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merely participating.
0000005692 00000 n
moderate to vigorous physical activity (e.g., sweating, fast heart rate, and They demonstrate control in traveling, weight-bearing, and %PDF-1.4
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awareness movement concepts for levels (e.g., low and high) in isolated 0000000775 00000 n
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settings.Young children are the most even and uneven).Students will recognize varying types of physical
physical activity.participate, at a moderate intensity settings.Students will demonstrate selected elements of space of body parts (e.g., round, narrow, wide, and symmetrical).Students will identify selected relationship movement
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knowledge acquired in physical education class during their leisure-time swinging.Students will identify selected critical elements of begin to function as members of a group and to work cooperatively for brief develops muscular strength and endurance (e.g., climbing, hanging, hopping, startxref
awareness movement concepts for directions (e.g., up/down and forward/backward) select and participate in activities during their leisure time that are Students like the challenge of experiencing new movements They recognize *The Michigan Department of (GCO 1; KSCO's 4, 7, 8, 9) in isolated settings.Students will demonstrate limited elements of space xref
They demonstrate smooth transitions between
challenge. 0000004774 00000 n
A.PE.00.01 Students will participate, at a moderate intensity level, in limited physical activities that focus on skill building rather than on formal game structure, including a variety of locomotor and developmentally appropriate manipulative skills. 0000012648 00000 n
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components of health-related fitness (e.g., cardiorespiratory endurance, level, in limited physical activities that focus on skill building rather than and learning new skills. 0000002305 00000 n
Students will use limited cues from teachers to 0000005774 00000 n
rhythmic patterns.Students will use cues from teachers to improve motor aquatic skills of front float and back float with flotation and instructor They feel joy as they gain competence in them. PE2 KINDERGARTEN PHYSICAL EDUCATION CURRICULUM GUIDE - INTERIM EDITION CURRICULUM OUTCOMES Outcomes Elaborations: Strategies for Learning and Teaching Students will be expected to Games - Space, Directions, and Body Awareness Moving and Doing (Psychomotor) • identify, maintain, and use aspace adequately. and lasting effects on the body and voluntarily chose to engage in activities improve motor skills and movement patterns, fitness, and physical activities in 0000002690 00000 n
They movement concepts for levels (e.g., low and high).Students will identify selected space awareness
jumping, animal walks, and stunts) in selected activities.Young children participate in on formal game structure, including a variety of locomotor and developmentally balance activities on a variety of body parts.Students will demonstrate limited elements of space concepts of objects and/or people (e.g., over/under, on/off, and in front/behind).Students will identify selected relationship movement 0000003982 00000 n
rules and procedures, and they are able to apply them with little or no
movement, sharing, working together to solve a problem, and/or tackling a By improving motor skills, children have muscular strength and endurance, flexibility, and body composition).recognize one of the five components of Provide developmentally appropriate physical activity experiences, allowing children an opportunity to accumulate 60 minutes of daily physical activity. They recognize physiological signs associated with participation in 0000012942 00000 n
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(e.g., running, The Physical Education curriculum for Kindergarten is based on approximately 45 to 50 hours of instructional time to allow flexibility to address local needs. They participate in physical activity intermittently for short periods of time, will accumulate a relatively high volume of total activity, and have fun while
activities (e.g., climbing, hanging, hopping, jumping, animal walks, and
and may not associate the activity with the development of physical fitness.
InTroduCTIon ToPhysICaleduCaTIonk To7 Physical Education Kindergarten • 1
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movement concepts for directions (e.g., up/down and forward/backward). dribble) and achieve mature form in the less complex manipulative skills (e.g.,
participate in a wide variety of gross motor activities that involve Education acknowledges that some schools do not have the facilities or non-locomotor skills of balancing, bending, rocking, rolling, swinging, engage primarily in non-structured physical activities, on an intermittent to increased heart rate, breathing rate, perspiration, etc. <<580363C58FB4E24FA4771AA2593EE31B>]/Prev 226737/XRefStm 1928>>
Students knowingly Children know how to utilize acceptable behaviors for physical
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