Grade 2
Standard
1
2.1.1 Demonstrate the ability to perform locomotor (traveling actions) and non-locomotor (movement in
place) skills proficiently.
Example: Run, walk, and skip to music. When music stops they swing, sway, bend, reach without
moving from their spot.
2.1.2 Demonstrate the ability to perform stability (balance) skills alone and/or with a partner.
Example: Walk across a balance beam suspended 6 inches from the floor, without touching the floor or any other object.
2.1.3 Demonstrate
the ability to manipulate (throw, catch, strike, swing, push,
pull)
objects.
Example: Jump a self-twirled rope.
2.1.4 Demonstrate
the ability to perform basic rhythmic skills alone and with a
partner.
Example: Participate in jumping rope to music, coordinating the speed of the jump with the tempo (rate or speed) of the music.
Applies movement concepts
and principles to the learning and development of motor skills (movement
skills).
Students learn and apply
basic concepts and associated movement vocabulary linked to mature movement
patters. Students will demonstrate
concepts and use feedback related to space, effort, and relationships that vary
the quality of movement.
2.2.1 Identify
and uses a variety of relationships with objects (e.g. over/under, behind,
alongside, through).
Example: Participate in a
simple obstacle course involving jumping across objects, moving under a bar,
stepping through tires, etc.
2.2.2 Identify
and begin to utilize the techniques that provide for efficient and safe
movements.
Example: Identify and begin to utilize leg flexion employed to soften the
landing of a jump.
2.2.3 Identify
dimensions/characteristics of mature locomotor (traveling actions),
non-locomotor (movement in place), and manipulative skills (throw, catch,
strike, swing, push, pull).
Example: Walk, run, jump, balance, bounce, kick, throw, and strike
objects during a variety of movements and in games of low
organization.
2.2.4 Understand
and demonstrate strategies for simple games and
activities.
Example: Plan strategies to use in playing a simple game of Capture the
Flag.
2.2.5 Integrate
and reinforce a variety of educational concepts through games, rhythmic, and
fitness activities.
Example: Students pair up to form alphabet letters with their bodies,
while lying on the floor and moving through space.
Standard
3
Exhibit a physically active
lifestyle.
Students begin to understand
not only the physiological benefits of physical activity but the social and
psychological benefits as well. Students observe positive attitudes of athletes
and others engaged in physical activity, and can discuss their own feelings
about leading a physically active lifestyle. Students also begin to see the
negative consequences of physical inactivity and can discuss ways to avoid these
consequences.
2.3.1 Participate
in moderate to vigorous physical activity during and after
school.
Example: Participate in
swimming during school physical education and over the
summer.
2.3.2 Experience
satisfaction from regular participation during and after
school.
Example: Choose favorite game or activity when asked by the
teacher.
2.3.3 Define and
identify activities associated with skill and with health-related (healthy
lifestyle) physical activity.
Example: Engage in activities and behaviors that demonstrate health
concepts.
Standard
4
Achieves and maintains a
health-enhancing level of physical fitness.
Students begin to progress
to vigorous and fun activities for longer periods of time and at higher
intensity levels. Students
learn about health-related (healthy lifestyle) fitness through observation,
experimentation, and practice.
2.4.1 Achieve and
value a reasonable level of health-related (healthy lifestyle)
fitness.
Example: Run one mile
without stopping in progressively shorter time durations.
2.4.2 Describe
what can happen to the bodies of people who do not exercise and who eat too
much.
Example: Explain reasons why
some people have more body fat than others.
2.4.3 Understand
the components (parts) of health-related (healthy lifestyle)
fitness.
Example: Describe the
components of health-related fitness as being strong hearts, strong muscles,
lean bodies, and good range of motion.
2.4.4 Distinguish
between high, medium, and low intensity activities for all components of
fitness.
Example: Identify walking as a low intensity activity, jogging as a
medium intensity activity, and sprinting as a high intensity activity for
cardiovascular (heart and lung) health.
Demonstrate responsible
personal and social behavior in physical activity
settings.
Students continue to learn
and apply acceptable behavior which demonstrate an understanding of rules and
directions, safety practices, and working cooperatively with
others.
2.5.1 Demonstrate
an understanding of rules, regulations, and safety
practices.
Example: Students accept
role of official in a game of low organization (few rules and low level
skills) and verbalizes the rules of
the game to the participants.
2.5.2 Work
cooperatively with other students; Exhibit individual, partner, small, and large
group socialization skills regardless of personal
differences.
Example: Engage easily in low organization (few rules and low level
skills) games requiring cooperative
play.
2.5.3 Follow
teacher directives when first directed.
Example: Respond to teachers directives, signals, and
suggestions.
Standard
6
Demonstrate understanding
and respect for differences among people in physical activity
settings.
As students approach the end
of the second grade they are practicing etiquette on a daily basis in a variety
of school settings. They observe
etiquette in physical activities and are able to apply understanding and respect
for individual differences when acting in a team
environment.
2.6.1 Demonstrate
etiquette and concern toward others.
Example: Encourage a lesser
skilled player to attempt a skill a second or third time after an unsuccessful
attempt.
2.6.2 Enjoy
participation in physical activities with a variety of
partners.
Example: Demonstrate independent and cooperative
participation.
2.6.3 Demonstrate
respect for others who are different from themselves.
Example: Display consideration of others without regard to personal
differences.
2.6.4 Display
cooperation with others when resolving conflicts.
Example: Demonstrate
positive sportsmanship, encourage playmates, and do not dispute officials
calls.
Standard
7
Understands
that physical activity provides the opportunity for enjoyment, challenge, self
expression, and social interaction.
Children
exhibit positive feelings through the challenge of new activities and
participation in old favorites.
Students express their joy of participation in physical activities freely
and with exuberance. Students will explore variations to learned activities so
as to make them new and more stimulating.
2.7.1 Express feelings about participation in physical activity.
Example: Accept the feelings
resulting from challenges, successes, and failures in physical
activity.
2.7.2 Accept the
challenge of participation in new activities.
Example: Attempt new activities willingly.
2.7.3 Engage in
and enjoy independent and interactive (with others) physical
activity.
Example: Choose to practice a new skill alone first and later with a
partner.