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Physical Activity and Lifetime Wellness
1. Personal Fitness and Healthy Active Living
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Participate Participate Participate Recognize the Name the Participate in and Identify activities Differentiate Develop a Use the concepts
regularly in regularly in regularly in components of components of identify activities that develop skill- between health- personal fitness of health-related
activities that health-related health-related health-related health-related that relate to the related fitness related and skill- plan based on the and skill-related
promote heath- fitness activities fitness activities fitness (cardio fitness (cardio components of related fitness results of a fitness to connect
related fitness (cardio respiratory (cardio respiratory respiratory respiratory health-related components personal fitness the benefits each
activities (cardio endurance, endurance, endurance, endurance, fitness (cardio Interpret personal assessment (e.g., offers to the
respiratory muscular strength muscular strength muscular strength muscular strength respiratory health-related monthly plan) development of
endurance, and endurance, and endurance, and endurance, and endurance, endurance, fitness Analyze activities total fitness
Health-Related and Skill-Related Fitness
muscular strength flexibility, and flexibility, and flexibility, and flexibility, and muscular strength assessments and to determine
and endurance, body composition) body body composition) body and endurance, determine which whether they Use the concepts
flexibility, and composition) composition) flexibility, and fitness promote health- of health and Analyze present
body body composition) components need related fitness, skill-related fitness levels to
composition) Name three things improvement skill-related fitness to connect create a long-term
you do to stay Tell why it is Participate in fitness, or both the benefits each personal fitness
physically active important to be health-related Recognize the offers to the plan which meets
Tell what it means physically active fitness components of development of current and future
to be physically every day assessments skill related Record activities total fitness needs necessary
active fitness (agility, for one day and for the
balance, formulate maintenance of
coordination, meaningful fitness health and fitness
reaction time, goals based on
speed, power) results of the
students’ health-
related fitness
Participate in assessment
health-related
fitness
assessments and
interpret the
results (e.g.,
Fitness gram,
President’s
Challenge)
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 2, HPE 4 HPE 4 HPE 4 HPE4
National National PE standard NPE 4 NPE 4
(NPE) 4
Missouri Department of Elementary and Secondary Education 1
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
1. Personal Fitness and Healthy Active Living
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Participates Participate Identify Identify and Identify Participate Identify benefits Evaluate decision- Analyze how Analyze and
regularly in a regularly in opportunities participate in opportunities for regularly in of regular making behaviors social, emotional, compare health,
variety of physical physical activities outside of school regular physical regularly physical activities participation in a as they affect physical, and skill, and fitness
activities to that promote to participate activities to participating in based on personal variety of physical wellness mental health benefits derived
promote wellness wellness (e.g., regularly in improve skills and physical activity abilities and activities affect wellness from a variety of
(e.g., bicycling, walking, jogging) physical activities personal health at home, school interests that sports and lifetime
locomotor (e.g., dance and in the contribute to Identify caloric activities
activities) practice, jogging, community wellness Select nutritious value of a variety Describe the
kick, dribble, Participate food items to of foods and cause/effect of
throw and catch) regularly in create a healthy, determine exercise nutrition and Participate
activities for Identify benefits Analyze food balanced meal needed to expend exercise in regularly and
fitness, stress of regular choices and the this energy maintaining a independently in a
Identify healthy management, participation in a relationship healthy weight variety of physical
food choices enjoyment, and variety of between physical (calories in = activities both
social interaction activities (e.g., activity and food calories out) inside and outside
Wellness
(e.g., hiking, stress intake of school
skating, soccer) management,
weight
management) Describe the
relationship
between nutrition,
Identify food exercise and body
choice and how it composition
relates to a healthy
lifestyle (e.g.,
fruits, protein, Investigate the
dairy, energy-in, negative effects of
energy-out) performance
enhancing drugs
and alcohol on
health and
physical
performance
ST HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 4, HPE 5
National NPE 3 NPE 3 NPE 3 NPE 3 NPE 3 NPE 3
Missouri Department of Elementary and Secondary Education 2
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
1. Personal Fitness and Healthy Active Living
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Recognize signs Identify changes Engage in a Identify the Explain the Identify the FITT Monitor heart rate Calculate personal Design and
associated with in the body that variety of differences physiological principle before, during and target heart rate implement a
moderate-to- occur during moderate and between anaerobic effects of aerobic (frequency, after aerobic and and explain its personal fitness
vigorous moderate-to- vigorous physical and aerobic and anaerobic intensity, time, anaerobic exercise importance to plan utilizing the
participation (fast vigorous physical activities and activities (e.g., activity (aerobic – type) and how it and record results cardiovascular FITT (frequency,
heart rate, heavy activity describe how the sprint vs. 15- heavy breathing, relates to exercise fitness intensity, time,
breathing, (increased heart body responds to minute jog) anaerobic – Identify exercise type) principle
perspiration) rate, heavy the activities (e.g., muscle fatigue) principles of and the principles
breathing, heart has to beat overload, Develop a of overload,
perspiration) faster to meet Monitor heart rate progression, and workout plan that progression, and
blood supply to determine a specificity and includes the FITT specificity
Demonstrate an demands) measure of how they relate to principle and
appropriate warm- aerobic effort exercise principles of
Fitness Principles
up and cool-down overload,
activity Explain why a progression, and
warm-up and specificity
cool-down is
important
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 2, HPE 4
National NPE 4 NPE 4 NPE 4 NPE 2 NPE 2 NPE 2
Missouri Department of Elementary and Secondary Education 3
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
1. Personal Fitness and Healthy Active Living
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Identify sources of Demonstrate one Explain the Recognize how Identify Demonstrate a Categorize short
stress recognizing activity designed relationship life events physiological variety of specific and long-term
that physical to help reduce between stress and contribute to changes that occur activities designed effects of stress on
activity helps cope stress (e.g., yoga, physical activity stress in life in the body due to to reduce and the individual
with stress deep breathing) (e.g., deep stress (e.g., manage stress
breathing calms sweating, eye (e.g., yoga,
nervous feelings) twitching, rapid Pilates, deep Participate in and
pulse, irregular breathing, muscle assess a variety of
heartbeat) relaxation) activities as they
pertain to
individual stress
management(e.g.,
Stress Management
yoga, Pilates, deep
breathing, muscle
relaxation)
ST HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2 HPE 2
National
Missouri Department of Elementary and Secondary Education 4
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
1. Personal Fitness and Healthy Active Living
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
Identify the parts Identify the major
E. Identify major Tell why muscles Recognize what of the circulatory function of these Recognize the Explain how Explain the effects Identify the major
body parts (e.g., and bones are systems work and respiratory four body systems various parts of participation in of a sedentary muscle groups
head, neck, arm, important to together to move systems of the (circulatory – the circulatory, specific activities lifestyle on the that are engaged
shoulders, elbow, movement your body (e.g., body (circulatory blood flow; respiratory, improves the circulatory, during specific
legs, knee, hip, brain, bones, = heart, blood, respiratory – skeletal and circulatory, respiratory, exercises and
feet, back, heart, lungs, veins, arteries; oxygen; muscular muscular systems respiratory, muscular, and activities
fingers, toes) muscles) respiratory = – strength and and identify their muscular, and skeletal systems
lungs, mouth, motor relationship to skeletal systems
nose, bronchial performance; movement (e.g., (e.g., weight Create an activity
tubes, trachea) skeletal – body veins, arteries, bearing exercises to demonstrate
support) lungs, bones, improve bone how the
cartilage) strength) circulatory system
Show on the body Label major moves blood and
a few of the major muscles and bones Explain how the carries nutrients
Body Systems
bones (e.g., of the body (e.g., muscular system and oxygen
patella, humerus, abdominals, and skeletal throughout the
ribs, cranium, quadriceps, system work body
phalanges, femur, triceps, biceps, together to move
tibia, fibula, hamstring, gluteus the body
radius, ulna) maximus, Differentiate
gastrocnemeous, Explain how the between how
deltoid, latissimus circulatory system oxygen is utilized
dorsi, pectoral) and respiratory aerobically and
system respond to anaerobically
physical activity
Label major parts
of the circulatory
and respiratory
systems
ST HPE 1 HPE 1 HPE 1 HPE 1 HPE 1 HPE 1, HPE 4 HPE 1, HPE 4 HPE 1, HPE 4 HPE1
National NH 1 NH 1 NH 1
Missouri Department of Elementary and Secondary Education 5
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
1. Personal Fitness and Healthy Active Living
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
F. Use technological Use technological Use technological Use technological Use technological Use technological Interpret data
tools to monitor tools to monitor tools to monitor tools (e.g., heart tools (e.g., heart tools (e.g., heart collected from
activity (e.g., activity (e.g., activity (e.g., rate monitors, rate monitors, rate monitors, technological
pedometers, pulse pedometers, pulse pedometers, pulse pedometers, pulse pedometers, pulse pedometers, pulse tools used during
sticks, stop watch) sticks, stop watch) sticks, stop watch) sticks, stop watch) sticks, stop watch) sticks, stop watch) physical activity
to monitor and to monitor and to monitor and (e.g., pedometers,
promote activity, promote activity promote activity, pulse wands,
and chart and and chart and and chart and heart-rate monitor,
track individual track individual track individual tri-fit machine) to
and/or class and/or class and/or class set goals for
results results results personal fitness
improvement
Technology
ST HPE 4 HPE 4 HPE 4 HPE 4
National NPE 4 NPE 4 NPE 4
Missouri Department of Elementary and Secondary Education 6
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
2. Responsible Personal and Social Behavior in the Physical Activity Setting
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Use equipment Exhibit, with little Exhibit respectful Demonstrate Identify and Apply self-control Display personal Select appropriate Demonstrate the Show personal
and space safely or no and safe independence and participate in physical responsibility for conflict resolution ability to solve etiquette, respect,
and properly reinforcement, behaviors during good use of time regularly in activity settings actions and skills in a physical problems by and safety skills
safe behaviors physical activity while participating physical activity and differentiate behaviors through activity setting analyzing causes during physical
while participating in physical for enjoyment, between appropriate (e.g., self-control, and potential activities
Follow directions in physical activity social interaction appropriate and conflict resolution respect, peer solutions in a
for all class education Practice and personal inappropriate skills (e.g., rules, influence) physical activity
activities activities fundamental Identify positive challenge behaviors safety, etiquette, setting (e.g.,
movement skills feelings associated time on task, wise checklist of
as assigned (e.g., with physical use of time) conflict resolution
locomotor, non- education activity skills)
Personal Responsibilities
locomotor,
manipulative) Apply physical
activity to
personal
challenges inside
and outside the
physical activity
setting (e.g.,
participating in
community
activities, learning
new skills)
ST HPE 2 HPE 2 HPE 2 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2 HPE 2 HPE 2
National NPE 5 NPE 5 NPE 5 NPE 5, NH1 NPE 5, NH1 NPE 5, NH1
Missouri Department of Elementary and Secondary Education 7
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
2. Responsible Personal and Social Behavior in the Physical Activity Setting
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Demonstrate the Display Exhibit Demonstrate Work Show appropriate Recognize Identify the Differentiate Show etiquette,
ability to share, be consideration of cooperative, respect for all productively and sportsmanship and physical activity benefits of between respect, and safety
cooperative and others respectful and students respectfully with sensitivity to as a positive physical activity appropriate skills during
safe with others safe behaviors regardless of all students in diversity and opportunity for on social conflict resolution physical activities
with others individual achieving a gender issues social and group interaction and skills in a social in a group setting
differences in common group interaction and practice positive setting (e.g.,
skills and abilities goal positive behavior behavior (e.g., positive-negative
regardless of positive outlet, peer influence,
Apply rules and physical ability peer relations, consequences,
procedures to (e.g., self- improved skills, choices)
activities expression, respect for all
creativity, peer students) Include peers of
Social Responsibilities
relationship) diverse
backgrounds
while
participating in
physical activities
(e.g., team
building partner
activities,
inclusive
activities)
ST HPE 2, HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2 HPE 2 HPE 2
National NPE 5 NPE 5 NPE 5 NPE 5 NPE 5 NPE 5
Missouri Department of Elementary and Secondary Education 8
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
3. Injury Prevention, Treatment and Rehabilitation
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Demonstrate safe Tell the difference Perform efficient Recognize Recognize Differentiate Identify and Investigate the Identify the
use of general and between general movement in appropriate warm- appropriate warm- between the terms describe reasons safe and unsafe relationship
personal space space awareness activities to up, cool-down, up, cool-down and warm-up, cool- for using proper practices of using between warm-up,
and personal prevent injuries and flexibility flexibility down, stretching, warm-up, cool- fitness equipment cool-down, proper
space awareness activities activities and the and conditioning down, stretching, skill techniques,
Participate in importance of and demonstrate and appropriate the use of
warm-up activities Explain the Recognize the each to injury examples of each attire in a physical protective
to prevent injuries Participate in benefits of warm- importance of prevention activity setting equipment, and
warm-up, cool- up and cool-down safety in physical proper
down, and to prevent injuries activities Identify safe and conditioning to
flexibility Distinguish unsafe situations exercise-related
activities to between safe and and respond injuries
prevent injuries unsafe situations appropriately
during physical
activity Investigate and
Prevention
predict potential
exercise-related
injuries and
medical
conditions that
could occur
during a variety of
physical activities
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4
National NPE 2 NPE 2 NPE 2 NPE 2 NPE 2
Missouri Department of Elementary and Secondary Education 9
Physical Education DRAFT GLEs rev. 02/05/07
Physical Activity and Lifetime Wellness
3. Injury Prevention, Treatment and Rehabilitation
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Report to adult Recite 911 Tell when, how, Recognize body Recognize body Recognize body Recognize non- Apply knowledge Differentiate
when an injury emergency and why to use signals that signals that signals that life threatening of basic first aid between life
has occurred (e.g., telephone number 911 for an indicate injury and indicate injury and indicate injury and injuries and for the treatment threatening and
playground) emergency seek assistance seek assistance seek assistance explain how to of injury inside non-life
situation provide basic care and outside the threatening
inside and outside physical activity injuries and select
the physical setting (e.g., the appropriate
activity setting Asthma, CPR, level of treatment
(e.g., Heimlich RICE – Rest, Ice, (e.g., basic first
Maneuver, RICE Compression, aid, CPR, calling
– Rest, Ice, Elevation) 911)
Compression,
Treatment
Elevation)
ST HPE 7 HPE 7 HPE 7 HPE 7
National NPE 7
Missouri Department of Elementary and Secondary Education 10
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
1. Fundamental Movement Skills and Games
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Demonstrate the Demonstrate the Demonstrate Demonstrate the
correct form of correct form of locomotor skills correct form of all
three locomotor five locomotor in combinations locomotor skills
skills (e.g., walk, skills (walk, run, jump,
run, leap, jump, hop, gallop, slide,
hop, slide, gallop, Demonstrate skip, leap)
skip) Recognize all locomotor skills
locomotor skills using patterns,
levels, tempo, Demonstrate
directions, and correct locomotor
pathways skills in game
situations
Locomotor
ST HPE 4 HPE 4 HPE 4 HPE 4
National NPE 1
Missouri Department of Elementary and Secondary Education 11
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
1. Fundamental Movement Skills and Games
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Demonstrate Demonstrate non- Demonstrate non- Demonstrate non-
selected non- locomotor skills in locomotor skills locomotor skills in
locomotor skills a variety of in a variety of a variety of
(e.g., push, pull, activities activities using activities using
bend, twist, different levels different levels
stretch, turn) and speeds and speeds
individually and
with a partner
Non-Locomotor
ST HPE 4 HPE 4 HPE 4 HPE 4
National NPE 1
Missouri Department of Elementary and Secondary Education 12
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
1. Fundamental Movement Skills and Games
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Explore Demonstrate a Demonstrate Demonstrate Demonstrate Demonstrate
manipulative variety of individually and critical elements locomotor, non- sport-specific
skills in a manipulative with a partner for manipulative locomotor and manipulative
stationary position skills while manipulative skills (e.g., step manipulative skill skills in games
(e.g., rolling, moving and skills in a forward opposite combinations and modified
throwing, stationary stationary foot, arm position, during skill drills sports activities
catching, kicking) position and step and follow (e.g., throw to a
while moving through) partner while
Demonstrate fine (e.g., throwing, he/she runs to
motor skills while catching, kicking, catch, dribble and
manipulating striking, Use manipulative pass a ball to
small objects volleying, and skills with a moving receiver,
Manipulative Skills
dribbling) partner while catch thrown
moving (e.g., objects,
throwing or continuously
catching a ball strike a ball
while moving against a
down the court) backboard or wall
with an
implement)
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4
National NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 13
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
1. Fundamental Movement Skills and Games
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Demonstrate a Demonstrate static Recognize and Demonstrate basic Demonstrate static Combine static Combine static Analyze and
variety of static and dynamic demonstrate static static balances (e.g., scale ) and and dynamic and dynamic correct errors in
and dynamic balance activities and dynamic (e.g., left hand and dynamic (e.g., balances to create balances to create movement
balance activities balance stunts right knee, V-sit) cartwheel, routines (e.g., routines (e.g., patterns and skills
(e.g., stork stand, and dynamic wheelbarrow) traveling, traveling that require
lame dog) Demonstrate balances (e.g., balances balancing, rolling balancing, rolling balance, basic
introductory stunts Distinguish walk line on floor, individually or and other types of and other types of tumbling, and
and tumbling between static low balance with a partner weight transfer) weight transfer) range of motion
Demonstrate skills (e.g., log, and dynamic beam)
introductory forward, sideward balance (e.g., one
individual stunts rolls) leg balance,
(e.g., crab walk, forward roll)
bear walk, inch
Body Management
worm)
Recognize and
demonstrate
individual stunts
and tumbling
skills
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4
National NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 14
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
1. Fundamental Movement Skills and Games
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Demonstrate the Demonstrate the ability Demonstrate the Demonstrate a Identify body Connect the Identify critical Apply critical Identify and
ability to stop and to stop with control on ability to stop with importance of
signal
combination of parts and elements to elements of analyze the
start on a signal control at a concepts which functions in posture and body critical elements
boundary on signal positions with
improve movement to
include body relationship to performance in various activities of selected
Demonstrate performance of
Demonstrate awareness, space movement (e.g., selected skills (e.g., transfer of advanced skills
forward and forward, backward and various skills (e.g.,
sideways movement Identify and awareness and long jump – arms swinging a bat, rope (e.g., throw learning, swing, (e.g., strength
sideways movement
while changing demonstrate qualities of swing forward jumping, walking on various objects) throwing, strike, training, games)
Movement Concepts and Body Awareness
while changing
directions quickly in directions quickly in symmetrical and movement while when legs extend) a beam, throwing a biomechanics)
response to a signal response to a signal nonsymmetrical performing ball)
shapes at different various skills
Explore ways to levels (e.g., skipping Identify major
balance on different Demonstrate various Identify primary
symmetrical and while dribbling a muscles (e.g.,
body parts at bones and major
nonsymmetrical shapes ball in a curved biceps,
different levels at different levels (e.g., Create individual muscles (e.g.,
movement patterns
pathway in hamstrings, effects of exercise
high, medium, low)
Explore a variety of using a variety of general space) triceps) on bones, muscular
pathway formations pathways strength relates to
(e.g., zigzag, Demonstrate a health, how muscles
circular, straight) variety of pathways Identify muscle are strengthened)
using a variety of using locomotor Apply relationship groups (e.g., upper
locomotor movements experiences with a body, core, lower
movement person (e.g., crawl body) Demonstrate
Identify and under partner’s manipulative skills
Identify relationship demonstrate a variety bridge) or with with increased force,
with body parts of relationships (over, objects accuracy and control
(e.g., left hand to under, through) with at different speeds,
left shoulder, right objects (e.g., wands, levels and directions
elbow to left knee) hula hoops) Identify and apply (e.g., hit a target
concepts relating to using an overhand
Demonstrate a force (e.g., hard, throw from a variety
Demonstrate the
variety of speeds difference between soft, heavy, light) of distances)
while traveling (e.g., slow and fast
fast, medium, slow) movement when
performing locomotor
movements
ST HPE 1, HPE 4 HPE 1, HPE 4 HPE 1, HPE 4 HPE 1, HPE 4 HPE 1, HPE 4 HPE 1, HPE 4 HPE 4 HPE 4 HPE 4
National NPE 1, NPE 2 NPE 1, NPE 2 NPE 1, NPE 2 NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 15
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
1. Fundamental Movement Skills and Games
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
F. Participate in a Demonstrate Demonstrate Apply Apply Apply Apply Demonstrate skills Analyze and apply
variety of low motor skills and motor skills and fundamental and fundamental and fundamental and fundamental and successfully in game strategies
organized games knowledge of knowledge of specialized skills specialized skills specialized skills sequential skills in modified games of specific to a
rules while rules while in game situations in lead-up games in game situations game situations increased variety games
participating in participating in with increased with increased complexity
Demonstrate low organized low organized Display proficiency proficiency
cooperation with games games involving Identify appropriate
partners and small a combination of appropriate cooperative social
groups to locomotor and cooperative, and teamwork Display
accomplish a Demonstrate manipulative social, and skills while appropriate
game objective cooperative skills motor patterns teamwork skills participating in cooperative, social
with partners and while participating game situations and teamwork
Developmental Games
small groups to in game situations skills while
Participate in accomplish the Recognize participating in
chasing, fleeing, object of a game cooperative skills student-led games
dodging activities with partner and
small groups to
Participate in accomplish a
chasing, fleeing, game objective
and dodging
activities
Participate in
chasing, fleeing,
dodging activities
ST HPE 4 HPE 4 HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 2, HPE 4 HPE 4 HPE 4 HPE 4
National NPE 5 NPE 5 NPE 5 NPE 2 NPE 2 NPE 2
Missouri Department of Elementary and Secondary Education 16
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Apply proper Apply proper Demonstrate Demonstrate Identify the proper Critique Analyze selected Analyze selected Analyze selected Analyze skill
technique while technique while proper techniques proper techniques techniques of techniques and skills and correct skills and correct skills and correct techniques of self
practicing practicing for a variety of for a variety of fundamental and provide feedback errors to improve errors to improve errors to improve and others, detect
fundamental skills fundamental skills fundamental fundamental skills specialized skills (e.g., throwing – skill technique skill technique skill technique skill errors, and
skills while practicing (e.g., compare throwing arm, side make corrections
with a partner examples and away from target,
select the proper rotate hips)
technique)
Skill Techniques
ST HPE2, HPE4 HPE2, HPE4 HPE2, HPE4 HPE4 HPE4 HPE4 HPE2
National NPE 2 NPE 2 NPE 2 NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 17
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Apply mechanical Apply mechanical Assess Critique a
principles of force principles of mechanical performance skill
and stability (e.g., force, stability, principles utilized utilizing
realize there was motion, and in various movement
too much force direction (e.g., activities principles and
when a ball was release the ball apply a corrective
overthrown; correctly so it will measure to show
stability-base of reach the target; improvement
support too lower the center of (e.g., peer
narrow or wide) gravity) assessment, video
tape)
Mechanical Principles
ST HPE 2, HPE 4 HPE 2, HPE 4 HPE 4 HPE 4
National NPE 2 NPE 2 NPE 1
Missouri Department of Elementary and Secondary Education 18
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Identify Apply Demonstrate Summarize the
terminology, list terminology, knowledge of sport history, rules,
history terminology, scoring
rules and safety scoring, etiquette,
and etiquette in a
principles safety principles variety of individual
appropriate for and game rules for Demonstrate an and dual sports
individual and individual and increased level of
dual sports dual sports competence in skill
techniques, scoring, Identify and apply
and safety practices rules of play, skill
Demonstrate basic Demonstrate an in a variety of techniques and basic
individual and dual game strategies in a
Individual and Dual Sports
competence in a increased level of
variety of competence in a sports variety of individual
and dual sports
individual and variety of
dual sports individual and Analyze play of
dual sports their opponent and Consistently
apply defensive and demonstrate skill
offensive techniques competency in a
Apply basic variety of individual
offensive and and dual sports
defensive
strategies in a
modified game
setting
ST HPE 4 HPE 4 HPE 4
FR NPE 2 NPE 2 NPE 2
Missouri Department of Elementary and Secondary Education 19
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Participate in a Participate in a Demonstrate Demonstrate Demonstrate Demonstrate Summarize the
variety of sport variety of sport ability to follow ability to follow knowledge of the knowledge of the history, rules,
specific lead-up specific lead-up rules, cooperate rules, use history, rules, history, rules, terminology,
games games with teammates teamwork, apply scoring, etiquette, scoring, etiquette, scoring, and
and apply a simple simple strategies, player positions, player positions, etiquette of a
strategy in a and correctly and equipment in and equipment in variety of team
variety of sports score a variety of a variety of team a variety of team sports
specific lead-up sport specific sports sports
games lead-up games
Identify and apply
Apply basic Apply basic rules of play, skill
offensive and offensive and techniques, and
defensive defensive basic game
strategies in a strategies in a strategies of a
Team Sports
modified game modified game variety of team
setting setting sports
Consistently
demonstrate skill
competency in a
variety of team
sports
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4
National NPE 3 NPE 3 NPE 3 NPE 3 NPE 3 NPE 3 NPE 3
Missouri Department of Elementary and Secondary Education 20
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Define Apply Apply Identify, summarize
terminology, list terminology, terminology, and apply
rules/etiquette, skill
rules and safety scoring, etiquette, scoring, etiquette,
techniques and basic
principles safety principles, safety principles strategies in a
appropriate for and rules and rules variety of outdoor
outdoor pursuits appropriate for appropriate for pursuits/recreational
and recreational outdoor pursuits outdoor pursuits activities
Outdoor Pursuits/Recreational Activities
activities and recreational and recreational
activities activities
Consistently
Demonstrate basic demonstrate skill
competence in a Demonstrate an Demonstrate an competency in a
variety of outdoor
variety of outdoor increased level of increased level of pursuits/recreational
pursuits and/or competence in a competence in a activities
recreational variety of outdoor variety of outdoor
activities pursuits and/ or pursuits and/or
recreational recreational
activities activities
ST HPE 4 HPE 4 HPE 4 HPE 4
FR NPE 1 NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 21
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
F. Demonstrate basic Demonstrate basic Demonstrate ** Demonstrate Define Demonstrate an Demonstrate an Summarize the
apparatus apparatus basic apparatus competence in terminology, list increased level of intermediate level history, rules,
activities (e.g., activities on a activities on a basic swimming rules and safety competence in a of competence in terminology and
balance beam – a balance beam, balance beam, strokes and safety principles variety of physical a variety of etiquette in
*Aquatics and gymnastics only taught where facilities are available
forward climbing rope, climbing rope, skills in, on and appropriate for activities (e.g., physical activities aquatics or
movement; cargo net, parallel cargo net, parallel around the water specialized gymnastics, (e.g., gymnastics, gymnastics
climbing rope – bars, vault, and bars, vault, and when facilities activities included aquatics) aquatics)
from a supine climbing wall climbing wall allow and is in the instructional
position students district approved program Identify and apply
ascend to a stand Apply skill rules, skill
and descend to a techniques, techniques and
sit; cargo net – Demonstrate basic scoring and safety basic strategies in
Specialized Activities *
ascending and competence in a practices in a aquatics or
descending climb variety of physical modified activity gymnastics
to grade level activities (e.g., setting
height; gymnastics,
parallel/even and aquatics) Consistently
uneven bars – demonstrate skill
under bar competency in
activities; aquatics or
horizontal bar – gymnastics
front support;
spring board –
jump and land)
ST HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4
National NPE 1 NPE 1 NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 22
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
2. Sport Skills and Lifetime Activities
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
G. List careers that Investigate the Describe the Investigate and
can be pursued in health, fitness and requirements for cite career
outdoor pursuits/ sport industry careers that can be opportunities
recreational careers (e.g., panel pursued in available as
activities of community outdoor pursuits related to physical
members, and recreational education (e.g.,
personal activities panel, research
interviews, paper)
internet research)
Careers
ST
FR
Missouri Department of Elementary and Secondary Education 23
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
3. Rhythms and Dance
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
A. Demonstrate the Demonstrate the Demonstrate a Define and Recognize and
concept of ability to move to simple dance step differentiate move to a tempo
beat/rhythm the beat of music in keeping with a between tempo or beat with
pattern as it dance tempo and beat various intensity,
applies to music mood, accent and
and movement Demonstrate basic rhythm patterns
(e.g., clap, drum) cues to music Demonstrate
(e.g., hokey movements to
pokey) different rhythms
Demonstrate
Essential Elements of Rhythm
simple
movements to
music (e.g., march
to beat)
ST HPE 4, FA 2, FA 4 HPE 4, FA 2, FA 4 HPE 4, FA 2, FA 4 HPE 2, HPE 4, FA 2, HPE 2, HPE 4, FA 2, HPE 2, HPE 4, FA 2,
FA 4 FA 4 FA 4
National NPE 1 NPE 1 NPE 1 NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 24
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
3. Rhythms and Dance
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
B. Demonstrate the Create/interpret Demonstrate Demonstrate Demonstrate the Demonstrate the Communicate Apply Analyze the
ability to use your movements to a ability to interpret ability to interpret ability to create ability to create ideas and feelings fundamental creative and
body as a means variety of music and move to and move to a rhythmic rhythmic through dance movement skills aesthetic aspects
of expression (e.g., locomotor/ different rhythms variety of music movement movement movement (e.g., to create a simple of a dance pattern
(e.g., snowman nonlocomotor (e.g., fluid and patterns (e.g., float patterns in a dance sports dance, joy, movement (e.g., direction,
melting) skills to smooth high, stomp, turn, (e.g., slow song – anger) sequence (e.g., time, flow, level,
beat/rhythm movements, crawl slow) float, sway, locomotor, non- energy)
pattern) strong and intense smooth) locomotor, self-
movements) expression, self-
evaluation)
Creative Interpretive
ST HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2
National NPE 2 NPE 2 NPE 2 NPE 6 NPE 1, NPE 6 NPE 1, NPE 6
Missouri Department of Elementary and Secondary Education 25
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
3. Rhythms and Dance
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
C. Explore rhythmic Participate in a Participate in a Demonstrate Create simple Create simple Describe the Design an Design and apply Demonstrate
activities (e.g., variety of variety of rhythmic routines rhythmic routines rhythmic routines benefits of dance exercise routine to basic movements rhythmic activities
lummi sticks, rhythmic activities rhythmic using fundamental using at least two using fundamental as a lifetime accompany music to create dance that use a variety
jump rope, activities movement skills locomotor skills movement skills activity as it that emphasizes patterns using of equipment to
parachute) and/or a with and without a in partner and relates to fitness fitness various equipment develop various
Follow a rhythmic manipulative (e.g., manipulative small group (e.g., flexibility, components (e.g., (e.g., exercise components of
pattern Create personal teacher-directed situations muscle strength, cardio- bands, balls, fitness (e.g.,
rhythmic pattern routine using coordination) vascular) sticks) dumbbells,
with a streamers) exercise bands,
manipulative steps, balls,
(e.g., lummi scarves)
stick)
Rhythmic Activities
ST HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2
National NPE 1 NPE 2 NPE 2 NPE 6 NPE 2 NPE 1, NPE 2
Missouri Department of Elementary and Secondary Education 26
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
3. Rhythms and Dance
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
D. Demonstrate a Demonstrate a Demonstrate a Demonstrate Demonstrate step Perform a Exhibit basic Combine basic Analyze Demonstrate basic
non-locomotor basic partner simple dance with simple step patterns (e.g., do- traditional folk or dance skills and dance skills to differences and skills and social
dance (e.g., hokey dance using a partner patterns (e.g., si-do), simple square dance (e.g., fundamentals create a dance similarities in etiquette in a
pokey) locomotor skills step-together-step- positions (e.g., Cotton Eyed Joe while dances from variety of dance
touch), and promenade) and and Patty Cake demonstrating various cultures forms utilizing
scattered formations (e.g., Polka) various dance different cultural
formations in partner scattered) forms (e.g., folk, Create and backgrounds (e.g.,
dance in dance line, square, perform a dance line dance, social,
social) folk, aerobic,
Demonstrate square, jazz,
simple dance contemporary)
mixers (changing
partner)
Forms of Dance
ST HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2 HPE 4, FA 1, FA 2
National NPE 1 NPE 1 NPE 1 NPE 1 NPE 1 NPE 1 NPE 1 NPE 1 NPE 1 NPE 1
Missouri Department of Elementary and Secondary Education 27
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
3. Rhythms and Dance
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-12
E. Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Recognize dance Recognize dance Recognize dance Compare the
appropriate social appropriate social appropriate social appropriate social appropriate social appropriate social as a positive as a positive as a positive recreational and
skills (e.g., skills (e.g., skills skills skills skills opportunity for opportunity for opportunity for social aspects of a
responding to a responding to a social interactions social interactions social interactions variety of dances
partner in a partner in a Identify historical Identify the Identify the Identify the and their impact
positive manner) positive manner) origins of folk historical and historical and historical and Discuss the Discuss the Discuss the on cultural
dances (e.g., cultural origin of cultural origin of cultural origin of cultural and cultural and cultural and development
Kinder polka – various various various historic context of historic context of historical context
Germany) international folk international folk international folk at least one dance at least one dance of at least one
Social/Cultural Aspects of Dance
dances (e.g., dances (e.g., Pata dances (e.g., form form dance form
Bingo – USA) Pata – Africa) Teton Mountain
Stomp – USA) Demonstrate
appropriate social Demonstrate Demonstrate
skills while appropriate social appropriate social
participating in skills while skills while
dance activities, participating in participating in
including etiquette dance activities, dance activities,
and courtesies including etiquette including etiquette
appropriate to and courtesies and courtesies
various dance appropriate to appropriate to
forms various dance various dance
forms forms
ST HPE 4 HPE 4 HPE 4, FA 5 HPE 4, FA 5 HPE 4, FA 5 HPE 4, FA 5 HPE 4, FA 5 HPE 4, FA 5 HPE 4, FA 5 HPE 4, FA 5
Missouri Department of Elementary and Secondary Education 28
Physical Education DRAFT GLEs rev. 02/05/07
Efficiency of Human Movement and Performance
National NPE 5 NPE 5 NPE 5 NPE 5, NPE 6 NPE 5, NPE 6 NPE 5, NPE 6 NPE 5, NPE 6
Missouri Department of Elementary and Secondary Education 29
Physical Education DRAFT GLEs rev. 02/05/07
