities both alone or with others.

Use principles of training for the purpose of modifying levels of fitness.

Participate in a variety of health-enhancing physical activities in both school and non-school settings.

Begin to design personal health-related fitness programs based on an accurately assessed fitness profile.

Meet the health-related fitness zone as defined by Fitnessgram.

Apply safe practices, rules, procedures, and etiquette in all physical activity settings.

Act independently of peer pressure.

Resolve conflicts in appropriate ways.

Keep the importance of winning and losing in perspective relative to other established goals of participation.

Recognize the value of sport and physical activity in understanding multiculturalism.

Invite others with differences (e.g. ethnicity, gender, disabilities) to join in personally enjoyable physical activities.

Enjoy participating in a variety of physical activities in competitive and recreational settings.

Recognize that physical activity can provide a positive social environment for activities with others.

Enjoy working with others in a sport activity to achieve a common goal.

Eleventh and Twelfth Grade

Demonstrate proficiency in a few movement forms.

Design a personal fitness program.

Know and understand pertinent scientifically based information regarding movement performance.

Independently apply advanced movement specific information.

Integrate discipline specific knowledge to enable the independent learning of movement skills.

Have the skills, knowledge, interest, and desire to independently maintain an active lifestyle throughout their life.

Understand how activity participation patterns are likely to change throughout life and have some strategies to deal with those changes.

Participate regularly in health-enhancing fitness activities independently of teaching mandates.

Demonstrate the skill, knowledge, and desire to monitor and adjust activity levels to meet personal fitness needs.

Initiate independent and responsible personal behavior in physical activity settings.

Meet the health-related fitness zone as defined by Fitnessgram.

Create a safe environment for participation in physical activity.

Accept the responsibility for taking a leadership role and/or willingly follow as appropriate in order to accomplish group goals.

Develop strategies for including persons from divers backgrounds and characteristics in physical activity they select for leisure pursuits.

Recognize the influence of participation in physical activity on fostering appreciation of cultural, ethnic, gender, and physical diversity.

Recognize that physical activity can provide opportunities for positive social interaction.

Enjoy regular participation in physical activity.

Enjoy learning new activities.

Recognize the positive feelings that result from physical activity participation alone and with others.

Back to Student Goals and Standards

On to Science Standards and Benchmarks

Demonstrate progress toward the mature form of selected manipulative, locomotor and non-locomotor skills. Recognize the joy of shared play.	Demonstrate mature form in walking and running. Establish a beginning movement vocabulary (e.g. personal space, high/low levels, fast/slow).
Identify fundamental movement patterns (skip, strike). Try new movement activities and skills.	Engage in physical activities. Engage in moderate to vigorous physical activity.
Apply appropriate concepts to performance (e.g. change direction while running).	Identify likes and dislikes connected with participation in physical activity.
Select and participate in activities that require some physical exertion during unscheduled times.	Associate positive feelings with participation in physical activity.
Sustain moderate to vigorous physical activity for short periods of time.	Identify the physiological signs of moderate physical activity (e.g. fast heart rate, heavy breathing).
Apply classroom rules, procedures and safe practices with teacher reinforcement.	Share space and equipment with others. Interact positively with students in class.

Demonstrate mature form in skipping, hopping, galloping and sliding.	Demonstrate mature motor patterns in simple combinations (e.g. dribbling while running).
Demonstrate smooth transitions between sequential motor skills (e.g. running into a jump). Use feedback to improve performance.	Exhibit the ability to adapt and adjust movement skills to uncomplicated, yet changing, environment conditions and expectations.
Demonstrate control in traveling activities and weight bearing and balance activities on a variety of body parts	Apply movement concepts to a variety of basic skills.
Identify the critical elements of basic movement patterns. Follow directions.	Experience and express pleasure from participation in physical activity.
Engage in moderate to vigorous physical activity outside of physical education class.	Identify several moderate to vigorous physical activities that provide personal pleasure.
Engage in sustained physical activity that causes an increased heart rate and heavy breathing.	Recognize the physiological indicators that accompany moderate to vigorous physical activity
Apply rules, procedures, and safe practices with reminders.	Begin to recognize the components of health-related physical fitness.
Work cooperatively with another to complete an assigned task. Try new activities.	Play and cooperate with others while appreciating personal differences (e.g. race, gender, ethnicity, disability).
Resolve conflicts in socially acceptable ways.	Treat others with respect during play.
Enjoy interaction with friends through physical activity.	Gain competence to provide increase enjoyment in movement.
Express feelings about and during physical activity.

Demonstrate mature form in all locomotor patterns and selected manipulative and non-locomotor skills.	Adapt a skill to the demands of a dynamic unpredictable environment.
Acquire beginning skills of a few specialized movement forms.	Follow, with few reminders, activity specific rules, procedures, and etiquette.
Apply critical elements to improve personal performance in fundamental and selected specialized motor skills.	Use critical elements of fundamental and specialized movement skills to provide feedback to others.
Recognize and apply concepts that impact the quality of increasing complex movement performance.	Select and participate regularly in physical activities for the purpose of improving skill and health.
Identify the benefits derived from regular physical activity.	Identify at least one activity associated with each component of health-related physical activity.
Meet the health-related fitness zone as defined by Fitnessgram.	Associate results of fitness testing to personal health status and ability to perform various activities.
Follow, with few reminders, activity specific rules, procedures, and etiquette.	Work cooperatively and productively with a partner or small group.
Recognize the attributes that individuals with differences can bring to group activities.	Explore self-awareness through participation in physical activity.
Experience enjoyment while participating in physical activity. Uses physical activity as a means of self-expression.	Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural, and ethnic origins.
Identify several activities related to each component of physical fitness.	Interact with friends while participating in group activities.
Enjoy practicing activities to increase skill competence.	Combine movement skills in applied settings.
Work independently and on-task for short periods of time.

Demonstrate mature form for all basic manipulative, locomotor and nonlocomotor skills.	Demonstrate increasing competence in more advance specialized skills.
Adapt and combine skills to the demands of increasingly complex situations of selected movement forms.	Demonstrate beginning strategies for net and invasion games.
Use information from a variety of sources of internal and external origin to improve performance.	Identify and apply principles of practice and conditioning that enhance performance.
Recognize general characteristics of movement that can be applied to specific settings (e.g. similarity to the ready position in striking movement forms).	Use basic offensive and defensive strategies in non complex settings. Identify the critical aspects of a healthy lifestyle.
Identify opportunities in the school and community for regular participation in physical activity.	Participation daily in some form of health-enhancing physical activity.
Analyze personal interests and capabilities in regard to one's exercise behavior.	Work somewhat independently with minimal supervision in pursuit of personal fitness goals.
Participation in moderate to vigorous physical activity in a variety of settings.	Participate in establishing rules, procedures, and etiquette that are safe and effective for specific activity situations.
Begin to develop a strategy for the improvement of selected fitness components.	Develop and incorporate strategies for successful inclusion of all students.
Meet the health-related fitness zone as defined by Fitnessgram.	Demonstrate enjoyment from participation in physical activity.
Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities.	Make conscious decisions about applying rules, procedures, and etiquette. Monitor intensity of exercise.
Utilize time effectively to complete assigned tasks. Cooperate with disabled peers and those of different gender, race, ethnicity, and skill level.	Acknowledge differences in the behaviors of people of different genders, culture, ethnicity, and disability and modify play to include others.
Recognize physical activity as a positive opportunity for social and group interaction.	Seek personally challenging experiences in physical active opportunities.
Recognize that participation in physical activities lead to both extrinsic and intrinsic rewards.	Use physical activity to express feelings.

Demonstrate competence in modified versions of a variety of movement forms.	Understand and apply more advanced movement and game strategies.
Identify the critical elements of more advanced movement skills.	Identify the characteristics of highly skilled performance in a few movement forms.
Understand and apply more advanced discipline specific knowledge.	Participate in a variety of health-related fitness activities in both school and non-school settings.
Participate regularly in health-enhancing physical activities to accomplish these goals (in and out of the physical education class).	Establish personal physical activity goals. Explore a broad range of physical activities for personal interest in and out of the physical education class.
Describe the relationships between a healthy lifestyle and "feeling good".	Begin to develop personal fitness goals independently. Recognize the influence of peer pressure.
Assess physiological indicators of exercise during and after physical activity.	Analyze potential consequences when confronted with a behavior choice.
Meet health-related fitness zone as defined by Fitnessgram.	Recognize the role of sports, games, and dance in modern culture.
Solve problems by analyzing causes and potential solutions.	Willingly join others of diverse culture, ethnicity, and race during physical activity.
Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.	Recognize the social benefits of participation in physical activity.
Identify behaviors that are supportive and inclusive in physical activity settings.	Recognize physical activity as a vehicle for self-expression.
Enjoy participation in physical activity. Try new and challenging activities.

Demonstrate competence (basic skills, strategies and rules) in an increasing number of more complex versions of at least three of the following different types of movement forms: aquatics, team sports, individual and dual sports, outdoor pursuits, self-defense, dance, gymnastics.	Use more specialized knowledge to develop movement competence or proficiency. Identify and apply characteristics of highly skilled performance to enable the development of movement competency/proficiency.
Identify and apply critical elements to enable the development of movement competence/proficiency.	Develop and conduct independently a personal physical activity program meeting their needs.
Understand and independently apply discipline specific information to their own performance. Assess personal health-related fitness status.	Participate regularly in health-enhancing and personally rewarding physical activity outside the physical education class.
Seek and select physical activities from a variety of movement forms based on personal interest, meaning and fulfillment.	Pursue new activities both alone or with others. Use principles of training for the purpose of modifying levels of fitness.
Participate in a variety of health-enhancing physical activities in both school and non-school settings.	Begin to design personal health-related fitness programs based on an accurately assessed fitness profile.
Meet the health-related fitness zone as defined by Fitnessgram.	Apply safe practices, rules, procedures, and etiquette in all physical activity settings.
Act independently of peer pressure.	Resolve conflicts in appropriate ways.
Keep the importance of winning and losing in perspective relative to other established goals of participation.	Recognize the value of sport and physical activity in understanding multiculturalism.
Invite others with differences (e.g. ethnicity, gender, disabilities) to join in personally enjoyable physical activities.	Enjoy participating in a variety of physical activities in competitive and recreational settings.
Recognize that physical activity can provide a positive social environment for activities with others.	Enjoy working with others in a sport activity to achieve a common goal.

Demonstrate proficiency in a few movement forms. Design a personal fitness program.	Know and understand pertinent scientifically based information regarding movement performance.
Independently apply advanced movement specific information.	Integrate discipline specific knowledge to enable the independent learning of movement skills.
Have the skills, knowledge, interest, and desire to independently maintain an active lifestyle throughout their life.	Understand how activity participation patterns are likely to change throughout life and have some strategies to deal with those changes.
Participate regularly in health-enhancing fitness activities independently of teaching mandates.	Demonstrate the skill, knowledge, and desire to monitor and adjust activity levels to meet personal fitness needs.
Initiate independent and responsible personal behavior in physical activity settings.	Meet the health-related fitness zone as defined by Fitnessgram.
Create a safe environment for participation in physical activity.	Accept the responsibility for taking a leadership role and/or willingly follow as appropriate in order to accomplish group goals.
Develop strategies for including persons from divers backgrounds and characteristics in physical activity they select for leisure pursuits.	Recognize the influence of participation in physical activity on fostering appreciation of cultural, ethnic, gender, and physical diversity.
Recognize that physical activity can provide opportunities for positive social interaction.	Enjoy regular participation in physical activity. Enjoy learning new activities.
Recognize the positive feelings that result from physical activity participation alone and with others.

ICCSD Student Goals/Standards STANDARDS and BENCHMARKS

PHYSICAL EDUCATION

CONTENT STANDARDS

Fundamental movements

Fitness education

Perceptual-motor development

Movement forms

ICCSD Student Goals/Standards
STANDARDS and BENCHMARKS