Grade 2 PE Wisconsin Standards

Self-expression, Social Interaction, and Enjoyment

Self-awareness and Self-management: Challenge and Growth Mindset

Health and Well-being

The student will recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Decision-making

Relationship Skills: Conflict Resolution

Relationship Skills: Feedback

Self-management: Goal Setting

Social Awareness

Social Awareness: Procedures and Protocols

Safety

The student will exhibit responsible personal and social behavior that respects self and others.

Nutrition

Assessment and Program Planning

Knowledge Application

Fitness Knowledge: Skill-related Fitness

Fitness Knowledge: Body Composition

Fitness Knowledge: Flexibility

Fitness Knowledge: Muscular Strength and Endurance

Fitness Knowledge: Cardiorespiratory Endurance

Physical Activity Knowledge

The student will demonstrate the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

Aquatics: Safety

Movement Concepts: Strategy and Tactics

Movement Concepts: Speed, Direction, and Force

Movement Concepts: Pathways, Shapes, and Levels

Movement Concepts: Space

The student will apply knowledge of concepts, principles, strategies and tactics related to movement and performance.

Aquatics: Swim Skills

Outdoor Pursuits/ Adventure Activities

Jumping Rope

Manipulative Striking with Long-handled Implement

Manipulative Striking with Shorthandled Implement

Manipulative: Volley Overhead

Manipulative: Volley Underhand

Manipulative: Passing and Receiving (with feet)

Manipulative: Dribbling (with feet)

Manipulative: Kicking

Manipulative: Dribbling (with hands)

Manipulative: Catching

Manipulative: Passing (with hands)

Manipulative: Overhand Throw; Backhand Throw (disc)

Manipulative: Underhand Throw; Underhand Roll

Nonlocomotor (stability): Balance and Weight Transfer

Nonlocomotor (stability): Combinations

Nonlocomotor (stability): Curling and Stretching; Twisting and Bending

Nonlocomotor (stability): Balance

Nonlocomotor (stability): Weight Transfer and Rolling Actions

Locomotor: Combinations

Locomotor: Dance/ Rhythmic Activities

Locomotor: Jumping and Landing (horizontal and vertical planes)

Locomotor: Walk, Run, Hop, Leap, Slide, Gallop, Skip

The student will demonstrate competency in a variety of motor skills and movement patterns.

Roll or throw underhand using all five critical elements of a mature pattern.

Throw overhand, demonstrating three of the five critical elements of a mature pattern.

Catch a selftossed or wellthrown large object with hands, not trapping or cradling against the body,

Dribble continuously in self-space with preferred hand, demonstrating three of the five critical elements of a mature pattern.

Dribble using the preferred hand while walking in general space.

Use a continuous running approach and kick a moving object, demonstrating three of the five critical elements of a mature pattern.

Dribble an object in general space, demonstrating three of the five critical elements of a mature pattern.

Volley an object forward, demonstrating three of the five critical elements of a mature pattern.

Skip using a mature pattern.

Run with a mature pattern.

Demonstrate four of the five critical elements (see list in previous grade) for jumping and landing using a variety of one and two-foot take-offs and landings.

Strike an object upward with a shorthandled implement, using consecutive hits.

Strike an object with a short-handled implement, sending it forward, demonstrating two of the three critical elements of a mature pattern.

Strike a stationary object, using correct grip, side orientation, and proper body orientation.

Jump a selfturned rope consecutively forward and backward with a mature pattern.

Jump a long rope five times consecutively with studentassisted turning.

Demonstrate at least two critical skills needed to perform teacherdirected activity.

Demonstrate swim skills as described by the American Red Cross “Learn to Swim and Achieve” or any other nationally recognized swim program. Students may exhibit skills in any of the skill levels.

Perform a teacher- or student-designed rhythmic activity with the correct response to simple rhythms.

Transfer weight from one body part to another in self-space, dance, and gymnastics.

Roll in different directions with either a narrow or curled body shape.

Balance on different bases of support, combining levels and shapes.

Balance in an inverted position with stillness and supportive base.

Differentiate among twisting, curling, bending, and stretching actions.

Combine balances and transfers into a three-part sequence (e.g., dance sequence or gymnastics sequence).

Combine locomotor skills in general space to a rhythm.

Combine shapes, levels, and pathways into simple travel, dance and gymnastics sequences.

Vary time and force with gradual increases and decreases.

Understand and follow safety concepts as described by the American Red Cross for level four.

Discuss the benefits of being active, playing, and exercising.

Identify personal Rate of Perceived Exertion (RPE) using the Borg scale.

Identify where and how to find pulse.

Identify basic exercises to improve muscular strength and endurance.

Identify basic stretches to improve flexibility.

Apply knowledge of physical activity and fitness as listed above to demonstrate personal awareness of RPE and how to find a pulse.

identify preferred activities that increase cardiorespiratory fitness, flexibility, and muscular strength and endurance.

Participate in health-related fitness components working toward building strength and competence using self-assessment and peer assessment skills during practice fitness activities.

Recognize the balance of good nutrition and hydration with physical activity.

Safely participate with peers and equipment in a variety of physical activity settings with minimal teacher reminders.

Recognize the role of procedures and protocols in the learning environment.

Demonstrate respect of individual differences with teacher guidance.

Identify and apply steps and strategies to complete a simple goal with minimal teacher guidance.

Accept specific teacher-directed feedback.

Recognize individual perspectives may vary from person to person.

Identify possible choices and actions (positive and negative) to consider in a given situation with teacher guidance. (WSELC 20)

Identify different types of physical activity that positively impact overall health and well-being.

Persist toward reaching a goal despite setbacks with teacher guidance.

Identify physical activities that provide selfexpression (e.g., dance, gymnastics routines, practice tasks in game environments).