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 116.17 - Physical Education, Grade 5, Adopted 2020
Universal Citation: 19 TX Admin Code ยง 116.17
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 and combinations during lead-up activities;
(B) demonstrate correct jumping
and landing technique while performing a long jump and a full turn jump in both
directions; and
(C) demonstrate
advanced balancing to include equipment, cross lateralization during
increasingly complex movements, and sequencing of four or more skills with
repetition.
(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) maintain balance and transfer body weight
with control during dynamic activities and lead-up games; and
(B) perform a combination 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) demonstrate the key elements of
manipulative skills, including eye on target, follow-through, body weight
transfer, and body position, during games and activities;
(B) demonstrate the key elements of catching
while moving during games and activities;
(C) demonstrate key elements of hand
dribbling with either hand when stationary while protecting the ball from a
defender during dynamic activities and lead-up games;
(D) combine foot dribbling with other skills
during dynamic activities and lead-up games;
(E) demonstrate appropriate form when kicking
and punting during dynamic activities and lead-up games;
(F) demonstrate correct technique in
volleying in dynamic activities and lead-up games;
(G) demonstrate correct technique when
striking an object with a hand or short- or long-handled implement in dynamic
activities and lead-up games;
(H)
jump a self-turned rope in a routine using a variety of advanced skills; and
(I) demonstrate entering and
exiting a turned long rope using advanced 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 in small groups during dynamic activities and lead-up
games;
(B) apply appropriate use
of pathways and levels in small groups during dynamic activities and lead-up
games; and
(C) apply speed,
direction, and force with a short-handled implement 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 create rhythmic routines in counts of
eight using basic steps and coordinated 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) identify and demonstrate the
relationships among a variety of game skills, including preparation, movement,
follow-through, and recovery, used in net or wall, invasion, target, fielding,
or striking games;
(B) demonstrate
specific movement skills in designated dynamic activities and lead-up games
with a partner or group; and
(C)
engage appropriately in physical activity, sporting behavior, and game
etiquette without teacher cue.
(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
outdoor recreational skills and activities such as rock climbing, orienteering,
hiking, paddle sports, archery, cycling, or challenge courses.
(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
moderate to vigorous physical activity on overall health and wellness;
(B) describe the frequency,
intensity, time, and type (FITT) principle and how it improves fitness; and
(C) differentiate between
health-related and skill-related fitness components.
(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) analyze personal fitness
goals for self-improvement; and
(B) track progress and analyze data, with
teacher guidance, to target areas needing improvement.
(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 healthy
foods that enhance physical activity; 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) describe and select proper attire and
safety equipment that promote safe participation and prevent injury in dynamic
activities and games; and
(B)
demonstrate correct safety precautions, including 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 during dynamic activities and
lead-up games;
(B) accept
responsibility and demonstrate respect for differences and similarities in
abilities of self and others during dynamic activities and lead-up games; and
(C) apply self-management skills
to demonstrate self-control of 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) explain the importance of and demonstrate
how to resolve conflict in socially acceptable ways and respond to winning and
losing with dignity and understanding;
(B) identify and describe effective
communication to enhance healthy interactions while settling disagreements; and
(C) identify and describe the
concepts of empathy and mutual 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 discuss the importance of
accepting individual challenges and use self-management skills to persevere in
a positive manner during dynamic activities and lead-up games.
(15) Social and emotional health--accepting
and providing constructive feedback. The physically literate student accepts
and provides constructive feedback. The student is expected to apply
appropriate changes to performance based on feedback from 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 activity for a sustained period of
time on a regular basis using technology when available; and
(B) analyze the level of personal enjoyment
in a variety of activities in the school and community.
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.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
