Next Generation Sunshine State Standards: Physical Education
Next GenerationSunshine StateStandards:Physical Education(Revised 2013)
Next Generation Sunshine State Standards for Physical EducationGrade K:Strand M: Movement Competency .1Strand C: Cognitive Abilities.4Strand L: Lifetime Fitness .7Strand R: Responsible Behaviors and Values.10Grade 1:Strand M: Movement Competency .1Strand C: Cognitive Abilities.4Strand L: Lifetime Fitness .7Strand R: Responsible Behaviors and Values.10Grade 2:Strand M: Movement Competency .1Strand C: Cognitive Abilities.4Strand L: Lifetime Fitness .7Strand R: Responsible Behaviors and Values.10Grade 3:Strand M: Movement Competency .2Strand C: Cognitive Abilities.5Strand L: Lifetime Fitness .8Strand R: Responsible Behaviors and Values.11Grade 4:Strand M: Movement Competency .2Strand C: Cognitive Abilities.5Strand L: Lifetime Fitness .8Strand R: Responsible Behaviors and Values.11Grade 5:Strand M: Movement Competency .2Strand C: Cognitive Abilities.5Strand L: Lifetime Fitness .8Strand R: Responsible Behaviors and Values.11Grade 6:Strand M: Movement Competency .13Strand C: Cognitive Abilities.16Strand L: Lifetime Fitness .20Strand R: Responsible Behaviors and Values.22
Grade 7:Strand M: Movement Competency .13Strand C: Cognitive Abilities.17Strand L: Lifetime Fitness .20Strand R: Responsible Behaviors and Values.23Grade 8:Strand M: Movement Competency .14Strand C: Cognitive Abilities.18Strand L: Lifetime Fitness .20Strand R: Responsible Behaviors and Values.23Grades 9-12:Strand M: Movement Competency .14Strand C: Cognitive Abilities.18Strand L: Lifetime Fitness .21Strand R: Responsible Behaviors and Values.23FLORIDA DEPARTMENT OF EDUCATION
Next Generation Sunshine State Standards for Physical Education: Grades K-5Strand M: Movement CompetencyStandard 1: Demonstrate competency in many, and proficiency in a few, movement forms from a variety of categories.KindergartenGrade 1Grade 2LocomotorSkillsStriking withBody PartsStriking withImplementsStriking PE.K.M.1.1 Use a variety of locomotor skills totravel in personal and general space.Some examples of locomotor skills are running,galloping and skipping.PE.K.M.1.2 Strike objects using body partsforcefully.An example is kicking a soccer ball with yourfoot.PE.K.M.1.3 Balance a lightweight object on apaddle/racket while moving.PE.K.M.1.4 Strike an object forcefully using amodified, long-handled implement of varioussizes, weights and compositions.Some examples of modified, developmentallyappropriate long-handled implements are bats,hockey sticks and golf clubs.PE.K.M.1.5 Use two hands to bounce and catcha large playground ball.PE.1.M.1.1 Travel using various locomotor skillswhile changing directions, pathways and speeds.PE.2.M.1.1 Perform locomotor skills with proficiencyin a variety of activity settings to includerhythms/dance.PE.1.M.1.2 Strike an object upward using bodyparts.An example is using different body parts to strike aballoon or beach ball upward.PE.1.M.1.3 Strike a lightweight object upwardcontinuously using a paddle/racket.PE.1.M.1.4 Strike a stationary object a short distanceusing a modified, long-handled implement so thatthe object travels in the intended direction.Some examples of modified, developmentallyappropriate, long-handled implements are bats,hockey sticks and golf clubs.PE.1.M.1.5 Dribble an object with hands or feetwhile demonstrating control in general space.PE.K.M.1.6 Participate in a variety ofintroductory water skills.Some examples of introductory water skills arewater entry, putting face in water andsupported with feet off the bottom.PE.K.M.1.7 Catch a variety of self-tossedobjects.PE.1.M.1.6 Demonstrate a variety of basic waterskills.Some examples of basic water skills are prone floatand recover, back float with assistance and moveforward and backward with assistance.PE.1.M.1.7 Move in different directions to catch avariety of self-tossed objects.PE.K.M.1.8 Roll and throw a variety of objectsusing an underhand motion.PE.1.M.1.8 Demonstrate an underhand-throwingmotion for accuracy using correct technique.PE.2.M.1.2 Strike an object continuously using bodyparts both upward and downward.An example of striking an object downward isdribbling a basketball.PE.2.M.1.3 Strike an object continuously using apaddle/racket both upward and downward.PE.2.M.1.4 Strike a stationary object a short distanceusing a long-handled implement so that the objecttravels in the intended direction.Some examples of developmentally-appropriate,long-handled implements are bats, hockey sticks andgolf clubs.PE.2.M.1.5 Dribble with hands and feet in variouspathways, directions and speeds around stationaryobjects.PE.2.M.1.6 Perform a variety of fundamental aquaticsskills.Some examples of fundamental aquatics skills areprone float with flutter kick and back float recover toa standing position.PE.2.M.1.7 Move in different directions to catch avariety of objects softly tossed by a stationarypartner.PE.2.M.1.8 Demonstrate an overhand-throwingmotion for distance demonstrating correct techniqueand accuracy.PE.K.M.1.9 Throw a variety of objects forcefullyusing an overhand motion.PE.1.M.1.9 Demonstrate an overhand-throwingmotion for distance using correct technique.ThrowingRemarks and examples are shown in italics below the benchmarks when appropriate.Not measured at this grade level.Page 1
EducationalDancePE.K.M.1.10 Perform a creative-movementsequence with a clear beginning balance, atleast one movement and a clear ending shape.PE.K.M.1.11 Balance on a variety of body parts.EducationalGymnasticsChasing,Fleeing andDodgingJumping andLandingPE.K.M.1.12 Perform a variety of rolling actions.Some examples of rolling actions are pencil rolland forward roll.PE.K.M.1.13 Move in a variety of ways inrelation to others.Some examples of this are chasing, fleeing anddodging.Not measured at this grade level.PE.1.M.1.10 Perform a self-designed creativemovement/dance sequence with a clear beginningbalance, use of one movement and a different andclear ending shape.PE.1.M.1.11 Demonstrate a sequence of a balance, aroll and a different balance.PE.1.M.1.12 Demonstrate the ability to take weightonto hands.Some developmentally appropriate examples aredonkey kicks and hand stands.PE.1.M.1.13 Chase, flee and dodge to avoid or catchothers.PE.1.M.1.14 Use a variety of takeoff and landingpatterns to jump, hop and leap safely in relation tovarious types of equipment.Some examples of equipment are hoops, stationaryropes and boxes.PE.2.M.1.9 Perform one folk or line dance accurately.An example of a line dance is the Electric Slide.PE.2.M.1.10 Demonstrate a sequence of a balance, aroll and a different balance with correct techniqueand smooth transitions.PE.2.M.1.11 Perform at least one skill that requiresthe transfer of weight to hands.Some developmentally appropriate examples arehand stands and cartwheels.PE.2.M.1.12 Chase, flee and dodge to avoid or catchothers while maneuvering around obstacles.Not measured at this grade level.Strand M: Movement CompetencyStandard 1: Demonstrate competency in many, and proficiency in a few, movement forms from a variety of categories.Grade 3Grade 4Grade 5LocomotorSkillsStriking withBody PartsPE.3.M.1.1 Apply locomotor skills in a variety ofmovement settings.Some examples of movement settings aresequences, dances and games.PE.3.M.1.2 Strike a stationary object from astationary position using body parts so that theobject travels in the intended direction at thedesired height.Some examples of striking activities arevolleying, kicking and punting.PE.4.M.1.1 Apply movement concepts to theperformance of locomotor skills in a variety ofmovement settings.Some examples of movement settings aresequences, dances and games. Some examples ofmovement concepts are directions, effort andrelationships.PE.4.M.1.2 Strike a moving object using body partsso that the object travels in the intended directionat the desired height.Some examples of activities to apply this arevolleying, kicking and punting.Remarks and examples are shown in italics below the benchmarks when appropriate.PE.5.M.1.1 Apply locomotor skills in a variety ofmovement settings, while applying the appropriatemovement concepts as the situation demands.Some examples of movement settings are sequences,dances and games. Some examples of movementconcepts are directions, effort and relationships.PE.5.M.1.2 Approach and strike a moving object withbody parts so that the object travels in the intendeddirection at the desired height using correcttechnique.Some examples of activities to apply this arevolleying, kicking and punting.Page 2
Striking withImplementsStriking withLongHandledImplementsPE.3.M.1.3 Strike an object using apaddle/racquet demonstrating correcttechnique of a forehand pattern.PE.3.M.1.4 Strike both moving and stationaryobjects using a long-handled implement.Some examples of developmentally-appropriatelong-handled implements are bats, hockey sticksand golf clubs.PE.3.M.1.5 Maintain control while dribblingwith hands or feet against a defender.PE.4.M.1.3 Strike an object continuously using apaddle/racquet demonstrating correct techniqueof a forehand pattern.Some examples of ways to strike continuously areagainst a wall and a partner-fed toss.PE.4.M.1.4 Strike moving and/or stationary objectswith long-handled implements using correcttechnique so the objects travel in the intendeddirection.Some examples of long-handled implements aregolf clubs, bats and hockey sticks.PE.4.M.1.5 Dribble and pass to a moving 3 Strike an object continuously with apartner using a paddle/racquet demonstratingcorrect technique of a forehand pattern.PE.5.M.1.4 Strike moving and/or stationary objectswith long-handled implements so the objects travelin the intended direction at the desired height usingcorrect technique.Some examples of long-handled implements are golfclubs, bats and hockey sticks.PE.5.M.1.5 Apply dribbling skills in modified games,focusing on offensive strategies.Some examples of offensive strategies are fakes,stopping and starting, changing directions andchanging speeds.PE.5.M.1.6 Demonstrate proficiency in one or moreswim strokes.Some examples of swim strokes are front crawl,backstroke, breaststroke, sidestroke and butterfly.PE.3.M.1.6 Demonstrate a combination of basicswim skills.Some examples of basic swim skills are proneand back float with flutter kick, alternating armmovements and treading water.PE.3.M.1.7 Move in different directions to catchobjects of different sizes and weights thrown bya stationary partner.PE.3.M.1.8 Throw balls of various sizes andweights to a stationary partner using a correctoverhand motion.PE.4.M.1.6 Perform a variety of swim strokes.Some examples of swim strokes are front crawl,backstroke, elementary back stroke and modifiedbreaststroke.PE.4.M.1.7 Move in different directions to catchobjects of different sizes and weights thrown by astationary partner from varying distances.PE.4.M.1.8 Throw balls of various sizes and weightsto a stationary partner from varying distances usinga correct overhand motion.PE.5.M.1.7 Catch a variety of objects while travelingand being defended.PE.3.M.1.9 Perform a teacher-designedsequence using manipulatives.Some examples of sequences usingmanipulatives are tinikling poles, lummi sticksand jump ropes.PE.4.M.1.9 Perform a teacher-designed sequence,with or without manipulatives, whiledemonstrating balance, coordination, clear shapes,purposeful movements and smooth transitions.Some examples of sequences are rhythm,movement and dance. Some examples ofmanipulatives are tinikling poles, lummi sticks andjump ropes.PE.5.M.1.9 Perform a self-designed sequence, with orwithout manipulatives, while demonstrating balance,coordination, clear shapes, purposeful movementsand smooth transitions.Some examples of sequences are rhythm, movementand dance. Some examples of manipulatives aretinikling poles, lummi sticks and jump ropes.PE.3.M.1.10 Perform one dance accurately.Some examples of dances are square, contra,step and social.PE.4.M.1.10 Perform two or more dancesaccurately.Some examples of dances are line, square, contra,folk, step and social.PE.5.M.1.10 Perform a variety of dances accurately.Some examples of dances are line, square, contra,folk, step and social.EducationalDanceRemarks and examples are shown in italics below the benchmarks when appropriate.PE.5.M.1.8 Throw a leading pass overhand to amoving partner using a variety of objects.Page 3
EducationalGymnasticsChasing,Fleeing andDodgingJumping andLandingPE.3.M.1.11 Perform a self-designed gymnasticssequence consisting of clear beginning andending balances and two different movementelements with correct technique and smoothtransitions.Some examples of movement elements arebalances, rolling actions, changes in speed/direction and skills requiring weight on hands.PE.4.M.1.11 Perform a self-designed gymnasticssequence consisting of clear beginning and endingbalances and three different movement elementswith correct technique and smooth transitions.Some examples of movement elements arebalances, rolling actions, changes in speed/direction and skills requiring weight on hands.PE.5.M.1.11 Perform a self-designed gymnasticssequence consisting of clear beginning and endingbalances and four different movement elements withcorrect technique and smooth transitions.Some examples of movement elements are balances,rolling actions, changes in speed/direction and skillsrequiring weight on hands.Not measured at this grade level.Not measured at this grade level.Not measured at this grade level.PE.4.M.1.12 Run and hurdle a succession of low- tomedium-level obstacles.Not measured at this grade level.PE.3.M.1.12 Continuously jump a self-turnedrope.Strand C: Cognitive AbilitiesStandard 2: Identify, analyze and evaluate movement concepts, mechanical principles, safety considerations and strategies/tactics regarding movementperformance in a variety of physical activities.KindergartenGrade 1Grade 2LocomotorSkillsSafetyTechnologyAquaticsPE.K.C.2.1 Recognize locomotor skills.Some examples of locomotor skills are walking,running, skipping, leaping, hopping, jumping andgalloping.PE.K.C.2.2 Recognize physical activities havesafety rules and procedures.An example would be to put equipment awaywhen not in use in order to keep the physicalactivity area safe.PE.K.C.2.3 Recognize technology can be utilizedduring physical activity.Some examples of developmentally-appropriatetechnology for students to recognize are stopwatches, pedometers and scales.PE.K.C.2.4 Recognize there are deep and shallowareas of a pool, and identify the dangers ofentering a body of water without supervision.An example of a danger is entering the waterwhen there is not an adult present.PE.1.C.2.1 Identify the critical elements oflocomotor skills.Some examples of critical elements of locomotorskills are step-hop for skipping and use of one footfor hopping.PE.1.C.2.2 Identify safety rules and procedures forteacher-selected physical activities.An example of a safety procedure is havingstudents stand a safe distance away from a studentswinging a bat during striking activities.PE.1.C.2.3 Identify technology that can be utilizedto enhance physical activity.Some examples of developmentally-appropriatetechnology for students to identify are stopwatches, pedometers and scales.PE.1.C.2.4 Identify the rules for safe wateractivities, and recognize the importance of having alifeguard near water or in a swimming facility.An example of a rule for safe water activity wouldbe the use of a life jacket.Remarks and examples are shown in italics below the benchmarks when appropriate.PE.2.C.2.1 Describe the critical elements oflocomotor skills.An example of a critical element of jumping isbeginning and ending on two feet.PE.2.C.2.2 Identify safety rules and procedures forselected physical activities.An example of a safety procedure is having studentsstand a safe distance away from a student swinging abat during striking activities.PE.2.C.2.3 Utilize technology to enhance experiencesin physical education
PE.1.M.1.6 Demonstrate a variety of basic water skills. ba ic skills p on flo and recover, back float with assistance and move forward and backward with assistance. PE.2.M.1.6 Perform a variety of fundamental aquatics skills. Som examp l sof fundament aaquatic skills r prone float with flutter kick and back float recover to a standing position.
The Sunshine State Standards were first approved by the State Board of Education in 1996 as a means of identifying academic expectations for student achievement in Florida. The Next Generation Sunshine State Standards (NGSSS) for Social Studies were approved by the State Board of Education in December 2008.
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Generation Sunshine State Standards for Social Studies with just minor adjustments. An online public comment period was held from January 31 – March 3, 2014, for . SS.2.G.1.2 Using maps and globes, locat
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