Upload
anonymous-1ybp0db7z
View
216
Download
1
Embed Size (px)
Citation preview
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 1/31
K to 12 Curriculum Guide for Physical Education
1. Republic of the PhilippinesDepartment of EducationDepEd Complex, eralco
!"enuePasi# CityK to 12 Curriculum GuideP$%&'C!( ED)C!*'+-Grade 1 to Grade
1/0anuary 1, 212
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2C+CEP*)!( 3R!E4+RK*he Physical Education Curriculum under the K
to 12 5asic Education Pro#ram is anchored on the tenet 6o"e to (earn, (earn to
o"e7 8ith ultimate #oal ofachie"in# lifelon# 9tness. *he frame8or: is bounded on
the context of le#al and philosophical underpinnin#s pursuant to !rticle '; &ection
1< of the PhilippineConstitution 8hich mandates that=*he &tate shall promote
physical education and encoura#e sports pro#rams, lea#ue competitions, and
amateur sports, includin# trainin# for internationalcompetitions, to foster self
discipline, team8or:, and excellence for the de"elopment of a healthy and alert
citi>enry. !ll educational institutions shallunderta:e re#ular sports acti"ities
throu#hout the country in cooperation 8ith athletic clubs and other sectors.*hiscurriculum shall contribute to the de"elopment of 9tness, health and 8ellness
amon# schoola#e students as pro"ided in the pro#ram?s rich and
challen#in#physical acti"ity experiences. 't shall promote the de"elopment of a
participati"e and acti"e body@ learnin# to use the body in mo"in# eAciently and
eBecti"ely in a#i"en space, time, eBort and assurance of uality mo"ement. *he
desire for becomin# a physically educated person, thus aid an indi"idual in
successfully selectin#and in participatin# in acti"ities appropriate at "arious sta#es
of life.'n order to facilitate the de"elopment of an acti"e lifestyle, selected and
appropriate acti"ities are desi#ned in line 8ith the 9"e strands of learnin# 8hich
include bodymana#ement, mo"ement s:ills, #ames and sports, rhythms and dance
and physical 9tness.5ody ana#ement includes body a8areness, space a8areness,
ualities and relationships of mo"ements and ho8 these are used dynamically in
"arious physicalacti"ities.o"ement s:ills relate to the fundamental mo"ement
patterns and s:ills that form the basis of all physical acti"ities.Games and sports
comprise simple, leadup and indi#enous #ames, that help in the acuisition of
proper sportin# techniues in preparation for #reater or competiti"eparticipation in
selected sports and recreational acti"ities.Rhythms and dances include
understandin# and performance of rhythmical mo"ement patterns@ promotion of the
appreciation of Philippine fol: dance, indi#enousand traditional dance and other
dance forms, and the pro9ciency in performin# a di"ersity of dances as contributory
acti"ities to achie"e 9tness, health and 8ellness.Physical 9tness includesassessment throu#h 9tness testin#, interpretin# and recordin#@ the desi#n and
implementation of appropriate pro#rams that 8ill de"elop andmaintain learners?
desired 9tness le"els.Each strand is seuentially de"eloped across #rade le"els.
!cti"ities are "aried and a#eappropriate to address the needs and interest of
learners and shall pro"idemo"ement experiences that enhance the in"ol"ement of
e"ery learner in all physical acti"ities for lifetime use.
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 2/31
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 *he inte#rated mo"ement approach enables the learner to relate the
mo"ement context to the de"elopment of motor s:ills and other combined use in a
"ariety ofacti"ities. *he approach shall enable the learner?s ability to apply these
concepts to their performance in a "ariety of physical education acti"ities in school
and in thecommunity they belon#. *his approach emphasi>es the identi9cation ofmo"ement potential 8hich are used as the means for transfer of learnin# and
inunderstandin# the human acti"ity.*his curriculum responds to the #o"ernment?s
thrust in achie"in# total participation and in"ol"ement of the 8hole learnin#
en"ironment "ia instructional support-uality instruction/, administrati"e support
-facilities and euipment/, public and pri"ate partnership -cooperati"e eBort/ and
the home and community support-parents and society/.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 3i#ure 1. *he Conceptual 3rame8or: of Physical Education
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary1, 212 (earnin# !rea &tandardKey &ta#e &tandards&trands K F F H F 1*he
learner demonstratesunderstandin# of mo"ementconcepts and s:ills in preparation
foracti"e participation in "ariousphysical acti"ities.*he learner
demonstratesunderstandin# of principles inmo"ement, 9tness and healthfor acti"e
participation in "ariousphysical acti"ities.*he learner demonstratesunderstandin# of
inte#ratin# physicalacti"ity beha"iors in achie"in# ahealthy lifestyle.5ody
ana#emento"ement &:illsPhysical 3itnessGames and &portsRhythms and
Dance*he learner demonstrates understandin# of the concept of physical acti"ities
in achie"in#, sustainin#, and promotin# an acti"e lifestyle for health,lifelon# 9tness
and 8ellness.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 GR!DE (E;E( &*!D!RD&Grade (e"el Grade (e"el &tandardsGrade 1*he
learner demonstrates understandin# of the body and its parts, mo"ement s:ills,
locomotor and nonlocomotor s:ills, basic #ames,rhythmic and #ymnastics s:ills for
acti"e participation in "arious physical acti"ities.Grade 2Grade Grade *he learner
demonstrates understandin# of the importance of acuirin# mature patterns of
mo"ements as tools for acti"e participationin physical acti"ities to achie"e the
desired le"el of fitness and health= Exercise 'ndi"idual, dual, and team sports
Dance Recreational acti"itiesGrade Grade Grade H*he learner demonstrates
understandin# of personal health and 9tness in achie"in# indi"idual 8ellness for ahealthy lifestyle.Grade I*he learner demonstrates understandin# of family health
and 9tness in sustainin# family 8ellness for a healthy lifestyle.Grade < *he learner
demonstrates understandin# of en"ironmental and community health and 9tness in
sustainin# and promotin# community8ellness for a healthy lifestyle.Grade 1 *he
learner demonstrates understandin# of #lobal health and 9tness in promotin# #lobal
8ellness for a healthy lifestyle.
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 3/31
H. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 H*able 1a F &cope and &euence of Physical Education from Grades 1
Grade (e"el &trands J1 J2 J JGR!DE 15ody mana#ement5ody !8areness
&pace !8areness Jualities of EBort Relationshipso"ement s:illsRhythms and
dance !ction &on#s &in#in# Games,Games and sports &imple Games,
Chasin#3leein# type #ames, imetics.Physical 9tness Participation in EnLoyable andchallen#in# Physical !cti"itiesGR!DE 25ody mana#ement5ody &hapes and
5ody!ctions(ocations, Directions,(e"els, Path8ays andPlanes*ime, 3orce and
3lo8Person, +bLects, usicand En"ironmento"ement s:ills (ocomotor, on
(ocomotor and anipulati"e &:illsRhythms and dance &imple 3ol: Dance and
Rhythmic Routines - Ribbon, $oop, 5alls, etc./Games and sports Relays and
RacesPhysical 9tness Posture and 5ody echanicsGR!DE 5ody mana#ement5ody
&hapes and 5ody!ctions(ocations, Directions,(e"els, Path8ays andPlanes*ime,
3orce and 3lo8Person, +bLects, usicand En"ironmento"ement s:ills (ocomotor,
on (ocomotor and anipulati"e &:illsRhythms and dance &imple 3ol: Dance and
Rhythmic Routines - Ribbon, $oop, 5alls, etc./Games and sports (eadup and
+r#ani>ed #ames - indi#enous/Physical 9tness Correcti"e ExercisesGR!DE 5ody
mana#ementPhysical 9tness 3itness testin#o"ement s:ills &elftestin#
acti"itiesGames and sports 'ndi"idual and dualsportsRhythms and dance 3ol: and
creati"edances
I. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 I*able 1a F &cope and &euence of Physical Education from Grades
HGrade (e"el &trands J1 J2 J JGR!DE 5ody mana#ementPhysical 9tness
3itness testin#o"ement s:ills 5asic principles ofexerciseGames and sports *eam
sportsRhythms and dance 3ol: and creati"edancesGR!DE 5ody
mana#ementPhysical 9tness 3itness testin#o"ement s:ills Exercisepro#ramdesi#nGames and sports *eam sportsRhythms and dance 3ol: and
creati"edancesGR!DE H5ody mana#emento"ement s:illsPhysical 9tness 3itness
components,bene9ts and testin#Games and sports 'ndi"idual sportsGames and
sports Dual sportsRhythms and dance (ocal and indi#enousdances
<. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 <*able 1d F &cope and &euence of Physical Education from Grade I
1Grade (e"el &trands J1 J2 J JGR!DE I5ody mana#emento"ement
s:illsPhysical 9tness $ealthrelated 9tnesscomponents,assessment andrelated
acti"ities-Cardio"ascular anduscular/Games and sports *eam sportsGames and
sports 'ndoor recreational acti"itiesRhythms and dance Re#ional and nationalfol:dances 8ith !sianinMuenceGR!DE <5ody mana#emento"ement s:illsGames and
sports &:illrelated 9tnesscomponents,assessment andrelatedacti"ities -sport
speci9c/Games and sports *eam sportsGames and sports +utdoor
recreationalacti"itiesRhythms and dance &ocial and ballroomdancesGR!DE 15ody
mana#emento"ement s:illsPhysical 9tness (ifelon# 9tness andphysical acti"ity
habitsGames and sports &ports leadershipGames and sports Recreational
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 4/31
leadershipRhythms and dance +ther dance forms-$iphop, &treet Dance,3esti"al,
Contemporary,etc./
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1GR!DE 1Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G PER'+D5ody ana#ementando"ement &:illsRhythms and DanceGames and &portsPhysical 3itness*he
learner . . . demonstrates understandin# ofbody a8areness and mo"ements:ills
needed for participation inphysical acti"ities. demonstrates understandin#
ofmo"ement patterns throu#haction son#s. demonstrates understandin#
ofmo"ement acti"ities throu#hmimetics. demonstrates understandin# of"aluin#
one?s acti"e participationin "arious challen#in# acti"ities.*he learner . . . performs
mo"ement experiencesaccurately and efficiently by= 'dentifyin# and describin#
partsof the body. Creatin# shapes throu#h nonlocomotor mo"ement. 5alancin#
one, t8o, three, four,fi"e body parts. *ransferrin# 8ei#ht of bodyparts. performs
mo"ement seuences8hile sin#in#. imitates accurately mo"ements ofmachine,
animals, and nature de"elops "aluesoriented tas: inen#a#in# in a different
challen#in#acti"ities.*he learner . . . identifies and describe parts of the body=
thehead, shoulders, nec:, bac:, chest, 8aist,hips, arms, elbo8s, 8rists, hands,
fin#ers,le#s, :nees, an:les, feet, and toes. creates shapes by usin# non
locomotormo"ement . balances on one, t8o, three four and fi"ebody parts.
transfers 8ei#ht of body parts.!ction &on#s performs mo"ements 8hile
sin#in#.imetics imitates mechanical, animal and naturemo"ements.Physical
3itness enLoys hisher participation in the differentchallen#in# acti"ities.
11. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 11Content Content &tandards Performance &tandards (earnin#
Competencies&EC+D J)!R*ER &EC+D GR!D'G5ody ana#ement
ando"ement &:illsRhythms and DancesGames and &portsPhysical 3itness*he
learner . . . demonstrates understandin# ofspace a8areness and mo"ements:ills
needed for participation inphysical acti"ities. demonstrates understandin#
ofmo"ement patterns throu#haction son#s. demonstrates understandin#
ofmo"ement concepts used inparticipatin# simple #ames. demonstrates
understandin# inthe diBerent challen#es,successes, failures durin#participation in
physical acti"ities.*he learner . . . performs mo"ement experiences
indemonstratin# space a8arenessand mo"ement s:ills eAciently andaccurately
by= o"in# 8ithin lar#e #roup. *ra"ellin# in different path8ays 'dentifyin#
locomotors s:ills creates mo"ement seuences 8hilesin#in# performs simple
#ames by= reco#ni>in# terms for mo"in# inrelation to others participatin# in
simple #ames sho8s e"idence of acceptableresponses to challen#es,successes,
and failures durin#participation in physical acti"ities.*he learner . . .&pace
!8areness o"ement &:ills mo"es 8ithin a lar#e #roup 8ithoutbumpin# into
others or fallin#, 8hile usin#locomotor s:ills tra"els in strai#ht, cur"ed, and
>i#>a#path8ays= hi#h, medium and lo8 le"els. executes the locomotor s:ills of
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 5/31
8al:, run,hop, Lump and leap.!ction &on#s creates mo"ements 8hile
sin#in#&imple Games reco#ni>es terms for mo"in# in relation toothers -lead,
follo8, chase, flee and dod#e/. participates in simple #ames.Physical 3itness
demonstrates acceptable responses tochallen#es, successes, and failures
durin#participation in physical acti"ities.
12. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 12Content Content &tandards Performance &tandards (earnin#
Competencies*$'RD J)!R*ER *$'RD GR!D'G5ody ana#ement ando"ement
&:illsRhythms and DanceGames and &portsPhysical 3itness*he learner . . .
demonstrates understandin# ofualities of eBort and mo"ements:ills needed in
participation inphysical acti"ities. demonstrates understandin# oftas:oriented
#ames 8hilesin#in#. demonstrates understandin# ofmo"ement experiences
inparticipatin# in different #ames8ith a partner and obLects oreuipment.
demonstrates understandin# ofsharin# and cooperation inphysical acti"ities.*he
learner . . . performs mo"ement experiencesaccurately and effecti"ely by=
demonstratin# contrast bet8eenslo8 and fast. demonstratin# the
differencebet8een hea"y and li#ht. demonstratin# the differencebet8een free
and bound. excellently performs tas:oriented#ames 8hile sin#in#. performs
simple #ames 8ith apartner and obLects or euipment. acts as a #ood team player
inphysical acti"ities.*he learner . . .Jualities of effort o"ement &:ills
demonstrates contrast bet8een slo8 andfast speeds 8hile usin# locomotor s:ills.
demonstrates the difference bet8een hea"yand li#ht 8hile mo"in#. demonstrates
the difference bet8een freeand bound.&in#in# Games sin#s and performs tas: F
oriented #amesat the same time.&imple Games participates in simple #ames 8ith
a partnerand obLects or euipment.Physical 3itness demonstrates the
characteristics of sharin#and cooperation in physical acti"ities.
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1Content Content &tandards Performance &tandards (earnin#
Competencies3+)R*$ J)!R*ER 3+)R*$ GR!D'G5ody ana#ement
ando"ement &:illsRhythms and DanceGames and &portsPhysical 3itness*he
learner . . . demonstrates understandin# ofrelationships and mo"ements:ills
needed in participation inphysical acti"ities. demonstrates understandin#
ofin"entin# oriented #ames 8hilesin#in#. demonstrates understandin#
ofmo"ement experiences inparticipatin# in simple #roup#ames. demonstrates
understandin# ofenLoyment in participation in"arious challen#in#
physicalacti"ities.*he learner . . . performs mo"ement experiencesaccurately and
effecti"ely by= demonstratin# the relationshipsof under, o"er, behind, next
to,throu#h, ri#ht, left, up, do8n,for8ard, bac:8ard and in frontof by usin# the body
and anobLect. Lump o"er a stationary obLectse"eral times in succession,usin#
for8ardandbac:8ardand sidetoside mo"ementpatterns. in"ents tas:oriented
#ames 8hilesin#in#. participates in simple #roup #ames. sho8s enLoyment
participatin# inchallen#in# physical acti"ities.*he learner . . .Relationships
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 6/31
o"ement &:ills demonstrates the relationship of under,o"er, behind, next to,
throu#h, ri#ht, left, up,do8n, for8ard, bac:8ard and in front of byusin# the body
and an obLect. Lumps o"er a stationary obLect se"eraltimes in succession, usin#
for8ard andbac: and sidetoside mo"ement patterns.&in#in# Games in"ents
tas:oriented sin#in# #ames&imple Games participates in simple #roup
#amesPhysical 3itness enLoys one?s participation in physicalacti"ities that are
challen#in#.
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1GR!DE 2Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G5ody &hapes and
5ody!ctionso"ement s:ills&imple fol: dance andrhythmic routinesRelays and
racesPosture and 5odyechanics*he learner . . . demonstrates understandin#
ofbody shapes and body actionsneeded in "arious mo"ementacti"ities
demonstrates understandin# ofmo"ement s:ills needed inperformin# "arious
physicalacti"ities demonstrates understandin# ofsimple fol: dance and
rhythmicroutines demonstrates understandin# ofthe "alue of participation in
relaysand races demonstrates understandin# ofposture and body mechanics*he
learner . . . demonstrates body shapes andactions properly by
balancin#himselfherself demonstratin#momentary stillness in symmetricaland
asymmetrical shapes usin#body parts other than both feet as abase of support
performs mo"ement s:illsaccurately by diBerentiatin# a Lo#and a run, a hop and a
Lump, a#allop and a slide demonstrates locomotor s:ills indifferent rhythmical
responses formusicality performs locomotor s:ills byrespondin# to e"en and
une"enmusic participates in simple relays andraces such as territory or
in"asion#ames en#a#es in a simpleterritoryin"asion #ames@ line, circleand
shuttle relays assesses personal body postureand mechanics conducts
assessment of bodyposture*he learner . . .5ody &hapes and 5ody !ctions
demonstrates momentary stillness insymmetrical and asymmetrical shapesusin#
body parts other than both feet as abase of supporto"ement s:ills differentiates
a Lo# and a run, a hop and aLump, a #allop and a slide&imple fol: dance and
rhythmic routines demonstrates locomotor s:ills in responseto e"en and une"en
musicRelays and races participates in simple territory in"asion#ames@ line, circle
and shuttle relaysPostures and 5ody echanics !ssess body posture
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1Content Content &tandards Performance &tandards (earnin#
Competencies&EC+D J)!R*ER &EC+D GR!D'G(ocations, Directions,(e"els,Path8ays andPlaneso"ement s:ills&imple fol: dance andrhythmic routinesRelays
and racesPosture and 5odyechanics*he learner . . . demonstrates understandin#
oflocations, directions, le"els,path8ays and planes demonstrates understandin#
onmo"ement s:ills demonstrates understandin# ofsimple fol: dance and
rhythmicroutines demonstrates understandin# ofplayin# 8ith partner and #roup
demonstrates understandin# of#ood posture and bodymechanics*he learner . . .
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 7/31
demonstrates locomotor mo"ementsfollo8in# commands for directions,le"els,
path8ays and planes demonstrates Lumpin#, s:ippin# andleapin# s:ills
performs series of mo"ementpatterns usin# "arious mo"ements:ills performs
rhythmic acti"ities 8ithpartner and euipment performs simple fol: and
rhythmicseuences usin# "ariousimplements participates in relays and races
8ithpartner and #roup en#a#es acti"ely in relays and races8ith partner and in
#roup. practices correct posture 8hilesittin#, 8al:in# and standin# performs
accurately the properposture and body mechanics insittin#, 8al:in#, and
standin#*he learner . . .(ocations, Directions, (e"els, Path8ays andPlanes hops
consecuti"ely on the ri#ht and on theleft foot. leaps side8ard lo8 and for8ard
hi#ho"ement s:ills Lumps for distance, landin# on both feet andbendin# the
hips, :nees, and an:les toreduce the impact of force s:ips and leaps, usin# proper
form&imple fol: dance and rhythmic routines performs rhythmic seuences 8ith a
partnerusin# a ribbon, hoop, ball, etc.Relays and races participates in partner and
#roup relaysPosture and 5ody echanics practices correct posture 8hile
sittin#,8al:in# and standin#
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1Content Content &tandards Performance &tandards (earnin#
Competencies*$'RD J)!R*ER*$'RD GR!D'G PER'+D*ime, 3orce and
3lo8o"ement &:ills&imple 3ol: Dance andRhythmic routinesRelays and
RacesPosture and 5odyechanics*he learner . . . demonstrates understandin#
ofmo"ement in relation to time,force and flo8 demonstrates understandin#
ofmo"ement s:ills in catchin#mo"ement demonstrates understandin# ofthro8in#
action or mo"ement demonstrates understandin# ofsimple rhythmic routines
demonstrates understandin# ofthe concept of play andcompetition demonstrates
understandin# inthe practice of correct posture*he learner . . . describes the
concept of mo"in#and chan#in# speech, direction indifferent situations sho8s
ho8 the element of time,force, and Mo8 can aBectmo"ement to and a8ay from
oneanother demonstrates correct position of thehand and body 8hile catchin# a
ballin different le"els explains the thro8in# s:ills 8ithpartner in stationary and
dynamicaction performs correct s:ills in thro8in#and catchin# a ball in
"ariousmo"ement forms. demonstrates simple dance mixes8ith partner and
#roup performs simple fol: dance andrhythmic routines by
demonstratin#mo"ement concepts in simple danceand rhythmic routine
participates in relays and races en#a#es in a simple competition ofthro8 and
catch relays and races exhibits correct posture in differentaction such as pushin#,
pic:in# andpullin#*he learner . . .*ime, 3orce and 3lo8 describes ho8 chan#in#
speed anddirection can allo8 one person to mo"ea8ay from one anothero"ement
&:ills demonstrates the correct hand position8hen catchin# a ball abo"e the head
,belo8 the 8aist, near the middle of thebody, and a8ay from the body explains
the diBerence bet8een thro8in# toa stationary partner and thro8in# to amo"in#
partner&imple 3ol: Dance and Rhythmic routines applies mo"ement concepts
8hen aloneand 8ith others in simple dance mixes e.#.:amayan, alahoy, apat
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 8/31
apatRelays and Races competes in thro8 and catch relays andracesPosture and
5ody echanics practices correct posture 8hile pic:in# upthin#s and pullin# and
pushin# obLects.
1H. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1HContent Content &tandards Performance &tandards (earnin#Competencies3+)R*$ J)!R*ER 3+)R*$ GR!D'GPerson, +bLects, usicand
En"ironmento"ement s:ills&imple fol: dance andrhythmic routinesRelays and
racesPosture and bodymechanics*he learner . . . demonstrates understandin#
ofself testin# acti"ities demonstrates understandin# ofho8 to mana#e the body
in"arious mo"ement acti"itiesrelatin# to person, obLects,music and en"ironment
demonstrates understandin# ofunderhand and o"erheadthro8s demonstrates
understandin# ofmo"ement s:ills employin#thro8 patterns and stri:in# s:ills
demonstrates understandin# ofs:ills of stri:in# demonstrates understandin#
ofsimple fol: dance demonstrates understandin# ofrelays and races
demonstrates understandin# onho8 to ta# and dod#e in relaysand races acti"ities
demonstrates understandin# ofposture chec: demonstrates understandin#
ofimpro"in# posture and relatedacti"ities*he learner . . . participates in self
testin# acti"itiesin simple rolls participates in dramati>in# situationssuch as
matter conditions sho8s ho8 the body is mana#ed in"arious mo"ement
acti"itiesin"ol"in# person, obLects, music anden"ironment participates in the
underhand ando"erhand thro8in# s:ills executes properly "ariousmo"ement s:ills
sho8in# thro8pattern and stri:in# s:ills demonstrates stri:in# s:ills correctly
demonstrates fol: dance s:ills in thedance !litaptap executes 8ith enLoyment the
simpledance alitaptap participates in ta##in# and dod#in#relays and races
sho8s interest and enLoyment 8hileen#a#in# in ta##in# and dod#in#relays and
races assesses himselfherself for correctposture in different acti"ities en#a#es
acti"ely in acti"ities thatimpro"e hisher posture*he learner . . .Person, +bLects,
usic and En"ironment participates in selftestin# acti"ities e.#.Chinese #et up,
roll 8ith a ball, beat a drumor tambourines, dramati>e 8eatherconditionso"ement
s:ills identifies opportunities to use underhandand o"erhand mo"ement -thro8
patterns/ identifies different opportunities to usestri:in# s:ills&imple fol: dance
and rhythmic routines Perform the dance !litaptapRelays and races performs
ta##in# and dod#in# relays andracesPosture and body mechanics performs
acti"ities that impro"e posture e.#.boo: relay, line 8al:
1I. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1IGR!DE Content Content &tandards Performance &tandards (earnin#Competencies3'R&* J)!R*ER 3'R&* GR!D'G5ody &hapes and
5ody!ctionso"ement s:ills&imple fol: dance andRhythmic routines(eadup and
+r#ani>edGamesCorrecti"e Exercisesfor posture*he learner . . . demonstrates
understandin# ofbody shapes and actions demonstrates understandin#
ofmo"ement s:ills of the lo8erextremities demonstrates understandin#
ofmo"ement s:ills employin#:ic:in# and foot dribblin# in"arious directions
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 9/31
demonstrates understandin# ofsimple rhythmic routines demonstrates
understandin# ofrhythmic routines in"ol"in# theuse of "arious implements e.#balls,
hoops, etc demonstrates understandin# oflead up and or#ani>ed #ames
demonstrates understandin# onho8 to play :ic:ball demonstrates understandin#
ofcorrecti"e exercises to impro"eposture*he learner . . . demonstrates balance
s:ills indifferent support performs balancin# acti"ities byusin# a 8ider to a narro8
base ofsupport demonstrates :ic:in# s:ills and footdribblin# mo"ement
performs accurately the s:ills in:ic:in# and foot dribblin# in "ariousdirections
demonstrates rhythmic acti"ities8ith implements such as balls orhoops
participates in lead up #ames suchas :ic: ball performs correcti"e exercises
suchas conditionin# and flexibilityexercises en#a#es acti"ely in
"ariousconditionin# and Mexibility exercisesto impro"e posture*he learner . . .5ody
&hapes and 5ody !ctions balances himselfherself from a 8ider to anarro8 base
of supporto"ement s:ills :ic:s the ball to a stationary partner footdribbles
continuously 8hile tra"elin#and chan#in# direction&imple fol: dance and Rhythmic
routines performs rhythmic routines 8ith implements-balls or hoops/(eadup and
+r#ani>ed Games plays Kic: 5allCorrecti"e Exercises for posture performs
conditionin# and Mexibilityexercises
1<. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1<Content Content &tandards Performance &tandards (earnin#
Competencies&EC+D J)!R*ER &EC+D GR!D'G(ocations, Directions,(e"els,
Path8ays andPlanesanipulati"e s:ills&imple fol: dance andRhythmic routines(ead
up and +r#ani>edGamesCorrecti"e Exercises*he learner . . . demonstrates
understandin# oMocomotor mo"ements in diBerentlocation, direction
le"els,path8ays and planes demonstrates understandin# ofmanipulati"e
mo"ement s:ills demonstrates understandin# ofdribblin# a ball around
anobstacles demonstrates understandin# ofrhythmic routines 8ithimplements
demonstrates understandin# ofrhythmic routines in"ol"in# theuse of an implements
-ropes orstic:s/ demonstrates understandin# oflo8 or#ani>ed #ames and localor
indi#enous #ames demonstrates understandin# ofcorrecti"e exercises*he
learner . . . demonstrates locomotor s:ills suchas #allop, s:ip, and slide
executes correctly the #allop, s:ip,and slide in a constantly chan#in#en"ironment
demonstrates manipulati"e acti"itiessuch as hand handdribblin# indiBerent
obstacles performs rhythmic acti"ities 8ithropes and stic:s participates in local
or indi#enous#ames such as Patintero etc. participates acti"ely in playin#different
local or indi#enous #ames assesses self in different correcti"eexercises
executes properly the diBerentexercises for the nec:, arm, andshoulder*he
learner . . .(ocations, Directions, (e"els, Path8ays andPlanes performs #allop, s:ip
and slide in aconstantly chan#in# en"ironmentanipulati"e s:ills handdribbles a
ball continuously 8hilemo"in# around obstacles&imple fol: dance and rhythmic
routines performs rhythmic routines 8ith implement-ropes or stic:s/(eadup and
+r#ani>ed Games plays a local or indi#enous #ame e.#.Patintero, (u:son# tini:,
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 10/31
*a#uan, *umban#PresoCorrecti"e Exercises performs nec:, arm and shoulder
exercises
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2Content Content &tandards Performance &tandards (earnin#
Competencies*$'RD J)!R*ER *$'RD GR!D'G*ime, 3orce and 3lo8anipulati"es:ills&imple fol: dance andRhythmic routines(eadup and +r#ani>edGames
-'ndi#enous/Correcti"e Exercises*he learner . . . demonstrates understandin#
ofmo"in# the body accordin# totime, flo8 and force demonstrates understandin#
ofmanipulati"e s:ills demonstrates understandin# onho8 to stri:e a ball usin#
animplement demonstrates understandin# ofsimple rhythmic acti"ity
demonstrates understandin# oMeadup #ames, indi#enous#ames and or#ani>ed
#ames demonstrates understandin# ofcorrecti"e exercises*he learner . . .
demonstrates ability to mo"e indiBerent situation, ability to leap,mo"e arms and
body parts todescribe li#ht and hea"ymo"ements performs "arious
mo"ementacti"ities sho8in# time, force, andflo8 by= chan#in# one?s place
leapin# o"er obstacles shiftin# one?s arms in dancedescribin# li#ht or #entle
doin# series of balancin#mo"ements demonstrates mo"ement 8ithimplement
such as battin# a ball performs 8ith accuracy the s:ills instri:in# usin# an
implement executes simple rhythmic acti"ity en#a#es acti"ely in a dancin#
y3irst Dance or (ittle Playmates plays indi#enous and any local orre#ional
#ames sho8s enthusiasm in playin#indi#enous #ames of "ariousre#ions
performs trun: and le# exercises executes properly the differentexercises for the
nec:, arm, andshoulder*he learner . . .*ime, 3orce and 3lo8 chan#es hisher place
as the situationdictates leaps o"er obstacles shifts hisher arms in dance to
describe li#htor #entle series of mo"ements to stoppin# 8ithbalance maintained,
then continuin# toanother static mo"ementanipulati"e &:ills stri:es a ball 8ith
an implement&imple 3ol: Dance and Rhythmic routines performs creati"e dance
e.#. y 3irstDance, (ittle Playmates(eadup and +r#ani>ed Games -'ndi#enous/
plays indi#enous #ames of "arious re#ionsCorrecti"e Exercises performs trun:
and le# exercises
21. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 21Content Content &tandards Performance &tandards (earnin#
Competencies3+)R*$ J)!R*ER 3+)R*$ GR!D'GPerson, +bLects, usicand
En"ironmento"ement s:ills&imple fol: dance andrhythmic routinesRelays and
racesCorrecti"e Exercises*he learner . . . demonstrates understandin#
ofmo"ement in relation to person,obLects, music and en"ironment demonstrates
understandin# ofbasic s:ills in sports demonstrates understandin# ofsimple fol:
dance demonstrates understandin# ofrelays and races demonstrates
understandin# ofcorrecti"e exercises*he learner . . . demonstrates rollin#,
thro8in#mo"ements in "arious situation demonstrates Lumpin# s:ills
8ithbalanced landin# demonstrates simple s:ills in"olleyball such as
"olleyin#,bouncin# executes Lump rope acti"ities performs the dance *i:los
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 11/31
performs ta##in# and dod#in# inrelays and races assesses himselfherself
throu#hbody conditionin#*he learner . . .Person, +bLects, usic and En"ironment
'dentifies the :ey elements for increasin#accuracy in rollin# and thro8in# a ball
rolls and thro8s a ball for accuracy to8ard atar#et demonstrates soft and
balanced landin#sfrom diBerent hei#hts -e.#. Moor, bench, lo8beam, box,
etc./o"ement s:ills identifies :ey body positions used for"olleyin# a ball
"olleys and tosses a ball bounces a ball Lumpropes acti"ities&imple fol: dance
and rhythmic routines performs *i:losRelays and races performs ta##in# and
dod#in# relays andracesCorrecti"e Exercises performs total body conditionin#
exercises
22. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 22GR!DE F Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G3itness *estin#*he learner . . .
demonstrates understandin# ofphysical fitness test*he learner . . . identifies
fitness components forappropriate exercises performs physical fitness test-health
related fitness/*he learner . . . reco#ni>es the fitness components identifies
examples of appropriate exerciseor acti"ity for each component performs health F
related fitness tests&EC+D J)!R*ER &EC+D GR!D'G&elf*estin# !cti"ities
demonstrates understandin# ofself testin# acti"ities performs exercises and
acti"ities toenhance health related fitness performs appropriate exercises or
acti"itiesto enhance healthrelated 9tness*$'RD J)!R*ER *$'RD GR!D'G3ol: and
Creati"eDances demonstrates understandin# offol: and creati"e dance
performs the fol: dance &ubli perform the dance &ubli3+)R*$ J)!R*ER
3+)R*$ GR!D'G'ndi"idual and Dual&ports demonstrates understandin#
ofindi"idual and dual sports participates in athletics, s8immin#,combati"e sports
and rac:et sportsen#a#es in any of the follo8in#= athleticss8immin# combati"e
sport e.#. tae:8ondo, :arate rac:et sports
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2GR!DE Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G3itness *estin#*he learner . . .
demonstrates understandin# ofphysical fitness test*he learner . . . identifies
health related fitnesscomponents 8ith appropriateexercises relates the
importance of fitness insports and other acti"ities*he learner . . . identifies and
tests s:illrelated fitnesscomponents relates the importance of s:ill related
9tnesscomponents to sports performance&EC+D J)!R*ER &EC+D
GR!D'G5asic principles ofexercise demonstrates understandin# ofbasic
principles in exercise andacti"ities performs appropriate physicalexercises
explains the different exercise principles en#a#es in sustained and
intermittentmoderate to "i#orous physical acti"ities*$'RD J)!R*ER *$'RD
GR!D'G3ol: and Creati"eDances demonstrates understandin# offol: dance
#racefully performs the fol: danceCariNosa performs the dance CariNosa3+)R*$
J)!R*ER 3+)R*$ GR!D'G*eam sports demonstrates understandin# ofteam
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 12/31
sports participates in sports acti"ities En#a#e in any of the follo8in#=
"olleyball bas:etball softballbaseball football futsal ultimate
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2GR!DE Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G3itness *estin#*he learner . . .
demonstrates understandin# ofphysical fitness test*he learner . . . identifies
exercises appropriate forhealth needs interprets fitness test results*he
learner . . . determines exercise intensity throu#h heartrate interprets personal
results of the 9tness testand identi9es areas for impro"ement&EC+D J)!R*ER
&EC+D GR!D'GExercise Pro#ramDesi#n demonstrates understandin#
ofpro#ram desi#n desi#ns personal exercise andacti"ities desi#ns and
implement an exercisepro#ram based on the 4$+ PhilippineGuidelines for Physical
!cti"ity*$'RD J)!R*ER *$'RD GR!D'G3ol: and Creati"eDances demonstrates
understandin# ofPhilippine fol: dance performs the fol: dance a#lalati:for boys
and 'ti:'ti: for #irls performs the dance a#lalati: -boys/, 'ti:'ti: -#irls/3+)R*$
J)!R*ER 3+)R*$ GR!D'G*eam sports demonstrates understandin# ofteam
sports performs and en#a#es in differentteam sportsEn#a#e in any of the
follo8in#= "olleyball bas:etball softballbaseball football futsal ultimate
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2GR!DE F HContent Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G3'*E&&C+P+E*&,5EE3'*&
!D*E&*'GPhysical 3itness Concept andPrinciple *est and!ssessment
&upplemental!cti"ities*he learner . . . demonstrates understandin# ofthe concept
and principles ofphysical fitness to impro"eoneself*he learner . . . desi#ns and
implements apersonali>ed exercise pro#ram toimpro"e and sustain the desiredle"el
of fitness*he learner . . . reco#ni>es and appreciates the importanceof physical
fitness for himselfherself differentiates the physical fitnesscomponents
promotes the bene9ts of physical acti"itye.#. -#reater 8or: capacity,
performanceenhancement, healthy 8ei#ht, pre"ention o9nLuries, cardio"ascular
diseases anddiabetes for optimal health and fitness/ foroptimal health selects and
performs appropriate physicalfitness tests that 8ill assess one?s fitnessle"el
interprets physical fitness test results. selects and performs fitness acti"ities
that8ill impro"e hisher 9tness le"el&EC+D J)!R*ER &EC+D
GR!D'G'D';'D)!( &P+R*&-athletics s8immin#/ demonstrates understandin#
ofthe benefits that can be deri"edfrom participatin# in indi"idualsports performs
indi"idual sports re#ularlyto achie"e fitness describes the naturebac:#round
ofindi"idual -athletics or s8immin#/ sports explains the benefits deri"ed from
playin#indi"idual sports exhibits self direction by correctin#himselfherself and
others -e.#. peers/8hen playin# indi"idual sports executes proficiently the basic
s:ills andtactics of the sports. officiates practice and actual #ames byapplyin#
:no8led#e of rules and re#ulationsof the sport.
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 13/31
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2*$'RD J)!R*ER *$'RD GR!D'G3+)R*$ J)!R*ER 3+)R*$
GR!D'GContent Content &tandards Performance &tandards (earnin#
CompetenciesD)!( &P+R*&-arnis badminton tabletennis tennis/*he learner . . .
demonstrates understandin# ofthe bene9ts that can be deri"edfrom participatin# in
dual sports.*he learner . . . performs re#ularly in dual sports toachie"e fitness.*he
learner . . . describes the naturebac:#round of dual-arnis and badmintontable
tennis tennis/sports. explains the benefits deri"ed from playin#dual sports.
exhibits self direction by correctin#oneself and others -e.#. peers/ 8henplayin#
dual sports. executes proficiently the basic s:ills andtactics of the sports.
oAciates practice and actual #ames byapplyin# :no8led#e of rules andre#ulations
of the sport.(+C!( !D 'D'GE+)&D!CE& demonstrates understandin# oflocal
and indi#enous Philippinedances that promote physicalfitness. performs s:illfully
local and indi#enousdances as physical acti"ity thatpromotes physical fitness.
discusses the naturebac:#round of localand indi#enous dances. explains
si#nificant benefits to health andfitness 8hen fol: dancin#. performs basic steps
peculiar to each dance. executes rhythmic patterns of selected localand
indi#enous dances throu#h "arious8ays. describes costumes, props and
accessoriesof local and indi#enous fol: dances. interprets dance fi#ures correctly
follo8in#the step by step instruction of the teacher. performs fi#ures of the dance
8ith #race,form and sense of rhythm.
2H. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2HGR!DE F IContent Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G3'*E&& C+P+E*&,5EE3'*&
!D *E&*'GPhysical 3itness Concept andPrinciple *est !ssessment
&upplemental!cti"ities*he learner . . . demonstrates understandin#of the benefits
that the familycan deri"ed from healthrelated fitness -$R3/*he learner . . . plans
physical acti"ities for themembers of the family to attain thedesired le"el of health
related fitness*he learner . . . identifies the physical acti"ity habits of thefamily in
terms of healthrelated fitnesscomponents assesses the family?s stren#ths
and8ea:nesses in the components of $R3 performs exercises to
enhancecardio"ascular and muscular fitness promotes cardio"ascular and
muscular9tness acti"ities to hisher family&EC+D J)!R*ER &EC+D
GR!D'G*eam &ports-bas:etball "olleyballsoftball baseball footballfutsal
ultimate/ demonstrates understandin#of the benefits that the familycan deri"e
from participatin#in team sports en#a#es family members in teamsports to
promote fitness, health and8ellness discusses the naturebac:#round of
teamsports-bas:etball"olleyballsoftballbaseballfootballfutsalulimate/ explains
the health and fitness benefitsderi"ed from playin# team sports acuires family
"alues -e.#. fairness,respect for authority/ 8hen participatin# inteam sports
proficiently executes basic s:ills and tacticsin team sports interprets rules and
re#ulations of teamsports en#a#es in officiatin# team sports
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 14/31
2I. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2IContent Content &tandards Performance &tandards (earnin#
Competencies*$'RD J)!R*ER *$'RD GR!D'GRecreational
!cti"ities-'ndoor/'ndoor Recreationalacti"ities Chessdominochinese
chec:ers#ames of the#eneralsmonopolyscrabblebin#ocard#ames*he
learner . . . demonstrates understandin#of the benefits that the familycan deri"e
from participatin#in indoor recreationalacti"ities*he learner . . . en#a#es family
members in indoorrecreational acti"ities to promote9tness, health and 8ellness*he
learner . . . discusses the naturebac:#round of indoorrecreational
acti"ities-chessdominochinese chec:ers#ames ofthe
#eneralsmonopolyscrabblebin#ocard #ames/ explains the health and fitness
benefitsderi"ed from playin# recreational acti"ities acuires family "alues -e.#.
fairness,respect for authority/ 8hen participatin# inindoor recreational acti"ities
proficiently executes basic s:ills and tacticsin indoor recreational acti"ities
interprets rules and re#ulations of indoorrecreational acti"ities3+)R*$ J)!R*ER
3+)R*$ GR!D'G(ocal and 'ndi#enousDances 5inisla:an&a:utin# &ua:o
&uaPan#alay demonstrates understandin# ofre#ional and Philippine
ationalDances to promote the fitness,health and 8ellness of thefamily performs
s:illfully re#ional andPhilippine ational Dances topromote 9tness, health and
8ellnessin the family promotes fol: dancin# as a physical acti"ity8ithin the
family traces the ori#inlocation of fol: dance byits costumemusic executes
rhythmic patterns of selectedre#ional and national dances 8ith !sianinMuence
-5inisla:an&a:utin# &ua:o&uaPan#alay/ demonstrates mastery of basic steps
in fol:dancin# identifies the meanin# of the #estures andhand mo"ements of fol:
dance identified interprets fol: dance literature relates fol: dancin# to the
enhancement ofone?s character throu#h cultural education
2<. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2<GR!DE F <Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G&:illRelated 3itnessComponents
&R3 !thletic *rainin#*he learner . . . demonstrates understandin#of s:illrelated
9tness -&R3/as critical to achie"in# the9tness, health and 8ellness ofthe
community*he learner . . . ta:es part in promotin# andachie"in# community
9tness, healthand 8ellness throu#h sur"eys andde"elopment of
promotionalmaterials throu#h &R3 and athletictrainin#*he learner . . . classifies
the physical acti"ities of thecommunity in terms of s:illrelated fitnesscomponents
underta:es athletic trainin# for9tness-circuit, inter"al, plyometrics,functional and
core stren#ht, speed,a#ility, and reacti"ity trainin#/&EC+D J)!R*ER &EC+D
GR!D'G*eam &ports-bas:etball "olleyballsoftball baseball footballfutsal
ultimate/ demonstrates understandin# ofteam sports ta:es part in promotin#
and achie"in#community 9tness, health and8ellness throu#h sur"eys
andde"elopment of promotionalmaterials throu#h team sports discusses the
naturebac:#round of
teamsports-bas:etball"olleyballsoftballbaseballfootballfutsalultimate/ explains
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 15/31
the health and fitness benefitsderi"ed from playin# team sports assesses ho8 the
community "aluesparticipatin# in team sports@ and adheresto en"ironmental ethics
-e.#. (ea"e o*race Ethics/ proficiently executes basic s:ills andtactics in team
sports interprets rules and re#ulations of teamsports en#a#es in officiatin#
team sports andacti"ities that preser"emaintain andenhance the en"ironment
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 Content Content &tandards Performance &tandards (earnin#
Competencies*$'RD J)!R*ER *$'RD GR!D'GRecreational !cti"ities-+utdoor/
+utdoorRecreational!cti"ities*he learner . . . demonstrates understandin#
ofrecreational acti"ities*he learner . . . ta:es part in promotin# andachie"in#
community 9tness, healthand 8ellness throu#h sur"eys andde"elopment of
promotionalmaterials throu#h recreationalacti"ities*he learner . . . discusses the
naturebac:#round ofoutdoor recreational acti"ities
-hi:in#mountaineerin#campin#bi:in#orienteerin#/ explains the health and
fitness benefitsderi"ed from playin# outdoor recreationalacti"ities assesses ho8
the community "aluesparticipatin# in safety principles inoutdoor recreationalacti"ities proficiently executes basic s:ills andtactics in outdoor recreational
acti"ities interprets rules and re#ulations of outdoorrecreational acti"ities
en#a#es in oAciatin# outdoor acti"itiesthat preser"emaintain and enhance
theen"ironment -e.#. tree plantin#, cleanups/3+)R*$ J)!R*ER 3+)R*$
GR!D'G&ocial and 5allroomDances &ocial dance 5allroom dance
demonstrates understandin# ofthe bene9ts that can be deri"edfrom en#a#in# in
social dancesto promote community 8ellness. . participates acti"ely 8ith
members ofthe community in performin# andorpatroni>in# social and
ballroomdances to promote physical acti"itiesas a means to achie"e lifelon#9tness,
health and 8ellness amon#the members of the community discusses the nature
and bac:#round ofsocial and ballroom dances describes the benefits of social
dancin# inthe community demonstrates fundamentals of social andballroom
dances creates other styles and combinations ofsocial dances for the
community en#a#es consistently in social andballroom dances 8ith the
community toattain health and 9tness
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1GR!DE 1Content Content &tandards Performance &tandards (earnin#
Competencies3'R&* J)!R*ER 3'R&* GR!D'G(ifelon# 3itness andPhysical !cti"ity
$abits*he learner . . . demonstrates understandin# ofthe "alue of lifelon#
9tness,health and 8ellness as critical tothe 8elfare of the members ofthesociety*he learner . . . plans appropriate fitness acti"itiesfor the members of
the society toachie"e lifelon# fitness, health and8ellness*he learner . . . describes
the "alue and importance of ahealthy lifestyle in attainin# lifelon# fitness desi#ns
and implements a lifelon# fitnesspro#ram e"aluates the physical acti"ity habits
ofthe society en#a#es consistently in lifelon# fitnessacti"ities to attain
8ellness&EC+D J)!R*ER &EC+D GR!D'G&ports (eadership demonstrates
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 16/31
understandin# ofthe bene9ts deri"ed fromexercisin# sports leadership insports for
the promotion oMifelon# 9tness, health and8ellness amon# diBerent sectorsof the
society exercises sports leadership in orderto promote sports acti"ities in
thesociety describes the "alue and importance of sportsleadership in promotin#
acti"e lifestyles inthe society demonstrates the reuisite ualitiestraits ofa sports
leader discusses principles of or#ani>in# sportsacti"ities in the society
or#ani>es, implements and assesses sportsacti"ities.*$'RD J)!R*ER *$'RD
GR!D'GRecreational(eadership demonstrates understandin# ofthe benefits
deri"ed fromexercisin# recreational acti"itiesfor the promotion of lifelon#9tness,
health and 8ellnessamon# different sectors of thesociety exercises recreational
leadership inorder to promote sports acti"ities inthe society describes the "alue
and importance ofrecreational leadership in promotin# acti"elifestyles in the
society demonstrates the reuisite ualitiestraitsof a recreational leader
discusses principles of or#ani>in#recreational acti"ities in the society or#ani>es,
implements and assessesrecreational acti"ities.
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary1, 212 2Content Content &tandards Performance &tandards (earnin#
Competencies3+)R*$ J)!R*ER 3+)R*$ GR!D'G PER'+D+ther Dance
3orms-$iphop, &treet Dance,3esti"al Dance,Contemporary etc./ demonstrates
understandin# ofthe bene9ts that can be deri"edfrom en#a#in# in other danceforms
to achie"e lifelon# fitness. participates acti"ely 8ith membersof the society in
performin# andorpatroni>in# other dance forms topromote physical acti"ities as
ameans to achie"e lifelon# 9tness,health and 8ellness amon# themembers of the
society discusses the nature and bac:#round ofother dance forms identifies the
benefits of participatin# inother dance forms demonstrates fundamentals of other
danceforms creates other styles of other dance forms en#a#es consistently in
other dance formsto appreciate 8orld8ide trends andimpro"e one?s 9tness and
health
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 Glossary!bduction mo"ement of a limb a8ay from the median axis of
the body.!cademic learnin# time -!(*PE/. *he time a student is en#a#ed 8ith
lesson content at an appropriate le"el of diAculty.!ccent emphasis on a beat,
usually, but not al8ays, the 9rst beat of the measure.!ccident an unforeseen
e"ent occurrin# 8ithout the 8ill or desi#n of the person 8hose act causes it.!cti"ity
curriculum model. !n acti"itycentered curriculum model in 8hich teachin# a
"ariety of acti"ities is the primary focus.!dapted Physical Education De"elopmentally appropriate acti"ities for students 8ith limitations 8ho may not
safely or successfully en#a#e in unrestrictedparticipation in "arious acti"ities of the
#eneral physical education pro#ram.!dduction mo"ement of a limb to8ard the
median axis of the body or closer to#ether -similar parts such as 9n#ers/.!d"ance
mo"e for8ard, usually 8ith 8al:in# steps.!d"anced &:ills s:ills used in sport
applications.!d"enture odel a curriculum model in 8hich #oals are focused on
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 17/31
buildin# selfesteem, cooperation, trust, challen#e, and problem sol"in#.!erobic
!cti"ity li#ht to "i#orous intensity physical acti"ity that reuires more oxy#en than
sedentary beha"ior and thus promotes cardio"ascular9tness and other health
bene9ts -e.#. Lumpin# rope, bi:in#, s8immin#, runnin#@ playin# soccer, bas:etball,
or "olleyball/.!erobic EAciency ability of the body to supply fuel and oxy#en to the
muscles.!erobic Exercise. exercise performed in the absence of oxy#en.!Becti"eDe"elopment.the de"elopment of attitudes and "alues.!#ility the ability to shift
the body in diBerent directions uic:ly and eAciently.!#ility !pparatus. all types of
indoor and outdoor climbin# apparatus.!naerobic !cti"ity. intense physical acti"ity
that is short in duration and reuires a brea:do8n of ener#y sources in the absence
of suAcient oxy#en.ener#y sources are replenished as an indi"idual reco"ers from
the acti"ity. !naerobic acti"ity -e.#., sprintin# durin# runnin#,s8immin#, or bi:in#/
reuires maximal performances durin# a brief period.!naerobic Exercise. exercise
performed in the absence of oxy#en.!pparatus 4or:. the second part of a
#ymnastic lesson. !lso, the second part of a o"ement Education lesson, concerned
8ith the application ofmo"ement ideas to lar#e and small apparatus.!rch. t8o
dancers Loin inside hands and raise their arms.!ssessment. process that enables
teachers to e"aluate a student?s performance, :no8led#e or
achie"ement.!symmetry. a position or mo"ement characteri>ed by the une"enness
of opposite parts of the body.!thletics. structured participation in or#ani>ed
sports.!trophy. a reduction in si>e.!ttac:. players 8ho are desi#nated as for8ard
line players.!ttac:in# *eam. the team that has possession of the ball@ also :no8n
as the oBensi"e team.!8ay. the number of players 8ho ha"e been put out.5ac:
Court. the half of the bas:etball court farthest from the oBensi"e bas:et.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 5a#. base.5alance. the ability to maintain a stationary position or toperform purposeful mo"ements 8hile resistin# the force of #ra"ity. !lso, the ability
tohold the body in a 9xed position.5aseline. *he endline of a bas:etball court.5ases
(oaded. Runners on e"ery base.5ase of &upport. *he space co"ered and the limbs
utili>ed in supportin# the body in any position.5asic &:ills &:ills that utili>ed either
locomotor -e.#. 8al:, run, Lump, s:ip, #allop/ or manipulati"e -e.#. thro8, catch,
:ic:, stri:e/ fundamentalmo"ements.5as:et. circular #oal located on the
bac:board.5aton . ! short, round stic: passed bet8een members of a relay
team.5eat . *he constant, steady pulsation in a mo"ement or musical
accompaniment.5lind Pass . ! baton pass in pursuit relays in 8hich the recei"er is
facin# a8ay from the baton as it is passed.5loc: . +ne or t8o defensi"e players
Lump up at the same time as the spi:er, 8ith their hands raised and facin# the
oncomin# ball.5loc: Plan. ! tentati"e calendar of obLecti"es and acti"ities
de"eloped for a unit.5loc:in# . ! le#al method of stoppin# an opponent.5oardin# .
$oldin# a player a#ainst the 8all.5ody !8areness. )nderstandin# of one?s o8n body
potential for mo"ement and a sensiti"ity to one?s physical bein#.5ody Composition .
*he relationship in percent of body fat to lean body tissue.5ody echanics. EAcient
use of the body in maintainin# #ood ali#nment and in performin# daily tas:s such
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 18/31
as liftin#, carryin#, pushin#, and pullin#.5ound 3lo8. Control or momentary restraint
of mo"ement in 8hich the body may be stopped, such as in chan#in# direction of
path8ay.5ox . *he speci9c area mar:ed and desi#nated as the catcher?s area, the
batter?s area, or the coach?s area.5unch &tart. Crouch start@ a startin# position used
in sprints in 8hich the rear :nee is placed next to the for8ard foot. *he thumb and
index 9n#ers arespread and parallel to the startin# line.5u>> . *he 8ei#ht is held onone foot 8hile pushin# 8ith the other foot.Calisthenics. Conditionin# exercises
desi#ned to impro"e physical 9tness.Cardiac +utput. *he amount of blood pumped
out of the heart each minute.Cardiorespiratory Endurance. *he maximal functional
capacity of the heart and lun#s to continue acti"ity o"er a period of
time.Cardio"ascular 3itness. ! healthrelated component of physical 9tness that
relates to ability of the circulatory and respiratory systems to supply oxy#endurin#
sustained physical acti"ity.Center. *he middle position on the for8ard line, usually
played by the tallest player on the team.Center +f Gra"ity. *he 8ei#ht center of the
body@ the point around 8hich the body 8ei#ht is eually distributed.Child &elf
E"aluation. !n e"aluation techniue in 8hich the student determines 8hen the
criteria for a :no8led#e or s:ill tau#ht in physical education ha"ebeen met.Circuit
*rainin#. ! trainin# method in 8hich a number of stations for conditionin# diBerent
parts of the body or diBerent components of 9tness are set up andthe participants
#o to each station for a set period of time. Repeatin# one or more exercises as
many times as possible 8ithin a time limit.Classroom Games. Games, relays, and
contests that can be played in the classroom.Clean *he 5ases. $it a home run, 8ith
one or more teammates on bases.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 Cleanup. *he fourth, and usually the stron#est, hitter in the battin#
order.Cloc:8ise. 'n the same direction as the hands of a cloc:.Collectin#. 'n soccer. *he ability to recei"e a ball and #et under control usin# body parts other than the
hands.Command. ! teachercentered approach to teachin# in 8hich the teacher
presents the material to be learned directly to the students, 8ho mo"e to
theteacher?s command.Competence. &uAcient ability to enLoy safe participation in
an acti"ity@ the ability to perform and apply s:ills.Competition. ! contest bet8een
indi"iduals or #roups.Complex &:ills. &:ills that combine t8o or more locomotor
andor manipulati"e fundamental mo"ements.Concept. *he de#ree of meanin# a
person possesses about an experience.ConMict Resolution. &:ill de"eloped to help
indi"iduals resol"e disputes in a 8ay in 8hich there are no real 8inners and
losers.Content !rea. *he cate#ories of s:ill students should possess as a result of
instruction.Contin#ency Contract. ! techniue in 8hich the child is oBered a re8ard
for beha"in# in a particular manner= 6'f you 8ill do this, then you may do
that.7Continuity. o"ements follo8in# each other in succession.Contra Dance.
Dances done 8ith partners facin# in lon# ro8s of couples.Cooperation. 4or:in#
to#ether to achie"e a #oal in 8hich success depends on combined
eBort.Cooperati"e (earnin#. ! process in 8hich children 8or: to#ether to determine
the one ans8er to a learnin# acti"ity.Coordination. ! s:illrelated component of
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 19/31
physical 9tness that relates to the ability to use the senses, such as si#ht and
hearin#, to#ether 8ith body parts inperformin# motor tas:s smoothly and
accurately.Corner. 4hen the defendin# team causes the ball to #o o"er the endline,
the attac:in# team is a8arded a free hit from the nearest corner of the 9eld.Corner
Kic:. ! place:ic: a8arded to the attac:in# team after the defendin# team has sent
the ball o"er its o8n #oal line.Correlation. Relatin# the subLect area toanother.Countercloc:8ise. 'n the opposite direction as the hands of a cloc:.Co"er. 'n
softball, to mo"e in position to ma:e a play at a base by someone other than the
usual base player.Crease. *he semicircular area around the #oal area.Creatin#. *he
hi#hest le"el learnin# process that results in the creation or in"ention of mo"ements
uniue to the indi"idual or ne8 to physical education.Creati"e Dance. *he
expression of ideas and feelin#s throu#h unstructured mo"ement.Creati"e Games.
Games in"ented by children.Creati"e Play#round. ! uniue arran#ement of outdoor
apparatus.Creati"ity. *he de#ree of in"enti"eness of a mo"ement.Criterion
Referenced *ests. easures of ho8 a person performs@ e"aluation a#ainst
ualitati"e standard, such as the e"aluati"e criteria considered for themotor s:ills in
this text.Critical Elements. Key points of emphasis or e"aluati"e criteria emphasi>ed
in teachin# the s:ills, strate#ies, and mo"ement concepts in physical
education.Critical *hin:in#. )tili>in# the hi#her thou#ht processes of analysis,
problem sol"in# and e"aluation.Cumulati"e Record. ! method of plottin# a child?s
performance -s:ill or physical 9tness items/ at the be#innin# and end of each
year.Curl. !n action that Mexes or bends the body or its parts.Curriculum. *he total
experience 8ithin the physical education pro#ram that is pro"ided for all children.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 Defensi"e *eam -defense, defendin# team/. *he team that does not
ha"e possession of the ball.De"elopment. Chan#es caused by maturation that leadto more ad"anced use of particular mechanisms.De"elopmental. *he systematic
and pro#ressi"e acuisition of concepts and s:ills.De"elopmental Physical
Education. Physical education based on the physical, co#niti"e, social, and aBecti"e
de"elopmental status of children rather thana#e or #rade.De"elopmentally
!ppropriate. *hose aspects of teachin# and learnin# that chan#e 8ith the a#e,
experience and ability of the learner.Diamond. *he area inside the four bases.Din:.
! deception drop "olley executed from a spi:ed position.Direct 3ree Kic:. ! free :ic:
from 8hich a #oal may be scored directly.Direct ethod. ! teachin# method in
8hich the choice of the acti"ity and ho8 it is performed is entirely the
teacher?s.Direction. *he six 8ays the body can mo"e in space 8ith diBerent body
surfaces leadin#= for8ard, bac:8ard, ri#ht, left, up, and do8n.Directionality. !n
a8areness of space outside the body in"ol"in# :no8led#e of directions in relation to
ri#ht and left, in and out, up and do8n.Discipline. *he process for assistin#
indi"iduals to adLust to their en"ironment@ also, the result of failure to adhere to
certain standards of beha"ior.Distributed Practice. Practice o"er a period of time in
8hich the time bet8een the practice periods "aries.Dod#e. ! means of e"adin# an
oncomin# tac:ler.Double Dribble. 'n bas:etball, dribblin# the ball, stoppin#, and
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 20/31
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 21/31
period durin# a lon# run in 8hich the runner has a relaxed stride, 8ith no increase
or decrease in speed.3loor Exercise. ! combination of stunts, tumblin# s:ills,
balances, dances, and locomotor and other mo"ements in 8hich the performer
mo"es on a suaremat, usin# as much space as possible and tra"ellin# in se"eral
path8ays.3lo8. *he ability to combine mo"ements smoothly.3ol: Dance. !
traditional dance of the people handed do8n from one #eneration to the next.3orce. *he de#ree of eBort or tension in"ol"ed in a mo"ement.3orce +ut. 'n softball, an out
made by #ettin# the ball to the base before the runner and ta##in# the base. 'f the
player must run to the base the player maybe forced out.3ormati"e E"aluation.
E"aluation to determine chan#in# needs throu#hout the learnin# process.3or8ard
!nd 5ac:. *his 9#ure may in"ol"e one or more dancers facin# each other. 5oth
ad"ance four steps for8ard -or three steps and bo8/ and four stepsbac:8ard.3oul.
!n ille#al act, such as trippin# or holdin# an opponent, 8hich results in a direct free
:ic: bein# a8arded to the nonoBendin# team.3oul 5all. ! batted ball that settles
outside the baseline or lands outside this extended line in the out9eld.3ree 3lo8. !
continuity of mo"ement.3ree $it. ! hit a8arded to the opposin# team after a breach
of the rules.3ree *hro8. !n un#uarded shot ta:en from the free thro8 line. 'f
successful, the shootin# team scores one point.3reuency. *he number of days per
8ee: needed to impro"e 9tness.
I. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 I3rontcourt. *he part of the bas:etball court nearest each team?s
#oal.3ront Runner. ! runner 8ho performs best 8hen ahead of
opponents.3undamental otor &:ill. (ocomotor, nonlocomotor, and manipulati"e
s:ills that form the foundation upon 8hich other s:ills 8ill be learned@
examplesinclude 8al:in#, runnin#, s:ippin#, pullin#, pushin#, thro8in#, and
catchin#.Gallop. ! slide performed in a for8ard direction.Games +f (o8+r#ani>ation. &uch acti"ities as relays, ta#, and simple team #ames that in"ol"e one
or more basic s:ills and a minimum of roles and playin#strate#ies.General &pace.
*he area that is a"ailable for mo"ement, de9ned by imposed or natural
boundaries.General &uper"ision. &uper"ision pro"ided by a teacher 8ho is in the
area of the acti"ity.Gi"e !nd Go. !n oBensi"e strate#y in 8hich the passer dra8s an
opponent, passes a suare pass to a teammate, and then recei"es a return pass
aftermo"in# around the opposin# player.Grossotor Coordination. Performin# s:ills
in"ol"in# lar#e muscle #roups.Group &lin#. Recordin# at particular inter"als
throu#hout the lesson the number of indi"iduals en#a#ed in a particular
acti"ity.Gro8th. Chan#e in si>e.Guided Disco"ery. ! teachin# style in 8hich the
teacher leads the children throu#h a series of acti"ities, narro8in# their focus at
each step of the 8ay untilthe one or a limited number of solutions to the mo"ement
challen#es are reached.$ash Runnin#. ! team race, 8ith mar:ers and hidden
directions located alon# the route.$eadin#. Playin# the ball by stri:in# it 8ith the
head.$ealthRelated Physical 3itness. *he ability to perform strenuous acti"ity
8ithout excessi"e fati#ue and to sho8 e"idence of the traits and capacities thatlimit
the ris:s of de"elopin# disease or disorders that limit a person?s functional
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 22/31
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 23/31
o"ement Education lesson, 8hich in"ol"es #eneral 8armup and lasts
approximately 9"e minutes.'sometric Exercise. Contraction of muscles in"ol"in# a
push, pull, or t8ist a#ainst an obLect that does not mo"e.'sotonic Exercise.
Contraction of muscles that in"ol"es both shortenin# and len#thenin# the muscle
9bers.0o#. ! slo8, easy run.0ump. ! locomotor or mo"ement in 8hich the performer
ta:es oB on one or both feet and lands on t8o feet.0ump 5all. ! situation in 8hicht8o opposin# players simultaneously #ain possession of the ball, and the referee
tosses it up bet8een the t8o players.0ump &hot. ! shot ta:en 8hile the player has
both feet oB the Moor.Kic:oB. a short :ic: ta:en by the center for8ard at the center
of the 9eld. *he :ic:oB is used to start the #ame, at halftime, and after each #oal is
scored.Kinesthetic. ! sense of the location and place of body parts in body
mo"ements.Kyphosis. ! postural de"iation characteri>ed by an increased thoracic
cur"e.(adder *ournament. ! tournament arran#ed as the run#s of a ladder.
Participants may challen#e players on one or t8o run#s abo"e their o8n position.
*he8inner assumes the hi#her run#. *he indi"idual or team at the top of the ladder
at the end of the tournament is the 8inner.(ap. +ne complete circuit around the
trac:.(ateral. ! side8ays pass of the ball.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 (ay)p. ! shot ta:en close to the bac:board. *he ball is released oB one
hand and #ently placed o"er the rim or a#ainst the bac:board to allo8 it to
reboundinto the bas:et.(ead)p Game. ! #ame 8ith some of the s:ills, rules, and
#ame elements of a team sport.(ean 5ody 4ei#ht. *he 8ei#ht of the bones,
muscles, and internal or#ans.(eap. !n extended runnin# step in 8hich the
performer ta:es oB on one foot, tra"el for8ard throu#h the air, and lands on the
opposite foot.(earnin#. ! chan#e in beha"ior brou#ht about as a result of
practice.(east Restricti"e En"ironment. 'n physical education the en"ironment in8hich a child can participate successfully and safely in as near a normal settin#
aspossible.(e#al (iability. Responsibility for the children in one?s care as obli#ated
by the la8.(eisure !cti"ity. Physical acti"ity underta:en durin# discretionary
time.(esson Plan. *he day?s plan for meetin# unit obLecti"es, includin# obLecti"es
for the day, acti"ities to meet obLecti"es, points of emphasis, and
or#ani>ationalstrate#ies.(e"el. $i#h, medium, and lo8 in relation to the standin#
position or the location of the body parts.(iability. ! "iolation of an obli#ation to
perform a duty.(ifestyle !cti"ity. Physical acti"ity typically performed on a routine
basis -e.#. 8al:in#, climbin# stairs, mo8in# or ra:in# the yard/, 8hich is usually
li#ht tomoderate in intensity.(imitation ethod. ! teachin# method in 8hich the
choice of the acti"ity or the 8ay it is performed is limited by the teacher.(inear
otion. ! mo"ement in 8hich the body or an obLect as a 8hole mo"es in a strai#ht
line.(ine +f Gra"ity. !n ima#inary line that passes throu#h the body from head to
foot, passin# throu#h the center of #ra"ity and di"idin# the body into t8o
eualparts from front to bac: and from side to side.(ine +f &crimma#e. 'n football,
the ima#inary line runnin# the 8idth of the 9eld that mar:s the for8ard pro#ress of
the ball. *eams line up on their side of theline to be#in play.(ocomotor o"ement. !
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 24/31
mo"ement throu#h space from one place to another.(ocomotor &:ills. 5asic motor
s:ills in"ol"in# a chan#e of position of the feet andor a chan#e of direction of the
body.(ordosis. ! postural de"iation characteri>ed by an increased lumbar cur"e.(o8
'ntensity Exercise. !n exercise that #ets the indi"idual mo"in# but does not increase
the heart rate to a 9tnessimpro"in# le"el or result in o"erheatin#or other
discomforts.(o8+r#ani>ed Games. !cti"ities that are easy to play, ha"e fe8 andsimple rules, reuire little or no euipment, and may be "aried in many
8ays.ainstreamin#. *he placin# of disabled persons in the least restricti"e learnin#
en"ironment.ana#ement. +perations used to mo"e the class throu#h the lesson
from one acti"ity to the next.anipulati"e &:ills. &:ills de"eloped 8hen a person
handles some :ind of obLect includin# thro8in#, :ic:in#, battin#, catchin#,
redirectin# an obLect in Mi#ht-such as "olleyball/ or continuous control of an obLect
such as a hoop.ar:in#. 5ein# responsible for an opponent 8hile playin#
defense.assed Practice. Practice periods scheduled close to#ether.aturation. *he
#eneral pro#ress from one sta#e of de"elopment to a hi#her, more complex sta#e.
aturation occurs as a function of time and isindependent of experience.
1. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 1ature 3orm. *he basic mo"ement that can be performed 8ith ease, is
smooth, eAcient, repetiti"e and can be performed 8ithout thin:in# out each step
ofthe mo"ement@ the most eAcient techniue for the de"elopment of force
production in a s:ill@ usually associated 8ith the hi#hly s:illedperformances@ usin#
the critical elements of a s:ill -e.#. step 8ith the opposite foot 8hen
thro8in#/.aximum $eart Rate. *he maximum number of heartbeats attained per
minute, dependin# on a#e and physical condition.aximum +xy#en Consumption
-ax;+2/. *he #reatest amount of oxy#en a human can consume at the tissue
le"el.easure. )nderlyin# beats #rouped to#ether by a unit, the number of 8hichdepends on the meter.edium &tart. ! start used in sprints in 8hich the feet are a
comfortable distance apart and the hand position is as in the bunch start.eter. *he
number of beats in a measure, such as 2, , , or I. *he upper number
represents the number of beats to a measure, the lo8er numberthe type of note to
recei"e one beat.ethod. ! #eneral 8ay of #uidin# and controllin# the learnin#
experiences of children.ixed Grip. 'n #ymnastics, #rippin# a bar, 8ith one hand
assumin# a re#ular #rip, the other a re"erse #rip.odi9ed *eachin# )nit. ! unit of
instruction that emphasi>es one type of acti"ity and pro"ides a minor focus on one
or more other acti"ities.ood. *he character of an accompaniment that depicts
feelin#s, such as sadness, #aiety, seriousness, or other emotions.oti"ation. *he
process of #ettin# an indi"idual to act in 8ays that satisfy a need or desire.otor
&:ills. on9tness abilities that impro"e 8ith practice -learnin#/ and relate to one?s
ability to perform speci9c sports and other motor tas:s.otor &:ills Curriculum
odel. Emphasi>es the de"elopment of motor s:ills as its primary focus.o"ement
Challen#e. ! mo"ement problem posed that in"ol"es problem sol"in# 8ith a focus
on the mo"ement content.o"ement Concepts. *he elements important in the
study of human mo"ement= body a8areness, space, and ualities of mo"ement,
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 25/31
includin# force,balance, time, and Mo8.o"ement Concepts !nd Principles. Relates
to the co#niti"e information concernin# the de"elopment of physical 9tness and
motor de"elopment and itsapplication in real life such as speci9city in trainin# and
other principles of conditionin#, application of force, center of #ra"ity, and
stressmana#ement.o"ement Education. ! childcentered approach to learnin# in
physical education desi#ned to help children de"elop #reater understandin# ofthemsel"es asmo"ers, the space in 8hich to mo"e, and the factors aBectin#
eAcient mo"ement.o"ement 'deas. ! mo"ement concept related to one or more
of the basic elements F ualities, body a8areness, space a8areness, and
relationships.o"ement odel. &tresses the mo"ement content as the only
le#itimate curriculum content@ utili>es problem sol"in# and other childcentered
approaches forthe most part.o"ement *rainin#. *he second part of a o"ement
Education lesson, 8hich is concerned 8ith the de"elopment of mo"ement themes
and acti"ities.ultiple *eachin# )nit. ! unit of instruction that includes t8o or more
acti"ities.uscular Endurance. *he ability of the muscles to sustain eBort o"er
time.uscular &tren#th. *he amount of force a muscle can exert.et Reco"ery. ! fair
mo"e to play the "olleyball after it has been hit into the net by a
teammate.euromuscular &:ills. otor s:ills under the "oluntary control of the
brain.onlocomotor o"ement. ! mo"ement executed 8hile the indi"idual remains
in one place.onlocomotor &:ills. o"ements of the body performed from a
relati"ely stable base.
2. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 2ormReferenced *ests. easures of uantitati"e data that ser"e as a
comparison 8ith scores of other children of the same a#e and sex tested under
li:econditions, such as the !!$PERD healthrelated physical 9tness test
norms.+bstacle Course. !n arran#ement of small and lar#e euipment desi#ned toimpro"e physical 9tness and s:ill de"elopment.+bstruction. 4hen a player runs
bet8een an opponent and the ball.+Bense -+Bensi"e *eam/. the team that has
possession of the ball.+B&ide. ! player from either team mo"in# across the line of
scrimma#e before the ball is centered.+ne+n+ne. ! situation in 8hich one
oBensi"e player tries to outmaneu"er one defensi"e player.+pen. Partners stand
sidebyside, 8ith their inside hands Loined. Girls stand to the boy?s ri#ht.+pposite.
*he person or the couple directly across the suare.+ssi9cation. *he hardenin# of
cartila#inous tissue into bone in the de"elopment process.+ut. *he retirement of a
batter after three stri:es. !lso, a base runner 8ho is cau#ht or forced out.+ut9eld.
*he fair territory located beyond the in9eld.+"erload. ! performance of an exercise
or acti"ity that reuires the indi"idual to exert more than a normal eBort.Pace. *he
rate of speed the runner sets for a particular distance run.Parallel Play. *he play of
youn# children in 8hich they participate alon#side other children but do not depend
on the others for success or for meetin# theirplay obLecti"e.Passin# Oone. !n area
on the trac: 8ithin 8hich the baton must be passed.Path8ays. (ines of mo"ement
in space= strai#ht, cur"ed, or combinations of strai#ht and cur"ed.Pattern. *he
arran#ement of a series of mo"ements in relation to shape, le"el, and
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 26/31
path8ay.Penalty Kic:. 'f a foul is committed by the defendin# team 8ithin the
penalty area, the attac:in# team is #i"en a direct free :ic: from the t8el"eyard
mar:,directly in front of the #oal. !ll other players must be outside the penalty area
until the :ic: is ta:en.Percei"in#. *he initial phase of learnin# in 8hich concepts and
motor s:ills are introduced.Perception. *he ability to use information comin# in
throu#h the sense or#ans to ma:e Lud#ments about the en"ironment.Perceptualotor Response. *he process of percei"in# a stimulus and translatin# it into a motor
response.Perceptual otor &:ills. o"ement in"ol"in# the interrelationships
bet8een the perceptual or sensory processes and motor acti"ity includin# balance
anddirectionality.Performance. ! temporary occurrence or action.Performance
'ndicator. *he indices of uality that specify ho8 competent a student must be to
meet the standard.Personal &pace. *he area around an indi"idual that can be used
8hile :eepin# one part of the body in a 9xed position on the Moor or apparatus@ also
:no8nas limited space.Phrase. ! #roup of measures that constitutes a musical
thou#ht.Physical !cti"ity. Physical mo"ement in"ol"in# the lar#e s:eletal muscles@ a
8ide "ariety of acti"ities that promote health and 8ellbein#@ bodily mo"ementthat
is produced by the contraction of s:eletal muscle and that substantially increases
ener#y expenditure.Physical Education. *hat aspect of education in the schools
desi#ned to de"elop s:illful, 9t, and :no8led#eable mo"ers throu#h carefully
planned andconducted experiences.Physical 3itness. *he de#ree to 8hich a person
is physically able to function.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 Physically Gifted. Possessin# a uniue talent or ability in physical
9tness.Physically $andicapped. &uBerin# from a disease or physical disability.Pinch
$itter. ! substitute hitter.Pi"ot. ! method of chan#in# path8ays by rotatin# the body
around one stationary foot, 8hich remains in contact 8ith the Moor.Play Day. !ninterschool e"ent in 8hich children from t8o or more schools play on the same
team.Pole Position. *he inside, or curb, lane of the trac:.Pop)p. ! hi#h My ball that
lands in or near the in9eld.Portfolio. ! method of assessment in 8hich samples of a
student?s 8or: and e"aluations are collected and the results indicate pupil pro#ress
andidenti9cation of present needs.Post. *he post player is normally a pi"ot player
positioned near the :ey 8ith his or her bac: to8ard the bas:et.Posture. *he relati"e
ali#nment of the body se#ments.Po8er. *he ability of the body to apply a maximum
muscular contraction 8ith the uic:est possible speed.Practice. ! teachercentered
teachin# style that permits indi"idual practice 8ith teacher super"ision.Problem
&ol"in#. ! teachin# style 8hereby the teacher leads the children throu#h a series of
acti"ities in 8hich the children 9nd an increasin# number ofpossible responses to a
mo"ement challen#e.Pronation. Rotation of the arm to brin# the palm do8n8ard or
bac:8ard.Psychomotor. otor acti"ity stimulated by the hi#her brain
centers.Psychomotor De"elopment. !rea of learnin# in"ol"in# the attainment of
mo"ement s:ills and competencies needed for a lifetime of acti"ity.Punt. ! :ic:
performed by droppin# the ball and contactin# it 8ith the top of the foot before it
touches the #round.Pursuit Relay. ! relay run on an o"al in 8hich each member runs
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 27/31
a particular distance of the course.Pyramid *ournament. Participants are arran#ed in
a pyramid. Players challen#e others in the le"el abo"e. *he 8inner assumes the
hi#her position. !t theend of the tournament, the player or team at the top is the
8inner.Jualitati"e +bLecti"e. ! statement that identi9es the beha"ior necessary for
success, such as the 8ay body parts are used in performin# a motor s:ill.Jualities.
$o8 the body can mo"e. 't is the ability to mo"e uic:ly or slo8ly, the ability toperform li#ht or hea"y mo"ements, and the Mo8 8ith 8hich onemo"ement is lin:ed
to another.Jualities +f o"ement. 3actors aBectin# eAcient mo"ement, such as
balance, force, time, and Mo8.Juantitati"e +bLecti"e. ! statement that measures
the result of the beha"ior, such as the de#ree of success in a particular
situation.Juality Physical Education Pro#rams. *hose that are de"elopmentally
appropriate and pro"ide a pro#ressi"e, systematic curriculum.Ran#e. *he relation of
the body parts to each other or of the body to obLects in space.Ratin# &cale. !n
e"aluati"e techniue in 8hich "alues are arran#ed on a continuum from hi#h to lo8@
on the basis of obser"ation, children?s performance isplaced alon# the
continuum.R5. Runs battled in by a player.Reality *herapy. ! techniue used to
help persons be responsible for their beha"ior by identifyin# undesirable beha"ior
and the conseuences of thatbeha"ior and de"elopin# a plan to meet desired
#oals.Reaction *ime. ! s:illrelated component of physical 9tness that relates to the
time elapsed bet8een stimulation and the be#innin# of the reaction to it.Rebound. !
shot attempted at the bas:et that falls bac: into the court area.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 Reciprocal. ! teachin# style that uses peer teachin# and
feedbac:.Re9nin#. *hose phrases of learnin# in 8hich s:ills are mastered and
concepts 8ell understood@ ends in habituation of motor s:ills.Re#ular Grip. 'n
#ymnastics, #rippin# a bar 8ith the 9n#ers on top, the thumbs underneath, and thepalms facin# a8ay from the performer.Reinforcement. !n e"ent that increases the
probability of a beha"ior occurrin# a#ain.Relationship. *he position of the body in
relation to the Moor, apparatus, or other performers.Relay !cti"ities. !cti"ities that
in"ol"e a race bet8een t8o or more participants or teams.Retention. De#ree to
8hich learnin# is remembered o"er time.Re"erse Grip. 'n #ymnastics, #rippin# a bar
8ith the thumbs closest to the performer, the 9n#ers behind the bar, and the palms
facin# the performer.Re"erse &tic:. 'n 9eld hoc:ey, 8hen the stic: is rolled o"er to
hit the ball to8ard the ri#ht.Re"erse *urn. ! method of chan#in# path8ays from a
stride position in 8hich the body runs to8ard the rear foot as both feet remain in
contact 8ith the Moor.Rhythm&. 'n"ol"es motion that possesses re#ularity and a
predictable pattern often in"ol"in# music such as dance patterns and Lumpin#
rope.Rhythmic. Performin# a "ariety of body mo"ements in time to a speci9c
rhythmic accompaniment.Rhythmic Pattern. ! combination of notes, e"en and
une"en in time, that constitutes a measure or a phrase.Roll'n. 8hen the opponent
causes the ball to cross the sideline, a player on the nonoBendin# team is a8arded
a free rollin at the point of infraction.Rotary otion. ! mo"ement that traces out an
arc or circle around an axis or 9xed point.Rotation. *he turnin# of a body part about
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 28/31
its lon# axis.Round Robin *ournament. ! tournament in 8hich each participant plays
e"ery other participant in the tournament, 8ith the 8inner determined as the
one8ith the best 8innin# record.Rudimentary !pplication. o"ements acuired
durin# the 9rst year of life concernin# stability -control of headnec:truc:, sittin#,
standin#/, locomotion-cra8lin#, creepin#, upri#ht #ait/, and manipulation -reachin#,
#raspin#, releasin#/.Run. ! transfer of 8ei#ht from one foot to the other, 8ith amomentary loss of contact 8ith the Moor by both feet.&afety. 4hen a defensi"e
player in possession of the ball is trapped behind his or her o8n #oal line. *he
attac:in# team is a8arded t8o points.&afety *rainin#. *eachin# children to mo"e
and land safely and eAciently. 'n a broader context, it refers to the indi"idual?s
safety on or around apparatus andto the indi"idual?s concern for the safety of other
participants.&coliosis. ! postural de"iation characteri>ed by one or more lateral
cur"atures of the spine.&coop. ! method of raisin# the ball into the air.&cratch. !
foul committed by steppin# o"er the scratch line.&crimma#e (ine. *he line on 8hich
each do8n be#ins. *he defendin# team must remain behind this line until the ball
has left the center?s hands.&elf!nalysis. !n e"aluation techniue in 8hich the
teacher reMects on the lesson tau#ht, focusin# on particular aspects of the lesson
the teacher 8ishes toe"aluate.&elfConcept. 3eelin#s an indi"idual has about herself
or himself.&elfEsteem. *he "alue placed on the perceptions of self.&elf'ma#e. *he
feelin# andor opinion a child has about himself or herself.&elf&pace. *he are of
space the body occupies and that space 8ithin the body?s natural
extensions.&euence. ! series of mo"ements performed in succession.&euential.
3ollo8in# one mo"ement pattern to the next in an orderly pattern.&et &hot. ! shot
ta:en from a stationary position.
. K *+ 12 P$%&'C!( ED)C!*'+K to 12 Curriculum Guide "ersion as of 0anuary
1, 212 &etup. *his is normally the second hit by a team and is directed to afor8ard player, 8ho then may attempt a spi:e or a "olley o"er the net.&hape. *he
ima#e presented by the position of the body 8hen tra"ellin# or stationary.&hot#un.
'n football, recei"in# the ball from the center from a position in 8hich the
uarterbac: stands se"eral yards behind the center.&huttle Relay. ! relay run bac:
and forth bet8een t8o lines.&ide +ut. ! "iolation committed by the ser"in#
team.&in#in# Games. !cti"ities of youn# children in 8hich children?s poems are put
to music and imitati"e mo"ements are used.&in#le5eat 0ump. *he rope Lumper
Lumps only as the rope passes under the feet.&in#leElimination *ournament. !
tournament in 8hich players are eliminated after one loss. ! player or team 8innin#
all matches is the 8inner.&:ill Game. ! #ame in 8hich the primary purpose is the
practice of a motor s:ill.&:illRelated Physical 3itness. Consists of those components
of physical 9tness that ha"e a relationship 8ith enhanced performance in sports and
motors:ills= a#ility, balance, coordination, po8er, speed and reaction time.&:ill *est.
!n e"aluati"e techniue used to e"aluate motor s:ill performance that usually
records a uantitati"e measure of s:ill performance.&:infold Caliper. !n instrument
for measurin# percent of body fat.&:ip. ! stephop combination executed in an
une"en rhythm alternatin# the lead foot.&lide. ! locomotor mo"ement executed in
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 29/31
une"en rhythm in 8hich the performer steps to the side, closes the trailin# foot to
the lead foot, transfers the 8ei#htbac: to the trailin# foot, and repeats the action
a#ain.&ocio#ram. ! techniue used to study the relationships 8ithin #roups.&olid
*eachin# )nit. !n extensi"e period of instruction de"oted exclusi"ely to one type of
acti"ity.&pace. *he area in 8hich a mo"ement ta:es place.&pace !8areness.
Perception of 8here the body mo"es, includin# #eneral and self space, directions,path8ays, le"els, and extensions.&pace Concepts. o"ement concepts includin#
self and #eneral space, direction and path8ays, le"el, and ran#e.&patial !8areness.
*he ability to mo"e the body or its parts in speci9c directions.&peciali>ed o"ement
&:ill. o"ement s:ills used speci9cally for structured sports and #ames, as opposed
to s:ills fundamental to many sports -i.e. lay upshot, "olleyball spi:e, #olf dri"e,
tennis forehand/@ s:ills basic to a mo"ement form -bas:etball chest pass, soccer
dribble, 9eldin# a softball 8ith a#lo"e/.&peci9c &uper"ision. &uper"ision in 8hich the
teacher is 8or:in# directly 8ith the students.&peci9city +f &:ill. *he diBerential
ability of an indi"idual to acuire and perform physical s:ills and mo"ement
patterns.&peed. *he ability to perform successi"e mo"ements of the same pattern
in the shortest period of time.&pi:e. ! ball hit do8n8ard into the opponent?s
court.&piral. ! for8ard pass in 8hich the football mo"es 8ith a spiral action, 8ith the
point of the ball leadin#.&port. ! #eneral term for structured physical acti"ities and
athletics.&port Elitism. Preferential treatment of students 8ho are s:illed o"er those
8ho are less s:illed.&ports Day. !n interschool competiti"e e"ent in 8hich teams
represent their o8n schools.&portsli:e 5eha"ior. Conduct becomin# a sportsperson,
includin# respect for rules and authority, playin# fair, 8or:in# 8ith others in a #roup
eBort, bein# a#ood competitor, and acceptin# 8innin# and losin# in a socially
acceptable manner.&pottin#. Gi"in# physical assistance to a person performin# a
motor s:ill, especially in #ymnastics 8here the possibility of inLury is increased in
the learnin#phrase.&print. ! dash or shortdistance race of 2 to yards forelementary school children.
Recommended
Classroom ana#ement 3undamentals
Classroom ana#ement 3undamentals
3lippin# the Classroom
3lippin# the Classroom
i5oo:s !uthor for *eachers= 3undamentals
i5oo:s !uthor for *eachers= 3undamentals
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 30/31
Physical education 1 learnin# material
Physical education 1 learnin# material
Ronalyn Concordia
K to 12 Curriculum Guide for usic and !rts
K to 12 Curriculum Guide for usic and !rts
Dr. 0oy Kenneth &ala 5iason#
K *+ 12 GR!DE < (E!RER?& !*ER'!( ' PE
K *+ 12 GR!DE < (E!RER?& !*ER'!( ' PE
(iGh* !r+h(
K to 12 Grade H Physical Education
K to 12 Grade H Physical Education
ico Granada
$ealth 1 learnin# material
$ealth 1 learnin# material
Ronalyn Concordia
Physical Education K to 12 Curriculum Guide
Physical Education K to 12 Curriculum Guide
Dr. 0oy Kenneth &ala 5iason#
K *+ 12 GR!DE H (E!R'G +D)(E ' P$%&'C!( ED)C!*'+ -JJ/
K *+ 12 GR!DE H (E!R'G +D)(E ' P$%&'C!( ED)C!*'+ -JJ/
(iGh* !r+h(
En#lish Espanol Portu#ues 3ranais Deutsche
!bout De" Q !P' 5lo# *erms Pri"acy Copyri#ht &upport
(in:ed'n Corporation 21
7/21/2019 BARON RESEARCH 4 K to 12 Curriculum Guide for Physical Education.docx
http://slidepdf.com/reader/full/baron-research-4-k-to-12-curriculum-guide-for-physical-educationdocx 31/31
!ds 5y PortaloreS Portalore !dsClose