Common Planner
K–12 Standards

Grade K

Other Louisiana Physical Education sets

Demonstrates competency in many movement forms and proficiency in a few movement forms.

  • 1-P-1.

    Performs locomotor and non-locomotors skills at a basic level, progressing to simple sequences utilizing shapes, levels, directions, pathways, and ranges.1-P-1

    1. 1.

      Demonstrate an awareness of personal and general space while moving in different directions.1-P-1.1

    2. 2.

      Demonstrate correct form for the locomotor skills of walk, run, jump, hop, and gallop.1-P-1.2

    3. 3.

      Demonstrate selected elements of space awareness movement concepts for levels and directions, such as low, medium, high, up/down, forward/backward, right/left, clockwise/counter-clockwise.1-P-1.3

  • 1-P-2.

    Demonstrates ways to manage body weight in a variety of situations alone or within a group1-P-2

    1. 1.

      Maintain balance on preferred and non-preferred leg in a variety of positions and levels for a minimum of five seconds.1-P-2.1

    2. 2.

      Walk forward and sideways (feet should not cross) on a two inch line for a distance of ten feet.1-P-2.2

    3. 3.

      Demonstrate climbing up and down steps using alternating feet.1-P-2.3

    4. 4.

      Demonstrate the ability to support body weight while hanging, without feet touching the ground.1-P-2.4

  • 1-P-3.

    Performs manipulative skills using a variety of equipment in different environmental conditions.1-P-3

    1. 1.

      Demonstrate the ability to strike an object using a variety of body parts.1-P-3.1

    2. 2.

      Demonstrate the ability to roll a ball.1-P-3.2

    3. 3.

      Demonstrate the ability to catch a tossed ball using the hands and/or body.1-P-3.3

    4. 4.

      Demonstrate the ability to kick a stationary object.1-P-3.4

    5. 5.

      Demonstrate the ability to throw an object underhand.1-P-3.5

    6. 6.

      Demonstrate the ability to bounce a ball continuously using two hands.1-P-3.6

  • 1-P-4.

    Performs basic rhythmic skills alone, with a partner, or within a group.1-P-4

    1. 1.

      Perform locomotor and non-locomotor movements to a steady beat.1-P-4.1

    2. 2.

      Clap hands to a simple, rhythmic beat.1-P-4.2

Applies movement concepts and principles to the learning and development of motor skills.

  • 2-P-1.

    Integrates other content areas through movement.2-P-1

    1. 1.

      Identify parts of the body (e.g. head, knee, shoulder, back, elbow, hips, and ankle)2-P-1.1

    2. 2.

      Demonstrate the ability to incorporate language arts, math, social studies, and science concepts through movement activities (e.g., recognition of letters, numbers, animal movements).2-P-1.2

  • 2-P-2.

    Demonstrates and uses a variety of relationships with objects.2-P-2

    1. 1.

      Understand and respond appropriately to the terms of over, under, behind, next to, through, right, left, up, down, forward, backward, and in front of using the body and other objects.2-P-2.1

    2. 2.

      Demonstrate the ability to move directionally upon verbal cue (forward, backward, sideways, around).2-P-2.2

  • 2-P-3.

    Identifies fundamental movement patterns.2-P-3

    1. 1.

      Recognize the locomotor skills of walk, run, jump, hop, gallop, levels and pathways when demonstrated.2-P-3.1

    2. 2.

      Identify non-locomotor skills of push, pull, bend, twist, stretch, and turn when demonstrated.2-P-3.2

  • 2-P-4.

    Establishes a beginning movement vocabulary.2-P-4

    1. 1.

      Demonstrate the ability to follow directions given the following movement vocabulary: slow/fast, forward/backward, sideways, up/down, straight2-P-4.1

  • 2-P-5.

    Applies appropriate concepts to performance2-P-5

    1. 1.

      Demonstrate ability to change movement patterns of walk, run, jump, hop and gallop on command.2-P-5.1

Exhibits a physically active lifestyle.

  • 3-P-1.

    Participates regularly in vigorous activities outside of physical education class.3-P-1

    1. 1.

      Participate regularly in a variety of non-structured and minimally organized physical activities outside of physical education class (e.g., at home, recess, before school and after school). Record using teacher/parent log.3-P-1.1

  • 3-P-2.

    Acknowledges that physical activity is good for personal well-being.3-P-2

    1. 1.

      Explain how physical activity can improve one's health.3-P-2.1

  • 3-P-3.

    Experiences and expresses satisfaction from participation in physical activity.3-P-3

    1. 1.

      Willingly participate in and attempt new physical activities during free time.3-P-3.1

Achieves and maintains a health-enhancing level of physical fitness.

  • 4-P-1.

    Sustains activity from moderate to vigorous intensity levels while participating in physical activity.4-P-1

    1. 1.

      Participate for short periods of time (10 minutes) in moderate to vigorous physical activities that cause increased heart rate and respiration.4-P-1.1

  • 4-P-2.

    Identifies physiological signs of moderate physical activity (e.g., fast heart rate, sweating, increased breathing).4-P-2

    1. 1.

      Observe and describe the relationship and immediate effect of physical activity on the heart, respiration, and perspiration.4-P-2.1

  • 4-P-3.

    Demonstrates activities that increase muscular strength and endurance.4-P-3

    1. 1.

      Demonstrate sufficient muscular strength by supporting body weight in various activities (bear walk, crab walk, seal walk).4-P-3.1

  • 4-P-4.

    Demonstrates moving each joint through a full range of motion.4-P-4

    1. 1.

      Demonstrate the ability to correctly perform a variety of teacher-led flexibility activities regularly during physical education.4-P-4.1

Demonstrates responsible personal and social behavior in physical activity settings.

  • 5-P-1.

    Demonstrates established protocols with little reinforcement (e.g., playground, classroom, and gymnasium).5-P-1

    1. 1.

      Follow rules, directions, and procedures from the instructor with reinforcement.5-P-1.1

  • 5-P-2.

    Acknowledges the importance of being aware of one's surroundings and acting in a safe manner in physical activity settings.5-P-2

    1. 1.

      Demonstrate self-discipline and responsibility while actively participating in group, individual and partner activities.5-P-2.1

  • 5-P-3.

    Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task.5-P-3

    1. 1.

      Cooperate with another student or small group in sharing equipment and space to complete a task.5-P-3.1

  • 5-P-4.

    Applies the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration).5-P-4

    1. 1.

      Demonstrate the characteristics of sharing and positive interaction during physical activity.5-P-4.1

    2. 2.

      Resolve conflicts with others in socially acceptable ways.5-P-4.2

Demonstrates an understanding and respect for differences among people in physical activity settings.

  • 6-P-1.

    Recognizes the importance of seeking out, participating with, and showing respect for people of like and different physical abilities.6-P-1

    1. 1.

      Choose partners or playmates without regard to physical differences.6-P-1.1

  • 6-P-2.

    Interacts with others regardless of personal differences (e.g., gender, ethnicity, disability).6-P-2

    1. 1.

      Willingly participate with partners or groups in physical education activities regardless of gender, cultural differences, and/or special needs.6-P-2.1

  • 6-P-3.

    Demonstrates a willingness to help a fellow student who has difficulty completing a skill.6-P-3

    1. 1.

      Demonstrate a willingness to encourage and help others in the physical activity setting through actions and words.6-P-3.1

Understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.7:

  • 7-P-1.

    Describes the feelings that result from challenges, successes, and failures in physical activity, alone or in groups.7-P-1

    1. 1.

      Communicate likes and dislikes of activities when given an opportunity to share (thumbs up, thumbs down, raising of hands, verbal responses).7-P-1.1

  • 7-P-2.

    Distinguishes feelings about and during physical activity.7-P-2

    1. 1.

      Express positive feelings when describing activities.7-P-2.1

    2. 2.

      Develop and demonstrate positive attitudes towards physical activity.7-P-2.2

  • 7-P-3.

    Displays a willingness to participate in new activities.7-P-3

    1. 1.

      Willingly choose new activities in which to participate when given several options.7-P-3.1

Frequently asked questions

What grade levels do these standards cover?
Kindergarten
When were these standards adopted?
2009
Where can I read the official document?
Louisiana Physical Education Grade-Level Expectations

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Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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