MAINE LEARNING RESULTS - PHYSICAL EDUCATION

A. PHYSICAL FITNESS

Students will acquire the knowledge needed to be physically fit and take part in healthful physical activity on a regular basis. Students will be able to:

MIDDLE GRADES 5-8

  1. 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.
  2. Participate in and distinguish among a variety of health-related fitness activities.
  3. Assess health-related fitness levels and develop personal fitness goals.
  4. Establish personal physical activity goals and participate regularly in health-enhancing activities to accomplish these goals.
  5. Demonstrate understanding of and apply the following principles of training: specificity (use of a specific exercise to develop skill in a particular activity); progression (increasing the level of intensity); and overload (e.g., increasing the weights used in an exercise in order to build muscle more quickly, rather than increasing the speed of the exercise).
  6. Assess physiological indicators of exercise during and after physical activity (e.g., pulse rate, sweating).
  7. Demonstrate appropriate stretching and warm up exercises that enhance the learning and performance of activities.
  8. Identify and apply rules and procedures designed for safe participation.

 

B. MOTOR SKILLS

Students will develop motor skills and apply these to enhance their movement and physical performance. Students will be able to:

MIDDLE GRADES 5-8

  1. 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).
  2. Identify the critical elements of more advanced movement skills (e.g., describe elements of a sprinter's stance in track).
  3. Describe and apply principles of practice and conditioning that enhance performance (e.g., warm-up before and cool-down after an activity).
  4. 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).
  5. Use offensive and defensive strategies in simple games and in non-complex settings (e.g., strategies for a singles or doubles tennis match).
  6. Differentiate among the characteristics of highly skilled performances in different movement forms (e.g., explain the difference between a long distance run and a sprint).
  7. Explain and apply more advanced knowledge of sport/activities (e.g., positional play in a game of basketball).
  8. Use feedback from others to improve a skill by focusing on critical elements of the skill.
  9. Create a safe environment for skill practice.

C. PERSONAL AND SOCIAL INTERACTIONS

The student will demonstrate responsible personal and social behaviors in physical activity settings. Students will be able to:

MIDDLE GRADES 5-8

  1. Describe ways in which respect for individual similarities and differences among people is demonstrated in physical activity settings.
  2. Participate safely and cooperatively with others to achieve group goals in competitive and cooperative physical activities.
  3. Recognize the influence of peer pressure on individuals during physical activities.
  4. Solve problems which occur in physical activities by analyzing causes and potential solutions.
  5. Identify behaviors that are supportive and inclusive in physical activity.
  6. Demonstrate appropriate etiquette, ways of interacting, care of equipment, and safety in the setting of an activity.
  7. Apply a decision-making process to the safety of themselves and others in activity settings.