Health & Physical Education - Standard 2

Motor Skill Development Cumulative Progress Indicators (CPIs) for the end of the designated grade span

Place a "+" for an expectation that represents a strength & a "-" for a weakness

+ or -

A.   Movement Skills

1.   Perform movement skills (locomotor, nonlocomotor, and manipulative skills) with developmentally appropriate control in isolated (skill practice) and applied (game/sport/dance/recreational) settings.

2.   Demonstrate smooth transitions between sequential movement skills used in combination.

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

4.   Move in personal and general space at different levels, directions, and pathways.

5.   Respond in movement to changes in tempo, beat, rhythm, or musical style.

6.   Change the effort (force, flow, energy) or range (extension) of a movement skill or skill combination.

7.   Change a movement skill in response to a changing environment such as a dance partner, obstacle, smaller target, or larger space.

8.   Respond appropriately to verbal and visual cues during physical activity.

9.   Correct movement errors in response to feedback.

10. Demonstrate the use of creative movement in response to music, poetry, or stories.

1.     Perform movement skills with developmentally appropriate form in both isolated and applied settings.

2.     Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g., creative dance, gymnastics routine, trap-dribble-shoot).

3.     Demonstrate weight transfer, balance, coordination, and agility while employing various movement skills.

4.     Employ various rhythms, tempos, musical styles, relationships, directions, pathways, speeds, and levels during movement.

5.     Respond to multiple changes in rhythm, tempo, beat, and musical style.

6.     Change the effort or range of a movement skill or combination to improve performance.

7.    Modify and adapt movement skills in relation to body parts (e.g., clapping over one s head), other participants (e.g., dance partner, teammate), objects, and boundaries.

8.    Respond appropriately to visual and verbal cues during physical activity.

9.     Correct movement errors in response to feedback and explain how the change improves performance.

11.   Demonstrate both improvised and choreographed movement sequences such as moving to poetry, or performing a folk dance or an aerobic routine.

1.     Demonstrate developmentally appropriate form when using movement skills in applied settings.

2.     Demonstrate the use of force and motion to impact the quality of physical movement.

3.     Employ the principles of space, effort, and relationships to modify movement.

4.     Modify movement in response to dynamic, interactive environments.

6.     Evaluate the critical elements of a movement skill or skill combination and provide appropriate feedback.

7.     Apply a learned skill to another movement setting.

8.     Perform planned movement sequences based on a theme and using rhythm or music.

1.    Demonstrate mechanically correct form and control when using and combining movement skills in applied settings.

2.    Demonstrate how equilibrium, rotation, and range of motion impact performance

3.    Apply the impact of various applications of force and motion during physical activity.

4.    Perform and assess the quality of movement flow in response to dynamic, interactive environments.

5.    Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another.

6.    Detect and correct errors in personal movement performance and modify it in response to internal and external feedback.

7.    Create and perform movement activities that combine movement skills into smooth flowing sequences (e.g., gymnastic routine, interpretative dance, tai chi)

1.     Demonstrate mature, mechanically correct form and control when combining and modifying movement skills in applied settings.

2.     Use information from internal and external sources to detect, analyze, and correct errors in movement skills and patterns used in applied settings.

4.     Transfer specialized movement skills that use similar patterns from one movement activity to another.

5.     Design and perform smooth flowing sequences with intentional changes in direction, flow, and speed (e.g., martial arts, line dance, roller blading, swimming).

B.   Movement Concepts

By the end of Grade 2, students will:

1.    Identify correct body planes and parts.

2.    Explain how changes in direction, pathways and levels can alter movement.

3.    Explain how changes in rhythm, tempo, beat, and musical style can alter movement.

4.    Distinguish between personal and general space.

5.    Explain verbal and visual cues used to improve skill performance.

6.     Define and use basic movement vocabulary to describe physical activity.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.    Discuss the importance of proper body mechanics when performing movement skills.

2.    Explain the fundamental principles of force, motion, base of support, and center of gravity as applied to physical activity.

3.    Explain how changing the energy, flow, effort, or range of movement skill changes the quality of the movement (e.g., baby steps vs. giant steps).

4.     Discuss ways to refine and increase control when performing movement skills.

5.     Discuss ways that personal and general space is used in all forms of physical activity (e.g., using the entire dance floor, position play in a sport).

6.    Explain how a movement skill can be used in another movement setting.

7.     Give examples of verbal and visual cues used to improve movement skill performance.

 8.     Define and use skill- and activity-specific vocabulary.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Analyze movement sequences for the proper use of body mechanics and suggest improvements.

2.     Discuss how the principles of force and motion impact the quality of movement.

3.     Analyze how the use of energy and flow contributes to more effective, efficient, or creative movement.

4.     Describe how to refine and increase control when performing movement skills.

5.     Discuss how to modify movement in response to dynamic, interactive environments.

6.     Analyze how a movement skill can be transferred to another movement setting.

7.     Discuss how practice, regular participation, and appropriate feedback improve performance.

8.     Discuss how movement activities pose opportunities for self-expression, creativity, and teamwork.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.     Describe how equilibrium, rotation, and range of motion impact performance.

2.     Analyze the application of balance and counterbalance when performing or observing movement skills.

3.     Compare and contrast the use of space and flow in physical activities.

4.     Summarize how movement can be made more interesting, creative, or effective.

5.     Discuss the stages of movement skill development and the importance of practice.

6.     Describe the influence of history and culture on games, sports, and dance.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.     Analyze a movement performance and discuss how each part can be made more interesting, creative, efficient, and/or more effective.

2.     Predict changes in movement performance based on the application of balance, counter balance, weight transfer, and agility.

3.     Analyze the impact of kinesthetic awareness, “perfect” practice, motivation, and appropriate challenges in facilitating the learning and refinement of a movement skill.

4.     Analyze how movement activities reflect culture, era, geography, or historical context  

C.   Strategy

By the end of Grade 2, students will:

1.    Differentiate between competitive and cooperative strategies.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.     Explain and demonstrate the use of simple strategies, including player positioning, faking and dodging, and defending space.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Describe and demonstrate the use of offensive, defensive, and cooperative strategies.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.   Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies in applied settings

D.   Sportsmanship, Rules, and Safety

By the end of Grade 2, students will:

1.    Explain why good sportsmanship is important and demonstrate positive behaviors during participation.

 2.    Follow basic activity and safety rules and explain why they are important.

3.    Explain that practice and being healthy contribute to safe and improved performance.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.     Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer during physical activity.

2.     Describe activity-specific rules, explain their importance for the safety and enjoyment of participants, and follow the rules during physical activity.

3.     Describe and demonstrate ways to handle and care for equipment safely and responsibly.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Compare the roles and responsibilities of participants and observers and recommend strategies to improve behavior, participation, and enjoyment.

2.     Summarize general and specific activity rules, describe how they enhance participation and safety, and follow them during activities.

3.     Select, use, and care for equipment used during physical activity.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.    Analyze participant and observer behaviors for evidence of good sportsmanship.

2.    Employ general- and activity-specific rules and analyze their impact on participation.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

2.    Investigate the impact of rules and regulations on the health and safety of participants.

E.   Sport Psychology

By the end of Grade 2, students will:

1.    Explain that mental attitude influences physical performance.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.     Describe a variety of mental strategies used to prepare for physical activity.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Describe and demonstrate the use of mental preparation strategies prior to and during participation in physical activity.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.     Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: