Kindergarten Health Alaska standards Standards

Try new movements and skills willingly.

Continue to participate when not successful on first try.

Attempt new activities.

Identify feelings resulting from challenges, successes, and failures in physical activity (i.e., happy, scared, angry, sad).

Name physical activities that are enjoyable.

Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five)

Celebrate personal successes and achievements as well as those of others.

Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Select appropriate safety equipment for specific physical activities (e.g., bike helmet, personal floating device).

Understand the importance of dressing appropriately for outdoor physical activity (e.g., layering clothing during winter, sunglasses, sunscreen).

Describe appropriate reactions to threatening and/or emergency situations common to physical activity settings (e.g., bear or moose on playground).

Accommodate individual differences. (e.g,. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins).

Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation).

Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions).

Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others.

Apply established class rules, procedures, and safe practices.

Encourage others by using verbal and nonverbal communication.

Exhibit personal and social behavior that respects self and others in physical activity settings.

Discuss the benefits of healthy food and beverage choices.

Discuss the benefits of fitness (e.g., being fit allows me to ride my bike, why it is fun to move).

Demonstrate activities that develop muscular strength and endurance (e.g., climbing, weight bearing).

Explain ways the body responds to physical activity (e.g., sweating, increased heart rate, increased breathing).

Utilize age-appropriate stretching techniques to increase flexibility.

Understand and demonstrate the importance of a proper warm-up prior to physical activity.

Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness.

Attempt to perform new movement skills and activities.

Identify appropriate physical activities for recess and outside of school.

Participate in physical activity outside of physical education class.

Participate regularly in physical activity.

Explain the purpose of using a side orientation when striking a ball from a batting tee.

Identify when to begin the kicking motion when kicking a slowly rolling ball.

Identify opportunities to use underhand and overhand movement (throw) patterns.

Explain the importance of a wide base of support in balance activities.

Define open space.

Apply movement concepts to the learning and performance of physical activities.

Move in a variety of pathways (e.g. straight, curve, zig-zag).

Move with effort, time, force, and flow.

Volley a variety of objects using various body parts.

Catch a variety of objects.

Throw or roll with force and accuracy a variety of objects.

Step forward with opposite foot during throw.

Strike a moving object using short and long handled implements.

Strike a moving object using hands and feet.

Strike a stationary object using a variety of short-handled and long-handled implements.

Strike a stationary object using hands or feet with force and accuracy.

Perform a body roll (e.g., log roll, egg roll, shoulder roll, forward roll) followed by a weight transfer.

Perform to music a grade-level appropriate individual or partner dance that utilizes three different patterns.

Repeatedly jump a turned rope.

Demonstrate balance on the ground and on objects, using bases of support other than both feet.

Jump and land in various combinations.

Dribble with short-handled and long-handled implements while stationary and moving.

Dribble with hands and feet.

Perform a variety of non-loco-motor skills such as balancing, bending, stretching, rocking, curling, twisting, turning, pushing, pulling, swinging, swaying.

Perform various forms of loco-motor movement such as walk, run, slide, gallop, jump, hop, leap, and skip.

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities.

use various methods of communication to promote community well-being.

describe how volunteer service at all ages can enhance community well-being; and

identify and evaluate the roles and influences of public and private organizations that contribute to the well-being of communities;

describe how public policy affects the well-being of families and communities;

take responsible actions to create safe and healthy environments;

make responsible decisions as a member of a family or community;

A student who meets the content standard should:

A student should be able to contribute to the well-being of families and communities.

assess the effects of culture, heritage, and traditions on well-being.

understand how attitude and behavior affect the well-being of self and others; and

understand how respect for the rights of self and others contributes to relationships;

evaluate how similarities and differences among individuals contribute to relationships;

communicate effectively within relationships;

resolve conflicts responsibly;

A student who meets the content standard should:

A student should understand how well-being is affected by relationships with others.

understand how personal relationships, including those with family, friends, and co-workers, impact personal well-being.

evaluate what is viewed, read, and heard for its effect on personal well-being; and

develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures;

assess the effects of culture, heritage, and traditions on personal well-being;

demonstrate a variety of communication skills that contribute to well-being;

demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences;

A student who meets the content standard should:

A student should be able to demonstrate responsibility for the student's well-being.

understand the ongoing life changes throughout the life span and healthful responses to these changes.

understand the physical and behavioral characteristics of human sexual development and maturity; and

use knowledge and skills related to physical fitness, consumer health, independent living, and career choices to contribute to well-being;

use knowledge and skills to promote the well-being of the family;

recognize patterns of abuse directed at self or others and understand how to break these patterns;

understand and identify the causes, preventions, and treatments for diseases, disorders, injuries, and addictions;

understand how the human body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and environmental conditions;

understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;

A student who meets the content standard should:

A student should be able to acquire a core knowledge related to well-being.