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BPS Physical Education Standards Book

Standards

Physical Activity

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Standard 3:

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Kindergarten

    • PED-00.S3.01: Identifies active play opportunities outside physical education class (to include indoor and outdoor recess).
    • PED-00.S3.02: Actively participates in physical education class
    • PED-00.S3.03: Recognizes that when you move fast, your heart beats faster and you breathe faster.
    • PED-00.S3.06: Recognizes that food provides energy for physical activity.

First Grade

    • PED-01.S3.01: Discusses the benefits of being active and exercising and/or playing.
    • PED-01.S3.02: Actively engages in physical education class.
    • PED-01.S3.03: Identifies the heart as a muscle that grows stronger with exercise, play and physical activity.
    • PED-01.S3.06: Differentiates between healthy and unhealthy foods.

Second Grade

    • PED-02.S3.01: Describes largemotor and/or manipulative physical activities for participation outside physical education class (e.g., recess, before and after school, at home, at the park, with friends, with the family).
    • PED-02.S3.02: Actively engages in physical education class in response to instruction and practice.
    • PED-02.S3.03a: Recognizes the use of the body as resistance (e.g., holds body in plank position, animal walks) for developing strength. (
    • PED-02.S3.03b: Identifies physical activities that contribute to fitness.
    • PED-02.S3.06: Recognizes the importance of balancing nutrition and physical activity.

Third Grade

    • PED-03.S3.01a: Charts participation in physical activities outside physical education class (e.g., indoor and outdoor recess).
    • PED-03.S3.01b: Identifies physical activity benefits as a way to become healthier.
    • PED-03.S3.02: Engages in the activities of physical education class without teacher prompting.
    • PED-03.S3.03: Describes the concept of fitness and provides examples of physical activity to enhance fitness.
    • PED-03.S3.04: Recognizes the importance of warmup & cool-down relative to vigorous physical activity.
    • PED-03.S3.05: Demonstrates, with teacher direction, the health-related fitness components.
    • PED-03.S3.06: Identifies foods that are beneficial for before and after physical activity.

Fourth Grade

    • PED-04.S3.01: Analyzes opportunities for participating in physical activity outside physical education class (e.g., indoor and outdoor recess).
    • PED-04.S3.02: Actively engages in the activities of physical education class, both teacherdirected and independent.(
    • PED-04.S3.03: Identifies the components of health-related fitness.
    • PED-04.S3.04: Demonstrates warmup & cool-down relative to the cardiorespiratory fitness assessment.
    • PED-04.S3.05a: Completes fitness assessments (pre- & post-) (e.g., Presidential Youth Fitness Program/FITNESSGRAM)
    • PED-04.S3.05b: Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.
    • PED-04.S3.06: Discusses the importance of hydration and hydration choices relative to physical activities.

Fifth Grade

    • PED-05.S3.01: Charts and analyzes physical activity outside physical education class for fitness benefits of activities.
    • PED-05.S3.02: Actively engages in all the activities of physical education.
    • PED-05.S3.03: Differentiates between skill-related and health-related fitness. (
    • PED-05.S3.04: Identifies the need for warm-up and cooldown relative to various physical activities.
    • PED-05.S3.05a: Analyzes results of fitness assessment (pre- and post-), comparing results with fitness components for good health.
    • PED-05.S3.05b: Designs a fitness plan to address ways to use physical activity to enhance fitness.
    • PED-05.S3.06: Analyzes the impact of food choices relative to physical activity, youth sports and personal health.

Sixth Grade

  • (AK) Cluster Physical activity knowledge
    • PED-06.S3.AK.01: Describes how being physically active leads to a healthy body.
  • (AE) Cluster Engages in physical activity
    • PED-06.S3.AE.01: Participates in self-selected physical activity outside of physical education class.
    • PED-06.S3.AE.02: Participates in a variety of aerobic fitness activities (e.g., cardio kick, step aerobics and/or aerobic dance).
    • PED-06.S3.AE.03: Participates in a variety of aerobic fitness activities using technology (e.g., Dance, Dance Revolution Æ or Wii FitÆ).
    • PED-06.S3.AE.04: Identifies and participates in a variety of lifetime recreational team sportsoutdoor pursuits or dance activities (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).
  • (FK) Cluster Fitness knowledge
    • PED-06.S3.FK.01: Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day.
    • PED-06.S3.FK.02: Identifies the components of skill-related fitness.
    • PED-06.S3.FK.03: Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level.
    • PED-06.S3.FK.04: Employs correct techniques and methods of stretching.
    • PED-06.S3.FK.05: Differentiates between aerobic and anaerobic capacity, and muscle strength and endurance.
    • PED-06.S3.FK.06: Identifies each of the components of the overload principle (FITT formula) for different types of physical activity (aerobic, muscle fitness and flexibility).
    • PED-06.S3.FK.07: Describes the role of warm-ups and cool-downs before and after physical activity.
    • PED-06.S3.FK.08: Defines resting heart rate (RHR) and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale.
    • PED-06.S3.FK.09: Identies major muscles used in selected physical activities.
  • (PP) Cluster Program Planning
    • PED-06.S3.PP.01: Designs and implements a program of remediation for any areas of weakness based on the results of health-related fitness assessment (e.g., Presidential Youth Fitness Program/Fitness program).
    • PED-06.S3.PP.02: Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log.
  • (N) Cluster Nutrition
    • PED-06.S3.N.01: Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels.
  • (SM) Cluster Stress management
    • PED-06.S3.SM.01: Identifies positive and negative results of stress and appropriate ways for dealing with each.

Seventh Grade

  • (AK) Cluster: Physical activity knowledge
    • PED-07.S3.AK.01: Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.
  • (AE) Cluster: Engages in physical activity
    • PED-07.S3.AE.01: Participates in physical activity twice a week outside of physical education class.
    • PED-07.S3.AE.02: Participates in a variety of strength and endurance fitness activities (e.g., Pilates, resistance training, body-weight training and/or light free-weight training).
    • PED-07.S3.AE.03: Identifies and participates in a variety of strenght and endurance fitness activities such as weight or resistance training.
    • PED-07.S3.AE.04: Identifies and participates in a variety of lifetime dual and individual sports, martial arts or aquatic activities (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).
  • (FK) Cluster: Fitness knowledge
    • PED-07.S3.FK.01: Identifies and participates in moderate to vigorous muscle- and bone- strengthening phusical activity at least three times a week.
    • PED-07.S3.FK.02: Distinguishes between health-related and skill-related fitness.
    • PED-07.S3.FK.03: Adjusts physical activity based on quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level.
    • PED-07.S3.FK.04: Describes and demonstrates the difference between dynamic and static stretches
    • PED-07.S3.FK.05: Describes the role of exercise and nutrition in weight management.
    • PED-07.S3.FK.06: Describes FITT formula (overload principle) for different types of physical activity, the training principles on which the formula is based and how the formula and principles affect fitness
    • PED-07.S3.FK.07: Designs a warm-up/cool-down regimen for a self-selected physical activity.
    • PED-07.S3.FK.08: Defines how the Borg Rating of Perceived Exertion (RPE) Scale can be used to determine perception of work effort of the intensity of exercise.
    • PED-07.S3.FK.09: Describes how muscles pull on bones to create movement in pairs by relaxing and contracting.
  • (PP) Cluster: Program Planning
    • PED-07.S3.PP.01: Designs and implements a program of remediation for two areas of weakness based on the results of health-related fitness assessment (e.g., Presidential Youth Fitness Program/Fitness program).
    • PED-07.S3.PP.02: Maintains a physical activity and nutrition log for at least two weeks and reflects on activity levels and nutrition as documented in the log.
  • (N) Cluster: Nutrition
    • PED-07.S3.N.01: Develops strategies to balance healthy food, snacks and water intake, along with daily physical activity.
  • (SM) Cluster: Stress management
    • PED-07.S3.SM.01: Practices strategies for dealing with stress, (e.g., deep breathing, guided visualization and aerobic exercise).

    • Eighth Grade

    • (AK) Cluster: Physical activity knowledge
      • PED-08.S3.AK.01: Identifies the five components of health-related fitness (muscle strength, muscle endurance, flexibility, cardiorespiratory endurance, body composition) and explains the connections between fitness and overall physical and mental health.
    • (AE) Cluster: Engages in physical activity
      • PED-08.S3.AE.01: Participates in physical activity three times a week outside of physical education class.
      • PED-08.S3.AE.02: Participates in a variety of self-selected aerobic fitness activities outside of school (e.g., walking, jogging, biking, skating, dancing andlor swimming).
      • PED-08.S3.AE.03: Plans and implements a program of cross-training to include aerobic, strength endurance and flexibility training.
      • PED-08.S3.AE.04: Identifies and participates in a self-selected lifetime sport, dance, aquatic or outdoor activity outside of the school day. (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).
    • (FK) Cluster: Fitness knowledge
      • PED-08.S3.FK.01: Participates in moderate to vigorous aerobic and/or muscle- and bone- strengthening physical activity for at least 60 minutes per day at least five times a week.
      • PED-08.S3.FK.02: Compares and contrasts hea|th-re|ated fitness components.
      • PED-08.S3.FK.03: Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level.
      • PED-08.S3.FK.04: Employs a variety of appropriate static and dynamic stretching techniques for all major muscle groups.
      • PED-08.S3.FK.05: Describes the role of flexibility in injury prevention.
      • PED-08.S3.FK.06: Uses the FITT formula (overload principle) in preparing a personal workout.
      • PED-08.S3.FK.07: Designs and implements a warm-up/cool-down regimen for a self-selected physical activity.
      • PED-08.S3.FK.08: Defines how the Borg Rating of Perceived Exertion (RPE) Scale can be used to adjust workout intensity during physical activity.
      • PED-08.S3.FK.09: Explains how body systems interact with one another (e.g., blood transports nutrients from the digestive system, oxygen from the respiratory system) during physical activity.
      • PED-08.S3.FK.10: Identify appropriate exercises to target each major muscle group and demonstrates appropriate technique when using identified resistant training machine and/or free weights.
    • (PP) Cluster: Program Planning
      • PED-08.S3.PP.01: Designs and implements a program of remediation for three areas of weakness based on the results of health-related fitness assessment. (e.g., Presidential Youth Fitness Program/Fitness program).
      • PED-08.S3.PP.02: Designs and implements a program to improve levels of health-related fitness and nutrition.
    • (N) Cluster: Nutrition
      • PED-08.S3.N.01: Describes the relationship between poor nutrition and health risk factors.
    • (SM) Cluster: Stress management
      • PED-08.S3.SM.01: Demonstrates basic movements used in other stress-reducing activities (e.g., yoga and Tai Chi)

    High School

    • (AK) Cluster: Physical activity knowledge
      • PED-HS.S3.AK.01: Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle(e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, stress reduction)
      • PED-HS.S3.AK.02: Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle
      • PED-HS.S3.AK.03: Identifies issues associated with exercising in heat, humidity,and cold.
      • PED-HS.S3.AK.04: Evaluates activities that can be pursued in the local environment according to the benefits, social support network and participation requirements (e.g.,cost of activity, available facilities, required equipment, required time, physical limitations).
      • PED-HS.S3.AK.05: Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle(e.g., life expectancy, healthcare costs, disease prevention).
    • (AE) Cluster: Engages in physical activity
      • PED-HS.S3.AE.06: Participates more than 3 times a week in a self-selected lifetime activity, rhythmic activities/dance or fitness activity outside of the school day, (e.g., intramural and interscholastic sports, parks and recreation leagues, health clubs, walking and biking).
    • (FK) Cluster: Fitness knowledge
      • PED-HS.S3.FK.07: Demonstrates appropriate technique in resistance-training machines and free weights.
      • PED-HS.S3.FK.08: Relates physiological responses to individual levels of fitness and nutritional balance.
      • PED-HS.S3.FK.09: Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion).
      • PED-HS.S3.FK.10: Calculates target heart rate and applies thatinformation to personal fitness plan.
    • (PP) Cluster: Program Planning
      • PED-HS.S3.PP.11: Creates and implements a behavior-modification plan that enhances a healthy, active lifestyle. (e.g., body composition-diabetes and heart disease, muscle strength-low back pain, proper nutritional practices, drug awareness).
      • PED-HS.S3.PP.12: Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle.
    • (N) Cluster: Nutrition
      • PED-HS.S3.N.13: Designs and implements a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle.
    • (SM) Cluster: Stress management
      • PED-HS.S3.SM.14: Identifies stress-management strategies (e.g., mental imagery, relaxation techniques,deep breathing, aerobic exercise, meditation) to reduce stress.