Standards

PE Standards

South Carolina Physical Education Curriculum Standards Grades PK- K

I. A physically educated person demonstrates competency in many movement forms and proficiency in a few movement forms.

    1. demonstrate controlled traveling, rolling, and balancing actions;
    2. travel with control forward, backward, and sideways using a variety of locomotor patterns and change directions quickly;
    3. move with awareness of others in general space;
    4. kick, throw, catch, and strike objects under simple conditions (e.g., kicking and striking a stationary ball, catching an accurately tossed ball); and
    5. select appropriate actions to match a steady beat.

II. A physically educated person applies movement concepts and principles to the learning and development of motor skills.

    1. identify fundamental movement patterns (e.g., skip or strike);
    2. identify beginning movement concepts (BSER) in body management, games, dance, and locomotion (e.g., personal/general space, high/low levels, fast/slow speeds, light/heavy, balance, and twist); and
    3. apply appropriate movement concepts (BSER) to performance (e.g., change direction while running, move from a gallop to a hop when directed).

III. A physically educated person exhibits a physically active lifestyle.

    1. select and participate in physical activity during unscheduled times and
    2. identify likes and dislikes connected with participation in physical activity.

IV. A physically educated person achieves and maintains a health-enhancing level of physical fitness.

    1. sustain moderate to vigorous physical activity for short periods of time and
    2. be aware of the physiological signs of moderate physical activity (e.g., fast heart rate, heavy breathing).

V. A physically educated person demonstrates responsible personal and social behavior in physical activity settings.

    1. know rules, procedures, and safe practices for participation and respond appropriately and
    2. share space and equipment with others.

VI. A physically educated person demonstrates understanding and respect for differences among people in physical activity settings.

    1. participate willingly in individual and group activities and
    2. interact positively with others.

VII. A physically educated person understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.

    1. demonstrate willingness to try new movement activities and skills and
    2. identify feelings resulting from participation in physical activity.

South Carolina Physical Education Curriculum Standards Grades 1-2

I. A physically educated person demonstrates competency in many movement forms and proficiency in a few movement forms.

    1. demonstrate mature form in locomotor skills (walk, run, hop, skip, jump, gallop, slide, and leap)
    2. demonstrate smooth transitions between combinations of locomotor movements and combinations of manipulative patterns;
    3. sequence weight-bearing, rolling, balancing, and traveling activities with control, with and without equipment;
    4. adapt kicking, striking, and throwing patterns to simple, changing environments (e.g., kicking, moving ball, or striking a friendly toss);
    5. throw a hand-sized ball overhand with force (e.g., to hit a wall thirty feet away);
    6. combine locomotor patterns (e.g., sliding, jumping, running, and hopping) in time to music;
    7. use movement concepts (BSER) to vary fundamental patterns; and
    8. use movements (BSER) to move in expressive ways.

II. A physically educated person applies movement concepts and principles to the learning and development of motor skills.

    1. identify the critical elements of basic locomotor and manipulative skills (e.g., jump two feet to two feet, skip-step-hop with a continuous pattern, show opposition in throwing, and reach and give to catch);
    2. apply movement concepts (BSER) and principles of movements to a variety of basic skills (e.g., catching at different levels, skipping in different pathways); and
    3. use feedback to improve performance (e.g., choosing appropriate hand positions for catching at different levels).

III. A physically educated person exhibits a physically active lifestyle.

    1. engage regularly in moderate to vigorous physical activity outside of physical education class and
    2. identify social and psychological benefits from participation in physical activity (e.g., why some activities are fun and some are not).

IV. A physically educated person achieves and maintains a health-enhancing level of physical fitness.

    1. engage in sustained physical activity that causes an increased heart rate and heavy breathing and
    2. identify changes in the body that occur at different levels of physical activity (increases in sweating, heart rate, and breathing rate).

V. A physically educated person demonstrates responsible personal and social behavior in physical activity settings.

    1. follow directions;
    2. apply rules, procedures, and safe practices with few or no reminders;
    3. work cooperatively with another to complete an assigned task,
    4. work independently for short periods of time; and
    5. resolve conflicts in socially acceptable ways.

VI. A physically educated person demonstrates understanding and respect for differences among people in physical activity settings.

    1. treat others with respect during play and
    2. play and cooperate with others regardless of personal differences such as gender, skill level, or ethnicity.

VII. A physically educated person understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.

    1. be aware of the feelings resulting from challenges, successes, and failures in physical activity;
    2. willingly try new activities; and
    3. use physical activity to express feeling (e.g., creative dance experiences).


South Carolina Physical Education Curriculum Standards Grades 3-5

I. A physically educated person demonstrates competency in many movement forms and proficiency in a few movement forms.

1. demonstrate mature form for all basic manipulative skills (e.g., overhand throw pattern, underhand throw pattern, kicking a moving ball, catching a ball thrown overhand) and combinations of locomotor skills;

2. use basic motor skills of invasion (e.g., soccer, basketball), net (e.g., volleyball, pickle ball), striking/fielding (e.g., baseball, whiffle ball), and target (e.g., bowling) activities in increasingly complex situations;

3. demonstrate basic offensive and defensive strategies for invasion, net, and striking/fielding activities in limited settings (two on two, three on two);

4. support weight on hands demonstrating extension and control (cartwheels and handstands);

5. apply movement concepts (BSER) to sequenced gymnastics actions with smooth transitions both alone and with others (e.g., perform a routine that includes balance, roll, and balance with a change in direction to match a partner); and

6. perform simple dances (e.g., creative, folk, and line dances).

II. A physically educated person applies movement concepts and principles to the learning and development of motor skills.

1. use critical elements to improve personal performance and provide feedback to others in fundamental and selected specialized motor skills (e.g., making a triangle to set a volleyball);

2. describe and use basic offensive and defensive strategies in limited settings (e.g., one-on-one, two-on-three); and

3. recognize and apply basic concepts from the disciplines that impact the quality of increasingly complex movement performance (e.g., the absorption and production of force, the relationship between practice and the improvement of performance, the importan

III. A physically educated person exhibits a physically active lifestyle.

1. identify personal interests and capabilities in regard to his or her own physical activity,

2. select and participate regularly in physical activities for specific purposes (e.g., to improve skill or health or for personal pleasure), and

3. identify opportunities in the school and community for regular participation in physical activity.

IV. A physically educated person achieves and maintains a health-enhancing level of physical fitness.

1. identify the components of health-related physical fitness,

2. identify several activities related to each component of physical fitness,

3. meet the gender and age health-related fitness standards as defined by the FITNESSGRAM,

4. develop a strategy for the improvement of selected fitness components, and

5. work with minimal supervision in pursuit of personal fitness goals.

V. A physically educated person demonstrates responsible personal and social behavior in physical activity settings.

1. participate in the establishment of rules, procedures, and standards of etiquette that are safe and effective for specific activity situations;

2. work cooperatively and productively in a small group to accomplish a set goal in both cooperative and competitive activities; and

3. work independently and utilize time effectively to complete assigned tasks.

VI. A physically educated person demonstrates understanding and respect for differences among people in physical activity settings.

1. recognize the influence of individual differences (e.g., age, disability, gender, race, culture, skill level) on participation in physical activities;

2. recognize the positive attributes that individuals of varying gender, age, disability, race, culture, and skill level bring to physical activity; and

3. work cooperatively with peers of differing skill levels.

VII. A physically educated person understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.

1. recognize physical activity as a positive opportunity for social and group interaction;

2. recognize that participation in physical activity is a source of self-expression and meaning (e.g., aesthetic, challenging, pleasurable, fun, social);

3. seek personally challenging physical activity experiences; and

4. celebrate his or her own successes and achievements along with those of others.