| District |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Students will be able to identify the physical
changes that accompany moderate to vigorous activity |
Identify the physical
changes that accompany moderate to vigorous activity (e.g., sweating,
increased heart rate, heavy breathing) |
Use of heart rate monitor,
take a resting and exercising heart rate; place hand on heart before and
after exercise, discuss difference; discuss sweating, as a cooling system;
faster breathing during exercise |
|
Students will be able to engage in moderate to
vigorous physical activity |
Engage in moderate to
vigorous physical activity |
Various warm-ups, tag
games, practice trials, activities |
|
Students will be able to identify activities
associated with each component of health-related fitness |
Identify activities
associated with each component of health-related fitness (e.g.,
cardiovascular endurance, muscular endurance, muscular strength, body
composition) |
Fitness test; question and
answer period; stations |
|
Students will be able to move with an awareness of
others |
Move with an awareness of
others |
Personal space; movement
exploration; spatial awareness |
|
Students will be able to state reasons for safe
and controlled movements |
State reasons for safe and
controlled movements |
Safety first; use of
demonstrations |
Return
MOTOR SKILLS
Kindergarten
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Catching: Students will be able to catch an 8” foam ball and
throw at a distance of 5’ |
Demonstrate improving form
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) |
Beanbags, balloon toss,
various balls Catching with self,
partners, in a group |
|
Throwing: Students will be able to demonstrate an overhand
throw using a dominant hand |
Demonstrate improving from
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) Identify the critical elements of fundamental movement pattern (e.g., throwing; ready position, arm preparation, turn side to target, step in opposition, etc.) |
Various balls, beanbags,
yarn-balls Tossing to wall, partners,
targets, backyard game |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Striking: Students will be able to strike a stationary ball
from a dominant side |
Demonstrate improving form
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) |
Badminton racquets, foam
balls, balloons, hockey sticks, bats, yarn-balls, beach-balls T-ball, balloons with
racquets and hands, beach-balls |
|
Balance: 1. Students will be able to stand on one foot for 3 seconds. 2. Students will be able to walk from a 12’ balance beam without falling |
Demonstrate progress in
mastering locomotor skills |
Balance beam, stilts, foam
beam lines, balance boards, ropes
|
|
Kicking: Students will be able to demonstrate a kick using
a dominant foot |
Demonstrate progress in
mastering non-locomotor skills |
Various balls, balloons
|
|
Dribbling: Students will be able to bounce a playground ball
three times using dominant hand |
Demonstrate
progress in mastering locomotor skills |
Playground balls,
basketballs
|
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Movement Education Themes: Students will be able to demonstrate basic
components in movement education |
Apply movement concepts
(e.g., patterns of movement, direction, speed, etc.) to a variety of
fundamental skills |
Balance beams, cones,
hurdles, lines, ropes, hula hoops 1.
Levels – high, medium, low 2.
Spatial Awareness – small space, big space 3.
Body Awareness – body parts 4.
Time – fast, medium, slow |
|
Locomotor Skills: Students will be able to perform locomotor skills
successfully |
Demonstrate progress in
mastering locomotor skills (skills used to move from one place to another
(e.g., walking, running, jumping, hopping) and non-locomotor skills (skills
used to move in place e.g., turning, twisting) |
1.
walking 2.
jogging 3.
running 4.
jumping 5.
galloping 6.
sliding 7.
hopping 8.
skipping |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Tumbling: Students will be able to roll from one side of mat
to the other while maintaining a straight path Students will be able to hold body weight on hands Students will be able to demonstrate proper tripod
position with head and hands Students will be able to demonstrate proper “tack’
position in beginning a forward roll |
Demonstrate
simple combinations of motor patterns Identify
the critical elements of fundamental movement pattern |
Mats, Log roll Hand stand, mule walk,
bear walk, crab walk Head stand Forward roll |
PHYSICAL EDUCATION
CURRICULUM
Motor Skills
Grade 1
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Catching: Students will be able to catch a whiffleball from
a distance of 10’ |
Demonstrate improving form
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) |
Balloons, beanbags, beach
balls, various balls balls Partners, self-practice,
throwing to wall |
|
Throwing: Students will be able to step with opposite foot
while demonstrating an overhand throw |
Demonstrate improving from
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) Identify the critical
elements of fundamental movement pattern (e.g., throwing; ready position, arm
preparation, turn side to target, step in opposition, etc.) |
Various foam balls,
beanbags, frisbees Backyard, dodge ball,
partners pass, throw to a wall, beanbag toss, target games |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Striking: Students will be able to demonstrate proper
batting stance in baseball |
Demonstrate improving form
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) Identify
the critical elements of fundamental movement |
Various balls, balloons,
bats, badminton racquets
- striking balloons with
hands, racquets |
|
Balance: Students will be able to walk
heel to toe across a 12’ balance beam |
Demonstrate progress in
mastering locomotor skills |
Balance beams, ropes,
stilts, balance boards, mats, bases
|
|
Kicking: Students will be able to approach a stationary
ball and kick it with dominant foot |
Demonstrate simple
combinations of motor patterns (e.g., dribbling while running) |
Various foam balls,
balloons, beanbags, soccer balls |
|
Dribbling: Students will be able to dribble a playground ball
for 5 seconds with a dominant hand |
Demonstrate progress in
mastering locomotor skills |
Playground balls,
basketballs, dribble tag, follow the leader, creative dribble |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Movement Education: Students will be able to perform various tasks
which incorporate movement education terms |
Apply movement concepts
(e.g., patterns of movement, direction, speed, etc.) to a variety of
fundamental skills |
|
|
Locomotor Skills: Students will be able to perform locomotor skills
using proper form |
Demonstrate progress in
mastering locomotor skills (skills used to move from one place to another
(e.g., walking, running, jumping, hopping |
Warm-ups, relays, laps,
chase games Walking, running, jogging,
sliding, galloping, hopping, skipping, jumping |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Tumbling: Students will be able to kick legs upwards while
balancing on both hands Students will be able to lift legs off mat while
balancing on head and hands Students will be able to roll forward out of a
“tuck” position |
Demonstrate
simple combinations of motor patterns Identify
the critical elements of fundamental movement |
Mats Hand stand, mule kicks,
bear walk, crab walk Head stand Forward Roll |
Motor Skills
Grade 2
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Catching: Students will be able to catch a whiffleball from
a distance of 10’ |
Demonstrate improving form
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) |
Catching with self,
partner and group; catching games |
|
Throwing: Students will be able to demonstrate proper
twisting/rotation technique and follow through |
Demonstrate improving form
when using various sports accessories (e.g., throwing a ball, catching a
beanbag, hitting a hockey puck) Identify the critical
elements of fundamental movement pattern (e.g., throwing; ready position, arm
preparation, turn side to target, step in opposition, etc.) |
Partner, group, and team
games (ex. Tiger Hunter, Knock the Pin, etc.) |
|
Striking: Students will be able to demonstrate proper stance
and swing when striking a ball off a tee |
Demonstrate
improving form when using various sports |
Striking a ball off a tee
or cone |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Kicking: Students will be able to kick a dropped or
stationary ball |
Demonstrate simple
combinations of motor patterns |
Various forms of kicking;
basic soccer kicking |
|
Bouncing/Dribbling: Students will be able to dribble a ball with
either hand for a distance of 20’ |
Demonstrate simple
combinations of motor patterns (e.g., dribbling while running) |
Dribble tag; bounce ball
with self |
|
Movement Education: Students will be able to apply movement concepts
to a variety of fundamental skills |
Apply movement concepts
(e.g., patterns of movement, direction, speed, etc.) to a variety of
fundamental skills (e.g., running in different directions without bumping
into others or falling) |
Activities in levels,
speed, time directionality, spacial/body awareness |
|
Balance: Students will be able to stand on one foot for 3
seconds; walk from a 12’ balance beam with out falling off |
Apply movement concepts
(e.g., patterns of movement, direction, speed, etc.) to a variety of
fundamental skills |
Stand on a line; walk on a
rope; walk on a balance beam; balancing on various body parts |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Locomotor Skills: Students will be able to perform locomotor skills
using proper form |
Demonstrate progress in
mastering locomotor skills (skills used to move from one place to another (e.g.,
walking, running, jumping, hopping) Make smooth transitions
between sequential motor skills (e.g., running to jump) |
Warm-ups, chase and flee
games; shuttle runs; form running |
|
Tumbling: Students will be able to kick legs upwards while
balancing on both hands Students will be able to lift legs off mat while
balancing on head and hands Students will be able to roll forward out of a
“tuck” position |
Demonstrate
simple combinations of motor patterns Identify
the critical elements of fundamental movement pattern |
Working in groups on mats;
mule kick, tripod, working individually on mats |
Motor Skills
Grade 3
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Soccer Skills - Passing: Students will be able to demonstrate an inside of
the foot pass |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Partner passing; keep
away; monkey in the middle |
|
Soccer Skills – Trapping/Blocking: Student will be able to trap a ball kicked to
him/her from 20’ away |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
Foot traps; passing with
partners/groups; keep away; circle soccer |
|
Soccer Skills – Dribbling: Student will be able to alternate feet and
demonstrate control when dribbling |
Create movement patterns
in combination and/or sequence using movement concepts Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Dribbling with self;
relays; dribbling against an opponent |
|
Soccer Skills – Goal Kicking: Students will be able to kick a stationary ball
20’ into a goal cage |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Rapid fire (several kick
against a goalie); practice with self and partner |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Soccer Skills – Goalie Play: Students will be able to demonstrate use of hands
when playing as a goalie |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
Rapid fire; line soccer;
games |
|
Soccer Skills – Game: Students will be able to apply/perform soccer
skills in a game situation |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
Line soccer; circle
soccer; 1vs 1, 2 vs 1, 3 vs 2, etc. |
|
Football Skills – Passing: Students will be able to demonstrate proper grip
and stance while throwing a football |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Passing with partners,
groups |
|
Football Skills – Receiving: Students will be able to catch a thrown ball from
30’ |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Passing/receiving with
partners and groups |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Football Skills – Kickoff: Students will be able to approach a stationary
ball and kick it off a tee |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Kicking with self,
partners and groups |
|
Football Skills – Ball Handling: Students will be able to demonstrate proper
handoff techniques |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Teams; groups; 2 lines |
|
Football Skills – Football Games: Students will be able to demonstrate basic skills
in lead-up games |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Identify and demonstrate
appropriate safety practices and rules for activities |
Keep away; touchdown; punt
and return |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Football Skills – Punting: Students will be able to kick a dropped ball |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate
practice improves performance) |
Kicking with partners |
|
Basketball – Passing: Students will be able to demonstrate bounce,
chest, and overhead passes using correct technique |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate
practice improves performance) |
Partners/groups; hot
potato; relay drills |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Basketball – Dribbling: Students will be able to demonstrate basic
technique while dribbling, utilizing either hand |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
Partners or individual
practice; dribble tag; follow the leader |
|
Basketball – Shooting: Students will be able to demonstrate proper form
and technique when shooting a basketball |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Individual practice;
partners; around the world; spot shooting; foul shots; lay-ups |
|
Basketball – Pivoting: Students will be able to demonstrate pivot using
either foot |
Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate practice
improves performance) |
Individual practice |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Basketball – Games: Students will be able to understand the difference
between offense and defense while participating in games and applying basic
rules of the game and the basic rules of the game |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) Identify and demonstrate
appropriate safety practices and rules for activities |
1 vs 1, 2 vs 2, 3 vs 3, 1
vs 2, 2 vs 3, etc. |
|
Volleyball - Passes: Students will be able to demonstrate overhead and
forearm passes |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Groups and partners |
|
Volleyball - Serving: Students will be able to demonstrate underhand and
overhand serves |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Apply critical elements to
improve personal |
Groups and partners |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Volleyball – Lead-up Games: Students participate in volleyball lead up games
while applying the fundamental rules of the game |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) Identify and demonstrate
appropriate safety practices and rules for activities |
Serving games, beachball,
volleyball |
|
Softball Lead-Up - Batting: Students will be able to demonstrate proper
batting stance and swing, including rotation of hips |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate
practice improves performance) |
Individuals, partners,
groups of 3 |
|
Softball Lead-Up - Throwing: Students will be able to demonstrate proper
throwing technique at various distances |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate
practice improves performance) |
Partners, groups |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Softball Lead-Up - Catching: Students will be able to catch a whiffleball from
a distance of 40’ |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Partners, groups |
Motor Skills
Grade 4
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Soccer Skills - Passing: Students will be able to demonstrate an inside of
the foot pass while dribbling |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Partners, keep away,
monkey in the middle Soccer balls, vests,
cones, goal cages |
|
Soccer Skills – Trapping/Blocking: Student will be able to trap a ball while moving |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) Demonstrate beginning
skills of two or more specific movements forms |
Foot traps; passing with
partners, in groups, keep away, circle soccer Soccer balls, vests,
cones, goal cages |
|
Soccer Skills – Dribbling: Student will be able to alternate feet at
different speeds and be able to stop and change directions |
Create movement patterns
in combination and/or sequence using movement concepts Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
With self, dribbling
relays against an opponent, two against one Soccer balls, vest, cones,
goal cages |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Soccer Skills – Goal Kicking: Students will be able to demonstrate a proper goal
shot from a dribble |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving receiver Demonstrate beginning
skills of two or more specific movements forms |
Rapid fire (several kick
against a goalie), practice with self and partner Soccer balls, vest, cones,
goal cage |
|
Soccer Skills – Goalie Play: Student will be able to demonstrate proper
positions against offense |
Adapt a skill to the
demands of the environment |
Rapid fire, games Soccer balls, goal cage |
|
Soccer Skills – Game: Students will be able to participate in a game
utilizing the rules of the game |
Identify and demonstrate appropriate
safety practices and rules for activities |
Line soccer, circle
soccer, 1x1, 2X2, 3X3, 2X1, 3X2 Soccer ball, goal cage,
pinnies, cones |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Football Skills – Passing: Students will be able to demonstrate proper grip
and stance while throwing a football to a moving target |
Adapt a skill to the
demands of the environment (e.g., pass a ball to a moving receiver) |
With partners, groups Footballs, vests |
|
Football Skills – Receiving: Students will be able to catch a thrown football
while moving |
Demonstrate beginning
skills of two or more specific movements forms Adapt a skill to the
demands of the environment |
With partners, groups Footballs, vests |
|
Football Skills – Kickoff: LOA: Students will be able to move up to a
stationary ball and kick it off a tee using proper toe-up technique |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
With partners, groups Footballs, vests |
|
Football Skills – Football Games: Students will be able to demonstrate basic skills
in lead-up games |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Identify and demonstrate appropriate
safety practices and rules for activities |
Touchdown, punt and
return, 2X2 Footballs, vests, tees,
flags |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Basketball skills – Passes: (Bounce, overhead, chest) Students will be able to demonstrate three passes
correctly using proper technique |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Partners, groups, hot
potato, relay drills Basketballs, cones |
|
Basketball Skills– Dribbling: Students will be able to dribble and control a
basketball while moving |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
Partners, individual,
teams, relays, dribble tag, follow the leader Basketballs, cones,
pinnies |
|
Basketball Skills – Shooting: Students will be able to demonstrate proper form
and technique when shooting a basketball |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Individual practice,
partners, around the world, spot shooting, foul shots, lay-ups Basketballs, cones |
|
Basketball Skills – Pivoting: Students will be able to demonstrate proper pivot
using either foot in a game situation |
Adapt a skill to the
demands of the environment |
Individual, partners Basketballs |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Basketball Skills – Games: Students will be able to demonstrate and understand
the difference between offense and defense, and the basic rules of the game |
Identify and demonstrate
appropriate safety practices and rules for activities |
1X1, 2S2, 3X3, 2X1,
3X2,5X5 Basketballs, pinnies,
scoreboard |
|
Volleyball Skills - Passes: (overhead and forearm pass) Students will be able to perform overhead and
forearm pass using proper technique |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Groups, partners Beachballs, nets |
|
Volleyball Skills- Serves: Students will be able to demonstrate underhand and
overhand serves using proper technique |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Groups, partners Beachballs, nets |
|
Volleyball Lead Up Games: Students will participate in volleyball lead up games while applying the fundamental rules of the game |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Groups, partners Beachballs, nets |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Softball Lead-Up - Batting: Students will be able to demonstrate proper
batting technique with follow through |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate
practice improves performance) |
Individuals, partners,
groups of 3 Whiffleballs, whiffle bats,
batting tees, cones, bases, foam balls |
|
Softball Lead-Up - Throwing: Students will be able to demonstrate proper
throwing technique at various distances |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories Recognize and apply
concepts that have an impact on the quality of movement (e.g., appropriate
practice improves performance) |
Partners, groups of 3 Whiffleballs, foam balls |
|
Softball Lead-Up - Catching: Students will be able to catch a wiffleball from a
distance of 40’ |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Partners, groups Wiffleballs, foam balls |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Sponge/floor Hockey – Dribbling: Students will be able to control the ball in self
space using both sides of the stick |
Demonstrate mature form in
all locomotor patterns, non-locomotor skills, and selected sports accessories |
Individual, partners,
teams, keep away, follow the leader Sticks, balls, pucks,
cones, vests |
|
Sponge/floor Hockey – Passing: Students will be able to perform a forehand and
backhand pass to a partner with proper hand positioning and follow through |
Adapt a skill to the
demands of the environment (e.g., dribble and pass a ball to a moving
receiver) |
Individual, partners,
teams, keep away, follow the leader Sticks, balls, pucks,
cones, vests |
|
Sponge/floor Hockey - Games: Students will be able to participate in a game utilizing
the rules of the game |
Identify and demonstrate
appropriate safety practices and rules for activities |
2X1, 3X1, 3X3, 5X5, 6X6 Sticks, balls, pucks,
cones, vests |
Motor Skills
Grade 5
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Soccer Skills - Passing: Students will be able to demonstrate an inside of
the foot pass while in a game situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities
(e.g., a 3-on-3 basketball game, a simple folk or square dance) |
Partners, keep away,
monkey in the middle Soccer balls, vests,
cones, goal cages |
|
Soccer Skills – Trapping/Blocking: Students will be able to trap a ball in a game
situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities |
Foot traps, passing with
partners and in a group, keep away,
circle soccer Soccer balls, vests,
cones, goal cages |
|
Soccer Skills – Dribbling: Students will be able to execute control of the
ball against an opponent |
Use offensive and
defensive strategies in simple games and in non-complex settings |
With self, dribbling
relays, against and opponent, two against one Soccer balls, vests, cones,
goal cages |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Soccer Skills – Goal Kicking: Students will be able to demonstrate a proper goal
shot from a dribble in a game situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use offensive and
defensive strategies in simple games and in non-complex settings |
Rapid fire, practice with
self and partner Soccer balls, vests,
cones, goal cages |
|
Soccer Skills – Goalie Play: Students will be able to protect the goal using
their hands or feet and return the ball to their team mates |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Differentiate among the
characteristics of highly skilled performances in different movement forms |
Rapid fire, games Soccer balls, goal cage |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Soccer Skills – Soccer Game: Students will be able to utilize basic tactics
against defensive opponents |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use offensive and
defensive strategies in simple games and in non-complex settings Explain and apply more
advanced knowledge of sport/activities Create a safe environment
for skill practice |
Line soccer, circle
soccer, 1X1, 2X2, 3X3, 2X1, 3X1 Soccer ball, goal cage,
pinnies, cones |
|
Football Skills - Passing: Students will be able to demonstrate proper
throwing while setting up from a moving position |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Identify the critical
elements of more advance movement skills |
With partners, groups Footballs, vests |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Football Skills - Receiving: Students will be able to catch a ball while
performing a receiving pattern |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Recognize general
characteristics of movement that can be applied to specifics settings |
With partners, groups Footballs, vests |
|
Football Skills - Kicking: Students will be able to demonstrate proper follow
through while kicking |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use feedback from others
to improve skill by focusing on critical elements of the skill |
With partners, groups Footballs, vests |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Football Skills – Ball Handling: Students will be able to demonstrate proper
hand-off techniques while moving |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Identify the critical
elements of more advance movement skills Recognize general
characteristics of movement that can be applied to specifics settings Use feedback from others
to improve skill by focusing on critical elements of the skill |
Teams, groups, 2 lines Footballs, vests |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Football Skills – Football Games: Students will practice skills learned in a game
situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Describe and apply
principles of practice and conditioning that enhance performance (e.g., warm-up
before and cool-down after an activity) Use offensive and
defensive strategies in simple games and in non-complex settings Explain and apply more
advanced knowledge of sport/activities (e.g., positional play in a game of
basketball) |
Keep away, touchdown, punt
and return Footballs, vests |
|
Basketball Skills – Passes: Bounce, Overhead,
Chest: Students will be able to utilize 3 passes in a
game situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use offensive and
defensive strategies in simple games and in non-complex settings |
Partners, groups, hot
potato, relays, drills Basketballs, cones, vests |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Basketball Skills – Dribbling: Students will be able to dribble and control a
basketball in a game situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use offensive and
defensive strategies in simple games and in non-complex settings |
Partners, individual,
teams, relays, dribble tag, follow the leader Basketballs, cones, vests |
|
Basketball Skills – Shooting: Students will be able to perform a free throw
using proper form and technique |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Identify the critical
elements of more advance movement skills |
Individual practice,
partners, around the world, spot shooting, foul shots, lay-ups Basketballs, cones |
|
Basketball Skills – Pivoting: Students will be able to demonstrate proper pivot
using either foot in a game situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use feedback from others
to improve skill by focusing on critical elements of the skill |
Individual, partners Basketballs |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Basketball Skills – Basketball Game: Students will be able to utilize strategies to
incorporate into came situations |
Use offensive and
defensive strategies in simple games and in non-complex settings Explain and apply more
advanced knowledge of sport/activities (e.g., positional play in a game of
basketball) |
1x1, 2X2, 3X3, 2X1, 3X1,
3X2 Basketball, scoreboard |
|
Volleyball Skills – Passes: Students will be able to utilize overhand and
forearm passes in a game situation |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities |
Groups, partners Beachballs, VB Trainers,
nets |
|
Volleyball Skills – Serving: Students will be able to demonstrate underhand and
overhand serves using proper technique |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Recognize general
characteristics of movement that can be applied to specifics settings (e.g.,
the “ready” position is similar for volleyball) |
Groups, partners Beachballs, VB Trainers,
nets |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Volleyball Lead Up Games: Students will participate in volleyball lead up games while applying the fundamental rules of the game |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Recognize general
characteristics of movement that can be applied to specifics settings (e.g.,
the “ready” position is similar for volleyball) |
Groups, partners Beachballs, VB Trainers,
nets |
|
Softball Lead-up - Batting: Students will be able to hit a pitched ball while
in a proper batting stance |
Identify the critical
elements of more advance movement skills Recognize general
characteristics of movement that can be applied to specifics settings Create a safe environment
for skill practice |
Individual, partners,
groups of three Whiffleballs and bats,
batting tees, cones, bases, foam balls |
|
Softball Lead-up - Throwing: Students will be able to follow through and
release the ball while demonstrating an overhand throw |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities |
Individual, partners Plastic balls, foam balls |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Softball Lead-up - Catching: Students will be able to move to catch a thrown
ball |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Identify the critical
elements of more advance movement skills |
Partners, groups Plastic balls, foam balls |
|
Sponge/Floor Hockey Skills: Dribbling, Partners,
Teams Students will be able to control the ball in self space using both sides of the stick |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use feedback from others
to improve skill by focusing on critical elements of the skill |
Partners, teams Hockey sticks, pucks,
balls, vests, cones |
|
Sponge/Floor Hockey Skills - Passing: Students will be able to perform a forehand and
backhand pass to a partner with proper hand positioning and follow through |
Demonstrate the correct
use of skills in simplified versions of a variety of physical activities Use feedback from others
to improve skill by focusing on critical elements of the skill |
Partners, teams Hockey sticks, pucks,
balls, vests, cones |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities/Materials |
|
Sponge/Floor Hockey Game: Students will be able to participate in a game
utilizing the rules and strategies of the game |
Use offensive and
defensive strategies in simple games and in non-complex settings (e.g.,
strategies for a singles or doubles tennis match) |
2X1, 3X1, 3X3, 5X5, 6X6 Sticks, balls, pucks,
cones, vests |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Alternative Activities: |
|
Parachute Relays Dance Aerobics Cooperative Games Badminton Bowling Scooter Hockey Obstacle Course Track and Field Jumping Rope Gymnastics |
Personal and Social
Interactions
Grades K-2
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Students will be able to: 1.
Identify the rules of a given activity 2.
Demonstrate cooperative skills (following rules, taking turns,
sharing equipment, etc.) while participating in physical activities 3.
Use equipment appropriately and responsibly 4.
Describe rules and behaviors that contribute to productive
participation in physical activities |
Identify the rules of a
given activity Demonstrate cooperative
skills (following rules, taking turns, sharing equipment, etc.) while
participating in physical activities Use equipment
appropriately and responsibly Describe rules and
behaviors that contribute to productive participation in physical activity Demonstrate appropriate
communication skills in a variety of physical activities and describe how
these skills can enhance group/team cooperation effort Follow activity-specific
rules, procedures, and etiquette Demonstrate safety
principles in physical activity settings. |
Activities listed under
motor skills |
|
|
K-2 (continued) Participate cooperatively
with partners to improve skill performance during practices Assess their own
performance problems without blaming others |
|
Personal and Social
Interactions
Grades 3-5
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Students will be able to: 1.
Demonstrate appropriate communication skills in a variety of physical
activities and describe how these skills can enhance group/team cooperation
and effort 2.
Follow activity specific rules, procedures and etiquette 3.
Demonstrate safety principles in physical activity settings 4.
Participate cooperatively with partners to improve skill performance
during practice 5.
Assess their own performance problems without blaming others |
Identify the rules of a
given activity Demonstrate cooperative
skills (following rules, taking turns, sharing equipment, etc.) while
participating in physical activities Use equipment
appropriately and responsibly Describe rules and
behaviors that contribute to productive participation in physical activity Demonstrate appropriate
communication skills in a variety of physical activities and describe how
these skills can enhance group/team cooperation effort Follow activity-specific
rules, procedures, and etiquette Demonstrate safety
principles in physical activity settings. |
Activities listed under
motor skills |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
|
3-5 (continued) Participate cooperatively
with partners to improve skill performance during practices Assess their own
performance problems without blaming others |
|
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Students will be able to identify the components
of health related fitness |
Identify
the components of health-related fitness (cardiovascular endurance, muscular
endurance, muscular strength, flexibility, body composition) |
Exercise stations;
explain/identify fitness components and answer session during cool down |
|
Students will be able to demonstrate specific
activities to improve each of the components of health-related |
Engage in moderate to
vigorous physical activity |
Various warm-ups, tag
games, practice trials, activities |
|
Students will be able to identify activities
associated with each component of health-related fitness |
Identify the benefits of
regular participation in physical activity |
Question and answer
sessions during warm-ups, class-time |
|
Students will be able to participate in physical
activity for the purpose of improving health-related fitness |
Participate in physical
activity for the purpose of improving health-related fitness |
Warm-ups, stretching,
cool-down, games – regular participation in P.E. activities |
|
Physical Education Expectations |
Maine Learning Results
Performance Indicators |
Units/Activities |
|
Students will be able to participate in
health-related fitness assessments |
Participate in
health-related fitness assessments |
Presidential physical
fitness testing |
|
Students will be able to analyze potential risks
of physical activities |
Analyze potential risk of
physical activities |
Questions and answer sessions;
discussion of dangers of activities in class |
|
Students will be able to utilize safety principles
during activities |
Utilize safety principles
during activities |
Participate in games using
given rules for that game |
PHYSICAL EDUCATION
CURRICULUM
PHYSICAL FITNESS
Grades 6-8
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
A. Students will be able to perform basic skills B. Students will show an understanding of all
positions and basic offense and defense C. Students will participate in and show an
understanding of lead-up games D. Students will be able to understand and apply
rules of the game E. Students will show an understanding of the safety
rules and care of the equipment F. Student will participate respectfully and
cooperatively with all participants |
Basketball: Ball handling Dribbling Passing Lay-ups Foul shots Outside side shooting Basic offense & defense Positions Lead-up games: Knock-out “21” Around the World Dribble tag 3 – on – 3 Scoring Safety Rules |
Define the components of skill-related fitness
(agility, balance, coordination, power, reaction time, and speed) and
health-related fitness and identify activities which contribute to the
development of each component Participate in and distinguish among a variety of
health-related fitness activities Assess physiological indicators of exercise during
and after physical activity (e.g., pulse rate, sweating) Demonstrate appropriate stretching and warm up
exercises that enhance the learning and performance of activities Identify and apply rules and procedures designed
for safe participation Demonstrate the correct use of skills in
simplified versions of a variety of physical activities (e.g., a 3 on 3
basketball game, a simple folk or square dance) |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
G. Students will be able to understand and apply rules of the game |
|
Use offensive and defensive strategies in simple
games and in non-complex settings (e.g., strategies for a singles or doubles
tennis match) Explain and apply more advanced knowledge of
sport/activities (e.g., positional play in a game of basketball) Describe ways in which respect for individual
similarities and differences among people is demonstrated in physical
activity settings Participate safely and cooperatively with others
to achieve group goals in competitive and cooperative physical activities Apply a decision-making process to the safety of
themselves and others in activity settings |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
A.
Students will be
able to perform basic skills B. Students will show an understanding of all positions and basic offense and defense C.
Students will be able to understand and apply rules of the game D.
Students will
participate respectfully and cooperatively with all participants E.
Students will
show an understanding teamwork |
Floor Hockey/Pillo-Polo: Stick handling Passing Shooting Scoring Teamwork/strategies Safety Positions Offense & defense Strategies Rules of the game |
Demonstrate the correct use of skills in
simplified versions of a variety of physical activities (e.g., a 3 on 3
basketball game, a simple folk or square dance) Use offensive and defensive strategies in simple
games and in non-complex settings (e.g., strategies for a singles or doubles
tennis match) Create a safe environment for skill practice Describe ways in which respect for individual
similarities and differences among people is demonstrated in physical
activity settings Participate safely and cooperatively with others
to achieve group goals in competitive and cooperative physical activities Demonstrate appropriate etiquette, ways of
interacting, care of equipment, and safety in the setting of an activity |
|
|
Floor Hockey/Pillo-Polo (continued) |
Apply a decision-making process to the safety of
themselves and others in activity settings Assess physiological indicators of exercise during
and after physical activity (e.g., pulse rate, sweating) Demonstrate appropriate stretching and warm up
exercises that enhance the learning and performance of activities Identify and apply rules and procedures designed
for safe participation |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
A. Students will show an understanding of the importance of lifelong activities/sports B. Students will be able to perform basic skills C.
Students will
show an understanding of all positions and basic offense and defense D.
Students will be
able to understand and apply rules of the game E.
Students will
show an understanding of safety rules and care of the equipment F.
Student will
participate respectfully and cooperatively with all participants |
Volleyball: Set/overhead volley Bump/forearm pass Spike Block Serve 1.
underhand 2.
overhead Court lines Rules of the game/play Offense Defense Safety rules Scoring |
Define the components of skill-related fitness
(agility, balance, coordination, power, reaction, time, and speed) and
health-related fitness and identify activities which contribute to the
development of each component Participate in and distinguish among a variety of
health-related fitness activities Demonstrate appropriate stretching and warm up
exercises that enhance the learning and performance of activities Identify and apply rules and procedures designed
for safe participation Identify the critical elements of more advanced
movement skills (e.g., describe elements of a sprinter’s stance in track) Recognize general characteristics of movement that
can be applied to specific settings (e.g., the “ready” position is similar
for volleyball and softball or baseball) |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
G. Student
will show an understanding of teamwork |
Volleyball (continued): |
Use feedback from others to improve a skill by
focusing on critical elements of the skill Create a safe environment for skill practice Describe ways in which respect for individual
similarities and differences among people is demonstrated in physical
activity settings Participate safely and cooperatively with others
to achieve group goals in competitive and cooperative physical activities Identify behaviors that are supportive and
inclusive in physical activity Demonstrate appropriate etiquette, ways of
interacting, care of equipment, and safety in the setting of an activity Apply a decision-making process to the safety of
themselves and others in activity settings |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
A.
Students will be
able to perform basic skills B. Students
will show an understanding of all positions and basic offense and defense C.
Students will
participate in and show an understanding of lead-up games D.
Students will be
able to understand and apply rules of the game E.
Students will
show an understanding of the safety rules and care of the equipment |
Soccer: Dribble Pass Traps 1. Bottom of foot 2. Side of foot 3. Thigh 4. Chest/upper body Shooting Positions Defense Offense Rules of game/play Strategies Scoring |
Define the components of skill-related fitness
(agility, balance, coordination, power, reaction, time, and speed) and
health-related fitness and identify activities which contribute to the
development of each component Participate in and distinguish among a variety of
health-related fitness activities Establish personal physical activity goals and
participate regularly in health-enhancing activities to accomplish these
goals Assess physiological indicators of exercise during
and after physical activity (e.g., pulse rate, sweating) Demonstrate appropriate stretching and warm up
exercises that enhance the learning and performance of activities Identify and apply rules and procedures designed
for safe participation |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
F.
Students will
participate respectfully and cooperatively with all participants G.
Students will
show an understanding of teamwork |
Soccer (continued) |
Demonstrate the correct use of skills in
simplified versions of a variety of physical activities (e.g., a 3 on 3
basketball game, a simple folk or square dance) Use offensive and defensive strategies in simple
games and in non-complex settings (e.g., strategies for a singles or doubles
tennis match) Explain and apply more advanced knowledge of
sport/activities (e.g., positional play in a game of basketball) Create a safe environment for skill practice Describe ways in which respect for individual
similarities and differences among people is demonstrated in physical
activity settings Participate safely and cooperatively with others
to achieve group goals in competitive and cooperative physical activities |
|
|
Soccer (continued): |
Identify behaviors that are supportive and
inclusive in physical activity Demonstrate appropriate etiquette, ways of
interacting, care of equipment, and safety in the setting of an activity Apply a decision-making process to the safety of themselves
and others in activity settings |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
A.
Students will be
able to perform basic skills B.
Students will
show an understanding of all positions and basic offense and defense C.
Students will be
able to understand and apply rules of the game D.
Students will
show an understanding of the safety rules and care of equipment E.
Students will
participate respectfully and cooperatively with all participants F.
Students will show
an understanding of teamwork |
Flag Football: Passing Catching “Hiking” Punting Positions Offense Defense Basic pass patterns Rules of game/play Safety rules Scoring |
Define the components of skill-related fitness
(agility, balance, coordination, power, reaction, time, and speed) and
health-related fitness and identify activities which contribute to the
development of each component Demonstrate the correct use of skills in
simplified versions of a variety of physical activities (e.g., a 3 on 3
basketball game, a simple folk or square dance) Identify the critical elements of more advanced
movement skills (e.g., describe elements of a sprinter’s stance in track) Describe and apply principles of practice and
conditioning that enhance performance (e.g., warm-up before and cool-down
after an activity) Use offensive and defensive strategies in simple
games and in non-complex settings (e.g., strategies for a singles or doubles
tennis match) |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
|
Flag Football (continued): |
Explain and apply more advanced knowledge of
sport/activities (e.g., positional play in a game of basketball) Use feedback from others to improve a skill by
focusing on critical elements of the skill Create a safe environment for skill practice Describe ways in which respect for individual
similarities and differences among people is demonstrated in physical
activity settings Participate safely and cooperatively with others
to achieve group goals in competitive and cooperative physical activities Identify behaviors that are supportive and
inclusive in physical activity |
|
|
Flag Football (continued): |
Demonstrate appropriate etiquette, ways of
interacting, care of equipment, and safety in the setting of an activity Apply a decision-making process to the safety of
themselves and others in activity settings |
|
Physical Education Expectations |
Units/Activities |
Maine Learning Results
Performance Indicators |
|
A. Students will be able to perform basic skills B. Students will show an understanding of all
positions and basic offense and defense C. Students will be able to understand and apply
rules of the game D. Students will show an understanding of the safety
rules and care of the equipment E. Students will participate respectfully and
cooperatively with all participants F. Students will show an understanding of teamwork |
Field H |