Nebraska+Physical+Education+Standards

=Grades K-2= toc
 * Strand 1: SKILLS** Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.


 * 2.1.1 Demonstrate progress toward the mature form of locomotor and non-locomotor skills.**
 * 2.1.1.a Demonstrate a mature pattern of locomotor skills (i.e., jumping, hopping, leaping, galloping, sliding, skipping, walking, and running).
 * 2.1.1.b Demonstrate a mature pattern of non-locomotor skills (i.e., bending, twisting, turning, balancing, and stretching).


 * 2.1.2 Demonstrate progress toward the mature form of selected manipulative skills.**
 * 2.1.2.a Dribble, throw, catch, roll, and strike a variety of objects with hands.
 * 2.1.2.b Dribble, trap, kick, and roll a variety of objects with feet.
 * 2.1.2.c Jump a self-turned rope.
 * 2.1.2.d Strike using various implements (i.e., hockey sticks, bats, racquets, paddles).


 * 2.1.3 Demonstrate progress toward the mature form of movement patterns and sequences.**
 * 2.1.3.a Combine locomotor skills into a sequence (i.e., hopping, jumping, galloping, skipping and leaping, walking and running).
 * 2.1.3.b Perform dance sequences to music.
 * 2.1.3.c Demonstrate a smooth transition between locomotor skills in time to music.
 * 2.1.3.d Combine balancing, transferring weight, and rolling actions into a tumbling sequence.
 * 2.1.3.e Combine shapes, levels, directions, and pathways into simple sequences.


 * 2.1.4 Demonstrate the ability to adapt and adjust movement skills to uncomplicated, yet changing, environmental conditions and expectations.**
 * 2.1.4.a Travel forward and sideways using different tempos.
 * 2.1.4.b Change directions quickly in response to a signal or obstacle using a variety of locomotor skills.
 * 2.1.4.c Chase, flee, and dodge individuals or stationary obstacles.


 * Strand 2: KNOWLEDGE** Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


 * 2.2.1 Identify the critical elements of basic movements using movement vocabulary.**
 * 2.2.1.a Identify and demonstrate the major characteristics of locomotor skills (i.e., walking (heel to toe sequence) or skipping (step, hop, step, hop sequence)).
 * 2.2.1.b Repeat cue words for movement skill and demonstrate and/or explain what is meant by each (i.e., overhand throw = side, step, throw).


 * 2.2.2 Apply feedback to improve performance.**
 * 2.2.2.a Use teacher, peer, and self-assessment to correct motor performance.


 * Strand 3: ACTIVE LIFESTYLE** Participates regularly in physical activity.


 * 2.3.1 Participate regularly in a wide variety of activities that involve locomotor, nonlocomotor and manipulative skills both inside and outside of physical education class.**
 * 2.3.1.a Participate regularly in a variety of non-structured and low organized physical activities (i.e., tossing a ball, playing tag).


 * Strand 4: FITNESS** Achieves and maintains a health-enhancing level of physical fitness.


 * 2.4.1 Engage in moderate to vigorous physical activity.**
 * 2.4.1.a Participate in a variety of physical activities that elevate breathing and heart rates in physical education and/or on the playground (i.e., jogging, jumping rope, dancing, bike riding).


 * 2.4.2 Recognize the basic physiological indicators of physical activity.**
 * 2.4.2.a State the basic physiological indicators that accompany moderate to vigorous play activity (i.e., sweating, increased heart rate, elevated respiration).


 * 2.4.3 Identify the basic components of health-related fitness.**
 * 2.4.3.a Draw self portraits and color the muscles used for hanging, climbing, supporting weight on hands.


 * Strand 5: RESPONSIBLE BEHAVIOR** Exhibits responsible personal and social behavior that respects self and others in physical activity settings.


 * 2.5.1 Demonstrate progress toward working cooperatively and interacting with other students regardless of differences.**
 * 2.5.1.a Invite a peer to share opportunities for movement (i.e., take a turn, share equipment).
 * 2.5.1.b Assist partner by sharing observations about skill performance during practice (i.e., peer assessment).
 * 2.5.1.c Work in a triad setting without interfering with others.
 * 2.5.1.d Work cooperatively with a partner to reach a shared goal during physical activity.


 * 2.5.2 Identify and model safety practices and class procedures.**
 * 2.5.2.a Follow directions given to the class for an all class activity.
 * 2.5.2.b Work independently on physical activity tasks.
 * 2.5.2.c Move safely through space (i.e., travel, without contact, through general space).
 * 2.5.2.d Apply rules, procedures and safety practices with little or no reinforcement.


 * Strand 6: AWARENESS** Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


 * 2.6.1 Express feelings about physical activities.**
 * 2.6.1.a Exhibit verbal and non-verbal indicators of enjoyment (i.e., cheering, smiling, high-five).
 * 2.6.1.b Name physical activities that are enjoyable.
 * 2.6.1.c Identify feelings resulting from challenges, successes and failures in physical activity (i.e., happy, scared, angry, sad).


 * 2.6.2 Attempt new activities.**
 * 2.6.2.a Continue to participate when not successful on first try.
 * 2.6.2.b Try new movements and skills willingly.

=Grades 3-5=


 * Strand 1: SKILLS** Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.


 * 5.1.1 Demonstrate mature forms of locomotor patterns and nonlocomotor skill combinations.**
 * 5.1.1.a Develop and refine tumbling or dance sequences demonstrating smooth transitions, changes in levels and space, and changes in tempo.
 * 5.1.1.b Combine locomotor patterns in time to music.


 * 5.1.2 Demonstrate the mature forms of manipulative skills.**
 * 5.1.2.a Throw, kick, and strike a variety of objects (i.e., football, basketball, frisbee, golf ball) demonstrating progress toward both accuracy and distance.


 * 5.1.3 Demonstrate the ability to adapt and adjust a combination of movement skills in applied settings.**
 * 5.1.3.a Dribble with hand and/or foot while preventing an opponent from stealing a ball.
 * 5.1.3.b Dribble and pass a ball to a moving receiver.


 * 5.1.4 Demonstrate beginning skills of selected specialized movement forms.**
 * 5.1.4.a Perform a basic dance step (i.e., tinikling, grapevine).
 * 5.1.4.b Perform the chest pass (i.e., basketball).
 * 5.1.4.c Field a ball (i.e., softball).


 * Strand 2: KNOWLEDGE** Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


 * 5.2.1 Identify and apply principles of skill development to improve and enhance performance.**
 * 5.2.1.a Identify and demonstrate the critical cues for manipulative skills (i.e., when throwing overhand, keep side to target).
 * 5.2.1.b Demonstrate and explain the necessity of transferring weight from the back leg to the front leg during any action that propels an object forward.


 * 5.2.2 Demonstrate basic strategies in non-complex settings.**
 * 5.2.2.a Demonstrate the use of offensive strategies (i.e., head fake, foot fake, burst of speed, change of direction).


 * Strand 3: ACTIVE LIFESTYLE** Participates regularly in physical activity.


 * 5.3.1 Participate in physical activity in both school and non-school settings.**
 * 5.3.1.a Participate in moderate to vigorous non-structured physical activity outside of physical education class.
 * 5.3.1.b Participate in structured and purposeful physical activity both in school and non-school activities (i.e., physical education class, local community programs, before/after school programs).


 * Strand 4: FITNESS** Achieves and maintains a health-enhancing level of physical fitness.


 * 5.4.1 Identify strengths and weaknesses based upon health-related fitness testing.**
 * 5.4.1.a Name one strength and one area of improvement based on results of health-related fitness testing (i.e., pushups, sit-ups, pacer, sit and reach).


 * 5.4.2 Engage in physical activities specifically related to each component of physical fitness.**
 * 5.4.2.a Participate in physical activity that results in the development of health-related fitness (i.e., cardiorespiratory endurance, flexibility, muscular strength and endurance, and body composition).


 * 5.4.3 Monitor physiological indicators that accompany moderate to vigorous physical activity and adjust activity accordingly.**
 * 5.4.3.a Record heart rate before, during and after engaging in different types of physical activity (i.e., walking with parents, soccer practice, riding a bike, and physical education).
 * 5.4.3.b Detect the physiological responses to exercise that are associated with their own levels of fitness.


 * 5.4.4 Achieve desired levels of health-related fitness.**
 * 5.4.4.a Meet age appropriate health-related physical fitness criterion (i.e., FITNESSGRAM).


 * Strand 5: RESPONSIBLE BEHAVIOR** Exhibits responsible personal and social behavior that respects self and others in physical activity settings.


 * 5.5.1 Follow activity-specific safe practices, rules, procedures, and etiquette during physical activity.**
 * 5.5.1.a Accept the teacher’s decision regarding an infraction without displaying negative reactions.
 * 5.5.1.b Assess and take responsibility for own behavior without blaming others.
 * 5.5.1.c Encourage others and refrain from disparaging statements and/or actions (i.e., no put downs, sarcasm, booing, bullying).
 * 5.5.1.d Demonstrate safe practices in a variety of activities (i.e., all roll in same direction in tumbling, release bat safely after swinging at a ball).
 * 5.5.1.e Exhibit good sportsmanship and fair play during physical activities.


 * 5.5.2 Work individually and cooperatively to develop an awareness of and appreciation for individual differences.**
 * 5.5.2.a Cooperate with ALL class members (i.e., take turns, share equipment).
 * 5.5.2.b Demonstrate respect for others’ individual differences through verbal and nonverbal encouragement and assistance during physical activity.


 * Strand 6: AWARENESS** Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


 * 5.6.1 Recognize physical activity as a positive opportunity for social development and group interaction.**
 * 5.6.1.a List physical activities considered to be fun and explain why.
 * 5.6.1.b Identify physical activity that can be done with others.


 * 5.6.2 Describe the physiological and psychological benefits that result from physical activity.**
 * 5.6.2.a Identify the effect of physical activity on body composition (i.e., amount of physical activity needed to expend calories).


 * 5.6.3 Attribute success and improvement to effort and practice.**
 * 5.6.3.a Establish goals for improving fitness or a specific skill.

=Grades 6-8=


 * Strand 1: SKILLS** Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.


 * 8.1.1 Demonstrate competency in modified versions in at least one activity from three of the following categories: aquatics, dance, fitness activities, individual/dual sports, outdoor pursuits, self-defense, team sports, tumbling/gymnastics.**
 * 8.1.1.a Aquatics: Swim continuously in prone and supine positions.
 * 8.1.1.b Dance: Perform specific patterns and sequences to music (i.e., respond to rhythm of music; perform dance steps in sequence; demonstrate body position; show style and etiquette in social, folk, country and/or square dance).
 * 8.1.1.c Fitness Activities: Perform basic skills and techniques (i.e., demonstrate lifting and breathing techniques and safe use of equipment in weight training).
 * 8.1.1.d Individual/Dual Sports: Perform skills and tactics in game-like situations (i.e., in badminton, strike shuttlecock over the net using a variety of legal strokes; demonstrate ability to rally, move toward base after shot when pulled out of position, and move opponent).
 * 8.1.1.e Outdoor Pursuits: Display basic skills and safety procedures in adventure/outdoor activities (i.e., demonstrate how to hold a compass and find bearing and direction in orienteering).
 * 8.1.1.f Self-Defense: Demonstrate a defensive measure to counter an attack.
 * 8.1.1.g Team Sports: Perform skills and tactics in game-like situations (i.e., as quarterback, lead receiver with a catchable pass; as receiver, execute a called pass pattern and catch a catchable pass; as defensive back, maintain defensive position).
 * 8.1.1.h Tumbling/Gymnastics: Design and perform sequences (i.e., combine traveling, rolling, balancing, and weight transfer into smooth, flowing sequences with intentional changes in direction, speed, and flow in tumbling, gymnastics, and/or jumping rope).


 * Strand 2: KNOWLEDGE** Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


 * 8.2.1 Explain principles of practice that enhance movement performance.**
 * 8.2.1.a Demonstrate knowledge of the principles of practice that enhance performance (i.e., select appropriate practice procedures to learn and master skills and movement patterns).


 * 8.2.2 Define the critical elements of more advanced movement skills.**
 * 8.2.2.a Detect and correct errors in personal performance (i.e., racing start in swimming).


 * 8.2.3 Identify and apply strategies and tactics within game play.**
 * 8.2.3.a Explain and demonstrate game tactics (i.e., a pick-and-roll or a jump stop in basketball).


 * 8.2.4 Explain biomechanical principles related to skill development.**
 * 8.2.4.a State the biomechanical reason to extend the elbow in striking skills (i.e., increase radius of rotation to increase the force imparted to the ball).


 * Strand 3: ACTIVE LIFESTYLE** Participates regularly in physical activity.


 * 8.3.1 Set personal physical activity goals independently to meet needs and interests.**
 * 8.3.1.a Set SMART goals (Specific, Measurable, Attainable, Realistic, Timely) for improving health-related fitness (i.e., write one SMART goal for cardiovascular fitness).


 * 8.3.2 Participate regularly in physical activities in both school and non-school settings to accomplish personal activity goals.**
 * 8.3.2.a Maintain a physical activity log (i.e., document progress toward achievement of personal activity goals).


 * Strand 4: FITNESS** Achieves and maintains a health-enhancing level of physical fitness.


 * 8.4.1 Utilize criterion-referenced standards of health-related fitness.**
 * 8.4.1.a Participate in activities designed to improve or maintain muscular strength and endurance, flexibility, cardiovascular endurance, and body composition based on the results of criterion-referenced fitness tests (i.e., FITNESSGRAM).


 * 8.4.2 Explain principles of conditioning that enhance health-related fitness.**
 * 8.4.2.a Describe the FITT principle (Frequency, Intensity, Time, Type).


 * 8.4.3 Achieve personal fitness based on criterion-referenced standards, taking into account variation in entry level and the long-term goal of achieving health-related fitness.**
 * 8.4.3.a Meet the gender and age appropriate health-related physical fitness criterion (i.e., FITNESSGRAM).


 * Strand 5: RESPONSIBLE BEHAVIOR** Exhibits responsible personal and social behavior that respects self and others in physical activity settings.


 * 8.5.1 Participate cooperatively in physical activity with persons of diverse characteristics and backgrounds.**
 * 8.5.1.a Offer positive encouragement when participating with students of varying levels of skill.
 * 8.5.1.b Contribute to a group goal in game play or a cooperative activity.


 * 8.5.2 Make responsible decisions to resolve and/or avoid conflicts.**
 * 8.5.2.a Show self-control by accepting a controversial decision (i.e., decision made by teacher or student official).
 * 8.5.2.b Handle conflicts that arise with others without confrontation.

8.5.3.a Analyze consequences of violation of safety rules.
 * 8.5.3 Assist in establishing class rules related to safety practices and procedures.**


 * Strand 6: AWARENESS** Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

8.6.1.a Explain benefits of selected activities (i.e., jog to relieve stress, develop friends through physical activity).
 * 8.6.1 Analyze the physical, emotional, and social benefits of physical activity.**


 * 8.6.2 Explore career/employment opportunities in fields related to physical activity.**
 * 8.6.2.a Research a job in the physical activity field (i.e., interview a personal trainer, conduct an online visit with an athletic trainer).

Example indicators:
 * 8.6.3 Seek personally enjoyable and challenging experiences in physical activity opportunities.**
 * 8.6.3.a Participate in a variety of physical activities.
 * 8.6.3.b Identify new physical activities that have the potential for challenge and enjoyment.

=Grades 9-12=


 * Strand 1: SKILLS** Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.


 * 12.1.1 Demonstrate competency in basic and advanced skills and tactics in at least one activity from each of three of the following categories: aquatics, dance, fitness activities, individual/dual sports, outdoor pursuits, self-defense, and team sports.**
 * 12.1.1.a Aquatics: Demonstrate a variety of swimming strokes.
 * 12.1.1.b Dance: Demonstrate a variety of dance forms.
 * 12.1.1.c Fitness Activities: Develop and perform an aerobic routine (i.e., dance, steps, resistance bands, stability balls, jogging).
 * 12.1.1.d Individual/Dual Sports: Execute offensive and defensive strategies (i.e., in badminton, after each shot during a rally return to base position).
 * 12.1.1.e Outdoor Pursuits: Apply skills and safety procedures in adventure/outdoor activities (i.e., navigate an orienteering course using a compass).
 * 12.1.1.f Self-Defense: Demonstrate defensive positions to counter an aggressive perpetrator.
 * 12.1.1.g Team Sports: Demonstrate transition from offensive to defensive strategies (i.e., in volleyball, move from 6-2 offense to middle back defense).


 * Strand 2: KNOWLEDGE** Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


 * 12.2.1 Apply concepts and principles of human movement to the development of motor skills and the learning of new skills.**
 * 12.2.1.a Identify biomechanical principles related to propelling an object (i.e., angle of release, angle of rebound).
 * 12.2.1.b Perform self-evaluation of motor skills (i.e., checklist of badminton long and short serves).
 * 12.2.1.c Plan a program of skill improvement based on self-evaluation.


 * 12.2.2 Analyze movement forms and apply proper strategies and tactics to a variety of physical activities.**
 * 12.2.2.a Analyze and describe strengths and weaknesses of several offenses and/or defenses (i.e., basketball zone defense).


 * 12.2.3 Apply scientific and medical knowledge to aspects of exercise and injury prevention.**
 * 12.2.3.a Identify major bones and muscle groups of the body.
 * 12.2.3.b Describe tissue’s physiological responses to injury.
 * 12.2.3.c Describe the psychological effects of injury and prevention.
 * 12.2.3.d Identify and describe the structures and functions of several selected body systems (i.e., cardiovascular, respiratory, skeletal, muscular, nervous, integumentary).
 * 12.2.3.e Apply principles of body mechanics and ergonomics.


 * Strand 3: ACTIVE LIFESTYLE** Participates regularly in physical activity.


 * 12.3.1 Refine skills, expand knowledge, cultivate interest and strengthen desire to independently maintain an active lifestyle.**
 * 12.3.1.a Analyze the benefits of regular participation in physical activity (i.e., explain the benefits of exercise as related to stress management).
 * 12.3.1.b Select and participate in activities that are personally meaningful and accessible based on personal interest and capabilities.
 * 12.3.1.c Participate in a variety of physical activities in both school and non-school settings.
 * 12.3.1.d Demonstrate an understanding of how and why adult patterns of physical activity participation change throughout life (i.e., identify the effects of age on physical activity preferences; identify the effects of age on the physiological response to physical activity).


 * Strand 4: FITNESS** Achieves and maintains a health-enhancing level of physical fitness.


 * 12.4.1 Demonstrate the skill and knowledge to create a fitness program based on personal needs.**
 * 12.4.1.a Independently design a written personal fitness and activity program which incorporates physical fitness components and principles (i.e., overload, progression, specificity, and individuality).
 * 12.4.1.b Use results of fitness assessments to guide changes in a personal program of fitness and physical activity.
 * 12.4.1.c Use technology to assess, enhance, and maintain participation in a program of fitness and physical activity (i.e., heart monitors, pedometers, etc.).


 * 12.4.2 Achieve desired levels of health-related fitness.**
 * 12.4.2.a Participate in activities designed to improve or maintain muscular strength and endurance, flexibility, cardiovascular endurance, and body composition based on the results of criterion-referenced fitness tests (i.e., FITNESSGRAM).
 * 12.4.2.b Achieve the gender and age appropriate health-related physical fitness criterion (i.e., FITNESSGRAM).


 * Strand 5: RESPONSIBLE BEHAVIOR** Exhibits responsible personal and social behavior that respects self and others in physical activity settings.


 * 12.5.1 Initiate responsible behavior, function independently and responsibly, and positively influence the behavior of others.**
 * 12.5.1.a Apply safe practices, rules, procedures, and etiquette in all physical activity settings (i.e., move around perimeter of room in counter-clockwise direction in country/western dance, yield the track to faster students).
 * 12.5.1.b Resolve conflicts in responsible ways (i.e., volunteer to replay contested shot in tennis).
 * 12.5.1.c Accept the responsibility for taking leadership and/or supportive roles in order to accomplish group goals (i.e., set up the safety procedures to guide a class hike over treacherous terrain).


 * 12.5.2 Develop and implement strategies in physical activity to promote inclusion of people of varying abilities and diverse cultural backgrounds.**
 * 12.5.2.a Share a physical activity that is associated with a cultural background of interest.
 * 12.5.2.b Create a game/activity designed to include all class members.


 * Strand 6: AWARENESS** Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


 * 12.6.1 Justify why participation in physical activity can be enjoyable and desirable.**
 * 12.6.1.a Explain aspects of activities that are enjoyable and not enjoyable and the causes of those feelings.
 * 12.6.1.b Compare and contrast the unique benefits of various types of activities (team, individual/dual sports, dance, etc.).
 * 12.6.1.c Evaluate how physical activity serves as a vehicle to provide opportunities for self-expression and personal growth.


 * 12.6.2 Pursue lifetime physical activities that meet individual needs.**
 * 12.6.2.a Participate in selected physical activities alone or with friends.
 * 12.6.2.b Broaden scope of physical activities.
 * 12.6.2.c Enter competitive and/or recreational activities voluntarily.


 * 12.6.3 Investigate opportunities for employment related to physical activity.**
 * 12.6.3.a Analyze employment/career options in fields related to physical activity (i.e., conduct web search for sports management, professional organizations, etc.).
 * 12.6.3.b Journal professional responsibilities and opportunities for employment in professions associated with physical activity.