Grade 2 Physical Education

The Physical Education program at ACS is guided by the SHAPE America standards. The standards define what students should know and be able to do as a result of a highly effective physical education program.

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual*:

• Has learned the skills necessary to participate in a variety of physical activities.

• Knows the implications and the benefits of involvement in various types of physical activities.

• Participates regularly in physical activity.

• Is physically fit.

• Values physical activity and its contributions to a healthful lifestyle.

https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

The five standards around which the grade level outcomes are developed are:

  • Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
  • Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  • Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
  • Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Grade 2 Physical Education Standards

Standard 1

  • Skips using a mature pattern.
  • Runs with a mature pattern.
  • Travels showing differentiation between jogging and sprinting.
  • Demonstrates 4 of the 5 critical elements for jumping and landing in a horizontal plane using a variety of one- and two-foot take-offs and landings.
  • Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane.
  • Performs a teacher- and/or student-designed rhythmic activity with correct response to simple rhythms.
  • Balances on different bases of support, combining levels and shapes.
  • Balances in an inverted position* with stillness and supportive base.
  • Transfers weight from feet to body parts/bases of support for balance.
  • Rolls in different directions with either a narrow or curled body shape
  • Differentiates among twisting, curling, bending and stretching actions.
  • Combines balances and transfers into a three-part sequence (i.e., dance, gymnastics).
  • Throws underhand using a mature pattern.
  • Throws overhand, demonstrating 2 of the 5 critical elements of a mature pattern.
  • Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body.
  • Dribbles in self space with preferred hand demonstrating a mature pattern.
  • Dribbles using the preferred hand while walking in general space.
  • Dribbles with the feet in general space with control of ball and body.
  • Uses a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern.
  • Volleys an object upward with consecutive hits.
  • Strikes an object upward with a short-handled implement, using consecutive hits.
  • Strikes a ball off a tee or cone with a bat, using correct grip and side orientation/ proper body orientation.
  • Jumps a self-turned rope forward and backward with a mature pattern.
  • Jumps a long rope 5 times consecutively with student turners.

Standard 2

  • Combines locomotor skills in general space to a rhythm.
  • Combines shapes, levels and pathways into simple travel, dance and gymnastics sequences.
  • Varies time and force with gradual increases and decreases.

Standard 3

  • Describes large-motor and/or manipulative physical activities for participation outside physical education class (e.g., before and after school, at home, at the park, with friends, with the family).
  • Engages actively in physical education class in response to instruction and practice.
  • Recognizes the use of the body as resistance (e.g., holds body in plank position, animal walks)4 for developing strength.
  • Identifies physical activities that contribute to fitness.
  • Recognizes the “good health balance” of good nutrition with physical activity.

Standard 4

  • Practices skills with minimal teacher prompting.
  • Accepts responsibility for class protocols with behavior and performance actions.
  • Accepts specific corrective feedback from the teacher.
  • Works independently with others in partner environments.
  • Recognizes the role of rules and etiquette in teacher-designed physical activities.
  • Works independently and safely in physical education.
  • Works safely with physical education equipment.

Standard 5

  • Recognizes the value of "good health balance."
  • Compares physical activities that bring confidence and challenge.
  • Identifies physical activities that provide self expression (e.g., dance, gymnastics routines, practice tasks in games environments.)

For the complete list of standards from Kindergarten through Grade 12, please click below:

Physical Education Units and Skills

Rules and Procedures

  • Explain why it is important to follow all designated rules
  • Explain what a good listener looks like
  • Explain why it is important to work together as a class or alongside classmates during various P.E. games/activities
  • Explain the four Core Values and how they relate to P.E.

Kicking

  • Use a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern

Scooters

  • Move on the scooter using their hands and feet
  • Move back and forth the width of the basketball court three times
  • Proper scooter movement form
  • Understand how to use a scooter properly
  • Apply the skills learned in this lesson to future activities
  • Treat the equipment with respect
  • Follow all safety rules

Bowling

  • Demonstrate the appropriate skill required for bowling: bending the knees, bringing the ball back, brushing the ball against the ground, and finally gently bowling the ball along the floor so that the ball does not bounce, but nice and flat

Locomotor

  • Move in designated pathways (straight lines, curves, and zig-zags)
  • Start, stop and change direction while traveling from one place to another
  • Demonstrate different locomotor movements
  • Demonstrate age-appropriate transitions between movements
  • Demonstrate how to move safely through an environment

Games and Movement

  • Demonstrate an understanding of simple games
  • Demonstrate cooperative and teamwork skills by playing with classmates
  • Move in time to the beat of the music (slow, medium & fast)
  • Move in designated pathways (straight lines, curves, and zig-zags)
  • Demonstrate different locomotor movements
  • Demonstrate age-appropriate transitions between movements
  • Manipulate equipment through a variety of patterns and pathways

Gymnastics

  • Perform weight transfer/balance transitions - feet to hands
  • Perform movements - rolls, twist, bend
    • forward roll
    • backward roll
    • pencil roll
    • log roll
  • Create different body shapes
  • Hold body weight in various shapes/positions

Underhand Throw

  • Bring arm back - wind it back
  • Step with opposite foot of throwing hand
  • Release ball forward
  • Possess depth perception - close/far
  • Possess accuracy - big/small
  • Hit target

Throwing/Catching

  • Throw and catch using a variety of balls and objects
  • Demonstrate how to affectively toss to a target or person using the proper cues which were discussed during class
  • Catch a tossed object (i.e., ball, bean bag, etc...) from their partner using the appropriate skills which were discussed in class

Basketball With Jumprope

  • Dribble in self-space with preferred hand demonstrating a mature pattern
  • Dribbles using the dominant hand while walking in general space
  • Jumps a self-turned rope consecutively forward and backward, with a mature pattern
  • Jumps a long rope 5 times consecutively with student turners

Underhand Volley (Balloons)

  • Effectively keep a ball or balloon above in the air using various body parts (i.e., hands, head, elbows, feet, etc...)

Striking (Paddles)

  • Strike an object upward with a short-handled implement, using consecutive hits

Striking and Fielding

  • Toss various objects back and forth between partners or to a target successfully 50% of the time
  • Catch a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body
  • Strike a ball off a tee or cone with a bat, using correct grip and side-orientation/proper body orientation

Frisbee Skills

  • Throw frisbee with accuracy toward target
  • Toss to their partner using the backhand throw seven times in a row
  • Toss to their partner using the forehand three times in a row
  • Work together as a team during Ultimate Frisbee, which will allow them to use teamwork and various ways to catch and throw a Frisbee

Soccer Skills

  • Use various parts of their feet to pass to a partner (i.e., inside, outside, laces, toe, back)
  • Use various parts of the foot and body to trap a soccer ball as it is being passed to them
  • Demonstrate effective shooting skills with the inside part of their foot while participating in "Pin Knockdown" w/ another partner
  • Dribble their soccer ball under control when participating in an activity called "Dribbling Through the Forest"

Parachute

  • Work together as a class to complete activities which include "Popcorn", "Giant Mushroom", "Ostrich", and "Shark Attack"
  • Demonstrate clear communication to one another during "Shark Attack" by yelling "lifeguard, lifeguard" when a shark gets them
  • Demonstrate clear communication and listening skills by identifying who is in trouble and moving to them as quickly as possible to try and rescue them
  • Demonstrate using various locomotor movements (i.e., walking, running, jumping, skipping, galloping)
  • Demonstrate an ability to successfully toss gator skin balls of various sizes onto the parachute as it is moving in a differing environments (i.e., inside vs. outside)

Swimming

  • Maintain buoyancy on front and back for prescribed lengths of time and/or distance
  • Bob with head fully submerged
  • Submerge and retrieve objects in chest deep water
  • Travel a short distance unaided using front crawl stroke
  • Travel a short distance unaided using back crawl stroke
  • Perform a head-first entry from the side into deep water