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 116.16 - Physical Education, Grade 4, Adopted 2020
Universal Citation: 19 TX Admin Code ยง 116.16
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
locomotor skills. The student is expected to:
(A) demonstrate and apply correct technique
in a variety of locomotor skills during dynamic activities;
(B) demonstrate correct jumping and landing
technique while performing a long jump and a full turn jump;
(C) demonstrate intermediate balancing to
include equipment, cross lateralization using a variety of coordination skills,
and sequencing of four skills with repetition; and
(D) spin and roll with control at different
levels, speeds, and positions with manipulatives.
(2) Movement patterns and movement
skills--non-locomotor skills. The physically literate student demonstrates
competency in fundamental movement patterns and developmentally appropriate
non-locomotor skills. The student is expected to:
(A) transfer body weight over, under, and on
equipment with good control; and
(B) move into and out of various combinations
of bending, stretching, twisting, curling, pushing, pulling, and swaying in a
variety of activities.
(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) practice the key elements of
manipulative skills, including eye on target, follow-through, body weight
transfer, and body position, during dynamic activities;
(B) practice the key elements of catching a
ball at a variety of levels above and below the waist;
(C) demonstrate key elements of hand
dribbling with dominant and non-dominant hand while changing both speed and
direction;
(D) dribble a ball with
control alternating feet while changing both speed and direction with a
partner;
(E) identify and
demonstrate the key elements in kicking patterns, including body position,
weight transfer, and follow-through;
(F) demonstrate correct technique in
underhand and overhead volleying to a wall, net, or partner;
(G) demonstrate correct technique when
striking an object with a hand or short- or long-handled implement with a
partner;
(H) jump a self-turned
rope using a variety of intermediate skills; and
(I) demonstrate entering and exiting a turned
long rope using intermediate jumping skills.
(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 the appropriate use of open
space and closing space during dynamic activities;
(B) demonstrate appropriate use of pathways
and levels during dynamic activities and lead-up games; and
(C) apply speed, direction, and force during
dynamic activities and lead-up games.
(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 a rhythmic routine with appropriate steps and movement
patterns individually or in a group.
(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) explain fundamental components and
strategies of dynamic activities and lead-up games;
(B) practice and demonstrate specific
movement skills in designated dynamic activities and lead-up games with a
partner or a small group; and
(C)
exhibit appropriate sporting behavior during independent games and activities.
(7) Performance
strategies--outdoor and recreational pursuits. The physically literate student
demonstrates competency in outdoor and recreational pursuits. The student is
expected to participate in a variety of outdoor recreational skills and
activities such as camping, backpacking, fishing, rock climbing, hiking, paddle
sports, disc golf, cornhole, bocce ball, or croquet.
(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) describe the benefits of
regular physical activity on overall health and wellness;
(B) demonstrate frequency and intensity
during endurance activities; and
(C) identify and demonstrate the components
of health- and skill-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 personal fitness
goals for health-related fitness; and
(B) track progress and analyze data for
health-related fitness activities.
(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) examine the
relationship between nutrition and optimal physical performance; and
(B) explain the importance of proper
hydration before, during, and after 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) work independently to select proper
attire and safety equipment that promote safe participation and prevent injury
in dynamic activities and lead-up games; and
(B) apply correct safety precautions,
including pedestrian, water, sun, cycling, skating, and scooter 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) accept and take
responsibility for personal actions that affect self and others;
(B) demonstrate respect for differences and
similarities in abilities of self and others; and
(C) demonstrate self-management skills to
control personal impulses and emotions during dynamic activities and lead-up
games.
(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)
discuss ways to resolve conflict in socially acceptable ways and respond to
winning and losing with dignity and understanding;
(B) identify effective communication to
enhance healthy interactions while settling disagreements; and
(C) demonstrate respect for the feelings of
others.
(14) Social and
emotional health--perseverance. The physically literate student perseveres
while addressing challenges. The student is expected to identify ways to accept
individual challenges and use self-management skills to persevere in a positive
manner when learning a variety of new 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 to make appropriate changes in performance based on feedback from
teacher and peers.
(16) Lifetime
wellness--application of lifetime wellness. The physically literate student
identifies the value of lifetime wellness. The student is expected to:
(A) differentiate among types of and
participate in moderate to vigorous physical activities for a sustained period
of time on a regular basis using technology when available; and
(B) participate in a variety of physical
activities in the school and community 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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