NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Power Skill
Catch Benchmark Levels
9 th Grade—Demonstrate catching in a variety of games, activities and sports
8 th Grade—Transfer catching skills to a variety of games and activities and sports
7 th Grade—Transfer catching skills to a variety of small group games and activities
6 th Grade—Demonstrate both one handed and two handed catches at different levels while moving
5 th Grade—Demonstrate one handed or two handed catches at different levels while moving in games and physical activities demonstrating a mature motor pattern
4 th Grade—Move to catch a variety of objects demonstrating a mature motor pattern
3 rd Grade—Move to catch a variety of bounced and tossed objects
2 nd Grade—Catch a bounced and tossed object alone and with a partner
1 st Grade—Catch a bounced and tossed object alone or with a partner
Kindergarten—Catch a self bounced or tossed object
Mature Motor Pattern
Elbows flexed
Catches with hands alone
Absorbs force
Eyes track ball
Suggested Teaching Cues
Eyes on object
Reach for object
Absorb the force
Thumbs together above waist Pinkies together below waist
Move to meet the ball
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Power Skill
Throw Benchmark Levels
9 th Grade—Demonstrate throwing skills in a variety of games, activities and sports
8 th Grade—Throw an object with accuracy and appropriate velocity in a game situation
7 th Grade—Throw an object to a moving target while moving in a small group activity
6 th Grade—Throw an object to a moving target with accuracy
5 th Grade—Throw an object to a moving target in games and physical activities demonstrating a mature motor pattern
4 th Grade—Throw an object to a stationary target demonstrating a mature motor pattern
3 rd Grade—Throw an object to a stationary target showing opposition and follow through
2 nd Grade—Throw an object underhand and overhand to a target showing opposition
1 st Grade—Throw an object underhand and overhand showing opposition
Kindergarten—Throw an object underhand and overhand
Mature Motor Pattern
Steps with opposite foot
Rotates hips
Follows through toward target
Suggested Teaching Cues
Underhand Toss
Face target
Step with opposite foot
“Up, Up and Away” arm swing
Overhand Throw
Side to target
Point to target
By your ear
Follow through to target
Rotate hips
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Power Skill
Strike Benchmark Levels
9th Grade—Demonstrate striking skills to a variety of games, activities and sports
8 th Grade—Transfer striking skills to a variety of games, activities and sports
7 th Grade—Transfer striking skills to a variety of small group games and activities
6 th Grade—Strike a moving object using a variety of equipment
5 th Grade—Strike a stationary and moving object with paddle, racquet, bat or hockey stick towards a target with accuracy in games and physical activities demonstrating a mature motor pattern
4 th Grade—Strike a stationary and moving object with paddle, racquet, bat or hockey stick towards a target demonstrating a mature motor pattern
3 rd Grade—Strike a stationary and moving object with paddle, racquet, bat or hockey stick toward a target
2 nd Grade—Strike an object with paddle or bat showing side orientation and proper grip and step
1 st Grade—Strike an object with paddle or bat showing side orientation and proper grip
Kindergarten—Strike an object with hand, paddle or bat showing side orientation
Mature Motor Pattern
Eyes on ball Shows side orientation
Demonstrates proper grip
Steps toward target Follows through
Bat
Side to target
Back hand on top
Check distance
Triangle with arms
Step with front foot and swing
Squish the bug with back foot
Suggested Teaching Cues
Paddle/Racket
Ready position
Step/Side to target
Step
Swing
Follow through
Hockey Stick
Hands spread apart
Face the target
Step with opposition
Push with bottom hand
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Power Skill
Rhythms Benchmark Levels
9 th Grade—Demonstrate movement to a rhythmic beat
8 th Grade—Move to a rhythmic beat individually, with a partner, or in a set pattern and create rhythmic patterns
7 th Grade—Follow an instructor using correct steps to music
6 th Grade—Follow an instructor using correct steps/pattern to music and create simple rhythmic patterns
5 th Grade—Follow an instructor using correct steps/pattern to music
4 th Grade—Incorporate a variety of equipment to rhythmic movements and patterns (i.e. jump bands, tinikling) with a partner or in a small group
3 rd Grade—Incorporate a variety of equipment to rhythmic movements and patterns (i.e. lummi sticks, ropes, balls) alone or with a partner
2 nd Grade—Follow a combination of rhythmic movements to music with a specific tempo (slow-slow, fast-fast-fast)
1 st Grade—Follow a combination of rhythmic movements led by teacher
Kindergarten—Repeat a basic rhythmic pattern led by teacher
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Dribble/Hand Benchmark Levels
9 th Grade—Demonstrate dribbling with hand in a variety of games, activities, and sports
8 th Grade—Dribble with either hand in a variety of games and sports
7 th Grade—Dribble with increased speed, using dominant and nondominant hands, while moving and changing directions in small group games and activities
6 th Grade—Dribble with dominant and non-dominant hand while starting and stopping and changing directions
Power Skill
5 th Grade—Dribble with control using dominant and non-dominant hand and changing directions in games and physical activities demonstrating a mature motor pattern
4 th Grade—Dribble with control using dominant or non-dominant hand demonstrating a mature motor pattern
3 rd Grade—Dribble with dominant and non-dominant hand in general space
2 nd Grade—Dribble with dominant or non-dominant hand in general space
1 st Grade—Dribble with dominant hand in self and general space
Kindergarten—Dribble with either hand in self space
Mature Motor Pattern
Finger pads on ball
Eyes forward not on ball
Ball is low and to the side
Control
Suggested Teaching Cues
Finger pads Push don’t slap
Low and to the side
Eyes forward not on ball Head up
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Dribble/Foot Benchmark Levels
9 th Grade—Demonstrate dribbling with feet in a variety of games, activities and sports
8 th Grade—Dribble a ball with either foot in a variety of games and sports
7 th Grade—Dribble a ball with increased speed, using dominant and non-dominant foot, while moving and changing directions in small group games and activities
6 th Grade—Dribble a ball with dominant and non-dominant foot while starting and stopping and changing directions
5 th Grade—Dribble a ball using both inside and outside of feet while changing speeds, directions and pathways in games and physical activities demonstrating a mature motor pattern
4 th Grade—Dribble a ball using inside and outside of both feet demonstrating a mature motor pattern while changing directions
3 rd Grade—Dribble a ball using the inside of both feet keeping it close to the body while changing directions
2 nd Grade—Dribble a ball using inside of both feet while keeping ball close to body
1 st Grade—Dribble a ball with either foot keeping it close to body
Kindergarten—Dribble a ball with either foot
Mature Motor Pattern
Keeps ball close and in control
Eyes over the ball
Uses both feet to control ball
Suggested Teaching Cues
Close
Tap, Tap
Eyes Look Over Not On Ball
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Kick Benchmark Levels
9 th Grade-- Demonstrate kicking in a variety of games, activities and sports
8 th Grade—Transfer kicking skills to a variety of games, activities and sports
7 th Grade—Transfer kicking skills to a variety of small group games and activities
6 th Grade—Transfer kicking skills to a variety of small group games and activities
5 th Grade—Transfer kicking skills to a variety of lead up games and activities demonstrating a mature motor pattern
4 th Grade—Perform a variety of kicks demonstrating a mature motor pattern and can kick while moving (i.e. from a dribble)
3 rd Grade—Attempt a variety of kicks toward a target
2 nd Grade—Kick a variety of balls both moving and stationary, using an approach using either foot
1 st Grade—Kick a variety of stationary balls using an approach with either foot
Kindergarten—Kick a stationary ball using either foot
Mature Motor Pattern
Steps beside ball
Contacts ball with top or sides of foot
Follows through toward target
Suggested Teaching Cues
Watch the ball
Plant beside ball
Shoe Laces
Kick
Follow Through
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Volley Benchmark Levels
9 th Grade—Volley an object with hands, arms, or racquet in a variety of games, activities and sports
8 th Grade—Volley an object using hands, arms, paddle or racket with improved control in small group activities and games
7 th Grade—Volley an object using hands, arms, paddle or racket with improved control in a small group activity
6 th Grade—Volley an object using hands, arms, paddle or racket back and forth with a partner or in a small group
5 th —Volley an object using arms, hands, or equipment back and forth several times with a partner or in a small group demonstrating a mature motor pattern
4 th —Volley a tossed object back to a partner using hands, arms, or equipment demonstrating a mature motor pattern
3 rd —Volley a tossed object back to a partner using hands, arms, or equipment
1 st —Volley a lightweight object or balloon several times using hands or paddle
2 nd —Volley a lightweight object several times using hands or paddle
Kindergarten—Volley a balloon several times using hands or paddle
Mature Motor Pattern
Keeps striking surface flat
Extends toward target
Moves into position
Suggested Teaching Cues
Kindergarten and First Grade
Tap, don’t hit
Second Grade and Up
Knees bent, ready to move
Pass—shrug shoulders
Bump, don’t swing
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Short Jump Rope Benchmark Levels
8 th Grade—Jump rope and perform intermediate and advanced skills individually or in a group routine
7 th Grade—Demonstrate jump rope skills in a sequence and attempt advanced skills in a sequence
6 th Grade—Demonstrate intermediate skills with a short rope
5 th Grade—Jump rope using mature motor pattern and perform intermediate tricks
4 th Grade—Jump rope using mature motor pattern and perform beginning jump rope tricks and attempt intermediate tricks
3 rd Grade—Jump rope turning the rope forward and backward and perform beginning jump rope tricks
2 nd Grade—Jump a short rope forward and backward and attempt beginning jump rope tricks turning the rope forward
1 st Grade—Jump a rope forward or backward using the proper grip, and two foot jumping
Kindergarten—Swing a short rope overhead and jump when it hits the floor
Mature Motor Pattern
Proper grip
Two foot jump on balls of feet
Slight bend of knees
Suggested Teaching Cues
Arms extended
Down and around
Jump
Elbows in
Hands in small circles
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Long Jump Rope Benchmark Levels
5 th Grade—Run in a rope, jump and run out. Perform tricks and/or use equipment (i.e. multiple ropes, short ropes, balls, bean bags) while jumping a long rope
4 th Grade—Run in either front or back door, jump and run out of front or back door, and can turn the rope with an even rhythm
3 rd Grade—Run in and jump a long rope using a two foot jumping pattern
2 nd Grade—Jump a long rope starting beside it using a two foot jumping pattern, attempt to run into turning rope
1 st Grade—Jump a turned or swaying long rope starting beside the rope
Kindergarten—Jump over a long rope that is moving on the ground, i.e. snakes, ripples, swaying, etc.
Front Door—rope is moving toward you
Back Door—rope is moving away from you
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Locomotor Benchmark Levels
5 th Grade—Move using a combination of locomotor movements in sequenced patterns to perform advanced skills (i.e. long jump. hopscotch, layup, etc.)
4 th Grade—Move using a combination of locomotor movements in sequenced patterns to perform advanced skills (i.e. long jump. hopscotch, layup, etc.)
3 rd Grade—Move using locomotor movements at different speeds, levels and directions, and can transfer them to other activities
Power Skill
2 nd Grade—Move using all eight locomotor skills at different speeds, levels, and directions
1 st Grade—Walk, run, gallop, slide, jump, hop, leap and skip
Kindergarten—Walk, run, gallop, slide, jump, hop, leap and skip
Suggested Teaching Cues
Gallop—hound chases the fox
Skip—step, hop, step, hop
Slide—step, together, step together
Different types of Jumps:
Hop—one foot
Jump—both feet
Leap—one foot to the other
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Transfer of Weight, Rolling and Balance Benchmark Levels
5 th Grade—Demonstrate transfer of weight, rolling and balance in game situations
4 th Grade—Demonstrate transfer of weight, rolling and balance in game situations
3 rd Grade—Demonstrate transfer of weight, rolling, and balance combined into a sequence with a partner
2 nd Grade—Demonstrate transfer of weight, rolling, and balance combined into a sequence
1 st Grade—Demonstrate transfer of weight while hanging; travel and balance on equipment
Kindergarten—Travel and balance using different body parts for support
(i.e. animal walks, rolls, stationary balances)
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #1
Motor Skills
A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Cross Lateral Movement
5 th Grade—Create and/or follow rhythmic sequences using unilateral and cross lateral moves (dribbling routine, streamers and ribbons, step aerobics done in a smooth and rhythmic motion)
4 th Grade—Combine unilateral and cross lateral moves in a variety of activities (climbing activities, double dutch jump rope, juggling sticks, and rhythms done in a smooth and rhythmic motion)
3 rd Grade—Use both hands and feet to cross the mid-line of their body in a variety of activities (dance steps, tinikling, jump bands, intermediate jump rope tricks, juggling)
2 nd Grade—Use both hands and cross the mid-line of their body in a variety of activities (jump rope tricks, beginning juggling, Bal-A-Vis-X)
1 st Grade—Begin to use both hands and cross the mid-line of their body in a variety of activities (cup stacking, lummi sticks, scarves)
Kindergarten—Begin to use both sides of the body and cross the midline in a variety of movements (animal walks, criss-cross and scissor jumps)
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #2
Learning Concepts
A physically educated person demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
9 th Grade—Use cognitive information to understand and evaluate ways to improve performance of physical activities and a healthy lifestyle
8 th Grade—Apply movement vocabulary, feedback, strategies and rules to enhance the performance of self and others
7 th Grade—Recognize the importance of rules and strategies in games and activities to increase independent learning
6 th Grade—Recognize the importance of movement vocabulary
5 th Grade—Use appropriate feedback to improve performance and begin to utilize strategies in games and physical activities
Identify and describe mature motor patterns
4 th Grade—Use appropriate feedback to improve performance and attempt to utilize strategies in games and physical activities
Identify and describe mature motor patterns
3 rd Grade—Use appropriate feedback to improve performance of self and others
Apply movement vocabulary to improve physical skills
2 nd Grade—Use appropriate vocabulary to explain correct motor pattern
1 st Grade—Attempt to improve movement patterns in response to feedback relating to motor skills
Continue to develop an increased movement vocabulary
Kindergarten—Develop a basic movement vocabulary
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #3
Active Lifestyle
A physically educated person participates regularly in physical activity.
9 th Grade—Identify a variety of physical activities appropriate for maintaining or enhancing a healthy, active lifestyle
Demonstrate the ability to monitor and adjust activity to meet personal physical activity needs
8 th Grade—Explain the importance of making positive decisions to improve and maintain a healthy lifestyle on a regular basis
7 th Grade—Be able to accurately log their physical activity outside of the physical education class
6 th Grade—Experience and identify opportunities for regular participation in physical activity outside the classroom
5 th Grade—Identify the benefits of at least three physical activities in which they participate outside of physical education class
4 th Grade—Identify the benefits of frequent physical activity outside of physical education class
3 rd Grade—Identify opportunities for regular participation in physical activity outside of physical education class
2 nd Grade—Explain why it is important to participate in physical activity outside of physical education class
1 st Grade—Identify at least three physical activities in which they participate in outside of physical education class
Kindergarten—Identify a physical activity they participate in outside of physical education class
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #4
Is Physically Fit
A physically educated person achieves and maintains a health-enhancing level of physical fitness.
9 th Grade—Design and implements a personal fitness program based on information obtained through fitness assessment and health guidelines
Understand and assesses appropriate levels of the five health related components of fitness and how they relate to a healthy and productive lifestyle
8 th Grade—Students will self-assess the five health related components of fitness
7 th Grade—Identify the five health-related components of physical fitness
6 th Grade—Figure personal target heart rates and monitor heart rate before, during and after activity
Participate in vigorous activity for a sustained period of time while maintaining a target heart rate and is aware of appropriate recovery time
5 th Grade—Monitor heart rate before, during and after activity
Identify activities that improve each area of fitness
Sustain moderate physical activity
Increase intensity of physical activity
4 th Grade—Monitor heart rate
Identify the five health related components of fitness
Sustain moderate physical activity
Increase intensity of physical activity
3 rd Grade—Monitor heart rate
Identify three of five health related components of fitness, participate in activities associated with each component
Sustain moderate physical activity
2 nd Grade—Participate in sustained moderate physical activity that increase the heart rate
Identify cardiorespiratory endurance as a health related component of fitness
1 st Grade—Identify a physical activity that they enjoy which increases the heart rate
Sustain moderate physical activity
Kindergarten—Identify physical activities that increase heart rate
Sustain moderate physical activity
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #5
Personal And Social Behavior
A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings.
9 th Grade—Develop strategies to work together with a diverse group of students during cooperative learning activities
Show leadership by avoiding and diffusing conflict during competition and acknowledge positive performances
Understand the relationship between healthy decision making and personal safety in a variety of activities and settings
8 th Grade—Make decisions for modifying a game or activity to allow all members to participate
Show self-control by accepting a decision or outcome of an activity
Resolve interpersonal conflicts with a sensitivity to the rights and feelings of others
7 th Grade—Make responsible decisions about time, applying rules, and consequences and rewards of various choices
Remain on task in a group activity without close teacher monitoring
Through verbal and non-verbal behavior, demonstrate cooperation with peers
6 th Grade—Participate safely and responsibly in a physical education class
Work toward a common goal through team effort
Display etiquette and sportsmanship in physical activity settings
3 rd - 5 th Grade—Respect the rights and feelings of others
Demonstrate peaceful conflict resolution
Show self-control
Use equipment and space safely and properly
Follow rules and procedures
Is self-directed during skill practice time
Participate in activities with goals for personal success
Work with others regardless of differences
Appreciate the benefits that accompany cooperation and sharing
1 st – 2 nd Grade—Respect the rights and feelings of others
Demonstrate peaceful conflict resolution
Show self-control
Use equipment and space safely and properly
Follow rules and procedures
Stay on task during practice time
Share and takes turns
Work with others regardless of differences
Kindergarten—Show self control, share and take turns, and move in a safe manner
Aligned Benchmarks ©Wichita Public Schools 2008

NASPE Content Standard #6
Values Activity
A physically educated person values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
9 th Grade—Identify reasons to participate in physical activity (i.e., health, enjoyment, challenge, self-expression, and social interaction).
Reflect on personal reasons for choosing to participate in selected physical activities for a healthy active lifestyle
8 th Grade—Identify the positive benefits which are gained by participation in physical activity and encourages social interaction
7 th Grade—Participate in exercise and activities that are enjoyable, beneficial, and allows self-expression
6 th Grade—Identify activities that are personally enjoyable and beneficial
5 th Grade—Describe the benefits that result from participation in different forms of physical activity
4 th Grade— Describe the benefits that accompany cooperation and sharing during physical activity
3 rd Grade—Describe or exhibit ways to celebrate success and achievements of self and others during physical activity
2 nd Grade—Describe feelings that result from challenges, success, and failures during physical activity
1 st Grade—Identify several physical activities that are enjoyable
Kindergarten—Demonstrate a willingness to try new activities
Aligned Benchmarks ©Wichita Public Schools 2008