Louisiana Administrative Code
Title 28 - EDUCATION
Part LIII - Bulletin 102-Louisiana Physical Education Content Standards
Subpart 3 - Cluster Levels
Chapter 3 - Grades K-2 Cluster Level
Section LIII-301 - Introduction

Universal Citation: LA Admin Code LIII-301

Current through Register Vol. 50, No. 9, September 20, 2024

A. The Louisiana K-2 physical education standards were developed to provide physical education teachers, administrators and parents a guide to understanding and interpreting physical education for the future. The primary focus for this age group is the learning and acquisition of locomotor, non-locomotor, and manipulative skills. These are the foundational skills for all movement patterns that gradually become more complex as movement becomes more specific. This grade cluster is also charged with introducing health enhancing concepts (eating well, water consumption, sleep, and physical activity) and the accompanying conceptual movement vocabulary (personal space/general space, forward/backward, twist/turn, hard/soft). These tasks can be accomplished by using a variety of balls (yarn, beach, playground, nerf) and other age appropriate manipulative equipment. Students should be encouraged to accept responsibility for personal level of fitness by introductory goal setting, identifying physical activity opportunities at home or in their neighborhood and be open to trying new activities and challenges.

B. Standards provide criteria for all students, and other stakeholders that represent what students should know and be able to do.

C. Physical education classes support students in developing the necessary skills to achieve each standard and outcome at a proficient level. Dodgeball and drills that may lead to aggressive behaviors shall be closely supervised and shall emphasize overall physical fitness while supporting the emotional and physical safety of the students.

D. Reading the Standards. In the standards below, the first number listed is the number of the corresponding standard. The second letter or number identifies the grade level to which the statement pertains. Directly following the hyphen, the number listed states to which component within that standard the statement refers. Lastly, the final number recognizes the grade level expectation (GLE). The following is a guide to interpret each coded outcome:

1. example: [1.K-2.4] Kick a stationary ball:
a. 1 = the first number listed provides what standard is being identified; in this case, standard one. (This could be 1-5, depending on the standard.);

b. K= the number or letter listed provides the level targeted; in this case, kindergarten;

c. 2= the number or letter listed provides the component being targeted within the standard; in this case, the second component related to the standard;

d. 4 = this number listed provides the expectation within that component; in this case, the fourth expectation a student should be able to complete;

2. the following terms are used through the standards as performance indicators:
a. E = emerging-students participate in deliberate practice tasks that will lead to skill and knowledge acquisition;

b. M = maturing-students can demonstrate the critical elements of the motor skills and knowledge components of the grade-level expectations, which will continue to be refined with practice;

c. A = applying-students can demonstrate the critical elements of the motor skills and knowledge components of the grade level expectations in a variety of physical activity environments.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.

Disclaimer: These regulations may not be the most recent version. Louisiana may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.