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School City of Hobart |
| Movement |
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Standard 1
The learner will be able to demonstrate competency in many movement forms and proficiency in a few movement forms. Students are refining fundamental movement skills to a more mature level. By the end of second grade students are able to vary and combine locomotor (traveling actions), non-locomotor (movement in place), and manipulative (throw, catch, strike, swing, push, pull) skills. Students demonstrate more advanced forms of movement in their physical activities. .
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2.1.1
The learner will be able to demonstrate the ability to perform locomotor (traveling actions) and non-locomotor (movement in place) skills proficiently. Example: Run, walk, and skip to music. When music stops they swing, sway, bend, reach without moving from their spot. .
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2.1.2
The learner will be able to demonstrate the ability to perform stability (balance) skills alone and/or with a partner. Example: Walk across a balance beam suspended 6 inches from the floor, without touching the floor or any other object. .
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2.1.3
The learner will be able to demonstrate the ability to manipulate (throw, catch, strike, swing, push, pull) objects. Example: Jump a self-twirled rope. .
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2.1.4
The learner will be able to demonstrate the ability to perform basic rhythmic skills alone and with a partner. Example: Participate in jumping rope to music, coordinating the speed of the jump with the tempo (rate or speed) of the music. .
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| Motor Skills |
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Standard 2
The learner will be able to apply movement concepts and principles to the learning and development of motor skills (movement skills). Students learn and apply basic concepts and associated movement vocabulary linked to mature movement patters. Students will demonstrate concepts and use feedback related to space, effort, and relationships that vary the quality of movement. .
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2.2.1
The learner will be able to identify and uses a variety of relationships with objects (e.g. over/under, behind, alongside, through). Example: Participate in a simple obstacle course involving jumping across objects, moving under a bar, stepping through tires, etc.
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2.2.2
The learner will be able to identify and begin to utilize the techniques that provide for efficient and safe movements. Example: Identify and begin to utilize leg flexion employed to soften the landing of a jump. .
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2.2.3
The learner will be able to identify dimensions/characteristics of mature locomotor (traveling actions), non-locomotor (movement in place), and manipulative skills (throw, catch, strike, swing, push, pull). Example: Walk, run, jump, balance, bounce, kick, throw, and strike objects during a variety of movements and in games of low organization. .
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2.2.4
The learner will be able to understand and demonstrate strategies for simple games and activities. Example: Plan strategies to use in playing a simple game of Capture the Flag. .
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2.2.5
The learner will be able to integrate and reinforce a variety of educational concepts through games, rhythmic, and fitness activities. Example: Students pair up to form alphabet letters with their bodies, while lying on the floor and moving through space. .
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| Active lifestyle |
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Standard 3
The learner will be able to exhibit a physically active lifestyle. Students begin to understand not only the physiological benefits of physical activity but the social and psychological benefits as well. Students observe positive attitudes of athletes and others engaged in physical activity, and can discuss their own feelings about leading a physically active lifestyle. Students also begin to see the negative consequences of physical inactivity and can discuss ways to avoid these consequences. .
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2.3.1
The learner will be able to participate in moderate to vigorous physical activity during and after school. Example: Participate in swimming during school physical education and over the summer. .
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2.3.2
The learner will be able to experience satisfaction from regular participation during and after school. Example: Choose favorite game or activity when asked by the teacher. .
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2.3.3
The learner will be able to define and identify activities associated with skill and with health-related (healthy lifestyle) physical activity. Example: Engage in activities and behaviors that demonstrate health concepts. .
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| Physical Fitness |
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Standard 4
The learner will be able to achieve and maintain a health-enhancing level of physical fitness. Students begin to progress to vigorous and fun activities for longer periods of time and at higher intensity levels. Students learn about health-related (healthy lifestyle) fitness through observation, experimentation, and practice. .
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2.4.1
The learner will be able to achieve and value a reasonable level of health-related (healthy lifestyle) fitness. Example: Run one mile without stopping in progressively shorter time durations. .
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2.4.2
The learner will be able to describe what can happen to the bodies of people who do not exercise and who eat too much. Example: Explain reasons why some people have more body fat than others. .
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2.4.3
The learner will be able to understand the components (parts) of health-related (healthy lifestyle) fitness. Example: Describe the components of health-related fitness as being strong hearts, strong muscles, lean bodies, and good range of motion. .
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2.4.4
The learner will be able to distinguish between high, medium, and low intensity activities for all components of fitness. Example: Identify walking as a low intensity activity, jogging as a medium intensity activity, and sprinting as a high intensity activity for cardiovascular (heart and lung) health. .
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| Responsible Behavior |
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Standard 5
The learner will be able to demonstrate responsible personal and social behavior in physical activity settings. Students continue to learn and apply acceptable behavior which demonstrate an understanding of rules and directions, safety practices, and working cooperatively with others. .
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2.5.1
The learner will be able to demonstrate an understanding of rules, regulations, and safety practices. Example: Students accept role of official in a game of low organization (few rules and low level skills) and verbalizes the rules of the game to the participants. .
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2.5.2
The learner will be able to work cooperatively with other students; Exhibit individual, partner, small, and large group socialization skills regardless of personal differences. Example: Engage easily in low organization (few rules and low level skills) games requiring cooperative play. .
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2.5.3
The learner will be able to follow teacher directives when first directed. Example: Respond to teachers directives, signals, and suggestions. .
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| Understanding and Respect |
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Standard 6
The learner will be able to demonstrate understanding and respect for differences among people in physical activity settings. As students approach the end of the second grade they are practicing etiquette on a daily basis in a variety of school settings. They observe etiquette in physical activities and are able to apply understanding and respect for individual differences when acting in a team environment. .
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2.6.1
The learner will be able to demonstrate etiquette and concern toward others. Example: Encourage a lesser skilled player to attempt a skill a second or third time after an unsuccessful attempt. .
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2.6.2
The learner will be able to enjoy participation in physical activities with a variety of partners. Example: Demonstrate independent and cooperative participation. .
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2.6.3
The learner will be able to demonstrate respect for others who are different from themselves. Example: Display consideration of others without regard to personal differences. .
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2.6.4
The learner will be able to display cooperation with others when resolving conflicts. Example: Demonstrate positive sportsmanship, encourage playmates, and do not dispute officials calls. .
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| Opportunities |
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Standard 7
The learner will be able to understand that physical activity provides the opportunity for enjoyment, challenge, self expression, and social interaction. Children exhibit positive feelings through the challenge of new activities and participation in old favorites. Students express their joy of participation in physical activities freely and with exuberance. Students will explore variations to learned activities so as to make them new and more stimulating. .
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2.7.1
The learner will be able to express feelings about participation in physical activity. Example: Accept the feelings resulting from challenges, successes, and failures in physical activity. .
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2.7.2
The learner will be able to accept the challenge of participation in new activities. Example: Attempt new activities willingly. .
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2.7.3
The learner will be able to engage in and enjoy independent and interactive (with others) physical activity Example: Choose to practice a new skill alone first and later with a partner.
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