Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION
Subchapter A - ELEMENTARY
Section 116.14 - Physical Education, Grade 2, Adopted 2020
Universal Citation: 19 TX Admin Code ยง 116.14
Current through Reg. 49, No. 38; September 20, 2024
(a) Introduction.
(1) Physical education is the foundation of a
well-balanced curriculum. "It is an academic subject with a planned and
sequential K-12 curriculum based on the national standards for physical
education. Physical education provides cognitive content and instruction
designed to develop motor skills, knowledge, and behaviors for physical
activity and physical fitness. Supporting schools to establish daily physical
education can provide students with the ability and confidence to be physically
active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
Healthy Schools, May 2019).
(A) Physical
education is designed to develop motor skills, knowledge, and behaviors for
active living, physical fitness, sportsmanship, self-efficacy, and emotional
intelligence. Physical education addresses the three domains of learning:
cognitive skills related to the knowledge of movement, affective skills related
to feelings and attitudes about movement, and psychomotor skills related to the
manual or physical skills in movement literacy (SHAPE America, 2014, p.
4).
(B) Physically literate
students have the ability to develop a lifetime of wellness. Physical literacy
can be described as the ability to move with competence and confidence, to
acquire knowledge and understanding, and to value and take responsibility for
engagement in a wide variety of physical activities in multiple environments
that benefit the healthy development of the whole person (Mandigo, Francis,
Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
important to the development of the whole child and increases a lifetime of
wellness. The Association for Supervision and Curriculum Development and the
National Academy of Medicine support the belief that physical education, taught
at a developmentally appropriate level, improves physical fitness and skill
development, supports and improves academic achievement, reinforces
self-discipline and teacher goal setting, reduces stress and increases blood
flow to the brain, strengthens peer relationships, and improves self-confidence
and self-esteem.
(2) The
physical education standards are categorized into five strands that are of
equal importance and value. The movement patterns and movement skills strand
guides the physically literate student in the development of fundamental
movement patterns, spatial and body awareness, and rhythmic activities. The
performance strategies strand guides the physically literate student in
utilizing strategies in fundamental components of games, activities, and
outdoor and recreational pursuits. The health, physical activity, and fitness
strand encompasses health-related fitness, environmental awareness, and safety
practices that guide students to a health-enhancing, physically active
lifestyle. The physically literate student demonstrates skills and mechanics
used during physical activity and analyzes data used during fitness
performance. The physically literate student recognizes the correlation between
nutrition, hydration, and physical activity. The social and emotional health
strand incorporates working with others, responding to class expectations, and
applying self-management skills. The lifetime wellness strand engages students
in physical activity for the purposes of self-expression, enjoyment, and
challenge.
(3) Quality physical
education programs include a comprehensive curriculum, physical activity,
safety policies, safe environments, qualified physical education specialists
instructing the class, and student assessment and do not use physical activity
as a form of punishment. Texas state law outlines state requirements that
support these essential components. In accordance with state law, physical
education curriculum and instruction must be sequential, developmentally
appropriate, and designed to meet the needs of all students, including students
with disabilities and of all physical ability levels. At least 50% of the
physical education class must be used for actual student physical activity at a
moderate or vigorous intensity level, which aligns with additional state
requirements for a minimum number of minutes for moderate or vigorous physical
activity in Kindergarten-Grade 8. Required student-to-teacher ratios of 45-to-1
ensure the proper supervision and safety of students in physical education
classes, and school districts must identify how student safety will be
maintained if that ratio is exceeded. State law also requires that school
districts and charter schools annually assess the physical fitness of students
in Grade 3 or higher who are enrolled in a physical education course.
(4) Access to age-appropriate physical
education equipment is essential to quality instruction. Basic, age-appropriate
equipment for all students is imperative for the development of motor skills,
manipulative skills, and eventually becoming a physically literate lifelong
learner. Without basic, age-appropriate equipment, students will not have the
necessary experiences to become physically literate, lifelong learners. All
equipment should be age appropriate for the grade levels to be taught. The term
"age appropriate" means that the equipment must include a variety of sizes,
weights, and textures to provide differentiated experiences for various ages
and ability levels of students. Basic equipment for quality instruction
includes, but is not limited to, the following list: sports balls, including
fleece balls, foam balls, tennis balls, beach balls, volleyballs, basketballs,
soccer balls, footballs, baseballs, softballs, and unity balls; striking
implements, including golf clubs, hockey sticks, baseball bats, pool noodles,
tennis rackets, racquetball rackets, pickleball paddles, lollipop paddles, and
ping pong paddles; goals for various sports, including soccer goals and
basketball goals; nets and standards for a variety of sports, including
volleyball, pickleball, badminton, and tennis; fitness-related equipment; other
basic equipment, including scarves, bean bags, hula hoops, jump ropes, and
scooters; classroom management equipment, including cones, mats, pinnies, poly
spots, and ball inflators; and technology, including microphones, projectors,
speakers, heart rate monitors, timers, and other technology appropriate for
instruction.
(5) In
Kindergarten-Grade 5, students learn fundamental movement skills and cues;
begin to understand that the body functions in relation to physical activity;
develop body control; become aware of the health-related fitness components;
begin applying strategies, rules, etiquette, and conflict resolution techniques
in dynamic situations; and identify safety practices and protocols while being
physically active. Students engage in activities that develop basic levels of
strength, endurance, and flexibility. Activities are presented to complement a
student's natural inclination to view physical activity as challenging and
enjoyable.
(6) Statements that
contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative
examples.
(b) Knowledge and skills.
(1) Movement patterns and movement
skills--locomotor skills. The physically literate student demonstrates
competency in fundamental movement patterns and developmentally appropriate
skills. The student is expected to:
(A)
practice and apply correct technique while hopping, galloping, running,
sliding, and skipping;
(B)
demonstrate correct jumping and landing technique while consecutively jumping
in place, forward and backward, side to side, half turns, and in tuck
position;
(C) demonstrate basic
balancing, cross lateralization, and sequencing of three skills with
repetition; and
(D) spin and roll
at different levels, speeds, and positions.
(2) Movement patterns and movement
skills--non-locomotor skills. The physically literate student demonstrates
competency in fundamental movement patterns and developmentally appropriate
skills. The student is expected to:
(A)
demonstrate maintaining balance standing on one foot while placing the free leg
in a variety of different positions for eight seconds; and
(B) differentiate between bending,
stretching, twisting, curling, pushing, pulling, and swaying.
(3) Movement patterns and movement
skills--manipulative skills. The physically literate student demonstrates
competency in developmentally appropriate manipulative skills. The student is
expected to:
(A) demonstrate key elements in
underhand throwing to a partner and overhand throwing to a target with opposite
foot forward;
(B) demonstrate key
elements when catching an accurately and softly thrown large ball without
trapping against the body;
(C)
demonstrate key elements of hand dribbling while walking;
(D) dribble a ball with control using both
feet while walking;
(E) kick a
moving ball using a continuous running approach;
(F) volley a lightweight object with
consecutive hits to self or partner;
(G) strike a stationary object off the ground
or an elevated surface with a hand or short- or long-handled implement
consecutively;
(H) jump forward and
backward with a self-turned rope; and
(I) demonstrate turning and jumping a long
rope.
(4) Movement
patterns and movement skills--spatial and body awareness. The physically
literate student demonstrates competency in spatial and body awareness,
including pathways, shapes, levels, speed, direction, and force. The student is
expected to:
(A) demonstrate locomotor,
non-locomotor, and manipulative skills safely in personal and general
space;
(B) combine pathways,
shapes, and levels into simple sequences; and
(C) combine speed and direction as directed
by the teacher.
(5)
Movement patterns and movement skills--rhythmic activities. The physically
literate student demonstrates competency in rhythmic activities and rhythmic
combinations. The student is expected to demonstrate simple rhythmic sequences
using various locomotor and coordination skills in eight counts.
(6) Performance strategies--games and
activities. The physically literate student demonstrates competency in
performance strategies in invasion, target, net or wall, fielding, striking,
and cooperative games. The student is expected to:
(A) apply the skills of chasing, fleeing, and
dodging to avoid or catch others during a variety of games at low, middle, and
high levels with appropriate speed and direction;
(B) participate in appropriate drills and
activities to enhance the learning of specific motor development skills;
and
(C) demonstrate safe practices
by using equipment appropriately and respecting personal space with minimal
teacher guidance.
(7)
Performance strategies--outdoor and recreational pursuits. The physically
literate student demonstrates competency in outdoor and recreational pursuits.
The student is expected to describe outdoor recreation and health and fitness
activities in school and the community.
(8) Health, physical activity, and
fitness--fitness principles. The physically literate student demonstrates and
recognizes a health-enhancing, physically active lifestyle. The student is
expected to:
(A) list the benefits of regular
physical activity on the heart and lungs;
(B) define frequency and endurance as it
relates to physical activities; and
(C) demonstrate correct technique of
exercises that promote health-related fitness.
(9) Health, physical activity, and
fitness--analyze data. The physically literate student demonstrates competency
in the ability to analyze data used during fitness performance. The student is
expected to:
(A) develop health-and
skill-related goals with teacher guidance; and
(B) identify how to measure improvement and
track progress in physical skills with a measuring tool.
(10) Health, physical activity, and
fitness--nutrition and hydration. The physically literate student recognizes
the correlation between nutrition, hydration, and physical activity. The
student is expected to:
(A) identify the types
of food that produce energy to enhance physical activity; and
(B) explain the need for proper hydration to
enhance physical activity.
(11) Health, physical activity, and
fitness--environmental awareness and safety practices. The physically literate
student demonstrates competency in environmental awareness and understands
safety practices. The student is expected to:
(A) explain how proper attire and safety
equipment promote safe participation and prevent injury in a variety of
physical activities; and
(B)
identify and explain safety precautions, including pedestrian, water, sun,
cycling, and skating safety.
(12) Social and emotional health--personal
responsibility and self-management. The physically literate student
demonstrates competency in personal responsibility. The student is expected to:
(A) differentiate between the positive and
negative consequences of personal actions;
(B) explain and demonstrate respect for
differences and similarities in abilities of self and others; and
(C) identify self-management skills to
control personal impulses and emotions.
(13) Social and emotional health--resolving
conflict and social interaction. The physically literate student demonstrates
competency in resolving conflict and social interaction. The student is
expected to:
(A) identify the causes of
problems and propose solutions with teacher guidance; and
(B) communicate feelings and thoughts
appropriately without cue.
(14) Social and emotional
health--perseverance. The physically literate student perseveres while
addressing challenges. The student is expected to explain how practicing
challenging physical activities can build confidence and minimize frustration
when learning skills.
(15) Social
and emotional health--accepting and providing constructive feedback. The
physically literate student accepts and provides constructive feedback. The
student is expected to listen respectfully and respond appropriately to
specific corrective feedback with teacher guidance.
(16) Lifetime wellness--application of
lifetime wellness. The physically literate student identifies the value of
lifetime wellness. The student is expected to:
(A) participate in moderate to vigorous
physical activity on a regular basis; and
(B) identify and select physical activities
for personal enjoyment.
Disclaimer: These regulations may not be the most recent version. Texas 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.
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