Grade 1 PE Vermont Standards

Demonstrating cooperation by taking turns, sharing, and giving encouragement to others (verbally and nonverbally).

Sharing and listening to ideas of others.

Demonstrating a willingness to work with any child in the class.

Listening quietly without interrupting when a peer or the teacher is talking, and speaking at an appropriate time.

Staying on task without specific (direct) teacher supervision for a short period of time.

Demonstrating responsibility for following simple game rules safely, with good sports like behavior (with and without direct teacher supervision).

Demonstrating responsibility for making and applying rules regarding class procedures and safety.

Social Interaction

Applying established class rules, procedures, and safe practices with limited teacher guidance.

Continuing to participate when initially unsuccessful.

Attempting new activities.

Describing their range of feelings resulting from participating in physical activity (e.g., success to failure).

Affective Qualities

Identifying an activity and a benefit associated with each of the four health-related fitness components.

Beginning to identify some physiological signs of exercise (e.g., increased heart rate and faster breathing).

Defining in their own words the four health-related fitness components (e.g., "I can run a long time without getting out of breath.").

Physical Fitness

Demonstrating how to float without support and to recover to a vertical position.

Demonstrating the Level II Skill requirements of the American Red Cross Swimming Standards.

Demonstrating progress toward mature form by performing two critical elements of an isolated skill.

Demonstrating smooth transitions between movements, (e.g., dance)

Combining two fundamental skills (e.g., bounce and catch, jump and turn).

Following simple rhythmic movements led by the teacher.

Performing a simple rhythmic movement (e.g., locomotor movement in time to an independent or imposed beat).

Demonstrating contrast between fast and slow movement.

Controlling force of personal movement and while moving objects (e.g., repeatedly striking balloons).

Controlling force of personal movement in general space (e.g., tagging).

Demonstrating an understanding of the variations in force (e.g., hard and soft, relaxed and tense).

Demonstrating an understanding of balancing skills (e.g., bends knees to lower the center of gravity).

Moving alone or with equipment (e.g., starting and stopping without falling down).

Applying space concepts in simple games and other activities (e.g., moving in different directions to avoid being tagged).

Performing locomotor skills while changing directions, levels, pathways, and range.

Demonstrating direction, pathway, level, and range during activities.

Identifying the locomotor movements: walk, run, hop, skip, jump, gallop, leap, slide.

Demonstrating competency in the mature form of the following manipulative skills: underhand throwing, rolling an object, and dribbling in self-space.

Demonstrating the ability to change direction, quickly and safely, without falling.

Demonstrating the ability to stop with control at a boundary.

Demonstrating competency in the mature form of the following locomotor skills: walking, running, skipping, hopping, galloping, jumping and sliding.

Demonstrating body shapes (e.g., round, straight, pike, tuck, straddle).

Demonstrating body movements (e.g., flex, extend, and rotate).

Selecting a developmentally appropriate level of challenge, and performing successfully.

Solving movement challenges involving one or more movement concepts alone or with a partner.

Solving simple movement challenges with a partner.

Knowledge/Motor Skills

Students will apply problem-solving skills in movement-related activities by…

Students promote individual success and self-confidence by…

Students show safe behavior for self and others by…

Students show appropriate social interactions by…

Students will show an understanding of body awareness concepts by…

Students show an understanding of space concepts by…

FLOW Students show an understanding of movement concepts, and applying movement concepts to psycho-motor skills by…

TIME Students show an understanding of movement concepts, and apply them to psycho-motor skills by…

FORCE / ENERGY Students show an understanding of movement concepts and apply them to psycho-motor skills by…

BALANCE Students show an understanding of quality of movement concepts and apply them to psycho-motor skills by…

Students will demonstrate competency in a variety of skills used in dance, gymnastics, sports, and other physical activities by…

Students will show competency in aquatic activities and water survival skills when facilities allow by…

Students show knowledge of four health-related fitness components (cardio-respiratory endurance, flexibility, muscular strength and endurance, and body composition) and identifies a variety of activities to develop each component by…

Students show awareness of personal responsibility for individual wellness by….