Leave all the afternoon for exercise and recreation, which are as necessary as reading. I will rather say more necessary because health is worth more than learning. -- Thomas Jefferson

Overview

Prior to working for High Tech High, I taught at Stevenson PACT Elementary School, where my teaching partner and I taught to the California Content Standards for Physical Education, and we were assisted by teachers from the El Camino YMCA. In my current position, our grade-level team continues to use those standards to inform our work, and we are assisted by our exploratory team in art, engineering, and performing arts. With my students, I have developed success criteria for all classroom practices, including art assignments, and it is available here.

California Content Standards for Physical Education

Second Grade

Students demonstrate the motor skills and movement patterns needed perform a variety of physical activities.
  • Movement Concepts
    • 1.1 Move to open spaces within boundaries while traveling at increasing rates of speed.
  • Body Management
    • 1.2 Transfer weight from feet to hands and from hands to feet, landing with control.
    • 1.3 Demonstrate balance on the ground and on objects, using bases of support other than both feet.
    • 1.4 Create a routine that includes two types of body rolls (e.g., log roll, egg roll, shoulder roll, forward roll) and a stationary balance position after each roll.
  • Locomotor Movement
    • 1.5 Jump for distance, landing on both feet and bending the hips, knees, and ankles to reduce the impact force.
    • 1.6 Skip and leap, using proper form.
  • Manipulative Skills
    • 1.7 Roll a ball for distance, using proper form.
    • 1.8 Throw a ball for distance, using proper form.
    • 1.9 Catch a gently thrown ball above the waist, reducing the impact force.
    • 1.10 Catch a gently thrown ball below the waist, reducing the impact force.
    • 1.11 Kick a slowly rolling ball.
    • 1.12 Strike a balloon consistently in an upward or forward motion, using a short-handled paddle.
    • 1.13 Strike a ball with a bat from a tee or cone, using correct grip and side orientation.
    • 1.14 Hand-dribble, with control, a ball for a sustained period.
    • 1.15 Foot-dribble, with control, a ball along the ground.
    • 1.16 Jump a rope turned repeatedly.
  • Rhythmic Skills
    • 1.17 Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to music or an external beat.
    • 1.18 Perform rhythmic sequences related to simple folk dance or ribbon routines.
    • 1.19 Perform with a partner rhythmic sequences related to simple folk dance or ribbon routines.
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • Movement Concepts
    • 2.1 Define open space.
    • 2.2 Explain how to reduce the impact force of an oncoming object.
  • Body Management
    • 2.3 Explain the importance of a wide rather than a narrow base of support in balance activities.
    • 2.4 Explain why one hand or foot is often preferred when practicing movement skills.
  • Locomotor Movement
    • 2.5 Compare and contrast locomotor movements conducted to even and uneven beats.
  • Manipulative Skills
    • 2.6 Identify opportunities to use underhand and overhand movement (throw) patterns.
    • 2.7 Identify different opportunities to use striking skills.
    • 2.8 Compare the changes in force applied to a ball and the ball speed when rolling a ball for various distances.
    • 2.9 Explain key elements of throwing for distance.
    • 2.10 Identify the roles of body parts not directly involved in catching objects.
    • 2.11 Identify when to begin the kicking motion when kicking a slowly rolling ball.
    • 2.12 Identify the different points of contact when striking a balloon upward and striking a balloon forward.
    • 2.13 Explain the purpose of using a side orientation when striking a ball from a batting tee.
    • 2.14 Differentiate the effects of varying arm and hand speeds when hand-dribbling a ball.
Students assess and maintain a level of physical fitness to improve health and performance.
  • Fitness Concepts
    • 3.1 Participate in enjoyable and challenging physical activities for increasing periods of time.
  • Aerobic Capacity
    • 3.2 Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.
  • Muscular Strength/Endurance
    • 3.3 Perform abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side lunges, squats, and triceps push-ups from a chair or bench to enhance endurance and increase muscle efficiency.
    • 3.4 Traverse the overhead ladder one bar at a time.
  • Flexibility
    • 3.5 Demonstrate the proper form for stretching the hamstrings, quadriceps, shoulders, biceps, and triceps.
  • Body Composition
    • 3.6 Engage in moderate to vigorous physical activity for increasing periods of time.
  • Assessment
    • 3.7 Measure improvements in individual fitness levels. students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • Fitness Concepts
    • 4.1 Explain the fuel requirements of the body during physical activity and inactivity.
    • 4.2 Describe the role of moderate to vigorous physical activity in achieving or maintaining good health
    • 4.3 Identify ways to increase time for physical activity outside of school.
    • 4.4 Discuss how body temperature and blood volume are maintained during physical activity when an adequate amount of water is consumed.
    • 4.5 Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity.
  • Aerobic Capacity
    • 4.6 Compare and contrast the function of the heart during rest and during physical activity.
    • 4.7 Describe the relationship between the heart and lungs during physical activity.
    • 4.8 Compare and contrast changes in heart rate before, during, and after physical activity.
  • Muscular Strength/Endurance
    • 4.9 Describe how muscle strength and muscle endurance enhance motor skill performance.
    • 4.10 Identify muscles being strengthened during the performance of particular physical activities.
    • 4.11 Identify which activities or skills would be accomplished more efficiently with stronger muscles.
    • 4.12 Explain the role that weight-bearing activities play in bone strength.
  • Flexibility
    • 4.13 Identify the muscles being stretched during the performance of particular physical activities.
    • 4.14 Explain why it is safer to stretch a warm muscle rather than a cold muscle.
  • Body Composition
    • 4.15 Describe the differences in density and weight between bones, muscles, organs, and fat.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the earning and performance of physical activity.
  • Self-Responsibility
    • 5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.
    • 5.2 Accept responsibility for one’s own behavior in a group activity.
  • Social Interaction
    • 5.3 Acknowledge one’s opponent or partner before, during, and after an activity or game and give positive feedback on the opponent’s or partner’s performance.
    • 5.4 Encourage others by using verbal and nonverbal communication.
    • 5.5 Demonstrate respect for self, others, and equipment during physical activities.
    • 5.6 Demonstrate how to solve a problem with another person during physical activity.
  • Group Dynamics
    • 5.7 Participate positively in physical activities that rely on cooperation.

Third Grade

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • Movement Concepts
    • 1.1 Chase, flee, and move away from others in a constantly changing environment.
  • Body Management
    • 1.2 Perform an inverted balance (tripod) by evenly distributing weight on body parts.
    • 1.3 Perform a forward roll.
    • 1.4 Perform a straddle roll.
  • Locomotor Movement
    • 1.5 Jump continuously a forward-turning rope and a backward-turning rope.
  • Manipulative Skills
    • 1.6 Balance while traveling and manipulating an object on a ground-level balance beam.
    • 1.7 Catch, while traveling, an object thrown by a stationary partner.
    • 1.8 Roll a ball for accuracy toward a target.
    • 1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.
    • 1.10 Throw and catch an object with a partner, increasing the distance from the partner and maintaining an accurate throw that can be easily caught.
    • 1.11 Kick a ball to a stationary partner, using the inside of the foot.
    • 1.12 Strike a ball continuously upward, using a paddle or racket.
    • 1.13 Hand-dribble a ball continuously while moving around obstacles.
    • 1.14 Foot-dribble a ball continuously while traveling and changing direction.
  • Rhythmic Skills
    • 1.15 Perform a line dance, a circle dance, and a folk dance with a partner. 
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • Movement Concepts
    • 2.1 Describe how changing speed and changing direction can allow one person to move away from another.
  • Manipulative Skills
    • 2.2 Explain and demonstrate the correct hand position when catching a ball above the head, below the waist, near the middle of the body, and away from the body.
    • 2.3 Explain the difference between throwing to a stationary partner and throwing to a moving partner.
    • 2.4 Identify the key elements for increasing accuracy in rolling a ball and throwing a ball.
    • 2.5 Identify the differences between dribbling a ball (with the hand and the foot, separately) while moving forward and when changing direction.
  • Rhythmic Skills
    • 2.6 Define the terms folk dance, line dance, and circle dance.
    • 2.7 Compare and contrast folk dances, line dances, and circle dances. students assess and maintain a level of physical fitness to improve health and performance.
Students assess and maintain a level of physical fitness to improve health and performance.
  • Fitness Concepts
    • 3.1 Demonstrate warm-up and cool-down exercises.
    • 3.2 Demonstrate how to lift and carry objects correctly.
  • Aerobic Capacity
    • 3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities that require sustained movement of the large muscle groups to increase breathing and heart rate.
  • Muscular Strength/Endurance
    • 3.4 Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or traditional push-ups with hands on a bench, forward lunges, side lunges, and triceps push-ups from a chair.
    • 3.5 Climb a vertical pole or rope.
  • Flexibility
    • 3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck.
  • Body Composition
    • 3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
  • Assessment
    • 3.8 Measure and record improvement in individual fitness activities.
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • Fitness Concepts
    • 4.1 Identify the body’s normal reactions to moderate to vigorous physical activity.
    • 4.2 List and define the components of physical fitness.
    • 4.3 Explain the purpose of warming up before physical activity and cooling down after physical activity.
    • 4.4 Recognize that the body will adapt to increased workloads.
    • 4.5 Explain that fluid needs are linked to energy expenditure.
    • 4.6 Discuss the need for oxygen and fuel to be available during ongoing muscle contraction so that heat and waste products are removed.
  • Aerobic Capacity
    • 4.7 Describe the relationship between the heart, lungs, muscles, blood, and oxygen during physical activity.
    • 4.8 Describe and record the changes in heart rate before, during, and after physical activity.
  • Muscular Strength/Endurance
    • 4.9 Explain that a stronger heart muscle can pump more blood with each beat.
    • 4.10 Identify which muscles are used in performing muscular endurance activities.
    • 4.11 Name and locate the major muscles of the body.
    • 4.12 Describe and demonstrate how to relieve a muscle cramp.
    • 4.13 Describe the role of muscle strength and proper lifting in the prevention of back injuries.
  • Flexibility
    • 4.14 Identify flexibility exercises that are not safe for the joints and should be avoided.
    • 4.15 Explain why a particular stretch is appropriate preparation for a particular physical activity.
  • Body Composition
    • 4.16 Differentiate the body’s ability to consume calories and burn fat during periods of inactivity and during long periods of moderate physical activity. 
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the earning and performance of physical activity.
  • Self-Responsibility
    • 5.1 Set a personal goal to improve a motor skill and work toward that goal in nonschool time.
    • 5.2 Collect data and record progress toward mastery of a motor skill.
    • 5.3 List the benefits of following and the risks of not following safety procedures and rules associated with physical activity.
  • Social Interaction
    • 5.4 Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities.
    • 5.5 Demonstrate respect for individual differences in physical abilities.
  • Group Dynamics
    • 5.6 Work in pairs or small groups to achieve an agreed-upon goal. 

Fourth Grade

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
  • Body Management
    • 1.1 Perform simple balance stunts with a partner while sharing a common base of support.
    • 1.2 Change direction quickly to maintain the spacing between two players.
    • 1.3 Change direction quickly to increase the spacing between two players.
    • 1.4 Determine the spacing between offensive and defensive players based on the speed of the players.
  • Locomotor Movement
    • 1.5 Jump a self-turned rope.
  • Manipulative Skills
    • 1.6 Throw and catch an object with a partner while both partners are moving.
    • 1.7 Throw overhand at increasingly smaller targets, using proper follow-through.
    • 1.8 Throw a flying disc for distance, using the backhand movement pattern.
    • 1.9 Catch a fly ball above the head, below the waist, and away from the body.
    • 1.10 Kick a ball to a moving partner, using the inside of the foot.
    • 1.11 Kick a stationary ball from the ground into the air.
    • 1.12 Punt a ball dropped from the hands.
    • 1.13 Strike, with a paddle or racket, a lightweight object that has been tossed by a partner.
    • 1.14 Serve a lightweight ball to a partner, using the underhand movement pattern.
    • 1.15 Strike a gently tossed ball with a bat, using a side orientation.
    • 1.16 Keep a foot-dribbled ball away from a defensive partner.
    • 1.17 Keep a hand-dribbled ball away from a defensive partner.
    • 1.18 Manipulate an object by using a long-handled implement.
    • 1.19 Stop a kicked ball by trapping it with the foot while standing still.
    • 1.20 Volley a tossed lightweight ball, using the forearm pass.
    • 1.21 Perform a series of basic square-dance steps.
    • 1.22 Perform a routine to music that includes even and uneven locomotor patterns. dents demonstrate knowledge of movement concepts, principles, strategies that apply to the learning and performance of physical activities.
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
  • Movement Concepts
    • 2.1 Explain the difference between offense and defense.
    • 2.2 Describe ways to create more space between an offensive player and a defensive player.
  • Body Management
    • 2.3 Describe the appropriate body orientation to serve a ball, using the underhand movement pattern.
    • 2.4 Describe the appropriate body orientation to strike a ball, using the forehand movement pattern.
  • Manipulative Skills
    • 2.5 Explain the similar movement elements of the underhand throw and the underhand volleyball serve.
    • 2.6 Distinguish between punting and kicking and describe the similarities and differences.
    • 2.7 Compare and contrast dribbling a ball without a defender and with a defender.
    • 2.8 Explain the differences in manipulating an object when using a long-handled implement and when using a short-handled implement.
    • 2.9 Identify key body positions used for volleying a ball.
  • Rhythmic Skills
    • 2.10 Design a routine to music that includes even and uneven locomotor patterns. students assess and maintain a level of physical fitness to improve health and performance.
Students assess and maintain a level of physical fitness to improve health and performance.
  • Fitness Concepts
    • 3.1 Participate in appropriate warm-up and cool-down exercises for particular physical activities.
    • 3.2 Demonstrate the correct body position for pushing and pulling large objects.
    • 3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity.
  • Muscular Strength/Endurance
    • 3.4 Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or traditional push-ups, and triceps push-ups.
    • 3.5 Hang by the hands from an overhead bar with the hips and knees each at a 90-degree angle.
  • Flexibility
    • 3.6 Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves.
  • Body Composition
    • 3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
  • Assessment
    • 3.8 Measure and record changes in aerobic capacity and muscular strength, using scientifically based health-related physical fitness assessments.
    • 3.9 Meet minimum requirements for health-related physical fitness, using scientifically based health-related physical fitness assessments. students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
  • Fitness Concepts
    • 4.1 Identify the correct body alignment for performing lower-body stretches.
    • 4.2 Explain the principles of physical fitness: frequency, intensity, time, and type.
    • 4.3 Set personal short-term goals for aerobic endurance, muscular strength and endurance, and flexibility and monitor progress by measuring and recording personal fitness scores.
    • 4.4 Identify healthful choices for meals and snacks that help improve physical performance.
    • 4.5 Explain why the body needs water before, during, and after physical activity.
    • 4.6 Explain why the body uses a higher percentage of carbohydrates for fuel during high intensity physical activity and a higher percentage of fat for fuel during low-intensity physical activity.
    • 4.7 Explain the purpose of warm-up and cool-down periods.
  • Aerobic Capacity
    • 4.8 Calculate personal heart rate per minute by recording heartbeats for ten-second intervals and 15-second intervals.
    • 4.9 Explain why a strong heart is able to return quickly to its resting rate after exertion.
    • 4.10 Identify two characteristics of physical activity that build aerobic capacity.
    • 4.11 Determine the intensity of personal physical activity by using the concept of perceived exertion.
  • Muscular Strength/Endurance
    • 4.12 Describe the difference between muscular strength and muscular endurance.
    • 4.13 Explain why muscular endurance or muscular strength activities do not increase muscle mass in preadolescent children.
    • 4.14 Recognize how strengthening major muscles can improve performance at work and play.
    • 4.15 Describe the correct form to push and pull heavy objects.
  • Flexibility
    • 4.16 Explain the value of increased flexibility when participating in physical activity.
  • Body Composition
    • 4.17 Explain the effect of regular, sustained physical activity on the body’s ability to consume calories and burn fat for energy. students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
  • Self-Responsibility
    • 5.1 Set a personal goal to improve an area of health-related physical fitness and work toward that goal in non-school time.
    • 5.2 Collect data and record progress toward attainment of a personal fitness goal.
    • 5.3 Accept responsibility for one’s own performance without blaming others.
    • 5.4 Respond to winning and losing with dignity and respect. Social Interaction
    • 5.5 Include others in physical activities and respect individual differences in skill and motivation.
  • Group Dynamics
    • 5.6 Accept an opponent’s outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. 

Yoga

During the 2014-2015 school year, a classroom parent, who is a yoga instructor, taught a weekly yoga and mindfulness class for students. Believing that physical fitness bolsters self-confidence and self-esteem, she emphasized good habits of body and mind as well as setting goals. She usually started with age-appropriate exercises, including as jogging in place, jumping jacks, high knees, cross jacks, mummy kicks, and plank jacks, to warm up before stretching and strength-building exercises. In order to keep students engaged and motivated, she frequently turned the exercises into a game called "challenge poses," where students tried to improve upon their ability to do a pose, such as the "diamond jump," which involves jumping as high as you can while touching the soles of your feet feet together and clapping your hands above your head. After strength-building exercises, she moved on to traditional yoga poses, which helped cool down after the intense physical activity. She also taught students a few breathing techniques to help the body to relax. If there was time after the exercise, she led cooperative games, including freeze tag, chaos tag, red light green light, marco polo, ball tag, the blob, and flag tag. Students reported that their time practicing yoga made them feel "calm and nice."
I believe that education is a process of living and not a preparation for future living. -- John Dewey