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	MICHIGAN CONTENT STANDARDS & BENCHMARKS
	Physical Education

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Motor Skills

Content Standard 1:	All Students will demonstrate selected fundamental locomotor skills
Early Elementary	Later Elementary	Middle School	High School
Demonstrate appropriate form in the following locomotor skills: walk, run, leap, horizontal jump, vertical jump, skip, hop, gallop, and slide.	Demonstrate mature form and functional competence in the following locomotor skills: walk, run, leap, horizontal jump, vertical jump, skip, hop, gallop, and slide.
Content Standard 2:	All Students will demonstrate selected fundamental object control skills
Early Elementary	Later Elementary	Middle School	High School
Demonstrate appropriate form in the following object control skills: underhand throw (toss), overhand throw, catch, hand dribble, kick, and strike (batting, forehand).	Demonstrate mature form and functional competence in the following object control skills: underhand throw (toss), overhand throw, catch, hand dribble, kick, and strike (batting, forehand, overhand, underhand, backhand, punt, chest, and pass).
Content Standard 3:	All Students will demonstrate selected postural nonlocomotor and body control (movement) skills
Early Elementary	Later Elementary	Middle School	High School
Demonstrate the ability to perform nonlocomotor skills (e.g., bending, stretching, rocking, rolling, curling, twisting, turning, pushing, pulling, swinging, swaying, and landing).
Demonstrate good posture while walking/standing.	Demonstrate good posture while lifting, carrying, pushing, pulling, and sitting.
Demonstrate appropriate form in falling-landing-rolling (e.g., landing, forward shoulder roll, backward shoulder roll).	Demonstrate mature form in falling-landing-rolling (e.g., landing, forward shoulder roll, backward shoulder roll).
Demonstrate appropriate form in selected balances (e.g., dynamic upright, static upright, inverted).	Demonstrate mature form in selected balances (e.g., dynamic upright, static upright, inverted).
Demonstrate mature form in selected vaulting and rope jumping skills.
Demonstrate mature form in selected twisting and turning skills.
Content Standard 4:	All Students will demonstrate selected fundamental rhythmical skills
Early Elementary	Later Elementary	Middle School	High School
Demonstrate locomotor skills in time to selected rhythmic patterns (e.g., even, uneven, fast and slow).	Perform simple folk, square, creative, and/or aerobic rhythmic activities.
Create and/or imitate movements in response to selected rhythms (e.g., animals, machines, and objects).	Perform a simple routine to music in jump rope, dance, or tumbling.
Content Standard 5:	All students will participate successfully in selected health-enhancing, lifelong physical activities.
Early Elementary	Later Elementary	Middle School	High School
	Demonstrate selected sport-specific skills in the following categories: swimming; individual, dual or team sports; dance; recreational games; and outdoor pursuits.	Demonstrate an exposure level of competence from three of the following categories: swimming; personal conditioning; individual, dual or team sports; dance; recreational games; and outdoor pursuits.	Demonstrate competence in three activities from the following categories: swimming; personal conditioning; individual, dual or team sports; dance; recreational games; and outdoor pursuits.

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Physical Fitness

Content Standard 6:	All students will develop and maintain healthy levels of cardiorespiratory endurance.
Early Elementary	Later Elementary	Middle School	High School
Sustain moderate to intense levels of physical activity that cause increased heart rate, breathing rate, perspiration, etc. (e.g., running, galloping, skipping, and hopping).	Meet standards on selected fitness activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate).	Meet standards on selected fitness activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery).	Assess personal status of cardiorespiratory endurance.
			Develop and maintain health-related levels of cardiorespiratory endurance.
Content Standard 7:	All students will develop and maintain healthy levels of muscular strength and endurance.
Early Elementary	Later Elementary	Middle School	High School
Control own weight in selected body support activities to develop muscular strength and endurance of the abdomen, lower back, upper body, thigh, lower leg and neck (e.g., climbing, hanging, hopping, jumping, animal walks, and stunts).	Meet standards on selected fitness activities that develop and maintain muscular strength and endurance of the abdomen, lower back, upper body, thigh, lower leg and neck (e.g., push-up activities, curl-up activities, isometric strength activities, jump rope activities, and bench-stepping activities).	Meet standards on selected fitness activities that develop and maintain muscular strength and endurance of the abdomen, lower back, upper body, thigh, lower leg and neck (e.g., calisthenics activities and resistance training).	Assess personal status of muscular strength and endurance of the arms, shoulders, abdomen, back and legs.
			Develop and maintain health-related levels of muscular strength and endurance of the abdomen, lower back, upper body, thigh, lower leg and neck.
Content Standard 8:	All students will develop and maintain healthy levels of flexibility of selected joints of the body.
Early Elementary	Later Elementary	Middle School	High School
Move the major joints of the arms, legs, and trunk through a full range of motion.	Meet standards on selected fitness activities (e.g., sit and reach, trunk twists, and arm-shoulder stretches) that develop and maintain flexibility of the major joints of the hip/low back, shoulder, neck, ankle, and trunk.	Meet standards on selected fitness activities (e.g., sit and reach, trunk twists, and arm-shoulder stretches) that develop and maintain flexibility of the major joints of the hip/low back, shoulder, neck, ankle, and trunk.	Assess personal status of flexibility of the joints of the arms, legs, and trunk.
			Develop and maintain health-related levels of flexibility of the joints of the hip/low back, shoulder, neck, ankle, and trunk.
Content Standard 9:	All students will develop and maintain healthy levels of body composition.
Early Elementary	Later Elementary	Middle School	High School
Recognize similarities and differences in body height, weight, and shape.	Describe the effects of physical activity and nutrition on body composition.	Assess personal status of body composition.	Assess personal status of body composition.
Identify the lean and fat components of the body.	Develop and maintain health-related levels of body composition.		Develop and maintain health-related levels of body composition.
Meet health-related height, weight, and shape.

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Cognitive Concepts

Content Standard 10:	All students will apply the concepts of body awareness, time, space, direction, and force of movement.
Early Elementary	Later Elementary	Middle School	High School
Identify selected body parts, actions, and planes.
Travel in forward, sideways, and backward directions and change quickly and safely.
Travel while changing speeds and directions in response to a variety of rhythms.
Demonstrate slow and fast movement speeds, and straight, curved, and zig-zag pathways.
Make both large and small body shapes.
Demonstrate a variety of relationships with objects (e.g., over, under, behind, alongside, and through).
Demonstrate high, middle, and low levels.
Combine shapes, levels, and pathways into simple sequences.
Content Standard 11 :	All students will explain and apply the essential steps in learning motor skills.
Early Elementary	Later Elementary	Middle School	High School
Attend to the explanation/ demonstration of motor skills.	Describe the critical components of mature patterns of fundamental motor and selected sport skills.
Identify essential components of selected motor skills.	Recognize similar movement concepts and elements in a variety of skills.
Recognize the importance of correct practice in learning skills.	Recognize and use the outcome of practice trials to plan subsequent practice trials.	Detect and correct errors in personal skill performance.
Apply prior knowledge as cues for learning new skills.	Use corrective feedback from the teacher or peers to improve skill performances.	Demonstrate appropriate methods of practicing new skills.
		Use skills in appropriate ways in selected games, sports, and dance activities.
		Create/modify activities that require the use of selected skills.
		Recognize the importance of goal-setting in skill acquisition.
			Apply knowledge of the skill acquisition process to teach/learn a novel motor skill.
Content Standard 12 :	All students will describe the effects of activity and inactivity and formulate examples of lifestyle choices that result in the development and maintenance of health related fitness.
Early Elementary	Later Elementary	Middle School	High School
Describe selected immediate effects of physical activity (e.g., increased heart rate, increased body temperature, muscle tension, and faster breathing rate).	Describe selected long term benefits of right kinds and amounts of physical activity (e.g., strong heart, flexible joints, strong muscles, correct body weight, good endurance, improved performances, optimal growth, and good health).	Describe the long term psychological effects of right kinds and regular amounts of physical activity (e.g., healthy physical self image, ability to reduce stress, strong mental function, and emotional health).	Describe the long term social-cultural effects of right kinds and regular amounts of physical activity (e.g., advantages of diverse talent to team membership, contributions of diverse cultures to viewing the worth and qualities of selected physical activities, opportunities to develop sportsmanship, leadership and cooperation).
	Describe selected detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability).	Describe the effects of inactivity on health-related fitness, growth, and performance.	Analyze potential risks associated with selected recreational and competitive lifelong physical activities.
		Analyze potential risks associated with selected lifelong physical activities commonly used to develop aerobic capacity, anaerobic capacity, muscular strength, muscular endurance, muscular power, flexibility, weight control, and with selected physical recreational and competitive activities.
	Identify physical activities that can be used to improve each of the following health-related fitness components: cardio-respiratory endurance, body composition, flexibility, posture, muscular strength and endurance, and weight control.	Analyze and categorize physical activities that will improve cardiorespiratory endurance: strength and endurance of the arms, shoulders and abdominal area; hip flexibility; and , will result in an optimal level of body composition while avoiding the potential detrimental effects of activity.	Assess personal health-related fitness and design an activity program that will result in achieving and maintaining health-related standards of cardio respiratory endurance: strength and endurance of selected muscle groups; flexibility of selected joints and lean/fat tissue rations (implies using knowledge of effects of activity and principles of conditioning to establish what must be done, when and how long).
	Identify a range of physical activities that those with physical disabilities can participate in to improve and/or maintain health.	Identify a range of physical activities that those with physical disabilities can participate in to improve and/or maintain health.	Design a physical activity program that would be achievable by a person with a physical disability and that would meet the health-related standard for daily physical activity levels.
	Identify physical activities that contribute to feeling good (healthy).	Identify the three life-long physical activities that one enjoys the most and summarize the reasons why these activities are valued more than others.	Name three lifelong physical leisure activities for which one would like to be most competent and identify the skills, levels of fitness, rules and strategies that must be acquired to gain proficiency in each activity.
		Recognize the effects of heat, cold, and selected substances (tobacco, alcohol, and other drugs) on personal health and performance in physical activities.	Recognize the effects of substance abuse on personal health and performance in physical activity.
			Evaluate critically the claims and advertisements made about commercial products and programs marketed to develop aerobic fitness, muscular strength, muscular endurance, muscular power, flexibility, and weight control.

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Personal and Social Character Traits

Content Standard 13 :	All students will demonstrate appropriate behavior related to selected personal/social character traits that commonly emerge in a physical activity context.
Early Elementary	Later Elementary	Middle School	High School
Identify key behaviors which exemplify each of the following personal/social character traits; compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.	Demonstrate appropriate behaviors which exemplify each of the following personal/social character traits at least 75% of the time: compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.	Demonstrate appropriate behaviors which exemplify each of the following personal/social character traits at least 85% of the time: compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.	Demonstrate appropriate behaviors which exemplify each of the following personal/social character traits at least 95% of the time: compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.
Recognize the benefits of possessing and the costs of not possessing each of the following personal/social character traits; compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.	Analyze the consequences of possessing and not possessing each of the following personal/social character traits; compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.	Predict, in terms of participation, in physical activities devoted to health-related fitness, sports, and work, the benefits of possessing and the costs of not possessing each of the following personal/social character traits; compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.	Evaluate self on each of the following personal/social character traits and devise a plan for acquisition of those traits not mastered: compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work.
Content Standard 14 :	All students will value physical activity and its contribution to lifelong health and well being.
Early Elementary	Later Elementary	Middle School	High School
Identify and enjoy feelings that result from participation in physical activities.	Feel satisfaction on days when engaging in physical activity.	Choose to exercise regularly outside of the classroom for personal enjoyment and benefit.	Make a commitment to include physical activity as an important part of a healthy lifestyle.
Enjoy participation in physical activities alone and with others.	Accept and respect differences and similarities in physical activity-related skills.	Enjoy aesthetic and creative aspects of skilled performance while respecting physical and performance limitations in self and others.	Accept the differences between personal characteristics and skills and the idealized body images and elite performance levels portrayed by the media.
Appreciate benefits that accompany compassion, cooperation, honesty, and perseverance.	Be considerate of others in physical settings (e.g., show compassion, cooperation, fairness, honesty, loyalty, respect, and responsibility).	Demonstrate a proper attitude in both winning and losing (e.g., show compassion, confidence, cooperation, fairness, honesty, loyalty, perseverance, respect, responsibility, self-discipline, and work effort).	Formulate a definition of ‘sportsmanship’ and analyze self according to this definition.

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This page last last updated on: 09/03/03