Grade 1 PE Iowa Standards

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Locomotor (Hopping, galloping, running, sliding, skip- ping, leaping)

Hops, gallops, jogs and slides using a mature pattern.

Skips using a mature pattern.

Leaps using a mature pattern.

Uses various locomotor skills in a variety of small-sided practice tasks, dance and educational gymnastics experiences.

Performs locomotor skills (hopping, galloping, running, sliding, skipping) while maintaining balance.

Nonlocomotor (stability) Curling and stretching; twisting and bending

Demonstrates twisting, curling, bending and stretching actions.

Differentiates among twisting, curling, bending and stretching actions.

Moves into and out of gymnastics balances with curling, twisting and stretching actions.

Moves into and out of balances on apparatus with curling, twisting and stretching actions.

Contrasts the actions of curling and stretching.

Nonlocomotor (stability) Combinations

Combines balances and transfers into a three-part sequence (i.e., dance, gymnastics).

Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance.

Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner.

Nonlocomotor (stability) Balance and weight transfers

Combines balance and weight transfers with movement concepts to create and perform a dance.

Combines traveling with balance and weight transfers to create a gymnastics sequence with and without equipment or apparatus.

Manipulative (Underhand throw)

Throws underhand, demonstrating 2 of the 5 critical elements of a mature pattern.

Throws underhand using a mature pattern.

Throws underhand to a partner or target with reasonable accuracy.

Applies the skill of underhand throwing.

Throws underhand with opposite foot forward.

Manipulative (Overhand throw)

Throws overhand, demonstrating 2 of the 5 critical elements of a mature pattern.

Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in non- dynamic environments (closed skills), for distance and/or force.

Throws overhand using a mature pattern in nondynamic environments (closed skills).

Throws overhand to a partner or at a target with accuracy at a reasonable distance.

Manipulative (Passing with hands)

Throws to a moving partner with reasonable accuracy in a nondynamic environment (closed skills).

Manipulative (Catching)

Catches a soft object from a self-toss before it bounces.

Catches various sizes of balls self-tossed or tossed by a skilled thrower.

Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body.

Catches a gently tossed hand-size ball from a partner, demonstrating 4 of the 5 critical elements of a mature pattern.

Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature pattern in a nondynamic environment (closed skills).

Drops a ball and catches it before it bounces twice.

Catches a large ball tossed by a skilled thrower.

Manipulative (Dribbling and/or ball control with hands)

Dribbles continuously in self-space using the preferred hand.

Dribbles in self-space with preferred hand demonstrating a mature pattern.

Dribbles using the preferred hand while walking in general space.

Dribbles and travels in general space at slow to moderate jogging speed, with control of ball and body.

Dribbles in self-space with both the preferred and the nonpreferred hands using a mature pattern.

Dribbles in general space with control of ball and body while increasing and decreasing speed.

Dribbles a ball with one hand, attempting the second contact.

Manipulative (Dribbling/ball control with feet)

Taps or dribbles a ball using the inside of the foot while walking in general space.

Dribbles with the feet in general space with control of ball and body.

Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body.

Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed.

Taps a ball using the inside of the foot, sending it forward.

Manipulative (Passing and receiving with feet

Passes and receives a ball with the insides of the feet to a stationary partner, “giving” on reception before returning the pass.

Passes and receives a ball with the insides of the feet to a moving partner in a nondynamic environment (closed skills).

Passes and receives a ball with the outsides and insides of the feet to a stationary partner, “giving” on reception before returning the pass.

Locomotor (Jogging, running)

Runs with a mature pattern.

Travels showing differentiation between jogging and sprinting.

Travels showing differentiation between sprinting and running.

Runs for distance using a mature pattern.

Manipulative (Dribbling in combination)

Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, shooting).

Manipulative (Kicking)

Approaches a stationary ball and kicks it forward, demonstrating 2 of the 5 critical elements of a mature pattern.

Uses a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern.

Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating 4 of the 5 critical elements of a mature pattern for each.

Uses a continuous running approach and kicks a stationary ball for accuracy.

Kicks along the ground and in the air, and punts using mature patterns.

Kicks a stationary ball from a stationary position, demonstrating 2 of the 5 critical elements of a mature kicking pattern.

Manipulative (Volley underhand)

Volleys an object with an open palm, sending it upward.

Volleys an object upward with consecutive hits.

Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner, while demonstrating 4 of the 5 critical elements of a mature pattern.

Volleys underhand using a mature pattern, in a dynamic environment (e.g., two square, four square, handball).

Volleys a light-weight object (balloon), sending it upward.

Manipulative (Volley overhead)

Volleys a ball with a two-hand overhead pattern, sending it upward, demonstrating 4 of the 5 critical elements of a mature pattern.

Manipulative (Striking with short implement)

Strikes a ball with a short-handled implement, sending it upward.

Strikes an object upward with a short-handled implement, using consecutive hits.

Strikes an object with a short-handled implement, sending it forward over a low net or to a wall.

Strikes an object with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern.

Strikes an object with a short-handled implement while demonstrating a mature pattern.

Strikes an object with a short-hand- led implement, alternating hits with a partner over a low net or against a wall.

Strikes a light-weight object with a paddle or short-handled racket.

Manipulative (Striking with long implement)

Strikes a ball off a tee or cone with a bat, using correct grip and side orientation/proper body orientation.

Strikes a ball with a long-handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. Note: Use batting tee or ball tossed by teacher for batting.

Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat, tennis racket, badminton racket), while demonstrating 3 of the 5 critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane and follow- through).

Manipulative (In combination with locomotor)

Combines traveling with the manipulative skills of drib- bling, throwing, catching and striking in teacher and/ or student-designed small-sided practice-task environments.

Manipulative (Jump Rope)

Jumps forward or backward consecutively using a self-turned rope.

Jumps a long rope up to 5 times consecutively with teacher-assisted turning.

Jumps a self-turned rope consecutively forward and backward with a mature pattern.

Jumps a long rope 5 times consecutively with students turners.

Performs intermediate jump-rope skills (e.g., a variety of tricks, running in and out of long rope) for both long and short ropes.

Creates a jump-rope routine with either a short or long rope.

Executes a single jump with self-turned rope.

Jumps a long rope with teacher-assisted turning.

Locomotor (Jumping and landing, horizontal plane)

Locomotor (Jumping and landing, vertical plane)

Demonstrates 2 of the 5 critical elements for jumping and landing in a vertical plane.

Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane.

Jumps and lands in the horizontal and vertical planes using a mature pattern.

Uses spring-and-step take-offs and landings specific to gymnastics.

Performs jumping and landing actions with balance.

Locomotor (Dance)

Combines locomotor and nonlocomotor skills in a teacher-designed dance.

Performs a teacher and/or student designed rhythmic activity with correct response to simple rhythms.

Performs teacher- selected and developmentally appropriate dance steps and movement patterns.

Combines locomotor movement patterns and dance steps to create and perform an original dance.

Performs locomotor skills in response to teacher-led creative dance.

Locomotor (Combinations)

Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.

Combines traveling with manipulative skills of dribbling, throwing, catching and striking in teacher and/or student-designed small-sided practice tasks.

Nonlocomotor* (stability) Balance

Maintains stillness on different bases of support with different body shapes.

Balances on different bases of support, combining levels and shapes.

Balances in an inverted position* with stillness and supportive base.

Balances on different bases of support, demonstrating muscular tension and extensions of free body parts.

Balances on different bases of support on apparatus, demonstrating levels and shapes.

Maintains momentary stillness on different bases of support.

Forms wide, narrow, curled and twisted body shapes.

Nonlocomotor (stability) Weight transfer

Transfers weight from one body part to another in self- space in dance and gymnastics.

Transfers weight from feet to different body parts/bases of support for balance.

Transfers weight from feet to hands for momentary weight support.

Transfers weight from feet to hands, varying speed and using large extensions (e.g., mule kick, handstand, cartwheel).

Nonlocomotor (stability) Weight transfer, rolling

Rolls with either a narrow or curled body shape.

Rolls in different directions with either a narrow or curled body shape.

Applies the skill of weight transfer, rolling

Applies the skill of weight transfer, rolling

Rolls sideways in a narrow body shape.

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts (Space)

Moves in self-space and general space in response to designated beats or rhythms.

Combines locomotor skills in general space to a rhythm.

Recognizes the concept of open spaces in a movement context.

Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling).

Applies the concept of closing spaces in small-sided practice tasks.

Dribbles in general space with changes in direction and speed.

Differentiates between movement in personal (self- space) and general space.

Moves in personal space to a rhythm.

Movement concepts (Pathways, shapes, levels)

Travels demonstrating low, middle and high levels.

Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through).

Combines shapes, levels and pathways into simple travel, dance and gymnastics sequences.

Recognizes locomotor skills specific to a wide variety of physical activities.

Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments.

Travels in three different pathways.

Movement concepts (Speed, direction, force)

Differentiates between fast and slow speeds.

Differentiates between strong and light force.

Varies time and force with gradual increases and decreases.

Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher.

Applies the movement concepts of speed, endurance and pacing for running.

Applies the concepts of direction and force when striking an object with a short-handed implement, sending it toward a designated target.

Travels in general space with different speeds.

Movement concepts (Alignment and muscular tension)

Employs the concept of alignment in gymnastics and dance.

Employs the concept of muscular tension with balance in gymnastics and dance.

Applies the skill of alignment and muscular tension.

Movement concepts (Strategies & tactics)

Applies simple strategies and tactics in chasing activities.

Applies simple strategies in fleeing activities.

Applies simple offensive strategies and tactics in chasing and fleeing activities.

Applies simple defensive strategies and tactics in chasing and fleeing activities.

Recognizes the types of kicks needed for different games and sports situations.

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Physical activity knowledge

Discusses the benefits of being active and exercising and/or playing.

Describes large-motor and/or manipulative physical activities for participation outside physical education class (e.g., before and after school, at home, at the park, with friends, with the family).

Charts participation in physical activities outside physical education class.

Identifies physical activity as a way to become healthier.

Analyzes opportunities for participating in physical activity outside physical education class.

Identifies active-play opportunities outside physical education class.

Engages in physical activity

Engages actively in physical education class.

Engages actively in physical education class in response to instruction and practice.

Engages actively in the activities of physical education class without teacher prompting.

Engages actively in the activities of physical education class, both teacher-directed and independent.

Participates actively in physical education class.

Fitness knowledge

Identifies the heart as a muscle that grows stronger with exercise, play and physical activity.

Uses own body as resistance (e.g., holds body in plank position, animal walks) 4 for developing strength.

Identifies physical activities that contribute to fitness.

Describes the concept of fitness and provides examples of physical activity to enhance fitness.

Identifies the components of health-related fitness.

Recognizes that when you move fast, your heart beats faster and you breathe faster.

Fitness knowledge

Recognizes the importance of warm-up and cool-down relative to vigorous physical activity.

Demonstrates warm-up and cool-down relative to the cardiorespiratory fitness assessment.

Assessment and program planning

Demonstrates, with teacher direction, the health-related fitness components.

Completes fitness assessments (pre and post).

Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.

Nutrition

Differentiates between healthy and unhealthy foods.

Recognizes the “good health balance” of good nutrition with physical activity.

Identifies foods that are beneficial for before and after physical activity.

Discusses the importance of hydration and hydration choices relative to physical activities.

Recognizes that food provides energy for physical activity.

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Personal responsibility

Accepts personal responsibility by using equipment and space appropriately.

Practices skills with minimal teacher prompting.

Exhibits personal responsibility in teacher-directed activities.

Exhibits responsible behavior in independent group situations.

Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).

Personal responsibility

Follows the rules and parameters of the learning environment.

Accepts responsibility for class protocols with behavior and performance actions.

Works independently for extended periods of time.

Reflects on personal social behavior in physical activity.

Acknowledges responsibility for behavior when prompted.

Accepting feedback

Responds appropriately to general feedback from the teacher.

Accepts specific corrective feedback from the teacher.

Accepts and implements specific corrective feedback from the teacher.

Listens respectfully to corrective feedback from others (e.g., peers, adults).

Follows instruction and directions when prompted.

Working with others

Works independently with others in a variety of class environments (e.g., small and large groups).

Works independently with others in partner environments.

Works cooperatively with others.

Praises others for their success in movement performance.

Praises the movement performance of others both more skilled and less skilled.

Accepts players of all skill levels into the physical activity.

Shares equipment and space with others.

Rules & etiquette

Recognizes the role of rules and etiquette in physical activity with peers.

Exhibits the established protocols for class activities.

Recognizes the role of rules and etiquette in teacher-designed physical activities.

Exhibits etiquette and adherence to rules in a variety of physical activities.

Recognizes the established protocol for class activities.

Safety

Follows teacher directions for safe participation and proper use of equipment without teacher reminders.

Works independently and safely in physical education.

Works safely with physical education equipment.

Works independently and safely in physical activity settings.

Works safely with peers and equipment in physical activity settings.

Follows teacher directions for safe participation and proper use of equipment with minimal reminders.

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Health

Identifies physical activity as a component of good health.

Recognizes the value of “good health balance.”

Discusses the relationship between physical activity and good health.

Examines the health benefits of participating in physical activity.

Recognizes that physical activity is important for good health.

Challenge

Recognizes that challenge in physical activities can lead to success.

Compares physical activities that bring confidence and challenge.

Discusses the challenge that comes from learning a new physical activity.

Rates the enjoyment of participating in challenging and mastered physical activities.

Acknowledges that some physical activities are challenging/difficult.

Self-expression & enjoyment

Describes positive feelings that result from participating in physical activities.

Discusses personal reasons (i.e., the “why”) for enjoying physical activities.

Identifies physical activities that provide self-expression (e.g., dance, gymnastics routines, practice tasks in games environments).

Reflects on the reasons for enjoying selected physical activities.

Ranks the enjoyment of participating in different physical activities.

Identifies physical activities that are enjoyable.

Discusses the enjoyment of playing with friends.

Social interaction

Describes the positive social interactions that come when engaged with others in physical activity.

Describes and compares the positive social interactions when engaged in partner, small-group and large-group physical activities.

Demonstrates 2 of the 5 critical elements for jumping and landing in a horizontal plane using two-foot take-offs and landings.

Demonstrates 4 of the 5 critical elements for jumping and landing in a horizontal plane using a variety of one and two-foot take-offs and landings.

Jumps and lands in the horizontal and vertical planes using a mature pattern.

Uses spring-and-step take-offs and landings specific to gymnastics.

Performs jumping and landing actions with balance.