High School PE Kansas Standards

If the learner did not attain the outcomes by Grade 8, they should be the focus in the required HS program.

If the learner did not attain the outcomes by Grade 5, they should be the focus in the required HS program.

If the learner did not attain the outcomes by Grade 8, they should be the focus in the required HS program.

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Locomotor

Non-locomotor (stability)

Manipulatives

Offensive and Defensive Skills

Selects and uses appropriate offensive and defensive skills in a variety of individual, dual and team activities.

Dance and Rhythms

Performs intermediate or advanced dances appropriate for social settings (i.e. weddings or community gatherings).

Lifetime Activities

Demonstrates ability in one or more lifetime activities (e.g. individual/dual sports, outdoor sports, swimming, self-defense, etc.).

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge

Uses performance terminology accurately (e.g. “balance,” “follow through,” “eye on the ball,” etc.) for a variety of activities.

Designs a conditioning program for a self-selected game/activity to engage in for life.

Explains the impact of participation in selected sports and activities on various components of fitness.

Strategies and Tactics

Identifies principles used to improve skill performance (force, motion, rotation, speed, accuracy).

Explains accurately the steps for performing basic motor skills.

Transfers tactical knowledge from one sport to a similar sport.

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Physical Activity Knowledge

Describes the relationship between physical activity, nutrition and body composition.

Appraises health risk factors associated with a sedentary lifestyle.

Fitness Knowledge

Utilizes technology to monitor heart rate and maintain target heart zone.

Explains principles for performing strength training exercises safely and effectively.

Compares and selects appropriate stretching methods (dynamic or static).

Describes basic training principles (e.g. overload, specificity, progression, diminishing return, rest, and recovery, etc.) and how they improve fitness.

Assessment and Program Planning

Sets realistic short-term and long-term goals for all five healthrelated fitness components.

Uses training principles to design a personal workout.

Implements a personal fitness plan that includes assessment scores, goals for improvement, plan for improvement, activity log, and timelines.

Nutrition

Creates a nutrition plan based on individual caloric needs for one week that includes meals, snacks, and hydration needs.

Stress Management

Selects appropriate stress management methods in response to hypothetical stressful scenarios.

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Demonstrating Personal Responsibility

Exhibits a positive self-image regarding their physical skills and fitness.

Accepting/Providing Feedback

Provides feedback to promote team or group dynamics.

Working with Others

Seeks to include diverse peers in group activities.

Following Rules and Etiquette

Displays moral and ethical conduct in specific competitive situations.

Safety

Prevents injury to self and others by utilizing appropriate safety measures in preparation for activity (e.g. warmup, proper clothing, hydration, etc.).

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Health

Selects and participates in physical activities that will enhance a healthy lifestyle.

Challenge

Expresses feelings of success and confidence from participation in challenging physical activities.

Self-expression and Enjoyment

Recognizes that enjoyment of certain activities will shift as physical abilities and preferences change over time.

Social Interaction

Selects and participates in physical activities for the purpose of social interaction.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

Safety

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

If the learner did not attain the outcome in Level 1, it should be a focus in Level 2.

If the learner did not attain the outcomes by Grade 8, they should be the focus in the elective HS program.

If the learner did not attain the outcomes by Grade 5, they should be the focus in the elective HS program.

If the learner did not attain the outcomes by Grade 8, they should be the focus in the elective HS program.

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Locomotor

Non-locomotor (stability)

Manipulatives

Offensive and Defensive Skills

Dance and Rhythms

Exhibits competency in one or more forms of theatre dance (i.e. ballet, modern, tap, jazz, hip hop, ethnic).

Choreographs and presents an original theatre dance piece (solo or group).

Lifetime Activities

Exhibits proficiency in two or more lifetime activities.

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge

Explains the historical and cultural roles that games, sports, and dance play in society.

Analyzes biomechanical principles related to performing motor skills.

Strategies and Tactics

Applies offensive or defensive tactics and strategies to move or block opponent.

Designs a practice plan for improving skills and game play.

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Physical Activity Knowledge

Identifies benefits of a physically active lifestyle and its relationship to educational and professional success.

Evaluates barriers that prevent participation in lifetime physical activity and creates solutions to overcome these barriers.

Fitness Knowledge

Assessment and Program Planning

Nutrition

Compares and contrasts a nutrition plan for an active lifestyle and a sedentary lifestyle.

Stress Management

Is proactive in planning management strategies before stressful situations occur.

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Demonstrating Personal Responsibility

Accepting/Providing Feedback

Uses communication skills and strategies to share feedback in a leadership role (e.g. group leader, referee, coach, etc.).

Working with Others

Thinks critically and leads group members in implementing conflict resolution strategies.

Following Rules and Etiquette

Encourages teammates to exhibit proper etiquette and respect for opponents during game play.

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Health

Explains how physical activity can add value to both physical and emotional health.

Challenge

Self-expression and Enjoyment

Social Interaction

Seeks physical activity opportunities for social interaction outside of school.