South Dakota Physical Education Standards And Grade-level .
South Dakota Physical Education Standardsand Grade-level Outcomes for K-12 Physical Education(Revised February 2014)The South Dakota Physical Education Standards and Grade-level Outcomes for K-12 PhysicalEducation document was developed with permission from the American Alliance for Health,Physical Education, Recreation and Dance to modify and reprint material from the NationalStandards and Grade-level Outcomes for K-12 Physical Education (2013) Reston, VA: Author.AcknowledgementsThe creation of this document would not have been possible without the support and efforts ofmany individuals. A special thank you is extended to: Teri Bauer - 6-8 Physical Education and Health Teacher, Rapid City Area Schools Tina Birgen - High School Health and Physical Education Teacher, Aberdeen SchoolDistrict Laura Bonsness - Physical Therapist, Rapid City Area Schools Michele Davis - Learning Specialist, Technology and Innovation in Education, Rapid City Brock Enderson - K-5 Elementary Physical Education Teacher, Hamlin Education Center Holly Evans - K-6 Elementary Physical Education Teacher, Chamberlain School District Jonel Geske - High School Physical Education Teacher, Rapid City Area Schools Paula Gordon - Jr. K-5 Elementary Physical Education Teacher, Brandon Valley Schools Karen Keyser - Health and Physical Education Specialist, South Dakota Department ofEducation Kelly Knutson - K-5 Elementary Physical Education Teacher, Beresford School District Bailey Kowalski - Learning Specialist, Technology and Innovation in Education, Rapid City1
Acknowledgements, cont. Kim Kuefler - K-6 Elementary Physical Education Teacher, St. Francis Indian School Tim Leibel - K-3 Elementary Physical Education Teacher, Todd County School District Marty Morlock - K-12 Physical Education Teacher, Frederick Area School District Dr. Tracy Nelson - Physical Education Teacher Education Lecturer, South Dakota StateUniversity, Brookings Jacob Pettengill - Middle School/High School Physical Education Teacher, Sioux FallsChristian Schools Tari Phares - K-5 Elementary Physical Education Teacher, Rapid City Area Schools Nikki Prosch - Health and Physical Activity Field Specialist, SDSU Extension/South DakotaDepartment of Health Leonard Schroeder, K-12 Principal, Canistota School District Dr. Betsy Silva - Professor of Physical Education Teacher Education, Black Hills StateUniversity, Spearfish Shannon Tjaden - K-4 Elementary Physical Education Teacher, Dell Rapids Public Schools Stephen Vernon - K-5 Elementary Physical Education Teacher, Rapid City Area Schools LeAnn Vette, 6-8 Physical Education and Health Teacher, Spearfish Middle School Jennifer Vis, Adapted Physical Education Teacher, Children’s Care, Sioux Falls Tracy Lahr Wolf, NBCT Physical Education Teacher, Nemo, SD Shelly Wolfe - High School Physical Education Teacher, Rapid City Area Schools2
IntroductionDeveloping Standards for Educational ExcellenceBackground: National Physical Education StandardsIn August 2011, the National Association for Sport and Physical Education (NASPE) established anational task force to begin work on a curriculum framework for physical education based onthe national k-12 physical education standards. Because the national k-12 physical educationstandards were up for review on NASPE’s periodic review cycle, the task force was also chargedwith leading the national k-12 physical education standards review and revision.The task force spent a great deal of time reviewing the literature and examining curriculumframeworks from other countries, states and content areas. The task force used this researchto inform revisions to the national k-12 physical education standards and to develop grade-leveloutcomes for curriculum framework. Key findings from the literature include: Several factors influence levels of student engagement, including perceivedcompetence, activity choice, and cognitive demand of the task.Motor skill competency is the underlying mechanism that promotes engagement inphysical activity and adequate health-related fitness through adulthood.Intrinsic motivation is increased if students can choose the activity (autonomy) masterthe activity (competency) and participate in a supportive environment (relatedness).Competitive, full-sided games appeal mainly to boys and highly skilled girls, otherstudents are often passive participants.After age 14, there is a significant decline in physical activity for all students,particularly for girls.As a result of these findings, the task force developed grade-level outcomes that will lead tocompetency, particularly in fundamental motor skills; address the needs of less skilled studentsthrough a mastery-oriented environment, and that de-emphasize full-sided games andcompetitive activities. In addition, the national task force sought to ensure that: the standards reflect the content we teach and what we expect students to learn;the standards and grade-level outcomes are measureable;the standards parallel common core standards language/structure;materials are produced in formats the serve practitioners effectively.3
After being subjected to several member reviews (May 2012, November 2012, and February2013) as well as targeted reviews by groups with specific expertise in physical education, the(new) National Physical Education Standards and Grade-level Outcomes for K-12 PhysicalEducation were released in 2013.Background: South Dakota K-12 Physical Education StandardsThe last review of the South Dakota K-12 Physical Education Standards (SDPES) was conductedin 2000 with the development of the South Dakota Physical Education Course Standards forHigh School Graduation to follow in 2006.Following NASPE’s lead, in 2014 the SDPES were reviewed and revised using the newly releasedNational Physical Education Standards and Grade-level Outcomes for K-12 Physical EducationStandards as a model.The School Health program in the South Dakota Department of Education lead the review andrevision process, which included the selection of committee members, to develop the SDPES.The SDPES committee consisted of teachers from elementary through post-secondary levels aswell as individuals from outside agencies with an interest in physical activity and fitness.The SDPES, which were approved by the South Dakota State Board of Education in, include student outcomes (what students should know and be able to do) ineach grade from kindergarten through grades 8, and for two grade levels at high school. Thestandards reflect the following ideas:Elementary Level – the focus is on fundamental motor skills as the foundation formovement competency.Middle School Level - the focus is on application of fundamental motor skills andimproving the balance of activities to retain interest of all students.High School Level – the focus is on fitness/wellness, lifetime activities and personalchoice.While the standards identify what knowledge and skills students should know and be able todo, they leave precisely how this is to be accomplished to teachers and other local specialistwho formulate, deliver, and evaluate curricula. The SDPES are designed to providea framework for curriculum, instruction, and assessment practices.The revision of the SDPES makes a number of important contributions to the potential for thedelivery of improved physical education across the state. Implementation of the SDPES with a4
commitment to providing qualified teachers, adequate instructional time, and increasedlinkages to other school curricular areas significantly increases the likelihood that schools willprovide high-quality physical education instruction to all young people.The Goal of Physical EducationThe goal of physical education is to develop physically literate individuals who have theknowledge, health and skill related fitness, and confidence to enjoy a lifetime of healthfulphysical activity. A physically literate individual is someone who exhibits responsible personaland social behaviors that respects self, others, and environment.To pursue a lifetime of healthful physical activity, a physically literate individual: has learned the skills necessary to participate in a variety of physical activities; knows the implications of and the benefits from involvement in various typesof physical activities; participates regularly in physical activity; is physically fit; values physical activity and its contributions to a healthful lifestyle.The South Dakota K-12 Physical Education StandardsThe SDPES standards broadly and collectively articulate what students should know and be ableto do to become a physically literate individual. The SDPES are:Standard 1: The physically literate individual demonstrates proficiency in a variety of motorskills and movement patterns.Standard 2: The physically literate individual applies knowledge of concepts, principles,strategies, and tactics to enhance movement and performance.Standard 3: The physically literate individual demonstrates the knowledge and skills to achieveand maintain a health-enhancing level of physical activity and fitness.Standard 4: The physically literate individual exhibits responsible personal and social behaviorthat respects self, others, and environment.Standard 5: The physically literate individual recognizes the value of physical activity for health,enjoyment, challenge, self-expression, employment opportunities, and social interaction.5
Organization of the South Dakota K-12 Physical Education Standards DocumentThe SDPES document displays each standard and its supporting information as follows: by grade spans; with the each of the 5 physical education standards listed; and a chart/grid listing the grade-level outcomes for each of the 5 physical educationstandards in that grade span.The Grade SpansThe SDPES include student outcomes (what students should know and be able to do) for thefollowing grade spans: Kindergarten through grade 5; Grades 6 through 8; and Two levels at high school.Guide to the Number and Symbol SystemThe Standards are coded to cross-reference the Grade Span, the Performance Indicator, andthe Grade Level.Example: S1.E12.4Combines traveling with balance and weight transfers to create a gymnastics sequence withand without equipment/apparatus.SStandard1Grade SpanE12Performance Outcome4Grade Level6
Elementary School Outcomes (K – Grade 5)By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in rhythmic activity/dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibitacceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle.**Swimming skills and water safety activities should be taught if facilities permit.Standard 1KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5The physically literate individual demonstrates proficiency in a variety of motor skills and movement patterns.S1.E1SD ppingLeapingPerformslocomotor skills(hopping,galloping, running,sliding, skipping)while maintainingbalance.(S1.E1.K)Hops, gallops, runsand slides using amature pattern.(S1.E1.1)Skips using amature pattern.(S1.E1.2)Leaps using a maturepattern.(S1.E1.3)Uses variouslocomotor skillsin a variety ofsmall-sidedpractice tasks,dance stratesmature patterns oflocomotor skills indynamic smallsided practicetasks, gymnasticsand dance.(S1.E1.5a)Combineslocomotor andmanipulative skillsin a variety 1.5b)Combines travelingwith manipulativeskills for executionto a target (e.g.,scoring in soccer,hockey andbasketball).(S1.E1.5c)7
Standard 1KindergartenGrade 1S1.E2Grade 2Runs with amature pattern.(S1.E2.2a)SD RevisedLocomotorTravels showingdifferentiationbetween joggingand sprinting.(S1.E2.2b)Running:Jog vs SprintS1.E3LocomotorJumping s withbalance.(S1.E3.K)S1.E4LocomotorJumping DancePerformslocomotor skills inresponse toteacher-ledcreative rhythmicactivity/dance.(S1.E5.K)Demonstrates twoof the five criticalelements forjumping andlanding in ahorizontal planeusing two-foottake-offs andlandings.(S1.E3.1)Grade 3Grade 4Grade 5Travels showingdifferentiationbetween sprinting andrunning.(S1.E2.3)Runs fordistance using amature pattern.(S1.E2.4)Uses appropriatepacing for a varietyof runningdistances.(S1.E2.5)Jumps and lands inthe horizontal andvertical planes usinga mature pattern.(S1.E3.3)Demonstrates twoof the five criticalelements forjumping andlanding in a verticalplane.(S1.E4.1)Demonstrates fourof the five criticalelements forjumping andlanding in ahorizontal planeusing a variety ofone- and two-foottake-offs andlandings. Two feetmust be used ineither take-off orlanding.(S1.E3.2)Demonstrates fourof the five criticalelements forjumping andlanding in a verticalplane.(S1.E4.2)Combineslocomotor andnon-locomotorskills in a teacherdesigned rhythmicactivity/dance.(S1.E5.1)Performs ateacher/studentdesigned rhythmicactivity/dance withcorrect response tosimple rhythms.(S1.E5.2)Performs teacherselected anddevelopmentallyappropriate rhythmicactivity/dance stepsand movementpatterns. (S1.E5.3)Uses springand-step takeoffs andlandingsspecific terns anddance steps tocreate andperform anoriginal rhythmicactivity/dance.(S1.E5.4)Combines jumpingand landingpatterns withlocomotors andmanipulative skillsin dance,gymnastics E3.5)Combineslocomotor skills incultural as well ascreative dances(self and group)with correct rhythmand pattern.(S1.E5.5)8
Standard 1KindergartenGrade 1Grade ility)Maintainsmomentarystillness ondifferent bases ofsupport.(S1.E7.Ka)Maintains stillnesson different basesof support withdifferent bodyshapes.(S1.E7.1)Balances in aninverted position*with stillness andsupportive base.(S1.E7.2b)BalanceForms wide,narrow, curled andtwisted WeightTransferBalances ondifferent bases ofsupport, combininglevels and shapes.(S1.E7.2a)Transfers weightfrom one body partto another in selfspace in danceand gymnasticsenvironments.(S1.E8.1)Transfers weightfrom feet todifferent bodyparts/bases ofsupport forbalances and/ortravel.* (S1.E8.2)Grade 3Grade 4Grade 5Performs a sequenceof locomotor skills,transitioning from oneskill to straveling withmanipulativeskills ofdribbling,throwing,catching andstriking inteacher- and/orstudentdesigned smallsided practicetasks.(S1.E6.4)Combines travelingwith manipulativeskills of dribbling,throwing, catchingand striking inteacher- and/orstudent-designedsmall-sidedpractice tasks atvarious speeds.(S1.E6.5)Balances on differentbases of support,demonstratingmuscle tension andextensions of freebody parts.(S1.E7.3)Balances ondifferent basesof support onapparatus,demonstratinglevels andshapes.(S1.E7.4)Combines balanceand transferringweight in agymnasticssequence or dancewith a partner.(S1.E7.5)Transfers weight fromfeet to hands formomentary weightsupport.(S1.E8.3)Transfersweight from feetto handsvarying speedand using largeextensions(e.g., mule kick,handstand,1cartwheel).(S1.E8.4)Transfers weight ingymnastics anddanceenvironments.(S1.E8.5)9
Standard 1S1.E9Nonlocomotor*(Stability)KindergartenGrade 1Nonlocomotor*(Stability)Grade 3Grade 4Grade 5Rolls sideways ina narrow bodyshape.(S1.E9.K)Rolls with either anarrow or curledbody shape.(S1.E9.1)Rolls in differentdirections witheither a narrow orcurled body shapeand regainsvertical posture.(S1.E9.2)Contrasts theactions of curlingand stretching.(S1.E10.K)Demonstratestwisting, curling,bending andstretching actions.(S1.E10.1)Differentiatesamong twisting,curling, bendingand stretchingactions.(S1.E10.2)Moves into and out ofgymnastics balanceswith curling, twistingand stretchingactions.(S1.E10.3)Moves into andout of balanceson apparatuswith curling,twisting andstretchingactions.(S1.E10.4)Performs curling,twisting andstretching actionswith correctapplication indance, gymnasticsand .5)Combinesbalances andtransfers into athree-partsequence (e.g.,dance,gymnastics).(S1.E11.2)Combines locomotorskills and movementconcepts (levels,shapes, extensions,pathways, force, time,flow) to create andperform a dance.(S1.E11.3)Combineslocomotors andmovementconcepts(levels, shapes,extensions,pathways, force,time, flow) tocreate andperform a dancewith a partner.(S1.E11.4)Combineslocomotor skillsand movementconcepts (levels,shapes,extensions,pathways, force,time, flow) tocreate and performa dance with agroup.(S1.E11.5)WeightTransfer,RollingS1.E10Grade 2Curling andStretching;Twisting andBendingS1.E11NonlocomotorCombinations10
Standard 1KindergartenGrade 1Grade 2S1.E12SD RevisedNonlocomotorBalance andWeightTransfersS1.E13SD RevisedManipulativeUnderhandThrowThrows underhandwith opposite g twoof the five criticalelements of amature pattern.(S1.E13.1)Throws underhandusing a maturepattern.(S1.E13.2)Grade 3Grade 4Grade 5Combines balanceand weight transferswith movementconcepts to createand perform amovement pattern.(S1.E12.3)Combinestraveling withbalance andweight transfersto create amovementsequence withand withoutequipment/apparatus.(S1.E12.4)Combines actions,balances andweight transfers tocreate a movementsequence with apartner onequipment/apparatus.(S1.E12.5)Throws underhand toa partner or targetwith reasonableaccuracy.(S1.E13.3)Throwsunderhand to apartner or targetwith reasonableforce andaccuracy.(S1.E13.3)Throws(underhand andoverhand) using amature pattern innon-dynamicenvironments, withdifferent sizes andtypes of objects.(S1.E13.5a)Throws (bothunderhand andoverhand) to alarge target withaccuracy.(S1.E13.5b)11
Standard 1S1.E14SD Passing WithHandsKindergartenGrade 1Grade 2Grade 3Grade 4Throws overhanddemonstrating twoof the five criticalelements of amature pattern.(S1.E14.2)Throws overhand,demonstrating threeof the five criticalelements of a maturepattern, in nondynamicenvironments, fordistance and/or force.(S1.E14.3)Throwsoverhand usinga maturepattern in nondynamicenvironments.(S1.E14.4a)Grade 5Throwsoverhand to apartner or at atarget withaccuracy at areasonabledistance.(S1.E14.4b)Throws to amoving partnerwith reasonableaccuracy in anon-dynamicenvironment.(S1.E15.4)Throws withaccuracy, bothpartners moving.(S1.E15.5a)Throws withreasonableaccuracy indynamic, smallsided practicetasks.(S1.E15.5b)12
Standard 1S1.E16SD RevisedManipulativeCatchingKindergartenDrops a ball andcatches* it beforeit bounces twice.(S1.E16.Ka)Catches a largeball tossed by askilled thrower.(S1.E16.Kb)*K and 1 catchincludescradling/trappingGrade 1Catches* a softobject from a selftoss before itbounces.(S1.E16.1a)Catches varioussizes of balls selftossed/tossed by askilled thrower.(S1.E16.1b)Grade 2Grade 3Grade 4Grade 5Catches a selftossed or wellthrown large ballwith hands, nottrapping or cradlingagainst the body.(S1.E16.2)Catches a gentlytossed hand-sizedball from a partner,demonstrating four ofthe five criticalelements of a maturepattern.(S1.E16.3)Catches athrown ballabove the head,at chest/waistlevel and belowthe waist usinga maturepattern in a nondynamicenvironment.(S1.E16.4)Catches a battedball above thehead, atchest/waist leveland along theground using amature pattern in anon-dynamicenvironment.(S1.E16.5a)*K1 catch includescradling/trappingCatches withreasonable one-onone practice tasks.(S1.E16.5b)Catches withconsistent controlwith both partnersmoving.Consistency indynamic, small-sidedpractice tasks.(S1.E16.5c)S1.E17SD RevisedManipulativeDribbling/BallControl WithHandsDribbles a ballwith one hand,attempting thesecond contact.(S1.E17.K)Dribblescontinuously inself-space usingthe dominant hand.(S1.E17.1)Dribbles in selfspace withdominant handdemonstrating amature pattern.(S1.E17.2a)Dribbles using thedominant handwhile walking ingeneral space.(S1.E17.2b)Dribbles and travelsin general space atslow to moderatejogging speed withcontrol of ball andbody.(S1.E17.3)Dribbles in selfspace with boththe dominantand the nondominant handusing a maturepattern.(S1.E17.4a)Combines handdribbling with otherskills duringmoving.(S1.E17.5)Dribbles ingeneral spacewith control ofball and bodywhile increasingand decreasingspeed.(S1.E17.4b)13
Standard 1S1.E18ManipulativeDribbling/BallControl WithFeetS1.E19ManipulativePassing andReceivingWith FeetKindergartenTaps a ball usingthe inside of thefoot, sending itforward.(S1.E18.K)Grade 1Taps/dribbles aball using theinside of the footwhile walking ingeneral space.(S1.E18.1)Grade 2Dribbles with thefeet in generalspace with controlof ball and body.(S1.E18.2)Grade 3Grade 4Grade 5Dribbles with the feetin general space atslow to moderatejogging speed withcontrol of ball andbody.(S1.E18.3)Dribbles withthe feet ingeneral spacewith control ofball and bodywhile increasingand decreasingspeed.(S1.E18.4)Combines footdribbling with otherskills in one-onone practice tasks.(S1.E18.5)Receives and passesa ball with the insideof the foot to astationary partner,“giving” on receptionbefore returning thepass.(S1.E19.3)Receives andpasses a ballwith the insidesof the feet to amoving partnerin a nondynamicenvironment.(S1.E19.4a)Passes with thefeet, using amature pattern, asboth partnerstravel.(S1.E19.5a)Receives andpasses a ballwith theoutsides andinsides of thefeet to astationarypartner, “giving”on receptionbefore returningthe pass.(S1.E19.4b)Receives a passwith the feet, usinga mature pattern,as both partnerstravel.(S1.E19.5b)14
Standard 1KindergartenGrade 1Grade 2Grade 3S1.E20ManipulativeDribbling InCombinationS1.E21ManipulativeKickingKicks a stationaryball from astationary position,demonstrating twoof the fiveelements of amature kickingpattern. (S1.E21.K)Approaches astationary ball andkicks it forward,demonstrating twoof the five criticalelements of amature pattern.(S1.E21.1)Uses a continuousrunning approachand kicks a movingball, demonstratingthree of the fivecritical elements ofa mature pattern.(S1.E21.2)Uses a continuousrunning approach andintentionally performsa kick along theground and a kick inthe air, demonstratingfour of the five criticalelements of a maturepattern for each.(S1.E21.3a)Grade 4Grade 5Dribbles withhand/feet incombinationwith other skills(e.g., ibbleswith maturepatterns in avariety of smallsided game forms.(S1.E20.5)Kicks along theground and inthe air, andpunts usingmature patterns.(S1.E21.4)Demonstratesmature patterns inkicking and puntingin small-sidedpractice taskenvironments.(S1.E21.5)Strikes/volleyswith a two-handoverheadpattern, sendinga ball upwardwhiledemonstratingfour of the fivecritical elementsof a maturepattern.(S1.E23.4)Strikes/volleys aball using a twohand overheadpattern, sending itupward to a target.(S1.E23.5)Uses a continuousrunning approach andkicks a stationary ballfor accuracy.(S1.E21.3b)S1.E22SD s alightweight object(balloon), sendingit upward.(S1.E22.K)Volleys an objectwith an open palm,sending it upward.(S1.E22.1)Volleys an objectupward withconsecutive hits.(S1.E22.2)Volleys an object withan underhand orsidearm strikingpattern, sending itforward over a net, tothe wall or over a lineto a partner, whiledemonstrating threeof the five criticalelements of a maturepattern.(S1.E22.3)15
Standard 1KindergartenS1.E23SD: Delete:ManipulativeIntegrated intoS1.E22Volley,OverheadS1.E24SD RevisedManipulativeStriking, ShortImplementS1.E25SD RevisedManipulativeStriking, LongImplementStrikes alightweight objectwith apaddle/shorthandledimplement.(S1.E24.K)Grade 1Grade 2Grade 3Grade 4Grade 5Strikes a ball witha short-handledimplement,sending it in varietyof directions.(S1.E24.1)Strikes an object ina variety ofdirections with ashort-handledimplement, usingconsecutive hits.(S1.E24.2)Strikes an object witha short-handledimplement, sending itforward over a low netor to a wall.(S1.E24.3a)Strikes anobject with ashort-handledimplement whiledemonstrating amature pattern.(S1.E24.4a)Strikes an objectconsecutively, witha partner, using ashort-handledimplement, over anet or against awall, in either acompetitive orcooperative gameenvironment.(S1.E24.5)Strikes an object witha short-handledimplement whiledemonstrating threeof the five criticalelements of a maturepattern.(S1.E24.3b)Strikes an objectoff a tee or conewith animplement, usingcorrect grip andsideorientation/properbody orientation.(S1.E25.2)Strikes an object witha long-handledimplement, sending itforward, while usingproper grip for theimplement (e.g.,hockey stick, bat, golfclub).(S1.E25.3)Strikes anobject with ashort- handledimplement,alternating hitswith a partnerover a low netor against awall.(S1.E24.4b)Strikes anobject with along- handledimplement (e.g.,hockey stick,golf club, bat,tennis/badminton racket),while demonstrating three ofthe five criticalelements of amature patternfor theimplement.(S1.E25.4)Strikes a pitchedball with a batusing a maturepattern.(S1E25.5a)Combines strikingwith a longimplement (e.g.,bat, hockey stick)with receiving andtraveling skills in asmall-sided game.(S1.E25.5b)16
Standard 1KindergartenS1.E26SD: Delete:ManipulativeRedundant S1E16Grade 1Grade 2Grade 3Grade 4Grade 5Performs intermediatejump-rope skills (e.g.,a variety of tricks,running in/out of longrope) for both longand short ropes.(S1.E27.3)Creates a jumprope routinewith either ashort or longrope.(S1.E27.4)Creates a jumprope routine with apartner, usingeither a short orlong rope.(S1.E27.5)In CombinationWith LocomotorS1.E27SD RevisedManipulativeJumping RopeExecutes a singlejump with selfturned rope.(S1.E27.Ka)Jumps a longrope with teacherassisted turning.(S1.E27.Kb)Jumps forward orbackwardconsecutivelyusing a self-turnedrope.(S1.E27.1a)Jumps a long ropeup to five timesconsecutively withteacher-assistedturning.(S1.E27.1b)Executes a singlejump with selfturned rope with amature pattern.(S1.E27.2a)Jumps a long ropefive timesconsecutively withstudent turners.(S1.E27.2b)17
Standard 2KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5The physically literate individual applies knowledge of concepts, principles, strategies and tactics to enhance movement andperformance.S2.E1SD nDirectionExtensionsDifferentiatesbetweenmovement inspace/location,direction, andextensions.(S2.E1.Ka)Moves in selfspace and generalspace in responseto designatedrhythms/beats.(S2.E1.1)Combineslocomotor skills ingeneral space to arhythm/beat.(S2.E1.2)Recognizes theconcept of openspaces in amovement context.(S2.E1.3)Moves inpersonal spaceto arhythm/beat.(S2.E1.Kb)Applies skillconcepts in spacesto combinationskills involvingtraveling, (e.g.,dribbling andtraveling).(S2.E1.4a)Applies theconcept of closingspaces in smallsided practicetasks.(S2.E1.4b)Combinesmovementconcepts withlocomotor andnon-locomotormovements forsmall groups (e.g.,gymnastics, danceand gameenvironments).(S2.E1.5)Dribbles in generalspace withchanges indirection andspeed.(S2.E1.4c)S2.E2SD sTravels in threedifferentpathways.(S2.E2.K)Travels in differentlevels or pathways.(S2.E2.1a)Travelsdemonstrating avariety ofrelationships withobjects (e.g., over,under, around,through).(S2.E2.1b)Combines, levelsand pathways intosimple travel,dance andgymnastics2sequences.(S2.E2.2)Utilizes levels andpathways duringlocomotor skillsspecific to a widevariety of ts with skillsin small-sidedpractice ts with skillsin a variety ofphysical activities.(S2.E2.5)18
Standard 2S2.E3SD RevisedKindergartenTravels in spacewith time, force,and flow.(S2.E3.K)Effort ConceptsAlignment andMuscularTensionDifferentiatesbetween fast andslow speeds.(S2.E3.1a)Differentiatesbetween strongand light force.(S2.E3.1b)TimeForceFlowS2.E4Grade 1Grade 2Varies time andforce with gradualincreases anddecreases.(S2.E3.2)Grade 3Combinesmovementconcepts witheffort concepts.(S2.E3.3)Grade 4Grade 5Applies themovementconcepts witheffort concepts andlocomotor ormanipulativeconcepts.(S2.E3.4a)Applies movementand effort conceptsto strategy in gamesituations.(S2.E3.5a)Applies effortconcepts whenstriking an objectwith a shorthandledimplement,sending it toward adesignated target.(S2.E3.4b)Applies effortconcepts to strikean object with ituations andapplies effortconcepts in smallsided ce andgymnastics.(S2.E3.5c)SD:Deleted S2.E4Alignment andMuscularTensionRenamed it:RelationshipConcept19
Standard 2S2.E4SD ovementsConceptsKindergartenDemonstratestraveling inproximity to self,other people,and otherobjects safely.(S2.E4.K)Grade 1Grade 2Grade 3Grade 4Grade 5Demonstratesrelationshipconcepts ncepts in smallgroups.(S2.E4.2)Utilizesrelationshipconcepts in largegroups.(S2.E4.3)Applies simplystrategies/tactics torelationshipconcepts in smallsided cepts tostrategies/tactics incomplex physicalactivities.(S2.E4.5)Identifiestechnology or otherresourcecomponents thatincrease ordecrease fitness.(S2.E6.1)Utilizes technologyor other resourcesto enhanceexperiences infitness(S2.E6.2)Acknowledgestechnology or otherresources can beutilized to gatherinformation aboutfitness.(S2.E6.3)Uses technology orother resources toto recognizedifferent levels offitness.(S2.E6.4)Applies technologyor other resourceswhich can be usedto determine theFIT
South Dakota Physical Education Standards . and Grade-level Outcomes for K-12 Physical Education (Revised February 2014) The South Dakota Physical Education Standards and Grade-level Outcomes for K-12 Physical Education document was developed with permission from the American Alliance for Health, Physical Education, Recreation and Dance
by March 1887. Sioux Falls was home to both the conference office and the Tract Society (renamed the Book and Bible House in 1924).10 South Dakota Conference (1889-1895) From 1889, when the Dakota Territory became the States of North and South Dakota, until 1895, the Dakota Conference was known as the South Dakota Conference.
Board, South Dakota Hall of Fame Board Member, South Dakota Rodeo Association Board, United State Team Penning Association Board, National Cutting Horse Association, Masonic Member of Joppa Lodge, El Riad Shrine Member, South Dakota House of Representatives from 2011- 2012 and the South Dakota Senate from 2012- 13. He
4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
physical education curriculum table of contents acknowledgements 2 district mission statement 3 physical education department mission statement 3 physical education task force 3 physical education and academic performance 4 naspe learning standards 8 new york state physical education learning standards 8 physical education high school curriculum guide 15 physical education curriculum analysis .
South Dakota Community Transformation Grant Application 09 Category B-Implementation South Dakota State Dept of Health Pierre Hughes SD-000 812,383 46 Prevention and Public Health Fund/Other ACA Funds Comprehensive Chronic Disease Prevention Collaborative Chronic Disease, Health Promotion, and Surveillance Program South Dakota State Dept of Health
In 2016 there were 2,687 arrests in 46 counties across South Dakota with 64 pounds of meth seized and 9 labs found. The South Dakota Youth Risk Behavior Survey (YRBS) indicates that South Dakota youth have higher rates of trying meth at 3.8% compared to the national avaerage of 3%. Methamphetamine Stats A t-A-Glance /p div class "b_factrow b_twofr" div class "b_vlist2col" ul li div strong File Size: /strong 1MB /div /li /ul ul li div strong Page Count: /strong 25 /div /li /ul /div /div /div
Consequently, the South Dakota became the first battleship since 1. U. S., Department of the Navy, Naval History Division, Ships' Histories Section, "History of USS South Dakota (BB 57)," n.d., p. 1. The armored cruiser was renamed because construction of a new, state-of-the-art battleship to be called the South Dakota had begun in 1920.
English language and the varieties of dialects/ differences within. The final segment of this course will explore the description and transcription of disordered speech. Required Textbook (Rental): Small, L. H. (2015). Fundamentals of phonetics: A practical guide for students, Fourth edition. Pearson. Audio CDs that accompany the textbook.
