Kindergarten 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._

Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

___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)

Attempt to dribble a ball with one hand using consecutive contacts.

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

Tap a ball forward, using inside of foot.

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

Attempt to pass and trap a slow-moving ball.

___APE accommodation suggestions:___ Use larger ball, larger targets

Kick a stationary ball, planting foot and making contact with shoelaces.

___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 with varying body parts.

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

Attempt to strike a lightweight object with a paddle or other short-handled implement.

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

Attempt to strike a stationary object with a long-handled implement.

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

Attempt a single jump with self-turned rope.

___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.

___APE accommodation suggestions:__ Hopping, jumping, and leaping_ - Hand over hand to assist with balance. _Examples: mini trampoline, rope on floor, peer assistance_

Apply rhythmic expression in response to music.

___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

Use different bases of support to maintain momentary stillness.

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

Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching.

___APE accommodation suggestions:___ Hand over hand assistance and modeling

Attempt to transfer weight from one body part to another:

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

In self-space.

By rolling sideways in multiple body shapes.

Attempt underhand and overhand throw.

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

Attempt to catch a dropped ball from varying heights.

___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 the difference between movement in personal and general space while attempting to maintain self-control.

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

Travel by: - Using various pathways. - Demonstrating various levels.

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

Travel: - In general space with varying speeds. - Attempting directionality concepts.

___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._

Differentiate between active play and non-active play outside physical education class.

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

Participate in physical education class.

Discover the connection between physical activity and change in heart rate and breathing.

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._

Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.

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

Appropriately respond to general feedback from teacher.

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

Share equipment and space with peers.

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

Demonstrate willingness to seek help for solving problems and making decisions.

___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._

Acknowledge that physical activity is important for 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.

Acknowledge that physical activities require varying degrees of challenge and difficulty.

___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.

Name physical activities that are enjoyable.

___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.

Discuss the enjoyment of active play with 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