Kindergarten PE Wisconsin Standards

Fitness Knowledge: Flexibility

Locomotor: Dance/ Rhythmic Activities

Relationship Skills: Conflict Resolution

Locomotor: Jumping and Landing (horizontal and vertical planes)

Safety

Fitness Knowledge: Cardiorespiratory Endurance

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

Nutrition

Manipulative: Kicking

Self-management: Goal Setting

Health and Well-being

Decision-making

Self-expression, Social Interaction, and Enjoyment

Manipulative Striking with Long-handled Implement

Fitness Knowledge: Skill-related Fitness

Social Awareness: Procedures and Protocols

Manipulative Striking with Shorthandled Implement

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

Movement Concepts: Pathways, Shapes, and Levels

Movement Concepts: Space

Manipulative: Overhand Throw; Backhand Throw (disc)

Relationship Skills: Feedback

Jumping Rope

Fitness Knowledge: Muscular Strength and Endurance

Physical Activity Knowledge

Manipulative: Catching

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

Nonlocomotor (stability): Combinations

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

Movement Concepts: Speed, Direction, and Force

Locomotor: Combinations

Manipulative: Passing (with hands)

Fitness Knowledge: Body Composition

Manipulative: Dribbling (with hands)

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

Aquatics: Swim Skills

Aquatics: Safety

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

Manipulative: Dribbling (with feet)

Nonlocomotor (stability): Balance

Manipulative: Volley Overhead

Outdoor Pursuits/ Adventure Activities

Manipulative: Volley Underhand

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

Social Awareness

Manipulative: Underhand Throw; Underhand Roll

Assessment and Program Planning

Nonlocomotor (stability): Balance and Weight Transfer

Knowledge Application

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

Movement Concepts: Strategy and Tactics

Manipulative: Passing and Receiving (with feet)

Nonlocomotor (stability): Weight Transfer and Rolling Actions

Perform locomotor skills (e.g., hop, gallop, run, slide, skip) while maintaining balance.

Roll or throw underhand with opposite foot forward.

Drop an object and catch it before it bounces twice.

Catch a large object tossed by a skilled thrower.

Dribble a ball with one hand, attempting the second contact.

Kick a stationary object from a stationary position, demonstrating two of the five critical elements of a mature kicking pattern.

Tap an object using the inside of the foot, sending it forward.

Volley a lightweight object (balloon), with an open palm, sending it upward.

Perform jumping and landing actions with balance.

Strike a lightweight object with a paddle or short-handled racket.

Execute a single jump with a selfturned rope.

Jump a long rope with teacherassisted turning.

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 locomotor skills in response to teacher-led creative dance.

Roll sideways in a narrow body shape.

Maintain momentary stillness on different bases of support.

Form wide, narrow, curled, and twisted body shapes.

Contrast the actions of curling and stretching.

Differentiate between movement in personal (selfspace) and general space.

Move in personal space to a rhythm.

Travel in three different pathways (e.g., straight line, curved line, and zigzag).

Travel in general space at different speeds.

Understand and follow safety concepts as described by the American Red Cross for levels one through three.

Identify active play opportunities in and out of school.

Recognize and model the visible and physical signs that are related to vigorous movement. (e.g., sweating, heavy breathing, heart beating faster).

Recognize exercising the heart helps keep the body healthy.

Recognize the body has bones and muscles.

Identify the body part involved when stretching.

Demonstrate knowledge of physical activity and fitness (listed above) related to increasing heart rate, engaging different muscles, and performing various stretches during activity.

Recognize that food provides energy for physical activity.

Identify how to safely participate with peers and safely use equipment while following teacher directives.

Recognize the established protocol for the learning environment. (WSELC 21)

Recognize everyone has similarities and differences with teacher guidance. (WSELC 14)

Demonstrate curiosity, risktaking, and willingness to engage in new experiences with teacher guidance. (WSELC 10)

Adapt behavior based on teacher directives. (WSELC 17)

Identify and communicate needs in conflict situations with teacher guidance. (WSELC 19)

Recognize that they have choices in how to respond to situations with teacher guidance. (WSELC 20)

Recognize that physical activity is important for overall health and well-being.

Engage in meaningful learning through attempting, repeating, and exploring a variety of experiences and activities. (WSELC 11)

Identify physical activities that are enjoyable with or without others.