Children in grades K-2 are very active and enjoy learning and exploring new ways to move and be active. Physical education will support the development of a wide variety of fine and gross motor activities that involve locomotion, non-locomotion, and manipulation of objects. Students will be engaged in a variety of physical activities that emphasize social interaction, future participation, and enjoyment of life-long physical activity. A recommended minimum of 30 minutes per day/5 days a week will be dedicated to Physical Education at this grade level.
BY THE END OF THE 2ND GRADE STUDENTS WILL BE ABLE TO:
Demonstrate competency in motor and movement skills needed to perform a variety of physical activities by:
Performing various forms of loco-motor movement such as walk, run, slide, gallop, jump, hop, leap, and skip.
Perform a variety of non-loco-motor skills such as balancing, bending, stretching, rocking, curling, twisting, turning, pushing, pulling, swinging, and swaying.
Dribbling with hands and feet.
Dribble with short-handed and long-handed implements while stationary and moving.
Jumping and landing in various combinations.
Demonstrating balance on the ground and on objects, using bases of support other than both feet.
Repeatedly jumping a turned rope.
Performing to music a grade-level appropriate individual or partner dance that utilizes three different patterns.
Performing a body roll (e.g., log roll, egg roll, shoulder roll, forward roll) followed by a weight transfer.
Striking a stationary object using hands or feet with force and accuracy.
Striking a stationary object using a variety or short-handed and long-handed instruments.
Striking a moving object using hand and feet.
Striking a moving object using short-handed and long-handed instruments.
Stepping forward with opposite foot during a throw.
Throwing or rolling with force and accuracy a variety of objects.
Catching a variety of objects.
Volleying a variety of objects using various body parts.
Moving with effort, time, force, and flow.
Moving in a variety of pathways (e.g., straight, curve, and zigzag).
Apply movement concepts to the learning and performance of physical activities by:
Defining open space
Explaining the importance of a wide base of support in balancing activities.
Identify opportunities to use underhand and overhand movement (throw) patterns.
Identify when to begin the kicking motion when kicking a slowly rolling ball.
Explain the purpose of using a side orientation when striking a ball from a batting tree.
Participate regularly in physical activity by:
Participating in physical activity outside of physical education class.
Identifying appropriate physical activities for recess and outside of school.
Attempt to perform new movement skills and activities.
Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness by:
Understanding and demonstrating the importance of a proper warm-up prior to physical activity.
Utilizing age-appropriate stretching techniques to increase flexibility.
Explaining ways the body responds to physical activity (e.g., sweating, increased heart rate, and increased breathing).
Demonstrating activities that develop muscular strength and endurance (e.g., climbing and weight bearing).
Discussing the benefits of fitness (e.g., being fit allows me to ride my bike, and why it is fun to move).
Discussing the benefits of healthy food and beverage choices.
Exhibit personal and social behavior that respects self and others in physical activity settings by:
Encouraging others by using verbal and non-verbal communication.
Applying established class rules, procedures, and safe practices.
Participating cooperatively in a variety of group settings (e.g., partners, small groups, and large groups) without interfering or excluding others.
Identifying reasons for rules and procedures during physical activities (e.g., safety, equipment, and directions).
Demonstrating respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, and cooperation).
Demonstrating respect for differences (e.g., gender, ethnicity, disability among people, and physical activities in a variety of national, cultural, and ethnic origins).
Describing appropriate reactions to threatening and/or emergency situations common to physical activity settings (e.g., bear or moose on the playground).
Understanding the importance of dressing appropriately for outdoor physical activity (e.g., layering clothing during winter, sunglasses, and sunscreen).
Selecting appropriate safety equipment for specific physical activities (e.g., bike helmet and personal floatation device).
Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction by:
Celebrating personal successes and achievements as well as those of others.
Exhibiting verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, and giving high fives).
Naming physical activities that are enjoyable.
Identifying feelings resulting from challenges, successes, and failures in physical activity (i.e., happy, scared, angry, and sad).
Attempting new activities.
Continuing to participate when not successful on first try.
Trying new movements and skills willingly.