Healthy Schools! Healthy Kids! is a joint initiative of the Rhode Island Departments of Education and Health, supported by a grant from the US Centers for Disease Control and Prevention, Cooperative Agreement No. U87/CCU109023-10

We are pleased to present the final Rhode Island Physical Education Framework developed with the support of the U.S. Centers for Disease Control and Prevention (CDC) Division of Adolescent and School Health (Cooperative Agreement # U87/CCU109023-10). This Framework would not have been possible without the leadership and guidance of Cheryl Bayuk, Physical Education Specialist, from Healthy Schools! Healthy Kids! and Andrea Vastis, MPH, CHES, Senior Public Health Promotion Specialist, from the Rhode Island Department of Health, who dedicated themselves to the development of this Framework. Their expertise, facilitation skills, and writing ability contributed greatly to the success of this project. We also thank Marcia Campbell, Health Education Specialist, from the Rhode Island Department of Education for providing valuable input, support and technical assistance.

The RI Physical Education Framework reflects years of hard work from many people. We would like to acknowledge the support of the Rhode Island Association for Health, Physical Education, Recreation and Dance (RIAHPERD). RIAHPERD has been an instrumental partner in this effort. We deeply appreciate the dedication displayed by the members of the Physical Education Standards Committee chaired by Shawna Southern. This committee, comprised primarily of teachers, met countless times and worked effortlessly on the development of the physical education standards and performance indicators. The committee members volunteered their time in a commitment to bring quality physical education standards to our schools. Their collective wisdom, drive and expertise were the backbone of this incredible effort.

Our sincere appreciation is given to John Fulton, PhD, and Ann Kelsey Thacher, MS, from the Rhode Island Department of Health for their continued support and understanding of the need for quality physical education in our schools. Finally, a special thank you is given to Leanne Chiaverini, from the Department of Health, for her assistance in analyzing the data from the Rhode Island Physical Education Profile to learn the current status of physical education in our public schools.

Many, many thanks to the tireless work of the 2001-2002 Rhode Island Physical Education Standards Committee:

Karen S. Castagno, Ph.D. Associate Professor Rhode Island College, Providence, RI

Steven Cohen, M.Ed. Health & Physical Educator Classical High School, Providence, RI

Barbara DeRita Health & Physical Educator Roger Williams Middle School, Providence, RI

Jennifer Fisette Health & Physical Educator Gaudet Middle School, Middletown, RI

Paula Howard Elementary Physical Education Program Specialist Lonsdale & Fairlawn Schools, Lincoln, RI

Robin Kirkwood Auld, M.S. Assistant Professor Rhode Island College, Providence, RI

Pat Maymon Health & Physical Educator, K-6 Harry Kizirian School, Providence, RI

Karen McAvoy Physical Education and Health, Department Head Barrington High School, Barrington, RI

Paul McCaffrey Health & Physical Educator, Past-president, *RIAHPERD Narragansett School District

Catherine Moffitt Health & Physical Educator, President, *RIAHPERD Hope Valley Elementary, Hope Valley, RI

Guy Murgo Department Chair, Health & PE Lincoln Middle/High Schools, Lincoln, RI

Cathy Santosuosso Health & Physical Educator Captain Isaac Paine Elementary School, Foster, RI

Jennifer M. Sousa, B.S. Program Coordinator, Kids First/Team Nutrition, Providence, RI

Gay L. Timken, Ph.D. Department of Exercise Science University of Rhode Island, Kingston, RI

Shawna J. Southern Health & Physical Educator Lillian Feinstein School at Sackett Street, Providence, RI

Marcia Campbell Health Education Specialist Rhode Island Department of Education

Andrea G. Vastis, MPH, CHES Sr. Public Health Promotion Specialist Rhode Island Department of Health

Carol Garber, PhD Northeastern University, Bouve College of Health Sciences, Boston, MA

*RIAHPERD – Rhode Island Association for Health, Physical Education, Recreation and Dance

Welcome to the Rhode Island Physical Education Framework. This document was born out of a vision of physical educators, health professionals, education professionals and community members who believe that:

As a result of daily, high quality physical education instruction from K-12, all students will have the knowledge and skills to lead a physically active lifestyle.

Physical education (PE) is planned, sequential instruction that promotes lifelong physical activity. It is designed to develop basic movement skills, sports skills, and physical fitness as well as to enhance mental, social, and emotional abilities (Health is Academic, 1998). In October of 2000, Healthy Schools! Healthy Kids!, a joint initiative of the Rhode Island Department of Education (RIDE) and RI Department of Health (HEALTH), in conjunction with the Rhode Island Association for Health, Physical Education, Recreation and Dance (RIAHPERD) convened a group of health education, physical education, community health and recreation professionals to begin work on creating a set of uniform standards in physical education. Standards are the goals, the end point, the “what we want all kids to know and be able to do” as a result of instruction.

Utilizing standards from the National Association for Sport and Physical Education (NASPE) and other states as a guide, the Physical Education (PE) Standards Committee worked from February 2001 to February 2002, to come up with a set of physical education standards for Rhode Island schools. In addition, the group, working independently and within sub-committees, developed a set of performance indicators for each standard, within grade levels. Performance indicators describe student performance at points along the K-12 instruction. They are the “what it looks like” when a student is meeting the standards. A copy of the national standards is in Appendix A.

The RI PE Framework is a roadmap, a guide to developing a standards-based physical education curriculum. A standards-based curriculum starts at the end point describing what students will know and be able to do as a result of PE instruction. The task for educators is to build a curriculum of meaningful units complete with tasks and assessments that allows students to show evidence of reaching/achieving the standards.

It is the responsibility of each RI school district to develop a K-12 comprehensive and sequential PE curriculum that gives students opportunities to reach the standards. Whether a teacher selects a sport, game or other activity, the ultimate goal of the task is to help the student learn the concept/skill, allow for sufficient opportunity for the student to practice the task, and give the student the opportunity to demonstrate their knowledge/skill. A quality PE program will work across activities/units to address all standards, and select those that will be formally assessed. Additionally, a cohesive, standards-based PE program will ensure that students demonstrate growth and progress over time. A glossary of terms to assist you is in the appendix.

Section 3 of this document lists the content areas, standards and K-12 performance indicators. The content areas that make a quality PE program are movement, personal fitness, and personal/social responsibility. The six standards are what all students must know and be able to do as a result of PE instruction when they graduate. The performance indicators are indices of quality that specify how competent a student must be to meet the standard at points along K-12 instruction.

The RI PE Framework is just one of many resources to build a standards-based PE curriculum. Our thanks to the Rhode Island Physical Education Standards Committee, the Framework Editorial Board, and the RI Association for Health, Physical Education, Recreation and Dance (RIAHPERD) for helping to make this document a reality.

The need for quality, daily physical education (PE) instruction is perhaps most critical in this current era of school reform. It is well established that regular physical activity in childhood and adolescence improves strength and endurance, helps build healthy bones and muscles, helps control weight, reduces anxiety and stress, increases self-esteem and may improve blood pressure and cholesterol levels (CDC, July 2000). While policy makers are calling for improvement in mathematics and literacy performance for students, public health and education professionals are promoting the link between health status and academic achievement.

New research into the link between physical fitness and academic achievement makes the case for keeping PE an integral part of the school day. Preliminary results show a correlation between daily physical activity and increased ability to concentrate and learn in the classroom setting. Research into how the brain functions finds that the part of the brain that processes movement is the same part that is processing learning. This suggests a value in keeping kids moving to boost cognition. Additionally, physical activity decreases stress levels and improves functions of the immune system, thus increasing the capacity for learning and memory. (Jensen, 1998).

The idea that movement stimulates thought is not new. The book Teaching the Three R’s Through Movement Experience presents the case that just as we find ourselves pacing back and forth to stimulate our thoughts, intellectual, physical and emotional growth can all be stimulated through movement (Gilbert, 1977). A 1950’s research project in a suburb of Paris, France sought to determine the effect in children of increasing the amount of physical activity during the school day. The researchers found that when increasing the amount of the school day spent devoted to physical activity, the children in the activity group at the end of 10 years were generally healthier, happier, keener, and had fewer discipline problems than children in conventional programs. The experimental group also performed as well or exceeded the traditional group in academic achievement measures. (Martens, 1982).

What constitutes a quality PE program? Experts from the National Association for Sport and Physical Education (NASPE), the Centers for Disease Control and Prevention (CDC) and PE4Life Organization agree that the following elements are critical in order for PE to meet its goal of developing a student with the knowledge and skills to lead a physically active lifestyle. For a school/district to build a quality PE program, it must include:

Meeting these criteria require schools and districts to put time, money and effort into building a quality PE program. If PE is to meet its goal of developing students with the knowledge and skills to lead a physically active lifestyle, and if PE is to support academic performance, the days of the “cafetorium” the all purpose room serving as cafeteria, auditorium and gymnasium need to be a distant memory. Physical education is not about throwing a ball, running to a base or sinking a basket. It is about a set of concepts and skills that are not taught in any other discipline. PE is unique in its ability to get children moving in and out of school, teach them a love for movement and fitness, and in doing so, weave in principles of other academic areas.

In addition, public health issues of rising obesity rates, consistently persistent rates of tobacco initiation among youth, and rising rates of Type 2 diabetes (formerly known as adult-onset diabetes) in children and adolescents, all make the case for continued support for school health and physical education. As children spend hours watching television and sitting at computers, and as the fast food and snack food industries continue to infiltrate schools, media and homes, the result is a nation of increasingly sedentary and unhealthy students. According to the National Center for Health Statistics, the percentage of overweight children and adolescents has nearly tripled in the past 30 years (see figure 1). This increase is due largely to the reduction of physical activity and increase in calorie consumption among this population, noted above.

Meanwhile, as the need for children to be more active increases nationwide and in Rhode Island, there has been a drop in the proportion of high schools students who attend PE classes daily from 41.6% in 1991 to 32.2% in 2001 in the U.S. In Rhode Island, only 15.6% of the student population reported attending PE daily in 2001.

It is not a coincidence that as participation in physical education decreases, overweight and obesity among children has been increasing in the U.S. and in RI. While lack of PE is not solely to blame for the childhood obesity epidemic, it is part of the equation. Nationwide, schools are being called upon by public health entities to address the health and well being of their students. In the landmark Surgeon General’s Call to Action to Reduce Overweight and Obesity, 2001, schools are urged to modify physical activity and nutrition programs and policies to address the rising rates of childhood obesity.

q Provide all children, from pre-kindergarten through grade 12, with quality daily physical education that helps develop the knowledge, attitudes, skill, behaviors and confidence needed to be physically active for life.

q Provide daily recess periods for elementary school students, featuring time for unstructured but supervised play.

q Provide extracurricular physical activity programs, especially inclusive intramural programs and physical activity clubs.

q Encourage the use of school facilities for physical activity programs offered by the school and/or community-based organizations outside of school hours.

The Centers for Disease Control and Prevention (CDC) and National Institutes of Health (NIH) listed physical activity and education goals in their “Healthy People 2010” document for physical education and activity for youth that state and local government should consider as priorities in their programming (see figure 2). State and local agencies are encouraged to use these goals to provide focus for their public health and education activities.

In addition, the July 2000 “Guidelines to Promote Lifelong Physical Activity,” released by the CDC lists a number of specific recommendations including:

q Implement sequential physical education curricula and instruction in grades K-12 that:

q Emphasize enjoyable participation in lifetime physical activities such as walking and dancing, not just competitive sports

q Help students develop the knowledge, attitudes and skills they need to adopt and maintain a physically active lifestyle.

The experts are saying what we’ve known for a long time – physical education is a core part of the school day. The final piece of evidence came in October of 2001 in a report stating that after reviewing evidence of various strategies including community-based, media-based and individual-

focused programs, school-based PE is strongly recommended as an intervention to increase physical activity among children and adolescents. The review of studies found that quality PE is effective in increasing the minutes spent being physically active and in increasing aerobic capacity of children and adolescents. (USDHHS, 2001)

Section 2: Physical Education in Rhode Island

Rhode Island General Law 16-22-4 Instruction in health and physical education states: “All children in grades one through twelve (12) attending public schools, or any other schools managed and controlled by the state, shall receive in those schools instruction in health and physical education under rules and regulations the Department of Elementary and Secondary Education may prescribe or approve during periods which shall average at least twenty (20) minutes in each school day. No private school or private instruction shall be approved by any school committee for the purposes of chapter 19 of this title as substantially equivalent to that required by law of a child attending a public school in the same city and/or town unless instruction in health and physical education similar to that required in public schools shall be given.”

That health and physical education are mandated by law is a positive step for the state. However, the time given for both equals a minimum of 100 minutes per week, falling short of national recommendations for health and physical education. The Centers for Disease Control and Prevention (CDC) and the National Association for Sport and Physical Education (NASPE) recommend a minimum of 50 hours of health education instruction per year and 30 minutes a day of physical education instruction in elementary schools and 50 minutes of PE per day for secondary schools for either to make a difference in children’s lives.

In March of 2001, a survey was sent to all 327 Rhode Island public schools to learn about the way their physical education programs were structured and implemented. Over 200 responses were returned and the results tabulated to form a Rhode Island PE profile for 2001. A copy of the survey and preliminary findings are in the Appendix B. This baseline data gives a snapshot of the state of PE in Rhode Island to provide educators and policymakers evidence to support the need for daily, quality PE instruction that includes standards, performance indicators and assessments of student performance.

Rhode Island schools fall below the national recommendations of 30 minutes of PE per day for elementary schools (RI average 10.76 minutes PE per day) and 50 minutes of PE per day for secondary schools (RI average 19.6 minutes PE per day for middle school; 24.16 minutes PE per day for high school).

q There is inconsistency between and among schools in the materials used to develop curriculum.

According to the 2001 PE Profile data, 46% of Rhode Island elementary PE teachers also teach health, and over 80% of middle and high school PE teachers also teach health. School districts are inclined to hire a teacher with dual certification at their schools. While this is thought to be a fiscal decision, rather than one of philosophy of the two disciplines, the fact remains that very often the two are taught by the same person within a school. Additionally, health and PE are most often scheduled opposite each other; rarely, if ever, does a student have PE and health within the same school day or semester.

This creates a unique teaching and learning opportunity, setting the scene for at the least, complementary programs, and at the most, an integrated program focusing on a students’ whole mind-body wellness. As schools and districts build their health and physical education programs, it is imperative to find ways to enhance each curriculum by supporting goals in both disciplines.

An example of an inter-disciplinary approach is given on the next page (Figure 3). It is in the best interest of the teachers and students to identify and address common themes and overlap in standards, and to find ways to integrate health and PE concepts into other disciplines, such as English/language arts, mathematics and science.

As formal assessments aligned with the Rhode Island Physical Education Standards are developed, the need for interdisciplinary approaches to learning will become evident in order for schools to help students meet standards in all disciplines. An additional section with sample assessments is currently under development and will be sent under separate cover when completed.

Standard 1

Students will demonstrate competency in many movement forms and proficiency in a few movement forms.

Intent of Standard: This standard is what makes physical education unique. Physical education is truly the only subject that has as a focus a child’s psychomotor development with the goal of developing lifetime physical activity habits.

Student Performance Indicators:

As a result of physical education instruction, students will demonstrate the ability to:

Kindergarten & Grade 1

K-1.S1.1 - use mature form in basic gross locomotor patterns (walk, run, jump, hop, leap).

K-1.S1.2 - show awareness of movement in relation to body, space, time, and effort (tempo, kinesphere, directionality, relationship).

K-1.S1.3 - use initial form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

K-1.S1.4 - demonstrate initial form in fundamental combinations of movement skills (e.g., run and jump, strike and run).

Grades 2 & 3

2-3.S1.1 - use mature form in combination gross locomotor patterns (skip, gallop, slide).

2-3.S1.2 - master non-locomotor skills (body, space, time, effort, relationship).

2-3.S1.3 - use rudimentary form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

2-3.S1.4 - apply fundamental combinations of movement skills, in low organized games and activities (e.g., run and jump, strike and run).

Grades 4 & 5

4-5.S1.1 - use mature form in many gross locomotor and many combination patterns (run, hop, jump, leap, skip, gallop, slide).

4-5.S1.2 - use mature form in non-locomotor skills (body, space, time, effort, relationship).

4-5.S1.3 - show mature form in fundamental manipulative skills (e.g., throw, catch, strike, dribble).

4-5.S1.4 - show mature form in fundamental combinations of movement skills (e.g., run and jump, strike and run).

4-5.S1.5 - apply beginning strategies in various games and sports.

4-5.S1.6 - transfer movement skills between activities at a rudimentary level.

4-5.S1.7 - practice activities to increase skill competence.

Grades 6-8

6-8.S1.1 - use mature form in many basic manipulative, locomotor and non-locomotor skills.

6-8.S1.2 - show consistency in skills specific to games and sports (e.g., pivoting, sliding, setting,).

6-8.S1.3 - adapt and combine skills to the demands of increasingly complex situations of selected movement forms.

6-8.S1.4 - show competence in modified versions of a variety of movement forms.

Grades 9-12

9-12.S1.1 - show competence (e.g., basic skills, strategies, and rules) in an increasing number of more complex versions in at least three types of movement forms (e.g., individual, team, and recreational activities).

9-12.S1.2 - show proficiency in a few movement forms (e.g. individual, team, and recreational activities).

Standard 2

Students will apply movement concepts and principles to the learning and development of motor skills.

Intent of Standard: This standard complements Standard 1 by teaching students the concepts and principles of motor skills to develop competent and proficient movers in a variety of individual and group activities.

Student Performance Indicators:

As a result of physical education instruction, students will demonstrate the ability to:

Kindergarten & Grade 1

K-1.S2.1 - recognize an initial movement vocabulary (e.g. heart rate) .

K-1.S2.2 - listen and respond appropriately to feedback in regard to movement skills.

Grades 2 & 3

2-3.S2.1 - apply movement vocabulary to an appropriate situation.

2-3.S2.2 - use introductory application of biomechanical principles (e.g., center of gravity, base of support, force).

2-3.S2.3 - recognize critical elements of movement skills to provide feedback to self and others (e.g. peer assessment).

2-3.S2.4 - recognize introductory strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).

Grades 4 & 5

4-5.S2.1 - use rudimentary application of biomechanical principles (e.g. center of gravity, base of support, force).

4-5.S2.2 - use critical elements of fundamental and specialized movement skills to provide feedback to self and others (e.g. self/peer assessment of: transfer of weight, opposition skills, point to target).

4-5.S2.3 - use rudimentary strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).

4-5.S2.4 - transfer movement skills, concepts, and principles between activities at a rudimentary level

Grades 6 – 8

6-8.S2.1 - use information from a variety of sources of internal and external origin to improve performance.

6-8.S2.2 - identify and apply bio-mechanical principles to enhance performance.

6-8.S2.3 - identify and apply critical elements of various movement forms to provide feedback for both self- and peer-assessment.

6-8.S2.4 - understand and apply strategies in a variety of game situations.

6-8.S2.5 - transfer movement skills, concepts and principles between activities at a consistent level

Grades 9 – 12

9-12.S2.1 - apply activity-specific knowledge to develop movement competence or proficiency.

9-12.S2.2 - identify and apply critical elements to enable the development of movement competence or proficiency.

9-12.S2.3 - transfer movement skills, concepts, and principles between activities at a more complex level.

9-12.S2.4 - analyze and apply basic offensive and defensive strategies in games and sports.

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Standard 3

Students will understand the implications of and the benefits derived from involvement in physical activity.

Intent of Standard: This standard focuses directly on the impact of physical activity on personal health and wellness. Students will be able to explain why physical activity is a necessary part of their daily lives. Current research about the impact of physical activity on health provides physical educators the rationale to support programs and policies to get people moving and active for life. Physical activity offers many healthful benefits, such as: decreasing the risk of cardiovascular disease, high blood pressure, obesity, diabetes and certain types of cancers; preserving / maintaining the ability to live independently and reduce the risk of falling in the elderly population; enhancing / elevating mood to improve mental health; improving bone health / density; and new evidence is supporting the positive relationship between activity and mental functioning.

Student Performance Indicators:

As a result of physical education instruction, students will demonstrate the ability to:

Kindergarten & Grade 1

K-1.S3.1. - recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention).

K-1.S3.2 - use physical activity as a means of self-expression.

Grades 2 & 3

2-3.S3.1 - recognize the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

2-3.S3.2 - recognize the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

2-3.S3.3 - recognize the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

2-3.S3.4 - use physical activity as a means of self-expression.

Grades 4 & 5

4-5.S3.1 - identify the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

4-5.S3.2 - identify the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

4-5.S3.3 - identify the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

4-5.S3.4 - identify the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).

4-5.S3.5 - use physical activity as a means of self-expression.

Grades 6 – 8

6-8.S3.1 - explain the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

6-8.S3.2 - explain the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

6-8.S3.3 - explain the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

6-8.S3.4 - explain the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).

6-8.S3.5 - participate in more challenging activities to learn new skills.

6-8.S3.6 - use physical activity as a means of self-expression.

Grades 9 – 12

9-12.S3.1 - analyze the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention).

9-12.S3.2 - analyze the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).

9-12.S3.3 - analyze the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

9-12.S4.4 - identify the cognitive benefits of regular participation in physical activity (e.g., increases levels of serotonin and endorphins in the brain, producing state of relaxed alertness conducive to learning.)

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Standard 4:

Students will apply physical activity-related skills and concepts to maintain a physically active lifestyle and a health-enhancing level of physical fitness.

Intent of standard: This standard is the foundation for leading a physically active lifestyle. Being physically active requires more than just moving - it requires knowing the type, frequency, duration, and intensity of physical activity to achieve good health and physical fitness. This standard brings together the essential components of physical activity, fitness, and health, and provides the student with the knowledge and ability to engage in health-enhancing physical activity behaviors in and outside of school. Lifelong skills will include how to assess, achieve, and maintain a health-enhancing level of fitness by employing behavioral and cognitive strategies such as self-monitoring, goal-setting, and reevaluation.

Student Performance Indicators:

As a result of physical education instruction, students will demonstrate the ability to:

Kindergarten & Grade 1

K-1.S4.1 - participate in activities promoting health-related fitness.

K-1.S4.2 - recognize components of health-related physical fitness assessment.

K-1.S4.3 - identify health-enhancing physical activities in which they participate.

Grades 2&3

2-3.S4.1 - participate at the introductory level in some components of a health-related physical fitness assessment tool (e.g., FitnessGram, Physical Best, President’s Council on Physical Fitness).

2-3.S4.2 - select and participate regularly in physical activities for the purpose of improving skills and health.

2-3.S4.3 - recognize how fitness testing results relate to their ability to perform various physical activities.

2-3.S4.4 - participate in several activities related to each component of health-related physical fitness (e.g., cardio-respiratory, muscular strength and endurance, flexibility, balance, agility).

2-3.S4.5 - recognize changes in pre and post- test results in health-related fitness tests resulting from physical activity.

2-3.S4.6 - recognize that a variety of technologies exist that may enhance fitness levels (e.g. web-based programs, fitness machines, etc.)

Grades 4&5

4-5.S4.1 - participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President’s Council).

4-5.S4.2 - make progress towards, meet, or exceed the health-related fitness standards of the assessment tool.

4-5.S4.3 - understand how physical fitness testing results (e.g., pre/post test, assessments, charts) relate to their ability to perform various activities.

4-5.S4.4 - recognize changes in pre and post test results in health-related fitness tests and develop basic physical activity plan based on these results.

4-5.S4.5 - identify several physical activities related to each component of health-related physical fitness (e.g., cardiovascular – jogging, aerobics, hiking, spinning) or (e.g., cardio-respiratory, muscular strength and endurance, flexibility, balance, agility).

4-5.S4.6 - select and participate regularly in physical activities for the purpose of improving physical skills and health.

4-5.S4.7 - identify factors that promote and that prevent physical activity and develop some strategies to maintain a physically active lifestyle.

4-5.S4.8 - identify ways to be physically active in structured and non-structured settings that promote lifelong fitness.

4-5.S4.9 - identify a variety of technologies that can assist in the development of a fitness plan (e.g. websites, heart rate monitors, etc.).

Grades 6-8

6-8.S4.1 - participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President’s Council).

6-8.S4.2 - make progress towards, meet, or exceed in the health-related fitness standards of the assessment tool.

6-8.S4.3 - assess and evaluate personal health status from fitness assessment results.

6-8.S4.4 - develop personal fitness goals and a plan to achieve those goals based on the results of the health-related physical fitness assessment.

6-8.S4.5 - participate in activities to achieve personal fitness goals.

6-8.S4.6 - participate in activities to improve skills and health (include activities related to each component of health-related physical fitness).

6-8.S4.7 - explain factors that affect physical activity and develop strategies some strategies to maintain a physically active lifestyle.

6-8.S4.8 - meet or exceed national physical activity recommendations* by participating in physical activities in structured and non-structured settings that promote lifelong fitness and health.

6-8.S4.9 - describe how various technologies can help to assess, plan, maintain and enhance physical activity level (e.g. web-based programs, heart rate monitors, pedometers, etc).

Grades 9-12

9-12.S4.1 - participate in the health-related physical fitness assessment

9-12.S4.2 - show improvement in, meet, or exceed the health-related fitness standards of the assessment tool.

9-12.S4.3 - interpret results of fitness assessment to understand personal health status.

9-12.S4.4 - apply fitness assessment results to develop personal fitness goals and create a detailed plan to achieve those goals to improve personal health status.

9-12.S4.5 - explain how and why participation in a variety of activities can affect fitness and health.

9-12.S4.6 - participate in activities to improve physical skills and fitness (include activities related to each component of health-related physical fitness).

9-12.S4.7 - analyze factors that affect physical activity and apply behavioral and cognitive strategies to adopt and maintain a physically active lifestyle.

9-12.S4.8 - show improvement in, meet or exceed national physical activity recommendations* by participating

in physical activities in structured and non-structured settings that promote lifelong fitness and health.

9-12.S4.9 - utilize a variety of technologies to assess, plan, maintain or enhance physical activity level.

*Note: National physical activity recommendations by the Centers for Disease Control and Prevention (CDC) and the National Association for Sport and Physical Education (NASPE) suggest that all adults accumulate a minimum of 30 minutes of moderate physical activity on most, preferable all days of the week. The recommendation for children is to accumulate in a minimum of 30-60 minutes of developmentally appropriate activity for elementary-school aged children on most/all days of the week.

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Standard 5

Students will demonstrate responsible personal and social behavior in physical activity settings.

Intent of Standard: This is a global outcome for education. Physical education and physical activity settings are ideal for helping students take responsibility for their actions. Students will learn and understand what it means to be responsible and be given multiple opportunities to take responsibility. Key concepts learned include respect, responsibility, caring, compassion, honesty, cooperation, fair play and perseverance.

Student Performance Indicators:

As a result of physical education instruction, students will demonstrate the ability to:

Kindergarten & Grade 1

K-1.S5.1 - use self control with regard to personal and general space.

K-1.S5.2 - follow activity-specific laws, rules, procedures, and etiquette.

K-1.S5.3 - utilize safety principles in activity situations and settings.

K-1.S5.4 - work cooperatively and productively with a partner and/or a group to accomplish a set goal.

K-1.S5.5 - work independently and on task for developmentally appropriate periods of time.

K-1.S5.6 - understand and use appropriate interactions with peers while participating in group activities.

Grades 2 & 3

2-3.S5.1 - use self control in movement activities.

2-3.S5.2 - follow activity-specific laws, rules, procedures, and etiquette.

2-3.S5.3 - utilize safety principles in activity situations and settings.

2-3.S5.4 - work cooperatively and productively with a partner and/or a group to accomplish a set goal.

2-3.S5.5 - work independently and on task for developmentally appropriate periods of time.

2-3.S5.6 - recognize ways to peacefully resolve conflicts.

2-3.S5.7 - describe appropriate interactions for participating in group activities

Grades 4 & 5

4-5.S5.1 - use self control in game and movement activities.

4-5.S5.2 - follow activity-specific laws, rules, procedures, and etiquette.

4-5.S5.3 - utilize safety principles in activity situations and settings.

4-5.S5.4 - work cooperatively and productively with a partner and/or a group to accomplish a set goal.

4-5.S5.5 - work independently and on task for developmentally appropriate periods of time.

4-5.S5.6 - describe and use appropriate ways to peacefully resolve conflicts.

4-5.S5.7 - interact appropriately with peers while participating in group activities.

Grades 6 – 8

6-8.S5.1 - use responsible decision making in all physical activity settings. (e.g., applying safe practices, laws, rules, and procedures).

6-8.S5.2 - explain the influence of peer pressure on behavior in physical activity settings.

6-8.S5.3 - resolve conflict in appropriate ways.

6-8.S5.4 - analyze potential consequences when confronted with a behavior choice.

6-8.S5.5 - work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.

6-8.S5.6 - discuss the use of physical activity as a means for social interaction.

6-8.S5.7 - participate with others in games, sports, and activities to achieve a common goal.

Grades 9 – 12

9-12.S5.1 - apply safe practices, rules, and procedures in all physical activity settings.

9-12.S5.2 - explain why and how rules make participation in physical activity safe.

9-12.S5.3 - act independently of negative peer pressure.

9-12.S5.4 - resolve conflicts in appropriate ways.

9-12.S5.5 - work cooperatively and productively with a partner and/or a group setting to accomplish a set goal.

9-12.S5.6 - anticipate potentially dangerous consequences and outcomes of participation in physical activities.

9-12.S5.7 - describe how physical activity can provide opportunities for positive social interaction.

9-12.S5.8 - participate with others in games, sports, and activities to achieve a common goal.

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Standard 6

Students will understand that internal and external environments influence physical activity.

Intent of Standard: There are many internal and external barriers and promoters to being physically active, such as neighborhood, family lifestyle, self-esteem, peer influence, and technology. Students will understand and value the importance of lifetime physical activity and find ways to analyze and find solutions to constraints to leading an active lifestyle.

Student Performance Indicators:

As a result of physical education instruction, students will demonstrate the ability to:

Kindergarten & Grade 1

K-1.S6.1 - recognize characteristics of appropriate and safe areas within their neighborhood to participate in physical activity.

K-1.S6.2 - recognize physical activities that can be performed in a variety of settings.

K-1.S6.3 - realize there are youth organizations in the community that offer physical activity program (e.g. Young Men’s Christian Association (YMCA), Young Women’s Christian Association (YWCA), town/city recreation departments, Police Athletic Leagues (PAL).).

K-1.S6.4 - know there are a variety of valid sources to find information about physical activity.

Grades 2 & 3

2-3.S6.1 - recognize appropriate and safe areas within the community to participate in physical activity.

2-3.S6.2 - recognize physical activities that can be performed in a variety of settings.

2-3.S6.3 - recognize how peers, media, and technology can impact one's level of physical activity.

2-3.S6.4 - recognize healthy ways to promote physical activity with peers.

2-3.S6.5 - identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).

2-3.S6.6 - identify a variety of valid sources to find information about physical activity.

Grades 4 & 5

4-5.S6.1 - identify appropriate and safe areas within the community to participate in physical activity.

4-5.S6.2 - identify physical activities that can be performed in a variety of settings.

4-5.S6.3 - have a fundamental understanding of how media and technology can impact one's level of physical activity.

4-5.S6.4 - identify healthy ways to promote physical activity with peers.

4-5.S6.5 - identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).

4-5.S6.6 - use a variety of valid sources to find information about physical activity.

4-5.S6.7 - identify a variety of emotions that can impact physical activity levels.

Grades 6 – 8

6-8.S6.1 - describe appropriate and safe areas within the community to participate in physical activity.

6-8.S6.2 - describe physical activities that can be performed in a variety of settings.

6-8.S6.3 - describe different forms of media and technology that impact one’s level of physical activity.

6-8.S6.4 - describe how one’s home/family environment can impact one’s level and type of physical activity.

6-8.S6.5 - describe healthy ways to promote physical activity with one’s peers.

6-8.S6.6 - identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWWCA, Recreation departments, PAL).

6-8.S6.7 - use a variety of reliable and valid sources to find information about physical activity.

6-8.S6.8 - describe how positive and negative emotions can impact physical activity levels.

Grades 9 – 12

9-12.S6.1 - evaluate appropriate and safe areas within the community to participate in physical activity.

9-12.S6.2 - identify physical activities that can be performed in a variety of settings.

9-12.S6.3 - analyze how media and technology can impact one’s level and type of physical activity.

9-12.S6.4 - explain how the home/family environment can impact one’s level of physical activity.

9-12.S6.5 - design healthy ways to promote physical activity with one’s peers.

9-12.S6.6 - identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, Recreation departments, PAL).

9-12.S6.7 - analyze a variety of resources to select physical activity information that is reliable and valid.

9-12.S6.8 - identify and analyze how positive and negative emotions can impact physical activity levels, and describe ways to overcome emotional barriers to physical activity.

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Alabama Course of Study: Physical Education, Ed Richardson, State Superintendent of Education, Alabama State Department of Education, Bulletin 1997, No.6

“Bright Futures in Practice: Physical Activity,” Maternal and Child Health Bureau, Health Resources and Services Administration, U.S. Department of Health and Human Services, 2001. Kevin Patrick, MD, MS, Bonnie Spear, PhD, RD, Katrina Holt, MPH, MS, RD, Denise Sofka, MPH, RD, Publisher Georgetown University

“Daily Physical Education – A Boon to Canadian Elementary Schools,” Fred L. Martens, Journal of Physical Education, Recreation and Dance (JOPERD), March 1982, pp. 55-57

“Definitions: Health, Fitness and Physical Activity,” President’s Council on Physical Fitness and Sports Research Digest, Series 3, No. 9 March 2000

Gallahue, D. (1982). Understanding Motor Development in Children. New York: Wiley.

“Guidelines for School and Community Programs Promoting Lifelong Physical Activity,” US Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), July 2000

Health is Academic: A Guide to Coordinated School Health Programs, Editors: Eva Marx, Susan Frelick Wooley, Daphne Northrop, Teachers College Press, NY/London, 1998

“Increasing Physical Activity: A Report on Recommendations of the Task Force on Community Preventive Services,” Morbidity and Mortality Weekly Report (MMWR), October 26, 2001, Vol. 50, No. RR-18, US Department of Health and Human Services, Centers for Disease Control and Prevention (CDC), Atlanta, GA.

Montana Health Enhancement, K-12, Content and Performance Standards with Benchmarks at 4^th, 8^th and 12^th Grades, Office of Public Instruction and Montana Association for Health, Physical Education, Recreation and Dance, 1999.

“Physical Activity and Health: A Report of the Surgeon General,” U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, 1996

“Quality Physical Education,” Physical Education for Life, Active Body Active Mind website www.pe4life.org

South Carolina Physical Education Framework, Field Review Draft, South Carolina Department of Education, May 1999.

“The Surgeon General’s Call To Action to Prevent and Decrease Overweight and Obesity, 2001,” USDHHS, Public Health Service, Office of the Surgeon General, Rockville, MD

Teaching the Three R’s Through Movement Experience, Anne Green Gilbert, 1977, MacMillan Publishing Company.

Teaching with the Brain in Mind, Eric Jensen, 1998, Association of Supervision and Curriculum Development (ASCD), Alexandria, VA.

Instructions: Please read each question and provide the answer that best describes the school you teach physical education at. Please remember your responses are confidential. Thank you.

Note: Physical Education will be referred to throughout the profile as PE.

Section 2: Physical Education in Rhode Island

Standard 1

Kindergarten & Grade 1

Grades 2 & 3

Standard 2

Grades 2 & 3

Grades 4 & 5

Grades 6 – 8

Grades 9 – 12

Standard 3

Kindergarten & Grade 1

Grades 2 & 3

Grades 4 & 5

Grades 6 – 8

Grades 9 – 12

Kindergarten & Grade 1

Grades 2&3

Grades 4&5

Grades 6-8

Grades 9-12

Standard 5

Kindergarten & Grade 1

Grades 2 & 3

Grades 4 & 5

Grades 6 – 8

Standard 6

Grades 2 & 3

2-3.S6.1 - recognize appropriate and safe areas within the community to participate in physical activity.

Grades 4 & 5

Grades 6 – 8

Grades 9 – 12

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