VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12
Grade 5
2.1 Apply movement concepts
including direction, balance, level
(high, low), pathway (straight,
curve, zigzag), range (expansive,
narrow), and force absorption
(rigid, with bent knees) to extend
versatility and improve physical
performance.
Students Will Know:
CSafety procedures within
specific activities
CAppropriate levels
balance concerning specific
c.g/l.r.a CNecessary level of
force absorption (within
specific lesson)
CTwo types of basketball
dribbles (speed & control)
C (Basketball) Offensive and
defensive footwork
C (Soccer) Movement with and
without the ball
C (Softball) Offensive
and defensive positioning
and footwork
C (Square/Novelty Dance)
Movement within specific dance
CGeneral and sub-categories of
fitness (i.e. agility, balance,
anaerobic and aerobic.
Students Will Do:
CBe able to participate within
an activity with knowledge to
help prevent unsafe conditions
Grade 6 Grade 7
STANDARD – MOTOR SKILL DEVELOPMENT
2.8 Use combinations of
manipulative, locomotor, and non-
locomotor skills to develop
movement sequences and patterns,
both individually and with others
Students Will Know:
CSafety procedures/rules
within specific activities
CAppropriate levels balance
concerning specific (c.g/l.r.a)
CNecessary level of force
absorption (within specific lesson)
CTwo types of basketball dribbles
(speed & control)
C (Basketball) Offensive and
defensive footwork
C (Soccer) Movement with
and without the ball
C (Volleyball) Movement with
and without the ball
C (Softball) Offensive
and defensive positioning
and footwork
C (Square/Novelty Dance)
Movement within specific dance
C (Flag Football) Offensive and
defensive movements and skills.
C (Aerobics Games) and how
they advance cardiovascular
health.
C (Fitness Test) General and sub-
categories of fitness (i.e. agility,
balance, anaerobic and aerobic.
Grade 8
2.8 Use combinations of
manipulative, locomotor, and non-
locomotor skills to develop
movement sequences and patterns,
both individually and with others
Students Will Know:
CThat all movements within the
specific low rope activity will
have specific consequences to the
success or failure to complete task
at hand.
CDifferent ways of achieving
balance to help complete task (low
ropes)
CDifferent methods of spotting
in regards to the needs of specific
activity (i.e. Student on ground
level on a stationary object)
compared to student 4 inches off
of the ground compared to a
student on a moving object (low
ropes)
CPatterns of motions that lead to
an organized group of dancers
(Line Dance)
CThat each individual dance
will include certain steps that
may be repeated or are in a
different
sequence compared to other line
dances.
CThat in line dancing, the use
of locomotor and non-
2.8 Use combinations of
manipulative, locomotor, and
non-locomotor skills to develop
movement sequences and
patterns, both individually and
with others
Students Will Know:
CThat all movements within the
specific low rope activity will
have specific consequences to the
success or failure to complete
task at hand.
CDifferent ways of
achieving balance to help
complete task (low ropes)
CDifferent methods of spotting
in regards to the needs of specific
activity (i.e. Student on ground
level on a stationary object)
compared to student 4 inches off
of the ground compared to a
student on a moving object (low
ropes)
CPatterns of motions that lead to
an organized group of dancers
(Line Dance)
CThat each individual dance
will include certain steps that
may be repeated or are in a
different
sequence compared to other line
dances.
CThat in line dancing, the use
of locomotor and non-
Grades 9-12
2.17 Demonstrate
developmentally appropriate
competence (basic skills,
strategies, and rules) in many
and proficiency in a few
movement forms and motor
skills (team sports, aquatics,
individual/dual sports, outdoor
pursuits, self-defense, dance, and
gymnastics).
Students Will Know:
CHow to demonstrate three types
of trapping a soccer ball
CHow to demonstrate passes in
soccer using 1 and 2 touch passes.
CHow to demonstrate three types
of field hockey dribbles
CHow to demonstrate three
movement skills using the lacrosse
stick
CHow to demonstrate the proper
technique in the areas of hitting and
fielding in softball
CIdentify three player’s positions
on a football team
CHow to demonstrate the proper
technique of throwing a Frisbee
CHow to demonstrate three types
of basketball shots
CHow to demonstrate three types
of volleyball hits
CHow to demonstrate two types
of floor hockey shots
CHow to demonstrate three types
of pickle ball shots
CHow to demonstrate three hits
with a badminton racquet
CHow to demonstrate three
required kickball skills
CIdentify the benefits of snow
Page 1 of 14
VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12
locomotor locomotor

Page 2 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
CTwo types of basketball dribbles
(speed and control)
C (Basketball) Defensive slides,
v-cuts., pivoting
C (Soccer) Defensive footwork
work (tackling) and offensive
footwork, dribbling,
C (Square/Novelty Dance)
Perform full body routines within
the scope of what has been
instructed for particular song
CWide assortment of fitness
exercises including the areas of
aerobic, anaerobic, flexibility and
balance.
Grades 5-12
Grade 6
Students Will Do:
CBe able to participate within
an activity with knowledge to
help prevent unsafe conditions
CTwo types of basketball
dribbles (speed and control-
crossover) CFour types of
basketball passes (bounce, chest,
overhead, baseball)
C (Basketball) Defensive slides, v-
cuts., pivoting
C (Softball) catching, throwing,
base running, tagging, hitting,
hit/throw accuracy.
C (Volleyball) Serve, bump, set,
dig, spike.
C (Soccer) Defensive footwork
work (tackling) and offensive
footwork, dribbling,
C (Square/Novelty Dance)
Perform full body routines within
the scope of what has been
instructed for particular song
C (Flag Football) Passing,
catching, punt, passing/running
route.
CWide assortment of fitness
exercises including the areas of
aerobic, anaerobic, flexibility and
balance.
Grade 7
skills are combined to create
balance not only within
movement, but with rhythm as
well.
CAs in “ultimate Frisbee, one
must be able to regain full control
of body after swift movements to
be able to stay within concept of
activity.
Students Will Do:
CComplete low rope task
within the specific limitations
of body movement
Recognize and put into action
different ways to balance that are
within the guidelines of the low
ropes activity
CUse correct spotting methods,
as to make sure head and back are
supported within the specific low
rope activity
CPerform dance within the
context of how motions were
presented CDance as specified by
the name and/or song as was
presented in instruction
CHow to use motions within
specific dance while keeping
within beat of provided music
CIn Ultimate Frisbee, how to
keep body in controlled motion
through the balance techniques
Grade 8
skills are combined to create
balance not only within
movement, but with rhythm as
well.
CAs in “ultimate Frisbee,
one must be able to regain
full control of body after
swift movements to be able
to stay within concept of
activity.
Students Will Do:
CComplete low rope task
within the specific limitations
of body movement
Recognize and put into action
different ways to balance that are
within the guidelines of the low
ropes activity
CUse correct spotting methods,
as to make sure head and back
are supported within the specific
low rope activity
CPerform dance within the
context of how motions were
presented
CDance as specified by the
name and/or song as was
presented in instruction
CHow to use motions within
specific dance while keeping
within beat of provided music
CIn Ultimate Frisbee, how to
keep body in controlled motion
through the balance techniques
Grades 9-12
shoeing
CHow to demonstrate
possession skills in broomball
Students will be able to DO:
CPerform foot, chest, and thigh
traps with a soccer ball
CPerform the instep, outstep,
and heel passes with a soccer
ball CPerform the control, speed
and Indian dribbles using the
correct field hockey techniques
and skill cues
CPerform the act of
cradling, passing, and
scooping with a lacrosse
stick
CPerform hitting and fielding in
a softball game condition
CPerform three positional player
roles in flag football
CPerform two types of
Frisbee throws
CPerform basketball jump shots,
foul shots, and lay-ups.
CPerform three volleyball
skills- bump, set, and serve
CPerform and slap and wrist shot
during floor hockey game situation
CPerform the differences between
the drop, lob, and smash in
pickleball
CPerform the differences
between the hit, smash and lob
with the badminton racquet
CPerforming throwing, catching
and kicking skills of dribbling,
passing, and shooting
CPerform walking and hiking on
various terrain on snow shoes
CPerform the skills of drag and
shoot in broomball
Page 3 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
2.2 Use a variety of manipulative
(throwing, catching, striking),
locomotor (walking, running,
skipping, hopping, galloping,
sliding, jumping, leaping), and
non-locomotor (twisting,
balancing, extending) skills as
individuals and in teams.
Students Will Know:
CUse of manipulative,
locomotor, and non-locomotor
skills in achieving success in
c.g/l.r.a.
C (Basketball) Movements with
and without the basketball that
lead to overall effective game
play.
C (Soccer) Movements with
and without the soccer ball that
lead to overall effective game
play. C (Softball) Movement
towards the ball and movement
with the
ball that lead to overall effective
game play.
C (Volleyball) Movement with
and without the volleyball that
lead to overall effective game
play.
C (Square/Novelty Dance)
Individual and paired movements,
both sequenced and non-sequence
that lead to proper execution of
the dance.
C (Fitness) Movements that
promote total body strength and
flexibility.
C (Aerobic Games) Movements
Grades 5-12
Grade 6
2.9 Demonstrate developmentally
appropriate basic manipulative
and advanced specialized physical
skills, including throwing and
catching different objects with
both accuracy and force, hand and
foot dribbling while preventing an
opponent from challenging, and
accurate striking proficiency
Students Will Know:
CBody position, hand placement,
arm position, windup and follow
through (weight transfer) in sports
that ball thrown without
assistance of equipment (Soccer,
Flag Football, Basketball,
Softball)
CAppropriate hand dribbling
height (actual hand placement on
“crosse” and overall “crosse
movement) and appropriate
protective position
CAppropriate hand dribbling
height and appropriate protective
position in basketball
CAppropriate distance from foot
to soccer ball, and appropriate
protective position in soccer
CAppropriate foot/leg position
and weight transfer in striking of
ball (Soccer, Flag Football)
CAppropriate hand position, arm
position, body position, and
weight transfer in regards to
striking a volleyball
CAppropriate hand position (in
regards to the bat) arm position,
Grade 7
2.9 Demonstrate developmentally
appropriate basic manipulative
and advanced specialized physical
skills, including throwing and
catching different objects with
both accuracy and force, hand and
foot dribbling while preventing an
opponent from challenging, and
accurate striking proficiency
Students Will Know:
CBody position, hand placement,
arm position, windup and follow
through (weight transfer) in sports
that ball thrown without
assistance of equipment (Soccer,
Flag Football, Basketball,
Softball)
Body position, hand placement (in
regards to equipment), arm
position, windup and follow
through (weight transfer) in sports
that ball thrown with assistance of
equipment (STXball)
CAppropriate hand dribbling
height (actual hand placement on
“Crosse” and overall “Crosse
movement) and appropriate
protective position in STXball
CAppropriate hand dribbling
height and appropriate protective
position in basketball
CAppropriate distance from foot
to soccer ball, and appropriate
protective position in soccer
CAppropriate foot/leg position
and weight transfer in striking of
ball
(Soccer, Flag Football)
Grade 8 Grades 9-12
2.9 Demonstrate No comparable standard for
developmentally appropriate high school curriculum
basic manipulative and advanced
specialized physical skills,
including throwing and catching
different objects with both
accuracy and force, hand and foot
dribbling while preventing an
opponent from challenging, and
accurate striking proficiency
Students Will Know:
CBody position, hand
placement, arm position, windup
and follow through (weight
transfer) in sports that ball
thrown without assistance of
equipment (Soccer, Basketball,
Softball)
CBody position, hand
placement (in regards to
equipment), arm position,
windup and follow through
(weight transfer) in sports that
ball thrown with assistance of
equipment (STXball,)
CAppropriate hand dribbling
height (actual hand placement on
“Crosse” and overall “Crosse
movement) and appropriate
protective position in STXball
CAppropriate hand dribbling
height and appropriate protective
position in basketball
CAppropriate distance from foot
to soccer ball, and appropriate
protective position in soccer
CAppropriate foot/leg position
and weight transfer in striking of
ball (Soccer)
Page 4 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
that increase cardiovascular
endurance and promote speed and
agility.
C (Fitness Test) Movements that
gauge students overall fitness:
strength, cardiovascular and
flexibility.
Students Will Do:
C (CGLR) Safety procedures,
body positioning and execution.
C (Basketball) Two types of
passes (bounce & chest), pivoting
skills, dribbling (dominant and
non-dominant hands), shooting
(foul shot, side shot)
C (Soccer) dribbling, passing,
throw-in, shooting and blocking.
C (Wiffle/SoftBall) catches
(underhand and side), throwing
(overhand and underhand),
throwing accuracy, batting stance,
swing, swing accuracy.
C (Square/Novelty Dance)
Various movements: promenade,
dozy do, cross-over, swing your
partner.
C (Fitness) Squats, Mountain
climbers, push-ups, jumping
jacks, plank and other weighted
and non-weighted exercises.
C (Aerobic Games) Various
agility movements: grapevine,
skip to hop drill, high knees run.
C (Fitness Test) Shuttle Run
Grades 5-12
Grade 6
rotation of hips, body position,
and weight transfer in striking of a
softball
Students Will Do:
CSoccer) Passing, trapping,
defensive/offensive stance and
positioning, throw-in, kicking,
blocking. Emphasis on position
play.
C (Flag Football) Throwing,
catch & tuck, punting,
offensive/defensive stance and
movements, emphasis on position
play.
C (Basketball) Dribbling
(dominant, non-dominant,
crossover), defensive stance,
pivoting, passing (chest, bounce,
overhead, baseball), shooting (foul
shot, side shot, lay-up, hook shot),
specific position play.
C (Volleyball) Hitting (set, bump,
serve), Offensive and defensive
stance, play set-up, spike.
CSoftball) Throwing (overhand
and underhand), catching
(overhead, underhand, side)
batting stance, bat positioning,
swing follow-through, swing and
throw accuracy.
Grade 7
CAppropriate hand position, arm
position, body position, and
weight transfer in regards to
striking a volleyball
CAppropriate hand position (in
regards to the bat/club) arm
position, rotation of hips, body
position, and weight transfer in
striking of the ball (softball, golf)
Students Will Do:
CCorrect complete throwing
motion in regards to specific sport
without assistance of equipment
(Soccer, Flag Football, Basketball,
Softball)
CAccurately complete throwing
motion in regards to specific sport
with assistance of equipment
(STXball)
CDribble with change of direction
for a distance of approximately 50
yards with Crosse using correct
dribbling technique
CDribble a basketball with change
of direction for a distance of
approximately 60 feet using a
variety of dribbles (speed, control,
crossover, etc.)
CDribble a soccer ball with
change of direction for a distance
of approximately 50 yards using
correct technique
CPass/Shoot/Strike soccer ball
using both appropriate
technique/specific touch
depending on distance from
teammate/goal
CStrike softball (with bat) with
Grade 8 Grades 9-12
CAppropriate hand position, arm
position, body position, and
weight transfer in regards to
striking a volleyball
CAppropriate hand position (in
regards to the bat/club) arm
position, rotation of hips, body
position, and weight transfer in
striking of the ball (softball, golf)
Students Will Do:
CCorrect complete throwing
motion in regards to specific
sport without assistance of
equipment (Soccer, Basketball,
Softball)
CAccurately complete
throwing motion in regards to
specific sport with assistance of
equipment (STXball)
CDribble with change of
direction for a distance of
approximately 50 yards with
Crosse using correct dribbling
technique
CDribble a basketball with
change of direction for a distance
of approximately 60 feet using a
variety of dribbles (speed,
control, crossover, etc.)
CDribble a soccer ball with
change of direction for a distance
of approximately 50 yards using
correct technique
CPass/Shoot/Strike soccer ball
using both appropriate
technique/specific touch
depending on distance from
Page 5 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12

Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12

appropriate force needed to make
ball travel
CWill be able to strike golf ball
(with club) with appropriate force
needed to make ball travel to
desired target/location.
teammate/goal
CStrike softball (with bat) with
appropriate force needed to make
ball travel
C Strike golf ball (with club) with
appropriate force needed to make
ball travel to desired
target/location.

2.3 Perform rhythm routines,
including dancing, to demonstrate
fundamental movement skills.
Students Will Know:
CPatterns of motions that lead to
an organized group of dancers
CThat each individual dance
will include certain steps that
may be repeated or are in a
different sequence compared to
other line dances.
CEach dance has specific
movements patterns that
incorporate the beat and rthym of
the music presented with the
dance
2.10 Perform a rhythm routine
that combines traveling, rolling,
balancing, and weight transfer into
smooth flowing sequences with
intentional changes in direction,
speed, and flow.
Students Will Know:
CPatterns of motions that lead to
an organized group of dancers
CThat each individual dance
will include certain steps that
may be repeated or are in a
different sequence compared to
other line dances.
CEach dance has specific
movements patterns that
incorporate the beat and rthym of
the music presented with the
dance
2.10 Perform a rhythm routine
that combines traveling, rolling,
balancing, and weight transfer into
smooth flowing sequences with
intentional changes in direction,
speed, and flow.
Students Will Know:
C Patterns of motions that lead to
an organized group of dancers
CThat each individual dance will
include certain steps that may be
repeated or are in a different
sequence compared to other line
Cdances.
Each dance has specific
movements patterns that
incorporate the beat and rhythm of
the music presented with the
dance
2.10 Perform a rhythm routine
that combines traveling, rolling,
balancing, and weight transfer
into smooth flowing sequences
with intentional changes in
direction, speed, and flow.
Students Will Know:
CPatterns of motions that lead to
an organized group of dancers
CThat each individual dance
will include certain steps that
may be repeated or are in a
different sequence compared to
other line dances.
CEach dance has specific
movements patterns that
incorporate the beat and rhythm
of the music presented with the
dance
2.19 Apply concepts about
sequential motor learning and
development, biomechanics,
exercise physiology, and sports
psychology.
Students Will Know:
CThe proper technique of
walking demonstrating fine and
gross motor skills
CLearn to calculate and
convert measuring distances
from a odometer/counter
Students will be able to DO:
CPerform sequential motor
movements
CPerform the function of
checking target heart rate

Students Will Do:
CPerform dance within the
context of how motions were
presented
CDance as specified by the
name and/or song
CPerform dance using specific
steps that have been introduced as
not only in sequence, but in time
with the applied music.
Students Will Do:
CPerform dance within the
context of how motions were
presented CDance as specified by
the name and/or song
CPerform dance using specific
steps that have been introduced as
not only in sequence, but in time
with the applied music.
Students Will Do:
 Perform dance within the
context of how motions were
presented
CDance as specified by the
name and/or song
CPerform dance using specific
steps that have been introduced as
not only in sequence, but in time
with the applied music.
Students Will Do:
CPerform dance within the
context of how motions were
presented
CDance as specified by the
name and/or song
CPerform dance using specific
steps that have been introduced
as not only in sequence, but in
time with the applied music.

Page 6 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
2.4 Identify physical and
psychological changes that result
from participation in a variety of
physical activities.
Students Will Know:
CBenefits of physical activity
for both the mind and body.
CRelationship between
physical activity and wellbeing
and self- esteem.
CStudents will be introduced to
new activities; which may foster
new interests and contribute to
physical development.
Students Will Do:
CStudents will recognize
benefits of physical activity:
maintaining healthy weight,
stress reduction, increased
energy, stronger immune system.
CStudents will recognize the
psychological benefits of
exercise: increased self-esteem,
self-worth, and achieving success
in attempted goals.
CStudents will learn to be
accepting of new challenges and
prepare them for new experiences
in the future.
Grades 5-12
Grade 6
2.11 Apply basic principles of
training and appropriate guidelines
of exercise to improve immediate
and long-term physical fitness
Students Will Know:
CGeneral areas of fitness:
strength, cardiovascular endurance
and flexibility.
CSpecific sub-categories of
fitness: aerobic, anaerobic and
agility. What they mean and how
they relate to both sports and
general fitness. Student will know
examples of each.
CLife sports and how they can be
incorporated for fitness: walking,
golf, tennis, etc.
CRole of heart and lungs in
cardiovascular health. Student
will be able to find max and target
heart rate.
CStudent will be able to use
pedometer and heart rate monitor
and know how these tools are
beneficial in maintaining a healthy
and physically fit body.
CBenefits of fitness testing and
how fitness tests can be used to
measure fitness level and aid in
creating suitable workout routines.
Students Will Do:
C (Aerobic Games) Link Tag,
Capture the Flag, Swat, Agent
Dodgeball, Couch Potato.
C (Fitness) Calisthenics, Agility
Grade 7
STANDARD – FITNESS
2.11 Apply basic principles of
training and appropriate guidelines
of exercise to improve immediate
and long-term physical fitness
Students Will Know:
COverall Benefits to regular
exercise if done on a regular basis
with feedback from health care
professionals.
CThat all forms of exercise are a
gradual process, that no exercise
program should start at a level that
is too strenuous physically,
therefore giving the body time to
adjust to the changes in activity.
CThe impact that physical fitness
will have not only in short term
physical goals, but lifetime
achievement.
Students Will Do:
Cfollow a plan best suited to
their previous experience in
physical fitness, and will be
expect to increase their rate of
activity gradually as the unit goes
on.
Cparticipate in activates that are
within their physical limits to
ensure safe exercise practices.
CResearch and record changes in
body composition in regards to the
addition of physical exercise
Grade 8 Grades 9-12
2.11 Apply basic principles of 2.18 Demonstrate activities for
training and appropriate warming up and cooling down
guidelines of exercise to improve before and after aerobic exercise.
immediate and long-term
physical fitness
Students Will Know: Students Will Know:
COverall Benefits to regular CUnderstand the benefits of
exercise if done on a regular exercise
basis with feedback from health CUnderstand the importance of
care professionals. warming up and cooling down
CThat all forms of exercise are a CTechniques of stretching
gradual process, that no exercise CIdentify the correct names of
program should start at a level muscles
that is too strenuous physically,
therefore giving the body time to Students will be able to DO:
adjust to the changes in activity. CPerform warm-up, cool
CThe impact that physical down, and stretching
fitness will have not only in techniques on a daily basis in
short term physical goals, but class.
lifetime achievement.
Students Will Do:
CWill follow a plan best suited to
their previous experience in
physical fitness, and will be
expect to increase their rate of
activity gradually as the unit goes
on.
CWill participate in activates
that are within their physical
limits to ensure safe exercise
practices.
CResearch and record changes
in body composition in regards
to the addition of physical
exercise
Page 7 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
2.5 Explain the benefits of
physical fitness to good health
and increased active lifestyle.
Students Will Know:
CPhysical and emotional
benefits of being physically fit.
Students Will Do:
C Monitor changes in personal
fitness throughout the course.
Grades 5-12
Grade 6
drills (zig zag, grapevine, shuttle
run drill, forward-back sprint),
Yoga poses (cat, tree, warrior,
table),
C (Fitness Test) Mile Run, Shuttle
Run, Sit-ups, Push-ups, Pull-up,
Sit and Reach.
2.12 Participate in activities that
promote physical fitness, decrease
sedentary lifestyle, and relieve
mental and emotional tension
Students Will Know:
CSafety procedures/rules
within specific activities
CNecessary level of force
absorption (within specific lesson)
CTwo types of basketball dribbles
(speed & control)
C (Basketball) Offensive and
defensive footwork
C(Volleyball) Movement with
and without the ball
C (Softball) Offensive
and defensive positioning
and footwork
C (Aerobics Games) and how they
advance cardiovascular health.
C (Fitness) General and sub-
categories of fitness (i.e. agility,
balance, anaerobic and aerobic.
Strength training, aerobics, yoga.
Proper technique of warming up,
cooling down and stretching.
Students Will Do:
Grade 7
2.12 Participate in activities that
promote physical fitness, decrease
sedentary lifestyle, and relieve
mental and emotional tension
Students Will Know:
CPhysical activity is not just
something that has to be done in a
certain location (i.e. gymnasium,
health club, etc)
CPhysical activity is a very
popular means in increasing social
skills and to create new
relationships
CPhysical activity is a natural way
to allow the body to be relieved of
emotions that may negatively
effect the body (such as stress)
Students Will Do:
CParticipate in a variety of
activates that promote physical
fitness in a social setting (such as
line dancing).
CCreate physical fitness activities
in locations that are not
necessarily set up to independently
house physical activity (such as a
field).
Grade 8
2.12 Participate in activities that
promote physical fitness,
decrease sedentary lifestyle, and
relieve mental and emotional
tension
Students Will Know:
CPhysical activity is not just
something that has to be done in
a certain location (i.e.
gymnasium, health club, etc) or
time period of one’s life
CPhysical activity is a very
popular means in increasing
social skills and to create new
relationships
CPhysical activity is a natural
way to allow the body to be
relieved of emotions that may
negatively effect the body (such
as stress)
Students Will Do:
CParticipate in a variety of
activates that promote physical
fitness in a social setting (such as
line dancing).
CCreate physical fitness
activities in locations that are not
necessarily set up to
Grades 9-12
2.20 Demonstrate exercises in
strength training, cardiovascular
activities, and flexibility
training.
Students Will Know:
CDemonstrate lifelong health
and fitness practices
CUnderstand the importance
of remaining physically fit
throughout their life
CUnderstand the benefits of
training
CTechniques of stretching
CIdentify main groups of
muscles and specific weight
training related to each muscle
group
Students Will be able to Do:
CPerform individual workout
plan to achieve greater size,
symmetry, strength,
cardiovascular, and flexibility.
Page 8 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12

Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12

2.6 Identify the major behaviors
that contribute to wellness
(exercise, nutrition, hygiene, rest,
and recreation, refraining from
using tobacco, alcohol, and other
substances).
CBe able to participate within an CDocument feelings after physical independently house physical
activity with knowledge to help exercise. activity (such as a field).
prevent unsafe conditions CDocument feelings after
CAerobic games: link tag, physical exercise and/or game
dodgeball, couch potato tag, swat, play.
etc.
CTwo types of basketball
dribbles (speed and control-
crossover) CFour types of
basketball passes (bounce, chest,
overhead, baseball)
C (Basketball) Defensive slides, v-
cuts., pivoting
C (Softball) catching, throwing,
base running, tagging, hitting,
hit/throw accuracy.
C (Volleyball) Serve, bump, set,
dig, spike.
CWide assortment of fitness
exercises including the areas of
aerobic, anaerobic, flexibility and
balance.
2.13 Explain the personal benefits 2.13 Explain the personal benefits 2.13 Explain the personal 2.21 Identify the components of
of making positive health of making positive health benefits of making positive physical fitness and the factors
decisions and monitor progress decisions and monitor progress health decisions and monitor involved in planning and
towards personal wellness towards personal wellness progress towards personal evaluating fitness programs for
wellness individuals at different stages of
the life cycle.

Students Will Know:
CThe effects of regular exercise,
personal habits, and recognition
of ones physical self can help to
foster a more positive, personal,
physical outcome.
CPast decisions can affect
physical health later in life.
CThe more proactive an
Students Will Know:
CGeneral areas of fitness: strength,
cardiovascular endurance and
flexibility.
CSpecific sub-categories of
fitness: aerobic, anaerobic and
agility. What they mean and how
they relate to both sports and
general fitness. Student will know
Students Will Know:
CThe effects of regular exercise,
personal habits, and recognition of
one’s physical self can help to
foster a more positive personal
physical outcome.
CPast decisions can affect physical
health later in life.
CThe more proactive an individual
Students Will Know:
CThe effects of regular exercise,
personal habits, and recognition
of one’s physical self can help to
foster a more positive personal
physical outcome.
CPast decisions can affect
physical health later in life.
CThe more proactive an
Students Will Know:
CUnderstand life-long health and
fitness goals
C Five components of physical
fitness
Students will be able to DO:
C Develop a personal fitness
plan

Page 9 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
individual is in created a healthy
lifestyle the increased -chance
there is for more positive future
results.
Students Will Do:
C Research the benefits of regular
exercise to see the possible
outcomes that can happen with
keeping a routine.
CCreate lists of both positive and
negative choices; which can help
show the affects that may happen
by both good and bad healthy
choices.
CDraw a picture depicting the
affects of both positive and
negative healthy choices on the
body.
Grades 5-12
Grade 6
examples of each.
CLife sports and how they can
be incorporated for fitness:
walking, golf, tennis, etc.
*Role of heart and lungs in
cardiovascular health. Student
will be able to find max and target
heart rate.
CStudent will be able to use
pedometer and heart rate monitor
and know how these tools are
beneficial in maintaining a healthy
and physically fit body.
CBenefits of tracking food
intake and workouts by using a
fitness journal.
CBenefits of fitness testing and
how fitness tests can be used to
measure fitness level and aid in
creating suitable workout routines.
Students Will Do:
C (Aerobic Games) Link Tag,
Capture the Flag, Swat, Agent
Dodgeball, Couch Potato.
C (Fitness) Calisthenics, Agility
drills (zig zag, grapevine, shuttle
run drill, forward-back sprint),
Yoga poses (cat, tree, warrior,
table),
C (Fitness Test) Mile Run, Shuttle
Run, Sit-ups, Push-ups, Pull-up,
Sit and Reach.
Grade 7
is in creating a healthy lifestyle;
the increase chance there is for
more positive future results.
Students Will Do:
CResearch the benefits of
regular exercise to see the
possible outcomes that can
happen with keeping with a
routine.
CIdentify the effects that may
happen by both good and bad
health choices
CCreate an immediate goal
plan with specific goals to help
students steer toward positive
health choices.
Grade 8 Grades 9-12
individual is in creating a healthy
lifestyle; the increase chance
there is for more positive future
results.
Students Will Do:
CResearch the benefits of
regular exercise to see the
possible outcomes that can
happen with keeping with a
routine.
CCreate lists of both negative
and positive choices which can
help show the affects that may
happen by both good and bad
health choices
CCreate an action plan with
specific goals to help students
steer toward positive health
choices.
Page 10 of
14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
2.7 Demonstrate responsible
personal and social conduct used
in physical activity settings.
Grades 5-12
Grade 6
No comparable standard for grades 5 – 8
No comparable standard for grades 5 – 8
STANDARD – PERSONAL & SOCIAL COMPETENCY
2.14 Apply advanced movement
concepts and beginning game
strategies to guide and improve
individual and team performance
Grade 7
2.14 Apply advanced movement
concepts and beginning game
strategies to guide and improve
individual and team performance
Grade 8
2.14 Apply advanced movement
concepts and beginning game
strategies to guide and improve
individual and team performance
Grades 9-12
2.22 Conduct a personally
developed physical activity
program.
Students Will Know:
CThe proper technique of
weight training to achieve
personal goals
Recognize their strengths and
weaknesses and design a
program to address those areas.
Students will be able to DO:
CDesign a personalized
fitness plan
2.23 Meet developmentally
appropriate health-related
benchmarks.
Students Will Know:
CUnderstand the age
appropriate standards to
successfully pass the Fitness
gram test
Students will be able to DO:
CAchieve the fitness standards
required according to the fitness
gram test
2.24 Identify life-management
skills and protective factors that
contribute to achieving personal
wellness health goals, including
researching, evaluating, and
implementing strategies to
manage personal wellness,
monitor progress, and revise
plans.
Page 10 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grade 5
Students Will Know:
CAppropriate encouragement
of classmates.
CAppropriate interaction
with teacher (referee) and
fellow classmates
(teammates or opponents)
during game play and
activities.
CAppropriate adherence to
the rules and spirit of the
game. CAppropriate inclusion
of all teammates.
Students Will Do:
CDemonstrate positive attitude
and encouraging communication
with classmates.
CStudents will address issues in
a socially appropriate way with
teacher (referee) and classmates
(teammates and opponents.)
CStudent will follow all rules
established for certain activity
and maintain appropriate attitude
regardless of game outcome.
CStudent will involve all
teammates by adhering to
substitution rules and passing to
all teammates regardless of
previous relationships or gender.
Grades 5-12
Grade 6
Students Will Know:
CBasic sport plays that
require special use of
individual sport positions and
strategy.
CImportance of
communication between
players in conjunction with
movement.
CImportance of teamwork
and adapting play situations/
Students Will Do:
C (Football & Basketball) Student
will do basic play calling to ensure
efficiency when playing the game
(i.e. specific passing routes)
C (Football, Basketball and
Volleyball) Student will display
proper teammate communication
during game play (i.e.- voice
signaling when player is open)
CStudents will pass to specific
number of teammates before
trying to score- this creates
enhanced communication between
teammates.
2.15 Demonstrate strategies for
inclusion of all students in
physical activity settings related to
strength and speed
Grade 7
Students Will Know:
CHow to set teams in a fair and
equal manner (with teacher
discression), creating more
independent thinking in regards to
team formation, player roles, and
possible game strategies.
CHow to diagram simple plays to
create a team-first concept and
therefore organizing the players as
they move into more advanced
game play
CBasic rules of activity played
Students Will Do:
Cassist teacher in selection of
teams, but are becoming more
independent with positioning of
team players based on skill set,
and possible physical
considerations (i.e. tallest player
being the center in basketball).
CUsing whiteboard, starting to
diagram either formations for
specific sport, or diagramming
simple 2-3 step plays.
CFollow, and help enforce (not
as a referee, but as a peer) rules
of the activity.
2.15 Demonstrate strategies for
inclusion of all students in
physical activity settings related to
strength and speed
Grade 8
Students Will Know:
CHow to set teams in a fair and
equal manner (with teacher
discression), creating more
independent thinking in regards
to team formation, player roles,
and possible game strategies.
CHow to diagram simple plays to
create a team-first concept and
therefore organizing the players
as they move into more advanced
game play
CBasic rules of activity played
Students Will Do:
CWill select teams (teacher will
intervene if necessary), and
continue positioning of team
players based on skill set, and
possible physical considerations
(i.e. tallest player being the
center in basketball).
CUsing whiteboard, starting to
diagram either formations for
specific sport, or diagramming
simple 2-3 step plays.
CFollow, and help enforce (not
as a referee, but as a peer) rules
of the activity.
2.15 Demonstrate strategies for
inclusion of all students in
physical activity settings related
to strength and speed
Grades 9-12
Students Will Know:
CImportance of a balanced
healthy eating program and its
effects on the body
CRecognize the benefits of a
well designed fitness program
that reflects self-improvement
CBasic maintenance of
equipment
Students will be able to DO:
CCreate a self discipline fitness
plan designed to measure fitness
goals
CMuscle memory exercises
with proper technique through
repetition
CVariations of interval training
CSnow-shoeing on multitude
of terrains and in extreme
weather conditions
2.26 Apply safe practices, rules,
procedures, and sportsmanship
etiquette in physical activity
settings, including how to
anticipate potentially dangerous
consequences and outcomes of
participation in physical activity.
Page 11 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12
Grade 5 Grade 6
Students Will Know:
CAll activities can be
appropriately adjusted to meet the
demands (both physical and
psychological) of the participants
CActivity levels will be
appropriate for the age of student
group
C Activities will maximize each
student’s participation time.
Students Will Do:
C Learn use of appropriate
equipment based on specific
parameters (i.e. Who would use a
men’s basketball or a woman’s
basketball, or using correct weight
of bat in softball)
CExpected behaviors and
expected age appropriate norms
despite possible terminology of
the activity or physical demands
CParticipate as much as possible
within the activity
2.16 Describe the purpose and
benefits of sports, games, and
dance in modern society
Students Will Know:
CStudents will know the
fundamentals of appropriate social
concepts/actions evolved and
continue to shape today’s
activities
Grade 7
Students Will Know:
CAll activities can be
appropriately adjusted to meet the
demands (both physical and
psychological) of the participants
CActivity levels will be
appropriate for the age of student
group
CActivities will maximize
each student’s participation
time.
Students Will Do:
CLearn use of appropriate
equipment based on specific
parameters (i.e. Who would use a
men’s basketball or a woman’s
basketball, or using correct weight
of bat in softball)
CExpected behaviors and
expected age appropriate norms
despite possible terminology of
the activity or physical demands
CParticipate as much as possible
within the activity
2.16 Describe the purpose and
benefits of sports, games, and
dance in modern society
Students Will Know:
CStudents will know the
fundamentals of appropriate social
concepts/actions evolved and
continue to shape today’s
activities
Grade 8
Students Will Know:
CAll activities can be
appropriately adjusted to meet
the demands (both physical and
psychological) of the participants
CActivity levels will be
appropriate for the age of student
group
CActivities will maximize
each student’s participation
time.
Students Will Do:
C Learn use of appropriate
equipment based on specific
parameters (i.e. Who would use a
men’s basketball or a woman’s
basketball, or using correct
weight of bat in softball)
CExpected behaviors and
expected age appropriate norms
despite possible terminology of
the activity or physical demands
CParticipate as much as possible
within the activity
2.16 Describe the purpose and
benefits of sports, games, and
dance in modern society
Students Will Know:
CStudents will know the
fundamentals of appropriate
social concepts/actions evolved
and continue to shape today’s
activities
Grades 9-12
Students Will Know:
CRules and regulations in all
individual and team sports and
recreational activities
CInherit risks associated
with physical activity
CThe maintenance and care
of equipment
Students will be able to DO:
CAbide by all safety rules and
procedures as listed or
verbalized by instructor: limited
contact, respect of self, others,
and equipment, excessive force,
tripping, kicking, stick and ball
control, appropriate behavior,
overall self control
CWork with others towards
a common goal
CDemonstrate teamwork
and strategies of the game
2.25 Understand how activity
participation patterns are likely
to change throughout life and
identify strategies to deal with
those changes, including a plan
for life-long wellness.
Students Will Know:
CRealize the importance
of frequency, intensity,
and duration
CCognitive, psychomotor, and
affective of lifelong exercise
Page 12 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12
Grade 5 Grade 6
Students will be able to DO:
CStudents will know the
fundamentals of appropriate social
concepts/actions evolved and
continue to shape today’s
activities
No comparable standard for grades 5 – 8
Grade 7
Students will be able to DO:
C Participate in activities such as
line dance, team sports, challenge
games and individual sports to
learn basic concepts to the rules of
the game/dance, and create
possible conversation pieces
outside of the activity
Grade 8
Students will be able to DO:
C Participate in activities such as
line dance, team sports, challenge
games and individual sports to
learn basic concepts to the rules
of the game/dance, and create
possible conversation pieces
outside of the activity
Grades 9-12
CThe multiple benefits of
walking on a daily basis (lowers
risk of heart disease, reduces
stress)
CStrategies to deal with these
changes such joining leisure and
recreational activities
CRecognize stress reducing
activities to minimize health
risks
CThe importance of continuing
with a membership to a facility
such as a health club, YMCA, or
boys and girls club
Students will be able to DO:
CSnow-shoeing on a multitude
of terrains and in extreme
weather conditions
CSelf-monitor personal
progress CChart their personal
progress from 9-12 grade as it
relates to
lifelong fitness
2.27 Define the functions of
leadership in team sports
(increasing motivation,
efficiency, and satisfaction)
Page 13 of 14
 VERTICAL ALIGNMENT OF PHYSICAL EDUCATION STANDARDS
Grades 5-12

Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12

Students Will Know:
CImplications of personal
conduct in a social setting
CDemonstrate good
sportsmanship ie. Lead by
example

Students will be able to DO:

CEmerge as a natural leader
by doing or showing.
CDemonstrate
leadership qualities

Page 14 of 14