M/J Access Physical Education: 6-8 (#7815010) 


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Course Standards

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PE.6.C.2.1: Identify at least two movements or activities which will lead to improvement in each of the health-related components of fitness.
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PE.6.C.2.In.a: Recognize at least two movements or activities that lead to improvement in the health-related components of fitness.
PE.6.C.2.Su.a: Recognize at least one movement or activity that leads to improvement in the health-related components of fitness.
PE.6.C.2.Pa.a: Associate movement with improvement in health-related components of fitness.
PE.6.C.2.2: List safety procedures that should be followed when engaging in activities to improve the health-related components of fitness.
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PE.6.C.2.In.b: Identify safety procedures that should be followed when engaging in activities to improve cardiorespiratory endurance, muscular fitness, muscular endurance, flexibility and body composition.
PE.6.C.2.Su.b: Recognize safety procedures that should be followed when engaging in activities to improve cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.6.C.2.Pa.b: Recognize a safety practice that should be followed when engaging in health-related physical fitness.
PE.6.C.2.3: Describe how each of the health-related components of fitness are improved through the application of training principles.
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PE.6.C.2.In.c: Identify how each of the health-related components of fitness, such as cardiorespiratory endurance, physical conditioning, flexibility and body composition are improved by training.
PE.6.C.2.Su.c: Recognize how each of the health-related components of fitness, such as cardiorespiratory endurance, physical conditioning, flexibility and body composition are improved by training.
PE.6.C.2.Pa.c: Associate exercise or training with improvement in the health-related components of fitness.
PE.6.C.2.4: Describe the long-term benefits of regular physical activity.
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PE.6.C.2.In.d: Identify long-term benefits of regular physical activity.
PE.6.C.2.Su.d: Recognize long-term benefits of regular physical activity.
PE.6.C.2.Pa.d: Recognize that regular physical activity has health benefits.
PE.6.C.2.5: Describe the training principles of overload, progression and specificity.
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PE.6.C.2.In.e: Identify the training principles of overload, progression and specificity.
PE.6.C.2.Su.e: Recognize the training principles of overload, progression and specificity.
PE.6.C.2.Pa.e: Recognize a training principle, such as overload, progression or specificity.
PE.6.C.2.6: Classify activities as aerobic or anaerobic.
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PE.6.C.2.In.f: Identify aerobic and anaerobic activities, such as running and weight lifting.
PE.6.C.2.Su.f: Recognize aerobic and anaerobic activities, such as running and weight lifting.
PE.6.C.2.Pa.f: Recognize an aerobic activity, such as running.
PE.6.C.2.7: Determine personal target heart-rate zone and explain how to adjust intensity level to stay within the desired range.
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PE.6.C.2.In.g: Identify personal target heart-rate zone and describe how to adjust intensity level to stay within the desired range.
PE.6.C.2.Su.g: Recognize personal target heart-rate zone and identify how to adjust intensity level to stay within the desired range.
PE.6.C.2.Pa.g: Recognize personal heart rate.
PE.6.C.2.8: List methods of monitoring intensity level during aerobic activity.
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PE.6.C.2.In.h: Identify methods of monitoring intensity level during aerobic activity, such as talk test, rate of perceived exertion and heart rate/pulse.
PE.6.C.2.Su.h: Recognize methods of monitoring intensity level during aerobic activity, such as talk test, rate of perceived exertion and heart rate/pulse.
PE.6.C.2.Pa.h: Recognize a method of monitoring aerobic activity, such as talk test or heart rate/pulse.
PE.6.C.2.9: Explain the effects of physical activity on heart rate during exercise, recovery phase and while the body is at rest.
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PE.6.C.2.In.i: Identify the effects of physical activity on heart rate during exercise, recovery phase and while the body is at rest.
PE.6.C.2.Su.i: Recognize the effects of physical activity on heart rate during exercise, recovery phase and while the body is at rest.
PE.6.C.2.Pa.i: Recognize the relationship between physical activity and heart rate.
PE.6.C.2.10: Recognize the difference between fact and fallacy as it relates to consumer physical fitness products and programs.
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PE.6.C.2.In.j: Identify information as true or false as it relates to consumer physical fitness products and programs, such as weight-loss pills, food labels and exercise equipment.
PE.6.C.2.Su.j: Recognize information as true or false as it relates to consumer physical fitness products and programs, such as weight-loss pills, food labels and exercise equipment.
PE.6.C.2.Pa.j: Recognize information related to a consumer physical fitness product, such as weight-loss pills, food labels or exercise equipment.
PE.6.C.2.11: Prepare a log noting the food intake, calories consumed and energy expended through physical activity and describe results.
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Name Description
PE.6.C.2.In.k: Prepare a log noting the food intake, calories consumed and physical activities.
PE.6.C.2.Su.k: Prepare a log noting the food intake and physical activities.
PE.6.C.2.Pa.k: Recognize food intake and physical activities.
PE.6.C.2.12: List the components of skill-related fitness.
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PE.6.C.2.In.l: Identify components of skill-related fitness (speed, coordination, balance, power and agility).
PE.6.C.2.Su.l: Recognize components of skill-related fitness (speed, coordination, balance, power and agility).
PE.6.C.2.Pa.l: Recognize a component of skill-related fitness (speed, coordination, balance, power or agility).
PE.6.C.2.13: List appropriate warm-up and cool-down techniques and the reasons for using them.
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Name Description
PE.6.C.2.In.m: Identify appropriate warm-up and cool-down techniques and the reasons for using them.
PE.6.C.2.Su.m: Recognize appropriate warm-up and cool-down techniques and the reasons for using them.
PE.6.C.2.Pa.m: Recognize an appropriate warm-up and cool-down technique and the reason for using it.
PE.6.C.2.14: List terminology and etiquette in educational gymnastics or dance.
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PE.6.C.2.In.n: Identify terminology and etiquette in educational gymnastics or dance.
PE.6.C.2.Su.n: Recognize basic terminology and etiquette in educational gymnastics or dance.
PE.6.C.2.Pa.n: Recognize basic etiquette in educational gymnastics or dance.
PE.6.C.2.15: Choreograph basic dance or gymnastic sequences alone, with a partner or in a small group.
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PE.6.C.2.In.o: Identify basic dance or gymnastic sequences.
PE.6.C.2.Su.o: Recognize basic dance or gymnastic sequences.
PE.6.C.2.Pa.o: Recognize a basic dance or gymnastic sequence.
PE.6.C.2.16: Evaluate the movement performance of others.
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PE.6.C.2.In.p: Assess basic movement patterns in performances of others.
PE.6.C.2.Su.p: Identify basic movement patterns in performances of others.
PE.6.C.2.Pa.p: Recognize and correct an error in selected personal movement patterns.
PE.6.C.2.17: Describe the mechanical principles of balance, force and leverage and how they relate to the performance of skills in gymnastics or dance.
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PE.6.C.2.In.q: Identify the mechanical principles used in the performance of skills in gymnastics or dance.
PE.6.C.2.Su.q: Recognize the mechanical principles used in the performance of skills in gymnastics or dance.
PE.6.C.2.Pa.q: Recognize a mechanical principle used in movement.
PE.6.C.2.18: List and describe the risks and safety procedures in gymnastics and dance.
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Name Description
PE.6.C.2.In.r: Identify the risks and safety procedures in gymnastics and dance.
PE.6.C.2.Su.r: Recognize the risks and safety procedures in gymnastics and dance.
PE.6.C.2.Pa.r: Recognize a safety procedure in gymnastics and dance.
PE.6.C.2.19: Recognize the relationship between music and dance or gymnastics skills.
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PE.6.C.2.In.s: Identify music appropriate for dance or gymnastics movements.
PE.6.C.2.Su.s: Recognize music appropriate for dance or gymnastics movements.
PE.6.C.2.Pa.s: Associate music with dance or gymnastics movements.
PE.6.C.2.20: Know how improvisation is used to create movements for choreography.
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PE.6.C.2.In.t: Identify that improvisation is used to create movements for dance.
PE.6.C.2.Su.t: Recognize that improvisation is used to create movements for dance.
PE.6.C.2.Pa.t: Recognize that movements can be created.
PE.6.C.2.21: Identify the precautions to be taken when exercising in extreme weather and/or environmental conditions.
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Name Description
PE.6.C.2.In.u: Recognize the precautions to be taken when exercising in extreme weather and/or environmental conditions.
PE.6.C.2.Su.u: Recognize a precaution to be taken when exercising in a variety of weather conditions or environmental conditions.
PE.6.C.2.Pa.u: Recognize precautions to be taken when exercising.
PE.6.C.2.22: List the three different types of heat illnesses associated with fluid loss.
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PE.6.C.2.In.v: Identify at least two symptoms of heat illnesses caused by excessive fluid loss.
PE.6.C.2.Su.v: Identify that heat illness results from excessive fluid loss.
PE.6.C.2.Pa.v: Recognize that heat illness results from excessive fluid loss.
PE.6.L.3.1: Participate in moderate physical activity on a daily basis.
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PE.6.L.3.In.a: Participate in a selected moderate physical activity on a daily basis.
PE.6.L.3.Su.a: Participate in moderate modified physical activity on a daily basis.
PE.6.L.3.Pa.a: Participate in modified physical activity on a daily basis.
PE.6.L.3.2: Participate in vigorous physical activity on a daily basis.
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PE.6.L.3.In.b: Participate in a healthy level of physical activity on a daily basis.
PE.6.L.3.Su.b: Participate in a healthy level of modified physical activity on a daily basis.
PE.6.L.3.Pa.b: Participate in healthy level of guided physical activity on a daily basis.
PE.6.L.3.3: Participate in a variety of fitness, wellness, gymnastics and dance activities that promote the components of health-related fitness.
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PE.6.L.3.In.c: Participate in a variety of basic fitness, wellness, gymnastics or dance activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.6.L.3.Su.c: Participate in a variety of selected, basic fitness, wellness, gymnastics or dance activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.6.L.3.Pa.c: Participate in a variety of selected, modified fitness, wellness, gymnastics or dance activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.6.L.3.4: Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance.
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PE.6.L.3.In.d: Recognize the in-school opportunities for participation in a variety of physical activities that promote fitness, wellness, gymnastics or dance.
PE.6.L.3.Su.d: Recognize selected in-school opportunities for participation in a variety of physical activities that promote fitness, wellness, gymnastics or dance.
PE.6.L.3.Pa.d: Recognize a school opportunity for participation in physical activities that promote fitness, wellness, gymnastics or dance.
PE.6.L.3.5: Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance.
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Name Description
PE.6.L.3.In.e: Recognize selected community opportunities that promote fitness and wellness.
PE.6.L.3.Su.e: Recognize selected community opportunities that promote fitness and wellness.
PE.6.L.3.Pa.e: Recognize a selected community opportunity that promotes fitness and wellness.
PE.6.L.3.6: Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management.
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PE.6.L.3.In.f: Recognize a variety of basic fitness, wellness, gymnastics or dance activities that promote good stress management.
PE.6.L.3.Su.f: Recognize a variety of selected, basic fitness, wellness, gymnastics or dance activities that promote good stress management.
PE.6.L.3.Pa.f: Recognize a variety of selected, modified fitness, wellness, gymnastics or dance activities that promote management of stress.
PE.6.L.4.1: Create, implement and assess a personal fitness program in collaboration with a teacher.
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PE.6.L.4.In.a: Demonstrate achievement and maintenance of a health-enhancing level of personal fitness by implementing and assessing a personal fitness program in collaboration with a teacher.
PE.6.L.4.Su.a: Demonstrate achievement and maintenance of a health-enhancing level of personal fitness by implementing a personal fitness program in collaboration with a teacher.
PE.6.L.4.Pa.a: Demonstrate achievement and maintenance of a health-enhancing level of personal fitness by actively participating in a personal fitness program in collaboration with a teacher.
PE.6.L.4.2: Develop goals and strategies for a personal physical fitness program.
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PE.6.L.4.In.b: Select goals and identify strategies for a personal physical-activity plan.
PE.6.L.4.Su.b: Select goals and recognize strategies for a personal physical-activity plan.
PE.6.L.4.Pa.b: Select a goal for a personal physical-activity plan.
PE.6.L.4.3: Use available technology to assess, design and evaluate a personal physical-activity plan.
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PE.6.L.4.In.c: Use a variety of resources, including available technology, to design and assess a personal physical-activity plan.
PE.6.L.4.Su.c: Use a variety of resources, including available technology, to assess a personal activity plan.
PE.6.L.4.Pa.c: Use resources, including available technology, to recognize the effect of a personal activity plan.
PE.6.L.4.4: Develop a personal fitness program including a variety of physical activities.
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PE.6.L.4.In.d: Identify a variety of physical activities in developing a personal fitness program.
PE.6.L.4.Su.d: Identify a variety of selected physical activities in developing a personal fitness program.
PE.6.L.4.Pa.d: Recognize a variety of physical activities in developing a personal fitness program.
PE.6.L.4.5: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
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PE.6.L.4.In.e: Recognize selected health-related problems associated with low levels of cardiorespiratory endurance and flexibility.
PE.6.L.4.Su.e: Recognize a health-related problem associated with low levels of physical activity.
PE.6.L.4.Pa.e: Recognize a consequence of low levels of physical activity.
PE.6.M.1.1: Demonstrate movements designed to improve and maintain cardiorespiratory endurance, muscular strength and endurance, flexibility and proper body composition.
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Name Description
PE.6.M.1.In.a: Use basic movements designed to improve and maintain physical conditioning, cardiorespiratory endurance, flexibility and proper body composition.
PE.6.M.1.Su.a: Perform basic movements designed to improve and maintain physical conditioning, cardiorespiratory endurance, flexibility and proper body composition.
PE.6.M.1.Pa.a: Imitate movements designed to improve and maintain physical conditioning, cardiorespiratory endurance, flexibility and proper body composition.
PE.6.M.1.2: Perform at least three different activities that achieve target heart rate.
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PE.6.M.1.In.b: Perform at least two different activities that achieve target heart rate.
PE.6.M.1.Su.b: Imitate at least two different activities that achieve a recommended target heart rate.
PE.6.M.1.Pa.b: Perform a guided activity that safely increases heart rate.
PE.6.M.1.3: Demonstrate the principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) for specific physical activities.
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PE.6.M.1.In.c: Demonstrate the principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) for selected physical activities.
PE.6.M.1.Su.c: Demonstrate selected principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) for selected physical activities.
PE.6.M.1.Pa.c: Demonstrate selected principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) for selected modified physical activities.
PE.6.M.1.4: Perform at least three activities having value for cardiorespiratory fitness.
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PE.6.M.1.In.d: Perform at least two activities having value for cardiorespiratory fitness.
PE.6.M.1.Su.d: Imitate at least two activities having value for cardiorespiratory fitness.
PE.6.M.1.Pa.d: Perform a guided activity having value for cardiorespiratory fitness.
PE.6.M.1.5: Perform movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.
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PE.6.M.1.In.e: Perform basic movements with a variety of equipment that lead to an improved or maintained physical condition.
PE.6.M.1.Su.e: Perform a basic movement using a variety of equipment that leads to an improved or maintained physical condition.
PE.6.M.1.Pa.e: Perform guided movements using equipment that lead to an improved or maintained physical condition.
PE.6.M.1.6: Design and perform smooth, flowing sequences of stunts, tumbling and rhythmic patterns that combine traveling, rolling, balancing and transfer of weight.
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PE.6.M.1.In.f: Perform smooth, flowing sequences of stunts, tumbling and rhythmic patterns that combine traveling, rolling, balancing and transferring weight.
PE.6.M.1.Su.f: Perform a sequence of tumbling and rhythmic patterns that combine traveling, rolling, balancing and transferring weight.
PE.6.M.1.Pa.f: Perform a guided sequence of rhythmic patterns involving traveling, rolling, balancing or transferring weight.
PE.6.M.1.7: Design and perform a routine to rhythm, with a partner or a group, while incorporating gymnastic actions and various forms of locomotion on small and/or large apparatus.
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PE.6.M.1.In.g: Perform a routine to a rhythm with a partner or a group incorporating more than one gymnastic action and various forms of locomotion.
PE.6.M.1.Su.g: Perform a routine to a rhythm with a partner or a group incorporating one gymnastic action and various forms of locomotion.
PE.6.M.1.Pa.g: Perform a guided routine to a rhythm with a partner or group incorporating balances, rolling actions and locomotion.
PE.6.M.1.8: Perform complex dance sequences from a variety of dances accurately and with correct technique.
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PE.6.M.1.In.h: Perform basic dance sequences accurately from a variety of dances.
PE.6.M.1.Su.h: Perform basic dance sequences from a variety of dances.
PE.6.M.1.Pa.h: Perform guided movements associated with a variety of dance sequences.
PE.6.M.1.9: Create and perform a rhythmic movement sequence while working with a partner or group.
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PE.6.M.1.In.i: Perform a rhythmic movement sequence while working with a partner or group.
PE.6.M.1.Su.i: Imitate a rhythmic movement sequence while working with a partner or group.
PE.6.M.1.Pa.i: Perform a guided rhythmic movement sequence while working with a partner or group.
PE.6.M.1.10: Design and perform different group dance and rhythm sequences that incorporate equipment.
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PE.6.M.1.In.j: Perform different group dance and rhythm sequences that incorporate equipment.
PE.6.M.1.Su.j: Imitate different group dance and rhythm sequences that incorporate equipment.
PE.6.M.1.Pa.j: Perform a guided group dance and rhythm sequence that incorporates equipment.
PE.6.M.1.11: Apply proper warm-up and cool-down techniques.
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PE.6.M.1.In.k: Demonstrate proper warm-up and cool-down techniques.
PE.6.M.1.Su.k: Use selected warm-up and cool-down techniques.
PE.6.M.1.Pa.k: Perform guided warm-up and cool-down techniques.
PE.6.M.1.12: Use proper safety practices.
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PE.6.M.1.In.l: Use proper selected safety practices, such as use of sunscreen, hydration and selection of clothing.
PE.6.M.1.Su.l: Perform proper selected safety practices, such as use of sunscreen, hydration and selection of clothing.
PE.6.M.1.Pa.l: Perform guided selected safety practices, such as use of sunscreen, hydration and selection of clothing.
PE.6.M.1.13: Use technology to assess, enhance and maintain motor skill performance.
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PE.6.M.1.In.m: Use technology to develop, enhance and maintain motor skill performance.
PE.6.M.1.Su.m: Use technology to develop and maintain motor skill performance.
PE.6.M.1.Pa.m: Use technology to develop motor skill performance.
PE.6.R.5.1: List ways that peer pressure can be positive and negative.
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PE.6.R.5.In.a: Recognize that peer pressure can have different effects.
PE.6.R.5.Su.a: Recognize examples of positive and negative relationships with peers.
PE.6.R.5.Pa.a: Recognize an example of a positive relationship with peers.
PE.6.R.5.2: Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings.
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PE.6.R.5.In.b: Show acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings.
PE.6.R.5.Su.b: Show acceptance and respect for persons of diverse backgrounds and abilities in selected physical-activity settings.
PE.6.R.5.Pa.b: Participate cooperatively with persons of diverse backgrounds and abilities in selected physical-activity settings.
PE.6.R.5.3: Demonstrate responsible behaviors during physical activities.
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PE.6.R.5.In.c: Use responsible behaviors during physical activities, such as controlling emotions, respecting opponents and officials and accepting both victory and defeat.
PE.6.R.5.Su.c: Use responsible behaviors during physical activities, such as controlling emotions and respecting opponents and officials.
PE.6.R.5.Pa.c: Use responsible behaviors during physical activities, such as controlling emotions.
PE.6.R.5.4: Describe the personal, social and ethical behaviors that apply to specific physical activities.
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PE.6.R.5.In.d: Recognize appropriate personal and social behaviors that apply to specific physical activities.
PE.6.R.5.Su.d: Recognize appropriate personal behaviors that apply to specific physical activities.
PE.6.R.5.Pa.d: Recognize appropriate behaviors that apply to selected physical activities.
PE.6.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
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PE.6.R.5.In.e: Use appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.6.R.5.Su.e: Use appropriate etiquette, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.6.R.5.Pa.e: Use safe behaviors while participating in a variety of physical activities.
PE.6.R.6.1: Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
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PE.6.R.6.In.a: Recognize an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.6.R.6.Su.a: Recognize an opportunity for participation in a physical activity that occurs outside of the school setting that contributes to personal enjoyment.
PE.6.R.6.Pa.a: Associate a physical activity that occurs outside of the school setting with personal enjoyment.
PE.6.R.6.2: Identify the potential benefits of participation in a variety of physical activities.
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PE.6.R.6.In.b: Recognize selected potential benefits of participation in a variety of physical activities, such as physical, mental, emotional and social benefits.
PE.6.R.6.Su.b: Recognize a selected potential benefit of participation in a variety of physical activities, such as a physical, mental, emotional or social benefit.
PE.6.R.6.Pa.b: Recognize that participation in a variety of physical activities has benefits.
PE.6.R.6.3: Participate in games, sports and/or physical activities from other cultures.
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PE.6.R.6.In.c: Identify games, sports or physical activities from other cultures.
PE.6.R.6.Su.c: Recognize games, sports or physical activities from other cultures.
PE.6.R.6.Pa.c: Recognize a game, sport or physical activity from another culture.
PE.7.C.2.1: Identify the basic rules for team sports.
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PE.7.C.2.In.a: Recognize basic rules for team sports, such as setting up to start, consequences for violating rules and keeping accurate score.
PE.7.C.2.Su.a: Recognize basic rules for selected team sports, such as setting up to start, consequences for violating rules and keeping accurate score.
PE.7.C.2.Pa.a: Recognize a basic rule for selected team sports.
PE.7.C.2.2: Identify the basic rules for outdoor pursuits/aquatics.
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PE.7.C.2.In.b: Recognize basic rules for outdoor pursuits/aquatics.
PE.7.C.2.Su.b: Recognize basic rules for selected outdoor pursuits/aquatics.
PE.7.C.2.Pa.b: Recognize a selected rule for outdoor pursuit/aquatics.
PE.7.C.2.3: Explain basic offensive and defensive strategies in modified games or activities and team sports.
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PE.7.C.2.In.c: Describe basic offensive and defensive strategies in modified games and activities and team sports.
PE.7.C.2.Su.c: Identify basic offensive and defensive strategies in modified games and activities and team sports.
PE.7.C.2.Pa.c: Recognize basic offensive and defensive tactics in modified games and activities and team sports.
PE.7.C.2.4: Explain basic offensive and defensive strategies in modified games or activities and outdoor pursuits/aquatics.
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PE.7.C.2.In.d: Identify basic offensive and defensive strategies in modified games or activities and outdoor pursuits/aquatics.
PE.7.C.2.Su.d: Recognize basic offensive and defensive strategies in modified games, activities or outdoor pursuits/aquatics.
PE.7.C.2.Pa.d: Recognize a basic offensive and defensive strategy in a modified game, activity or outdoor pursuits/aquatics.
PE.7.C.2.5: Identify and explain different types of safety equipment and practices relating to water activities.
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PE.7.C.2.In.e: Identify different types of safety equipment and practice relating to water activities.
PE.7.C.2.Su.e: Recognize different types of safety equipment relating to water activities.
PE.7.C.2.Pa.e: Recognize a type of safety equipment relating to water activities.
PE.7.C.2.6: Provide feedback on skill patterns of self and partner by detecting and correcting mechanical errors.
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PE.7.C.2.In.f: Use feedback on skill patterns of self and partner to detect and correct mechanical errors.
PE.7.C.2.Su.f: Use feedback on skill patterns of self or partner to correct mechanical errors.
PE.7.C.2.Pa.f: Use feedback to correct mechanical errors.
PE.7.C.2.7: Identify the critical elements for successful performance of a variety of sport skills.
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PE.7.C.2.In.g: Recognize the critical elements for successful performance of a variety of sport skills.
PE.7.C.2.Su.g: Recognize selected critical elements for successful performance of a variety of sport skills.
PE.7.C.2.Pa.g: Associate selected critical elements with successful performance of a sport skill.
PE.7.C.2.8: List specific safety procedures and equipment necessary for a variety of sport skills and physical activities.
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Name Description
PE.7.C.2.In.h: Identify specific safety procedures and equipment necessary for a variety of sports and physical activities.
PE.7.C.2.Su.h: Recognize specific safety procedures and equipment necessary for a variety of sports and physical activities.
PE.7.C.2.Pa.h: Recognize a specific safety procedure and equipment necessary for a sport or physical activity.
PE.7.C.2.9: Describe how movement skills learned in one physical activity can be transferred and used in other physical activities.
Related Access Points
Name Description
PE.7.C.2.In.i: Identify movement skills used in different physical activities, such as slow-pitch softball and volleyball underhand serve.
PE.7.C.2.Su.i: Recognize movement skills used in different physical activities, such as slow-pitch softball and volleyball underhand serve.
PE.7.C.2.Pa.i: Recognize a movement skill used in physical activities, such as slow-pitch softball or volleyball underhand serve.
PE.7.L.3.1: Participate in moderate physical activity on a daily basis.
Related Access Points
Name Description
PE.7.L.3.In.a: Participate in a selected moderate physical activity on a daily basis.
PE.7.L.3.Su.a: Participate in moderate modified physical activity on a daily basis.
PE.7.L.3.Pa.a: Participate in modified physical activity on a daily basis.
PE.7.L.3.2: Participate in vigorous physical activity on a daily basis.
Related Access Points
Name Description
PE.7.L.3.In.b: Participate in a healthy level of physical activity on a daily basis.
PE.7.L.3.Su.b: Participate in a healthy level of modified physical activity on a daily basis.
PE.7.L.3.Pa.b: Participate in healthy level of guided physical activity on a daily basis.
PE.7.L.3.3: Participate in a variety of team sports, outdoor pursuits and aquatics activities that promote health-related physical fitness.
Related Access Points
Name Description
PE.7.L.3.In.c: Participate in a variety of basic team sports, outdoor pursuits or aquatics activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.7.L.3.Su.c: Participate in a variety of selected basic team sports, outdoor pursuits or aquatics activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.7.L.3.Pa.c: Participate in a variety of selected, modified team sports, outdoor pursuits or aquatics activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.7.L.3.4: Identify the in-school opportunities for participation in team sports, outdoor pursuits and aquatics activities.
Related Access Points
Name Description
PE.7.L.3.In.d: Recognize the in-school opportunities for participation in team sports, outdoor pursuits and aquatics.
PE.7.L.3.Su.d: Recognize selected in-school opportunities for participation in team sports, outdoor pursuits and aquatics.
PE.7.L.3.Pa.d: Recognize a school opportunity for participation in team sports, outdoor pursuits or aquatics.
PE.7.L.3.5: Identify the community opportunities that promote team sports, outdoor pursuits and aquatics activities.
Related Access Points
Name Description
PE.7.L.3.In.e: Recognize selected community opportunities that promote fitness and wellness.
PE.7.L.3.Su.e: Recognize selected community opportunities that promote fitness and wellness.
PE.7.L.3.Pa.e: Recognize a selected community opportunity that promotes fitness and wellness.
PE.7.L.3.6: Identify a variety of team sports, outdoor pursuits and aquatics activities that promote stress management.
Related Access Points
Name Description
PE.7.L.3.In.f: Recognize a variety of basic team sports, outdoor pursuits and aquatics activities that promote effective stress management.
PE.7.L.3.Su.f: Recognize a variety of selected basic team sports, outdoor pursuits and aquatics activities that promote effective stress management.
PE.7.L.3.Pa.f: Recognize a variety of modified team sports, outdoor pursuits and aquatics activities that promote effective stress management.
PE.7.L.4.1: Create, implement and assess a personal fitness program in collaboration with a teacher.
Related Access Points
Name Description
PE.7.L.4.In.a: Create and implement a personal fitness program in collaboration with a teacher.
PE.7.L.4.Su.a: Create a personal fitness program in collaboration with a teacher.
PE.7.L.4.Pa.a: Actively participate in a personal fitness program in collaboration with a teacher.
PE.7.L.4.2: Develop goals and strategies for a personal physical fitness program.
Related Access Points
Name Description
PE.7.L.4.In.b: Select goals and identify strategies for a personal physical-activity plan.
PE.7.L.4.Su.b: Select goals and recognize strategies for a personal physical-activity plan.
PE.7.L.4.Pa.b: Select a goal for a personal physical-activity plan.
PE.7.L.4.3: Use available technology to assess, design and evaluate a personal physical-activity plan.
Related Access Points
Name Description
PE.7.L.4.In.c: Use a variety of resources, including available technology, to design and assess a personal physical-activity plan.
PE.7.L.4.Su.c: Use a variety of resources, including available technology, to assess a personal activity plan.
PE.7.L.4.Pa.c: Use resources, including available technology, to recognize the effect of a personal activity plan.
PE.7.L.4.4: Develop a personal fitness program including a variety of physical activities.
Related Access Points
Name Description
PE.7.L.4.In.d: Identify a variety of physical activities when developing a personal fitness program.
PE.7.L.4.Su.d: Identify a variety of selected physical activities when developing a personal fitness program.
PE.7.L.4.Pa.d: Recognize a variety of physical activities when developing a personal fitness program.
PE.7.L.4.5: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
Related Access Points
Name Description
PE.7.L.4.In.e: Recognize selected health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.7.L.4.Su.e: Recognize selected health-related problems associated with low levels of cardiorespiratory endurance and flexibility.
PE.7.L.4.Pa.e: Recognize consequences of low levels of physical activity.
PE.7.M.1.1: Participate in modified versions of team sports demonstrating mature patterns while using a variety of manipulative skills.
Related Access Points
Name Description
PE.7.M.1.In.a: Participate in a modified version of team sports demonstrating a combination of manipulative skills, such as throwing, catching, kicking, punting, trapping, dribbling, volleying and striking.
PE.7.M.1.Su.a: Participate in a modified version of team sports using basic manipulative skills, such as throwing, catching, kicking, punting, trapping, dribbling, volleying and striking.
PE.7.M.1.Pa.a: Participate in a modified version of team sports using guided manipulative skills.
PE.7.M.1.2: Use basic offensive and defensive strategies while playing modified versions of a variety of sports and activities.
Related Access Points
Name Description
PE.7.M.1.In.b: Use basic offensive and defensive strategies while playing a modified version of a variety of selected sports and activities.
PE.7.M.1.Su.b: Use basic offensive and defensive strategies while playing a modified version of a sport and activity.
PE.7.M.1.Pa.b: Use guided offensive and defensive movements while playing a modified version of a sport or activity.
PE.7.M.1.3: Demonstrate appropriate relationships between the body and an opponent in dynamic game situations.
Related Access Points
Name Description
PE.7.M.1.In.c: Demonstrate appropriate relationships between the body and an opponent in simulated parts of game situations, such as staying between opponent and goal and moving between opponent and the ball.
PE.7.M.1.Su.c: Use appropriate relationships between the body and an opponent in simulated game situations, such as staying between opponent and goal and moving between opponent and the ball.
PE.7.M.1.Pa.c: Imitate appropriate relationships between the body and an opponent in guided and simulated game situations, such as staying between opponent and goal and moving between opponent and the ball.
PE.7.M.1.4: Demonstrate introductory outdoor pursuits skills.
Related Access Points
Name Description
PE.7.M.1.In.d: Perform introductory skills in outdoor pursuits, such as archery, backpacking, orienteering, hiking, canoeing, fishing or ropes courses.
PE.7.M.1.Su.d: Imitate introductory skills in outdoor pursuits, such as archery, backpacking, orienteering, hiking, canoeing, fishing or ropes courses.
PE.7.M.1.Pa.d: Perform guided introductory skills in modified outdoor pursuits, such as archery, backpacking, orienteering, hiking, canoeing, fishing or ropes courses.
PE.7.M.1.5: Perform aquatics activities to improve or maintain health-related fitness.
Related Access Points
Name Description
PE.7.M.1.In.e: Participate in aquatics activities to improve or maintain health-related fitness, such as water aerobics, water polo or survival swimming.
PE.7.M.1.Su.e: Participate in modified aquatics activities to improve or maintain health-related fitness.
PE.7.M.1.Pa.e: Participate in guided modified aquatics activities to improve or maintain health-related fitness.
PE.7.M.1.6: Demonstrate the critical elements in specialized skills related to a variety of team sports or outdoor pursuits activities.
Related Access Points
Name Description
PE.7.M.1.In.f: Perform selected critical elements in specialized skills related to sports or outdoor pursuit activities, such as overhand throw for distance/force, bumping a volleyball, steering a canoe, batting or correct stance in archery.
PE.7.M.1.Su.f: Perform guided critical elements in specialized skills related to sports or outdoor pursuit activities.
PE.7.M.1.Pa.f: Perform guided skills related to modified sports or outdoor pursuit activities.
PE.7.M.1.7: Utilize proper equipment and implement appropriate safety procedures for participation in a variety of sports or activities.
Related Access Points
Name Description
PE.7.M.1.In.g: Use selected equipment and appropriate safety procedures for participation in a variety of sports or activities.
PE.7.M.1.Su.g: Use selected equipment and appropriate safety procedures for participation in a variety of modified sports or activities.
PE.7.M.1.Pa.g: Use selected equipment and appropriate safety procedures for participation in a variety of guided sports or activities.
PE.7.M.1.8: Apply technology to evaluate, monitor and improve individual skill performance.
Related Access Points
Name Description
PE.7.M.1.In.h: Apply technology to develop, monitor and improve individual basic skill performance, such as videotaping.
PE.7.M.1.Su.h: Apply technology to monitor and improve individual basic skill performance, such as videotaping.
PE.7.M.1.Pa.h: Apply technology to improve individual skill performance, such as videotaping.
PE.7.M.1.9: Demonstrate principles of biomechanics necessary for safe and successful performance.
Related Access Points
Name Description
PE.7.M.1.In.i: Demonstrate more than one principle of biomechanics necessary for safe and successful performance in a variety of activities.
PE.7.M.1.Su.i: Demonstrate one principle of biomechanics necessary for safe and successful performance in an activity.
PE.7.M.1.Pa.i: Perform safe and successful movements in activities.
PE.7.R.5.1: Identify situations in which peer pressure could negatively impact one's own behavior choices.
Related Access Points
Name Description
PE.7.R.5.In.a: Recognize situations in which peer pressure could negatively impact one’s own behavior choices.
PE.7.R.5.Su.a: Recognize a situation in which peer pressure could negatively impact one’s own behavior choices.
PE.7.R.5.Pa.a: Associate a situation in which peer pressure could negatively impact behavior with one’s own choices.
PE.7.R.5.2: Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings.
Related Access Points
Name Description
PE.7.R.5.In.b: Show acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings.
PE.7.R.5.Su.b: Show acceptance and respect for persons of diverse backgrounds and abilities in selected physical-activity settings.
PE.7.R.5.Pa.b: Participate cooperatively with persons of diverse backgrounds and abilities in selected physical-activity settings.
PE.7.R.5.3: Demonstrate responsible behaviors during physical activities.
Related Access Points
Name Description
PE.7.R.5.In.c: Use responsible behaviors during physical activities, such as controlling emotions, respecting opponents and officials and accepting both victory and defeat.
PE.7.R.5.Su.c: Use responsible behaviors during physical activities, such as controlling emotions and respecting opponents and officials.
PE.7.R.5.Pa.c: Use responsible behaviors during physical activities, such as controlling emotions.
PE.7.R.5.4: List examples of appropriate personal, social and ethical behaviors that apply to specific physical activities.
Related Access Points
Name Description
PE.7.R.5.In.d: Recognize appropriate personal, social and ethical behaviors that apply to specific physical activities.
PE.7.R.5.Su.d: Recognize appropriate personal and ethical behaviors that apply to specific physical activities.
PE.7.R.5.Pa.d: Recognize appropriate personal behavior that applies to selected physical activities.
PE.7.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
Related Access Points
Name Description
PE.7.R.5.In.e: Use appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.7.R.5.Su.e: Use appropriate etiquette, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.7.R.5.Pa.e: Use safe behaviors while participating in a variety of physical activities.
PE.7.R.6.1: Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
Related Access Points
Name Description
PE.7.R.6.In.a: Recognize an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.7.R.6.Su.a: Recognize an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment.
PE.7.R.6.Pa.a: Recognize an opportunity for participation in a physical activity that occurs outside of the school setting.
PE.7.R.6.2: Discuss the potential benefits of participation in a variety of physical activities.
Related Access Points
Name Description
PE.7.R.6.In.b: Identify selected potential benefits of participation in a variety of physical activities, such as physical, mental, emotional and social benefits.
PE.7.R.6.Su.b: Recognize selected potential benefits of participation in a variety of physical activities, such as physical, mental, emotional and social benefits.
PE.7.R.6.Pa.b: Associate a selected benefit to the participation in a physical activity, such as a physical, mental, emotional or social benefit.
PE.7.R.6.3: Participate in games, sports and/or physical activities from other cultures.
Related Access Points
Name Description
PE.7.R.6.In.c: Select games, sports or physical activities from other cultures.
PE.7.R.6.Su.c: Identify selected games, sports or physical activities from other cultures.
PE.7.R.6.Pa.c: Recognize selected games, sports or physical activities from other cultures.
PE.8.C.2.1: Identify basic rules for individual/dual sports.
Related Access Points
Name Description
PE.8.C.2.In.a: Recognize basic rules for individual/dual sports, such as setting up to start, consequences for violating rules and keeping accurate score.
PE.8.C.2.Su.a: Recognize basic rules for selected individual/dual sports, such as setting up to start, consequences for violating rules and keeping accurate score.
PE.8.C.2.Pa.a: Recognize a basic rule for selected individual/dual sports.
PE.8.C.2.2: Identify basic rules for alternative/extreme sports activities.
Related Access Points
Name Description
PE.8.C.2.In.b: Recognize basic rules for alternative/extreme sports activities.
PE.8.C.2.Su.b: Recognize basic safety measures for alternative/extreme sports activities.
PE.8.C.2.Pa.b: Recognize a basic safety measure for alternative/extreme sports activities.
PE.8.C.2.3: Explain basic offensive and defensive strategies in individual/dual sports.
Related Access Points
Name Description
PE.8.C.2.In.c: Describe basic offensive and defensive strategies in individual/dual sports.
PE.8.C.2.Su.c: Identify basic offensive and defensive strategies in individual/dual sports.
PE.8.C.2.Pa.c: Recognize basic offensive and defensive tactics in modified individual/dual sports.
PE.8.C.2.4: Explain basic offensive and defensive strategies in alternative/extreme sports activities.
Related Access Points
Name Description
PE.8.C.2.In.d: Identify basic offensive and defensive strategies in alternative/extreme sports activities.
PE.8.C.2.Su.d: Recognize basic offensive and defensive strategies in alternative/extreme sports activities.
PE.8.C.2.Pa.d: Recognize a basic offensive and defensive strategy in a selected alternative/extreme sports activity.
PE.8.C.2.5: Provide feedback on skill patterns of self and partner by detecting and correcting mechanical errors.
Related Access Points
Name Description
PE.8.C.2.In.e: Provide feedback on skill patterns of self or partner to detect and correct mechanical errors.
PE.8.C.2.Su.e: Use feedback on skill patterns of both self and partner to correct mechanical errors.
PE.8.C.2.Pa.e: Use feedback on skill patterns of self to correct mechanical errors.
PE.8.C.2.6: Identify the critical elements for successful performance in a variety of sport skills or physical activities.
Related Access Points
Name Description
PE.8.C.2.In.f: Recognize the critical elements for successful performance in a variety of sport skills or physical activities.
PE.8.C.2.Su.f: Recognize selected critical elements for successful performance in a variety of sport skills or physical activities.
PE.8.C.2.Pa.f: Associate selected critical elements with successful performance of a sport skill and physical activity.
PE.8.C.2.7: List specific safety procedures and equipment necessary for a variety of sport skills and physical activities.
Related Access Points
Name Description
PE.8.C.2.In.g: Identify specific safety procedures and equipment necessary for a variety of sports and physical activities.
PE.8.C.2.Su.g: Recognize specific safety procedures and equipment necessary for a variety of sports and physical activities.
PE.8.C.2.Pa.g: Recognize a specific safety procedure and equipment necessary for a sport or physical activity.
PE.8.C.2.8: Describe how movement skills and strategies learned in one physical activity can be transferred and used in other physical activities.
Related Access Points
Name Description
PE.8.C.2.In.h: Identify movement skills and strategies used in different physical activities, such as volleyball or tennis serve, surfing and skate boarding.
PE.8.C.2.Su.h: Recognize movement skills and strategies used in different physical activities, such as volleyball or tennis serve, surfing and skate boarding.
PE.8.C.2.Pa.h: Recognize a movement skill and strategy used in physical activities, such as volleyball or tennis serve, surfing and skate boarding.
PE.8.L.3.1: Participate in moderate physical activity on a daily basis.
Related Access Points
Name Description
PE.8.L.3.In.a: Participate in a selected moderate physical activity on a daily basis.
PE.8.L.3.Su.a: Participate in moderate modified physical activity on a daily basis.
PE.8.L.3.Pa.a: Participate in modified physical activity on a daily basis.
PE.8.L.3.2: Participate in vigorous physical activity on a daily basis.
Related Access Points
Name Description
PE.8.L.3.In.b: Participate in a healthy level of physical activity on a daily basis.
PE.8.L.3.Su.b: Participate in a healthy level of modified physical activity on a daily basis.
PE.8.L.3.Pa.b: Participate in healthy level of guided physical activity on a daily basis.
PE.8.L.3.3: Participate in a variety of individual/dual and alternative/extreme sport activities that promote health-related components of fitness.
Related Access Points
Name Description
PE.8.L.3.In.c: Participate in a variety of basic individual/dual and alternative/extreme sports activities that promote cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.8.L.3.Su.c: Participate in a variety of selected, basic individual/dual and alternative/extreme sports activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.8.L.3.Pa.c: Participate in a variety of selected, modified individual/dual and alternative/extreme sports activities that promote cardiorespiratory endurance, physical conditioning, flexibility and body composition.
PE.8.L.3.4: Identify the in-school opportunities for participation in individual/dual and alternative/extreme sports.
Related Access Points
Name Description
PE.8.L.3.In.d: Recognize the in-school opportunities for participation in individual/dual and alternative/extreme sports.
PE.8.L.3.Su.d: Recognize selected in-school opportunities for participation in individual/dual and alternative/extreme sports.
PE.8.L.3.Pa.d: Recognize a school opportunity for participation in individual/dual or alternative/extreme sports.
PE.8.L.3.5: Identify the community opportunities for participation in individual/dual and alternative/extreme sports.
Related Access Points
Name Description
PE.8.L.3.In.e: Recognize community opportunities for participation in individual/dual or alternative/extreme sports.
PE.8.L.3.Su.e: Recognize selected community opportunities for participation in individual/dual or alternative/extreme sports.
PE.8.L.3.Pa.e: Recognize a selected community opportunity for participation in individual/dual or alternative/extreme sports.
PE.8.L.3.6: Identify a variety of individual/dual and alternative/extreme sport activities that promote stress management.
Related Access Points
Name Description
PE.8.L.3.In.f: Recognize a variety of basic individual/dual and alternative/extreme sports activities that promote effective stress management.
PE.8.L.3.Su.f: Recognize a variety of selected basic individual/dual and alternative/extreme sports activities that promote effective stress management.
PE.8.L.3.Pa.f: Recognize a variety of selected modified individual/dual and alternative/extreme sports activities that promote effective stress management.
PE.8.L.4.1: Create, implement and assess a personal fitness program in collaboration with a teacher.
Related Access Points
Name Description
PE.8.L.4.In.a: Create and implement a personal fitness program in collaboration with a teacher.
PE.8.L.4.Su.a: Create a personal fitness program in collaboration with a teacher.
PE.8.L.4.Pa.a: Actively participate in a personal fitness program in collaboration with a teacher.
PE.8.L.4.2: Develop goals and strategies for a personal physical fitness program.
Related Access Points
Name Description
PE.8.L.4.In.b: Select goals and identify strategies for a personal physical-activity plan.
PE.8.L.4.Su.b: Select goals and recognize strategies for a personal physical-activity plan.
PE.8.L.4.Pa.b: Select a goal for a personal physical-activity plan.
PE.8.L.4.3: Use available technology to assess, design and evaluate a personal physical fitness program.
Related Access Points
Name Description
PE.8.L.4.In.c: Use a variety of resources, including available technology, to design and assess their personal physical-activity plan.
PE.8.L.4.Su.c: Use a variety of resources, including available technology, to assess a personal activity plan.
PE.8.L.4.Pa.c: Use resources, including available technology, to recognize the effect of a personal activity plan.
PE.8.L.4.4: Develop a personal fitness program including a variety of physical activities.
Related Access Points
Name Description
PE.8.L.4.In.d: Identify a variety of physical activities in developing a personal fitness program.
PE.8.L.4.Su.d: Identify a variety of selected physical activities in developing a personal fitness program.
PE.8.L.4.Pa.d: Recognize a variety of physical activities in developing a personal fitness program.
PE.8.L.4.5: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
Related Access Points
Name Description
PE.8.L.4.In.e: Recognize health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.8.L.4.Su.e: Recognize health-related problems associated with low levels of cardiorespiratory endurance, and muscular strength and endurance.
PE.8.L.4.Pa.e: Recognize a health-related problem associated with low levels of physical activity.
PE.8.L.4.6: Define training principles appropriate for enhancing cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
Related Access Points
Name Description
PE.8.L.4.In.f: Identify the training principles, such as overload and specificity, appropriate for enhancing cardiorespiratory endurance, muscular strength and endurance and flexibility.
PE.8.L.4.Su.f: Recognize selected training principles, such as overload and specificity, appropriate for enhancing cardiorespiratory endurance, muscular strength and endurance and flexibility.
PE.8.L.4.Pa.f: Associate selected training principles, such as overload and specificity, with enhancing cardiorespiratory endurance, muscular strength and endurance and flexibility.
PE.8.M.1.1: Demonstrate competency in motor skills for a variety of individual/dual and extreme/alternative sports.
Related Access Points
Name Description
PE.8.M.1.In.a: Demonstrate motor skills for a variety of individual/dual and extreme/alternative sports.
PE.8.M.1.Su.a: Use basic motor skills for a variety of modified individual/dual and extreme/alternative sports.
PE.8.M.1.Pa.a: Perform movement skills for a variety of modified individual/dual or extreme/alternative sports.
PE.8.M.1.2: Demonstrate critical elements when striking with an object or implement.
Related Access Points
Name Description
PE.8.M.1.In.b: Demonstrate selected critical elements when striking with an object or implement.
PE.8.M.1.Su.b: Use selected critical elements when striking with a modified object or implement.
PE.8.M.1.Pa.b: Perform a striking movement with a modified object or implement.
PE.8.M.1.3: Demonstrate body management for successful participation in a variety of modified games and activities.
Related Access Points
Name Description
PE.8.M.1.In.c: Demonstrate body management for successful participation in modified games and activities.
PE.8.M.1.Su.c: Demonstrate body management for successful participation in selected modified games.
PE.8.M.1.Pa.c: Demonstrate body management for successful participation in a selected modified game or activity.
PE.8.M.1.4: Apply principles of biomechanics necessary for safe and successful performance.
Related Access Points
Name Description
PE.8.M.1.In.d: Demonstrate principles of biomechanics necessary for safe and successful performance in activities.
PE.8.M.1.Su.d: Demonstrate at least one principle of biomechanics necessary for safe and successful performance in a variety of activities.
PE.8.M.1.Pa.d: Demonstrate safe and successful movements in activities.
PE.8.M.1.5: Demonstrate appropriate speed and generation of force when distance running, sprinting, throwing, jumping, striking or kicking.
Related Access Points
Name Description
PE.8.M.1.In.e: Use appropriate speed and generation of force when distance running, sprinting, throwing, jumping, striking or kicking.
PE.8.M.1.Su.e: Perform actions with appropriate speed and force when distance running, throwing, jumping, striking or kicking.
PE.8.M.1.Pa.e: Perform selected actions with appropriate speed and force when distance running, throwing, jumping, striking or kicking.
PE.8.M.1.6: Demonstrate offensive, defensive and transition strategies and tactics.
Related Access Points
Name Description
PE.8.M.1.In.f: Demonstrate offensive and defensive strategies and use guided transition strategies.
PE.8.M.1.Su.f: Demonstrate modified offensive and defensive strategies and use guided transition strategies.
PE.8.M.1.Pa.f: Perform modified offensive and defensive movements and guided transition strategies.
PE.8.M.1.7: Apply skill-related components of balance, reaction time, agility, coordination, power and speed to enhance performance levels.
Related Access Points
Name Description
PE.8.M.1.In.g: Demonstrate skill-related components of balance, reaction time, agility, coordination, power and speed to enhance performance levels.
PE.8.M.1.Su.g: Demonstrate skill-related components of balance, reaction time, agility, power and speed to enhance performance levels.
PE.8.M.1.Pa.g: Demonstrate a selected skill-related component of balance, reaction time, agility, power or speed to enhance performance levels.
PE.8.M.1.8: Apply technology to evaluate, monitor and improve individual motor skills.
Related Access Points
Name Description
PE.8.M.1.In.h: Apply technology to develop, monitor and improve individual motor skills.
PE.8.M.1.Su.h: Apply technology to monitor and improve individual motor skills.
PE.8.M.1.Pa.h: Apply technology to improve individual movement skills.
PE.8.M.1.9: Select and utilize appropriate safety equipment.
Related Access Points
Name Description
PE.8.M.1.In.i: Select and utilize basic safety equipment.
PE.8.M.1.Su.i: Utilize basic safety equipment.
PE.8.M.1.Pa.i: Utilize selected safety equipment.
PE.8.R.5.1: List ways to act independently of peer pressure during physical activities.
Related Access Points
Name Description
PE.8.R.5.In.a: Identify ways to act independently of peer pressure in selected physical activities.
PE.8.R.5.Su.a: Recognize ways to act independently of peer pressure in a selected physical activity.
PE.8.R.5.Pa.a: Recognize appropriate behavior choices for selected situations in school.
PE.8.R.5.2: Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
Related Access Points
Name Description
PE.8.R.5.In.b: Identify strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
PE.8.R.5.Su.b: Recognize strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
PE.8.R.5.Pa.b: Participate cooperatively with persons of diverse backgrounds and abilities in a variety of physical activities.
PE.8.R.5.3: Demonstrate sportsmanship during game situations.
Related Access Points
Name Description
PE.8.R.5.In.c: Use responsible behaviors during physical activities, such as controlling emotions, resolving conflicts, respecting opponents and officials and accepting both victory and defeat.
PE.8.R.5.Su.c: Use responsible behaviors during physical activities, such as controlling emotions, respecting opponents and officials and accepting both victory and defeat.
PE.8.R.5.Pa.c: Use responsible behaviors during physical activities, such as controlling emotions and respecting opponents and officials.
PE.8.R.5.4: Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.
Related Access Points
Name Description
PE.8.R.5.In.d: Use appropriate personal, social and ethical behaviors while participating in a variety of physical activities.
PE.8.R.5.Su.d: Use appropriate personal and ethical behaviors while participating in a variety of physical activities.
PE.8.R.5.Pa.d: Use appropriate personal behaviors while participating in a variety of physical activities.
PE.8.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
Related Access Points
Name Description
PE.8.R.5.In.e: Use appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.8.R.5.Su.e: Use appropriate etiquette, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.8.R.5.Pa.e: Use appropriate etiquette and safe behaviors while participating in a variety of physical activities.
PE.8.R.6.1: Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
Related Access Points
Name Description
PE.8.R.6.In.a: Describe opportunities for participation in physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.8.R.6.Su.a: Identify opportunities for participation in physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.8.R.6.Pa.a: Recognize opportunities for participation in physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.8.R.6.2: Describe the potential benefits of participation in a variety of physical activities.
Related Access Points
Name Description
PE.8.R.6.In.b: Identify potential benefits of participation in a variety of physical activities, such as physical, mental, emotional and social benefits.
PE.8.R.6.Su.b: Recognize selected potential benefits of participation in a variety of physical activities, such as physical, mental, emotional and social benefits.
PE.8.R.6.Pa.b: Associate selected benefits with participation in a variety of physical activities, such as physical, mental, emotional and social benefits.
PE.8.R.6.3: Compare and contrast games, sports and/or physical activities from other cultures.
Related Access Points
Name Description
PE.8.R.6.In.c: Identify similarities in games, sports or physical activities according to cultures.
PE.8.R.6.Su.c: Recognize similarities in games, sports or physical activities from other cultures.
PE.8.R.6.Pa.c: Recognize a game, sport or physical activity that is the same in another other culture.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.


General Information

Course Number: 7815010 Course Path: Section: Exceptional Student Education > Grade Group: Middle/Junior High > Subject: Academics - Subject Areas >
Abbreviated Title: M/J ACCESS PE: 6-8
Course Attributes:
  • Class Size Core Required
Course Status: Draft - Course Pending Approval
Grade Level(s): 6,7,8



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Speech Correction (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Speech Correction (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Speech Correction (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Speech Correction (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Occupational Therapy (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Occupational Therapy (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Occupational Therapy (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Occupational Therapy (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Physical Education (Grades 6-12) Plus Speech Language Impaired Associate (Elementary and Secondary Grades K-12)
Physical Education (Grades K-8) Plus Speech Language Impaired Associate (Elementary and Secondary Grades K-12)
Physical Education (Elementary and Secondary Grades K-12) Plus Speech Language Impaired Associate (Elementary and Secondary Grades K-12)
Speech Language Impaired Associate (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Hearing Impaired (Grades K-12) Plus Physical Education (Grades 6-12)
Hearing Impaired (Grades K-12) Plus Physical Education (Grades K-8)
Hearing Impaired (Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Hearing Impaired (Grades K-12) Plus Adaptive Physical Education Endorsement
Visually Impaired (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Visually Impaired (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Visually Impaired (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Visually Impaired (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement
Speech Language Impaired (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)
Speech Language Impaired (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Speech Language Impaired (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Speech Language Impaired (Elementary and Secondary Grades K-12) Plus Adaptive Physical Education Endorsement


There are more than 1304 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22540