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School City of Hobart |
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School City of Hobart Physical Education |
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Physical Education - Grade 1 |
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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 move using locomotor (run, walk, jump, gallop, etc.) and non-locomotor skills (bend, twist, turn, etc.). They move to rhythm, demonstrate balance, and have the ability to jump, climb, and roll. They manipulate objects in a variety of ways.
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| Strand |
Source |
| Movement |
IDOE |
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1.1.1
The learner will be able to
demonstrate the ability to perform locomotor (walk, run, traveling actions) and non-locomotor (bend, swing, movement in place) skills upon teacher request.
Example: Respond to imagery, such as waves on the seashore by using various non-locomotor movements like twisting, bending, or swaying.
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| Strand |
Source |
| Movement |
IDOE |
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1.1.2
The learner will be able to
perform basic balance skills alone, with a partner, or on various apparatus.
Example: Perform simple stunts like the stork stand or back-to-back partner sit.
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| Strand |
Source |
| Movement |
IDOE |
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1.1.3
The learner will be able to
manipulate a variety of objects (throw, catch, strike, kick) while moving or standing still, using variations in force/effort.
Example: Attempt throwing at various speeds, distances, and at targets. Catches medium sized objects in activities like Hot Potato.
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| Strand |
Source |
| Movement |
IDOE |
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1.1.4
The learner will be able to
perform basic rhythmic skills alone, with a partner, or within a group.
Example: Move creatively to even/uneven rhythms or to a variety of musical rhythms and styles using simple dance steps.
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| Strand |
Source |
| Movement |
IDOE |
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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.
Students are capable of distinguishing differences in tempo, force, and direction during movement.
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| Strand |
Source |
| Motor Skills |
IDOE |
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1.2.1
The learner will be able to
identify and uses a variety of relationships with objects such as directionality and laterality.
Example: Move in opposition or applies the concept of left/right as in the Hokey Pokey.
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| Strand |
Source |
| Motor Skills |
IDOE |
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1.2.2
The learner will be able to
identify the characteristics of mature locomotor (traveling actions), non-locomotor (movement in place), and manipulative (throw, catch, strike, swing, push, pull) skills Example: Circle pictures or state key indicators of correct form for the overhand throw.
| Strand |
Source |
| Motor Skills |
IDOE |
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1.2.3
The learner will be able to
explore variations in force/effort, pathways, or level and tempo.
Example: After discussing the concepts of straight, curve, zig-zag, etc. the student uses different locomotor (traveling actions) movements to move in those pathways at different levels and speeds.
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| Strand |
Source |
| Motor Skills |
IDOE |
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1.2.4
The learner will be able to
identify major body parts.
Example: Catch a scarf on a designated body part or point to the location of the heart.
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| Strand |
Source |
| Motor Skills |
IDOE |
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Standard 3
The learner will be able to
exhibit a physically active lifestyle.
Students begin to understand how being physically active contributes to their health and makes them feel and look better. They discuss their observations about the changes that physical activity makes in their own bodies. They explore various activities and discuss how the activities affected their health.
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| Strand |
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| Active lifestyle |
IDOE |
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1.3.1
The learner will be able to
participate in lifetime activities during physical education and recess..
Example: Participate in a twenty minute fitness walk (fast walk) during physical education class.d
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| Strand |
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| Active lifestyle |
IDOE |
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1.3.2
The learner will be able to
document the kinds of activities and the length of activities in which they participate.
Example: Record the amount of time they spend in physical activity and the kinds of activities they choose to do in their portfolios.
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| Strand |
Source |
| Active lifestyle |
IDOE |
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Standard 4
The learner will be able to
achieve and maintain a health-enhancing level of physical fitness.
In the first grade, students begin to understand the effects of physical activity on the body by observing physical changes such as increased heart rate, increased rate of respiration (breathing), and an increase in sweating during exercise. They participate in activities of various intensities and can describe the changes these activities produce within their bodies.
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| Strand |
Source |
| Physical fitness |
IDOE |
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1.4.1
The learner will be able to
demonstrate how increasing the intensity of activity will increase their heart rate.
Example: Participate in loco-motor (traveling actions) activities with the teacher controlling the intensity of the activity with commands - walk, skip, jog, run, etc. They cease activity after each level and feel the beating of their hearts. They are asked to describe the difference in the heart beats between each level.
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| Strand |
Source |
| Physical fitness |
IDOE |
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1.4.2
The learner will be able to
demonstrate an understanding of the effect of exercise on the muscles.
Example: Keep a weekly record of the number of curl-ups or crunches they can do in 1 minute. At the end of 6 weeks they compare the differences from their final trial and the first trial. Students explain why the difference occurred.
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| Strand |
Source |
| Physical fitness |
IDOE |
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1.4.3
The learner will be able to
identify various parts of the body that are affected by exercise.
Example: Move a particular body part on the command of the teacher.
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| Strand |
Source |
| Physical fitness |
IDOE |
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1.4.4
The learner will be able to
identify activities that increase cardiovascular (heart and lungs) endurance.
Example: Bring in pictures of individuals participating in activities that would enhance their cardiovascular endurance.
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| Strand |
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| Physical fitness |
IDOE |
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1.4.5
The learner will be able to
distinguish between activities that increase muscular strength (how much) and those that increase muscular endurance (how many times).
Example: Demonstrate an activity that requires muscular strength and another that requires muscular endurance. Students explain the difference between strength and endurance.
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| Strand |
Source |
| Physical fitness |
IDOE |
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1.4.6
The learner will be able to
demonstrate a stretch that will help increase the range of motion of a joint.
Example: Perform a sit and reach stretch to demonstrate how to stretch the hamstrings (muscles on the back of thigh) and low back.
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| Strand |
Source |
| Physical fitness |
IDOE |
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1.4.7
The learner will be able to
participate in the majority of class activities and attempts to maintain the intensity and duration necessary for improved fitness.
Example: Participate in locomotor (traveling actions) movements for a continuous period of time at an intensity that they feel is enough to cause their hearts to beat twice as fast as it does at rest.
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| Strand |
Source |
| Physical fitness |
IDOE |
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Standard 5
The learner will be able to
demonstrate responsible personal and social behavior in physical activity settings.
Students begin to learn and apply behaviors which demonstrate an understanding of rules and directions, safety practices, and working cooperatively with others.
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| Strand |
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| Responsible behavior |
IDOE |
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1.5.1
The learner will be able to
identify personal space and maintains activities in own space without interfering with others spaces Example: Participate in games and activities while avoiding contact with others or with stationery (non-moving) objects.
| Strand |
Source |
| Responsible behavior |
IDOE |
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1.5.2
The learner will be able to
demonstrate a willingness to work with other students toward a common goal.
Example: Participate with a partner or team in a game situation requiring problem solving skills.
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| Strand |
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| Responsible behavior |
IDOE |
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1.5.3
The learner will be able to
follow rules and directions for all activities.
Example: Participate in activities such as Simon Says.
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| Strand |
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| Responsible behavior |
IDOE |
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1.5.4
The learner will be able to
identify personal goals for physical activities.
Example: Set goals for achieving a specific level of fitness, i.e. # of crunches (modified sit-ups) completed in 2 minutes.
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| Strand |
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| Responsible behavior |
IDOE |
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1.5.5
The learner will be able to
accept responsibility for own class participation.
Example: Assist teacher with setting up gymnasium for activity.
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| Strand |
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| Responsible behavior |
IDOE |
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1.5.6
The learner will be able to
accept constructive criticism from teacher and classmates.
Example: Allow a partner to critique a throwing skill in order to improve performance in distance or accuracy.
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| Strand |
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| Responsible behavior |
IDOE |
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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.
First grade students begin to grow from a more egocentric(thinking with the view that one's self is the center) perspective to one in which relationships become more central. Participation in activities requiring cooperative play can enhance the promotion of positive interpersonal relations such as, sharing, cooperation, and courtesy. Students identify these positive relations and can use these relations in problem solving activities.
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| Strand |
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| Understanding and respect |
IDOE |
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1.6.1
The learner will be able to
demonstrate a willingness to help a fellow student who has difficulty completing a skill.
Example: Offer to demonstrate a skill to a student who is unable to do the skill.t
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| Strand |
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| Understanding and respect |
IDOE |
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1.6.2
The learner will be able to
develop an appreciation for individual physical differences.
Example: Participate in constructive peer assessment activities.
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| Strand |
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| Understanding and respect |
IDOE |
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1.6.3
The learner will be able to
choose to participate in activities with partners of varying abilities.
Example: Participate in a rhythm unit with a different partner for each activity.
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| Strand |
Source |
| Understanding and respect |
IDOE |
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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.
Students engage in activities that bring them joy and an opportunity for self expression and social interaction. They begin to understand their own abilities and seek activities that will improve their skills.
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| Strand |
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| Opportunities |
IDOE |
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1.7.1
The learner will be able to
select activities that are difficult to accomplish.
Example: In a cooperative team activity, the student chooses to perform the most difficult task for the team.
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| Strand |
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| Opportunities |
IDOE |
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1.7.2
The learner will be able to
set short term goals that will require practice and work to achieve.
Example: Participate in self-testing activities.
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| Strand |
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| Opportunities |
IDOE |
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1.7.3
The learner will be able to
demonstrate creativity in an activity setting.
Example: Create a unique dance, utilizing appropriate locomotor (traveling actions) skills to match with the tempo (rate or speed) of a song.
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| Strand |
Source |
| Opportunities |
IDOE |
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1.7.4
The learner will be able to
identify personal feelings when participating in physical activities.
Example: Draw a picture representing how they feel when participating in a certain physical activity. Compare these feelings to those of classmates for the same activity.
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| Strand |
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| Opportunities |
IDOE |
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