Common Planner
K–12 Standards

Grades 2, 3

Other Rhode Island Physical Education sets

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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    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.S4.1

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

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

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    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.S4.4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Frequently asked questions

What grade levels do these standards cover?
Grade 2 and Grade 3
When were these standards adopted?
2003
Where can I read the official document?
Rhode Island Physical Education Framework

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Keep exploring Physical Education standards

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

More Rhode Island Physical Education sets

Physical Education