We believe that Physical Education is an integral part of Catholic education - promoting fitness; cooperation; lifetime activities and opportunities to apply Christian values into a competitive discipline. The Physical Education program provides an environment where there are equal opportunities for: individual and group participation; self-improvement; experiencing success; building a positive self-image; building confidence; building self-esteem; and developing social skills. All students will be guided to a level of physical fitness appropriate to individual needs and abilities. Through the rules, strategies and teamwork learned in Physical Education, students will be empowered to carry Christian values into many areas of life. We expect all students at Saint Mark's School to: move safely and efficiently through space, being aware of self and others in both indoor and outdoor environments; participate in activities in a positive, cooperative manner; demonstrate positive ways to resolve conflict; use decision-making process while participating in activities; demonstrate safety and equipment care; demonstrate appropriate competitive participation and good sportsmanship; behave in a manner which does not distract others; continue to try, despite frustration; identify activities that would enhance life-long personal fitness

Standard 1. Uses a variety of basic and advanced movement forms

Benchmark 1. Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding)
                   
Knowledge/skill statements
    1. Uses basic locomotor movements, such as running
    2. Uses basic locomotor movements, such as skipping   
    3. Uses basic locomotor movements, such as hopping
    4. Uses basic locomotor movements, such as sliding

Benchmark 2. Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting)
                   
Knowledge/skill statements
    1. Uses basic non-locomotor skills, such as bending
    2. Uses basic non-locomotor skills, such as twisting
    3. Uses basic non-locomotor skills, such as stretching
    4. Uses basic non-locomotor skills, such as turning
    5. Uses basic non-locomotor skills, such as lifting

Benchmark 3. Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike)

Knowledge/skill statements
    1. Uses basic object control skills, such as underhand and overhand throws
    2. Uses basic object control skills, such as catching
    3. Uses basic object control skills, such as the hand dribble
    4. Uses basic object control skills, such as the foot dribble
    5. Uses basic object control skills, such as kick and strike

Benchmark 4. Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills)

Knowledge/skill statements
    1. Uses basic object control skills, such as underhand and overhand throws
    2. Uses basic object control skills, such as catching
    3. Uses basic object control skills, such as the hand dribble
    4. Uses basic object control skills, such as the foot dribble
    5. Uses basic object control skills, such as kick and strike

Benchmark 5. Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings)
Knowledge/skill statements
    1. Uses basic object control skills, such as underhand and overhand throws
    2. Uses basic object control skills, such as catching
    3. Uses basic object control skills, such as the hand dribble
    4. Uses basic object control skills, such as the foot dribble
    5. Uses basic object control skills, such as kick and strike

Benchmark 6. Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands)

Knowledge/skill statements
    1. Uses basic object control skills, such as underhand and overhand throws
    2. Uses basic object control skills, such as catching
    3. Uses basic object control skills, such as the hand dribble
    4. Uses basic object control skills, such as the foot dribble
    5. Uses basic object control skills, such as kick and strike

Benchmark 7. Uses control in travel activities on a variety of body parts (e.g., travels in backward direction and changes direction quickly and safely, without falling; changes speeds and directions in response to various rhythms; combines traveling patterns to music)

Knowledge/skill statements
    1. Travels in backward direction and changes direction quickly and safely,         without falling
    2. Changes speeds and directions in response to various rhythms
    3. Combines traveling patterns to music

Benchmark 8. Uses smooth transitions between sequential motor skills (e.g., running into a jump)

Knowledge/skill statements
    1. Travels in backward direction and changes direction quickly and safely,          without falling
    2. Changes speeds and directions in response to various rhythms
    3. Combines traveling patterns to music

Benchmark 9. Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow)

Knowledge/skill statements
    1. Travels in backward direction and changes direction quickly and safely,         without falling
    2. Changes speeds and directions in response to various rhythms
    3. Combines traveling patterns to music




Standard 2. Uses movement concepts and principles in the development of motor skills

Benchmark 1. Understands a vocabulary of basic movement concepts (e.g., personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist)
 
Knowledge/skill statements
    1. Understands vocabulary to describe personal space
    2. Understands vocabulary to describe levels
    3. Understands vocabulary to describe speed
    4. Understands vocabulary to describe weight
    5. Understands vocabulary to describe locomotor movements
    6. Understands vocabulary to describe non-locomotor movements

Benchmark 2. Understands terms that describe a variety of relationships with objects (e.g., over/under, behind, alongside, through)

Knowledge/skill statements
    1. Understands the terms "over/under" to describe relationships with         objects
    2. Understands the term "behind" to describe relationships with objects
    3. Understands the term "alongside" to describe relationships with objects
    4. Understands the term "through" to describe relationships with objects

Benchmark 3. Uses concepts of space awareness and movement control with a variety of basic skills (e.g., running, hopping, skipping) while interacting with others

Knowledge/skill statements
    1. Uses concepts of space awareness and movement control with running         while interacting with others
    2. Uses concepts of space awareness and movement control with hopping         while interacting with others
    3. Uses concepts of space awareness and movement control with skipping         while interacting with others

Benchmark 4. Understands the critical elements of a variety of basic movement patterns such as throwing (e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow-through, accuracy of throw)

Knowledge/skill statements
    1. Understands that movement patterns consist of critical elements
    2. Understands the ready position in throwing
    3. Understands arm preparation in throwing
    4. Understands stepping with the leg opposite of the throwing arm
    5. Understands follow-through in throwing
    6. Understands the concept of accuracy in throwing
    7. Understands that throwing consists of critical elements

Benchmark 5. Uses feedback to improve performance (e.g., peer/coach review)

Knowledge/skill statements
    1. Understands how feedback can be used to improve performance
    2. Understands that reviews from peers and coaches can be used to              improve performance

Benchmark 6. Understands the importance of practice in learning skills

Knowledge/skill statements
    1. Knows that improvement in any skill requires practice


Standard 3. Understands the benefits and costs associated with participation in physical activity

Benchmark 1. Understands the health benefits of physical activity (e.g., good health, physical endurance)

Knowledge/skill statements   
    1. Understands that physical activity has health benefits
    2. Understands that physical activity can lead to good overall health
    3. Understands that physical activity can lead to physical endurance

Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness

Benchmark 1. Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping)

Knowledge/skill statements
    1. Engages in basic activities that cause cardiorespiratory exertion, such as         running
    2. Engages in basic activities that cause cardiorespiratory exertion, such as         galloping
    3. Engages in basic activities that cause cardiorespiratory exertion, such as          skipping
    4. Engages in basic activities that cause cardiorespiratory exertion, such as         hopping

Benchmark 2. Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate)

Knowledge/skill statements
    1. Knows that cardiorespiratory fitness can be measure by listening to their         heartbeat
    2. Knows that cardiorespiratory fitness can be measure by counting their         pulse rate
    3. Knows there are ways to measure cardiorespiratory fitness

Benchmark 3. Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity

Knowledge/skill statements
    1. Knows that perspiration is a physiological indicator that accompanies          moderate to vigorous physical activity
    2. Knows that increased heart rate is a physiological indicator that                accompanies moderate to vigorous physical activity
    3. Knows that increased breathing rate is a physiological indicator that              accompanies moderate to vigorous physical activity
    4. Knows there are physiological indicators that indicate moderate to              vigorous physical activity

Benchmark 4. Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands)

Knowledge/skill statements
    1. Knows that perspiration is a physiological indicator that accompanies         moderate to vigorous physical activity
    2. Knows that increased heart rate is a physiological indicator that               accompanies moderate to vigorous physical activity
    3. Knows that increased breathing rate is a physiological indicator that              accompanies moderate to vigorous physical activity
    4. Knows there are physiological indicators that indicate moderate to              vigorous physical activity

Benchmark 5. Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion)

Knowledge/skill statements
    1. Engages in activities that require flexibility, such as stretching in the sit         and reach position
    2. Engages in activities that require flexibility, such as moving joints         through full range of motion

Benchmark 6. Knows how body composition influences physical fitness levels (e.g., proportion of lean body mass to fat body mass)

Knowledge/skill statements
    1. Understands that the proportion of lean body mass to fat body mass         determines body composition
    2. Understands that body composition has an effect on one’s physical               fitness level

Benchmark 7. Knows similarities and differences in body height, weight, and shape

Knowledge/skill statements
    1. Knows similarities and differences in body height
    2. Knows similarities and differences in body weight
    3. Knows similarities and differences in body shape
    4. Knows that different people have different body compositions


Standard 5. Understands the social and personal responsibility associated with participation in physical activity

Benchmark 1. Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement

Knowledge/skill statements
    1. Follows rules with little reinforcement
    2. Follows procedures with little reinforcement
    3. Follows playground rules with little reinforcement
    4. Follows classroom rules with little reinforcement
    5. Follows gymnasium rules with little reinforcement

Benchmark 2. Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use)

Knowledge/skill statements
    1. Uses equipment safely and properly
    2. Assists in maintaining a safe environment
    3. Takes turns using equipment to maintain a safe environment
    4. Puts equipment away when not in use to maintain a safe environment

Benchmark 3. Understands the purpose of rules in games

Knowledge/skill statements
    1. Understands there is a reason for rules in games
    2. Understands that the safety of those participating is one reason for rules         in games

Benchmark 4. Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports)

Knowledge/skill statements
    1. Understands that physical activities have a positive effect on society
    2. Understands that people learn to cooperate and interact with others     during          physical activities
    3. Understands that people learn how to be part of a team through physical         activities

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

Knowledge/skill statements
    1. Works cooperatively with another to complete an assigned task by                 taking turns
    2. Works cooperatively with another to complete an assigned task by being         supportive
    3. Works cooperatively with another to complete an assigned task by              assisting their partner

Benchmark 6. Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration)

Knowledge/skill statements
    1. Understands cooperation as an element of conflict resolution in physical         activities
    2. Understands sharing as an element of conflict resolution in physical              activities
    3. Understands consideration for others as an element of conflict resolution         in physical activities

Benchmark 7. Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity

Knowledge/skill statements
    1. Understands the importance of playing with others, regardless gender,         ethnicity, or disability, during physical activities
    2. Understands the importance of cooperating with others, regardless              gender, ethnicity, or disability, during physical activities
    3. Understands the importance of respecting others, regardless gender,         ethnicity, or disability, during physical activities