Grade 1 PE Alabama Standards

Anchor Standard 1: Motor Skills and Movement Patterns: _The physically literate individual demonstrates competency in a variety of motor skills and movement patterns._

Demonstrate correct form for hopping, galloping, and sliding.

___APE accommodation suggestions:__ Sliding, galloping, jogging, and running_ - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Dribble continuously in a stationary position, using the preferred hand.

___APE accommodation suggestions:___ Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

Walk while tapping a ball, using alternating feet.

___APE accommodation suggestions:___ Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

Pass and trap a moving ball in a static environment, demonstrating correct form.

___APE accommodation suggestions:___ Use larger ball, larger targets

Approach a stationary ball, make contact below center line, and kick it forward.

___APE accommodation suggestions:___ Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

Independently volley a lightweight object upward with consecutive hits.

___APE accommodation suggestions:___ Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

Demonstrate striking a lightweight object upward with a short-handled implement.

___APE accommodation suggestions:___ Use longer or shorter implements for student success in controlling the implement; hand over hand assistance

Strike a stationary object with a long-handled implement using correct hand placement.

___APE accommodation suggestions:___ Place rope on ground, step over self-turned rope, provide verbal prompting.

Demonstrate rope skills by: - Jumping self-turned rope - Attempting to turn a long rope multiple times consecutively with a partner.

___APE accommodation suggestions:___ Place rope on ground, step over self-turned rope, provide verbal prompting.

_Developmentally appropriate/ emerging outcomes first appear in Grade 2._

___APE accommodation suggestions:__ Sliding, galloping, jogging, and running_ - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Perform jumping and landing actions with balance.

___APE accommodation suggestions:__ Hopping, jumping, and leaping_ - Hand over hand to assist with balance.

Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

___APE accommodation suggestions:___ Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

Maintain stillness on different bases of support with different body shapes.

___APE accommodation suggestions:___ Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

Create wide, narrow, curled, and twisted body shapes by curling and stretching.

___APE accommodation suggestions:___ Hand over hand assistance and modeling

Transfer weight from one body part to another in self-space with both narrow and curled body shapes.

___APE accommodation suggestions:___ Rolling - hand over hand assistance; peer assistance and modeling

Throw underhand and overhand with hand/foot opposition.

___APE accommodation suggestions:___ Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

Catch various sizes of soft objects from a self-toss before they hit the ground.

___APE accommodation suggestions:___ Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

1.1 Locomotor Skills: _Hopping, galloping, jogging, running, sliding, skipping, jumping, leaping_

1.2 Locomotor Skills: _Jogging, running_

1.3 Locomotor Skills: _Jumping and landing_

1.4 Locomotor Skills: _Dance/ Rhythmic Activities_

1.5 Non-locomotor Skills* (stability): _Balance_

1.6 Non-locomotor Skills* (stability): _Curling and stretching; twisting and bending_

1.7 Non-locomotor Skills (stability): _Weight transfer, rolling_

1.8 Manipulative Skills: _Underhand and overhand throw_

1.9 Manipulative Skills: _Catching_

1.10 Manipulative Skills: _Dribbling and/or ball control with hands_

1.11 Manipulative Skills: _Dribbling/ ball control with feet_

1.12 Manipulative Skills: _Passing and receiving with feet_

1.13 Manipulative Skills: _Kicking, punting_

1.14 Manipulative Skills: _Volleying, overhead and underhand_

1.15 Manipulative Skills: _Striking, short implement_

1.16 Manipulative Skills: _Striking, long implement (hockey stick, putter, noodle, bat, badminton racquet, pillow polo stick, etc.)_

1.17 Manipulative Skills: _Jumping rope_

Anchor Standard 2: Movement and performance: _The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance._

Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

___APE accommodation suggestions:___ Verbal prompting, redirection and/or modeling; use directional poly spots.

Understand and employ a variety of relationships with objects.

___APE accommodation suggestions:___ Verbal prompting; use directional poly spots.

Demonstrate the difference between strong and light force.

___APE accommodation suggestions:___ Verbal prompting; use directional poly spots.

_Developmentally appropriate/ emerging outcomes first appear in Grade 3._

2.1 Movement Concepts: _Space_

2.2 Movement Concepts: _Pathways, shapes, levels_

2.3 Movement Concepts: _Speed, direction, force_

2.4 Movement Concepts: _Strategies & tactics_

Anchor Standard 3: Physical Activity and Fitness: _The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness._

Identify the benefits of participating in physical activity for at least 60 minutes a day.

___APE accommodation suggestions:___ Verbal prompting and peer assistance to model correct physical education participation.

Actively engage in physical education class.

Verbalize how active play and physical activity strengthen the heart muscle.

3.1 Physical activity knowledge

3.2 Engagement in physical activity

3.3 Fitness knowledge

Anchor Standard 4: Personal and Social Behavior: _The physically literate individual exhibits responsible personal and social behavior that respects self and others._

Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

___APE accommodation suggestions:___ Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Appropriately respond to specific feedback from the teacher.

___APE accommodation suggestions:___ Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Work in a variety of class environments with moderate supervision.

___APE accommodation suggestions:___ Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Identify alternative solutions to a given problem.

___APE accommodation suggestions:___ Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

4.1 Personal responsibility

4.2 Accepting and giving feedback

4.3 Working with others

4.4 Conflict Resolution

Anchor Standard 5: Values Physical Activity: _The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction._

Identify physical activity as a component of good health.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

Explain that continued practice in physical activities can lead to success.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

Recall positive feelings that result from participating in physical activities.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

Share personal reasons for enjoying physical activities that involve peers.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

5.1 Health

5.2 Challenge

5.3 Self-expression and enjoyment

5.4 Social interaction