School Improvement in Maryland

Physical Education Grade PK State Curriculum

May 27, 2009
PK-12 State Curriculum (Acrobat 57k)  (MS Word 167k)
PK All Content Areas with WSS Alignment (Acrobat 335k)  
PK Fall Exemplars (Acrobat 341k)  
PK Spring Exemplars (Acrobat 331k)  

The Pencil icon represents key indicators of the MMSR Prekindergarten Assessment.

Standard 1.0 Skillfulness

Students will demonstrate the ability to enhance their performance of a variety of physical skills by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Fundamental Movement

Indicator

  • 1. Show fundamental movement skills.
  • AssessedWSS VII A1 Moves with balance and control.
  • WSS VII B3 Shows beginning control of writing, drawing, and art tools.

Objectives

  1. Demonstrate locomotor skills including walking, jogging, running, galloping, hopping, and jumping.
  2. Use general spatial awareness and self-space awareness in physical activity.
  3. Demonstrate non-locomotor skills of bending and stretching.

Topic

B. Creative Movement

Indicator

  • 1. Show creative movement.

Objectives

  1. Identify different body parts and demonstrate a variety of ways they can move.
  2. Demonstrate spatial concepts of big, small, tall, and short in a variety of movement patterns.

Topic

Indicator

  • WSS VII A2 Coordinates movements to perform simple tasks.
  • WSS VII B2 Uses eye-hand coordination to perform tasks.

Objectives

  1. Demonstrate rolling a ball at an object.
  2. Demonstrate throwing a ball.
  3. Demonstrate striking a lightweight object with different body parts.


Standard 2.0 Biomechanical Principles

Students will demonstrate an ability to use the principles of biomechanics to generate and control force to improve their movement effectiveness and safety.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Effects on Objects

Indicator

  • 1. Identify ways that people and objects move.

Objectives

  1. Show how a body moves fast and slow.
  2. Show how to move a body forward, backward, and sideways in open space.

Topic

B. Balance

Indicator

  • 1. Identify balance through movement.
  • AssessedWSS VII A1 Moves with balance and control.

Objective

  1. Show the ability to balance on one or more body parts.


Standard 3.0 Motor Learning Principles

Students will demonstrate the ability to use motor skill principles to learn and develop proficiency through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of situations.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Appropriate Practices

Indicator

  • 1. Recognize that skills will develop over time with appropriate practice and use of the correct cues.
  • WSS VII A2 Coordinates movements to perform simple tasks.
  • WSS VII B1 Uses strength and control to perform simple tasks.
  • AssessedWSS VII B2 Uses eye-hand coordination to perform tasks.

Objective

  1. Show basic motor skills, using imitation, as a means for motor skill improvement.

Topic

B. Corrective Feedback

Indicator

  • 1. Identify the importance of corrective feedback on performance.

Objective

  1. Use verbal and visual cues to improve skill performance.


Standard 4.0 Exercise Physiology

Students will demonstrate the ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance in a variety of academic, recreational, and life tasks.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Effects of Physical Activity on the Body

Indicator

  • 1. Identify the effects of physical activity on the body systems.

Objective

  1. Demonstrate how exercise affects the body. For example, the body sweats, the heart beats faster, and the lungs work harder.

Topic

C. Components of Fitness

Indicator

  • 1. Identify the components of fitness.

Objective

  1. List and demonstrate activities that promote fitness for a healthy lifestyle.

Topic

D. Benefits of Physical Activity

Indicator

  • 1. Recognize the benefits of physical activity.

Objective

  1. Specify the physical benefits of exercise.

Topic

E. Nutrition and Physical Activity

Indicator

  • 1. Recognize the relationship between nutrition and physical activity.

Objective

  1. Describe how food is fuel to the body as gas is fuel to a car.

Topic

Indicator

  • 1. Recognize the factors influencing daily physical activity.

Objective

  1. Identify and perform physical activities that are fun, enjoyable, and promote fitness.


Standard 5.0 Physical Activity

Students will demonstrate the ability to use the principles of exercise physiology, social psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

Indicator

Objective

  1. Demonstrate activities that improve aerobic capacity/cardio respiratory fitness.

Topic

B. Muscular Strength and Endurance

Indicator

Objective

  1. Demonstrate activities that improve muscular strength through play.

Topic

Indicator

Objective

  1. Demonstrate activities that improve flexibility through play.


Standard 6.0 Social Psychological Principles

Students will demonstrate the ability to use skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
For more Prekindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Safety in Physical Activity

Indicator

  • 1. Demonstrate safety in physical activity settings.

Objective

  1. Use personal and general space safely in a physical activity setting to avoid injury.

Topic

C. Cooperation and Responsibility

Indicator

  • 1. Identify relationships and behavioral skills to develop a sense of community in physical activity settings.

Objective

  1. Imitate socially acceptable behaviors of cooperation, respect, and responsibility to interact positively with others.


May 27, 2009