Colorado Academic Standards Online

Supportive Teaching Practices/Adults May:

1. Individuals travel successfully and safely with family members in a variety of activities such as to a shopping center, country fair, or movie theaters.
2. Individuals participate in games that require movement.
3. The indoor and outdoor environments have appropriate amounts of space so that children are not crowded.
4. When necessary, physical space has been modified to meet the needs of individual children (refer to the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973).
5. Creative movement activity is provided using obstacle courses or activity songs and records.
6. Equipment includes tricycles and other riding toys that children push with their feet and eventually pedal.
7. There are activities that have a range of appropriate ways to participate so that every child is successful.
8. Use movement activities to enhance stories, e.g., acting out the wild rumpus in "Where the Wild Things Are."
9. Adults facilitate activities which develop children’s ability to jump, run, balance, climb, walk, skip, gallop, and slide, using a variety of equipment.
10. Alex, the paraprofessional who works with Penny, a child diagnosed with autism, shows her a picture of children walking on a balance beam and asks her to add it to her visual schedule as a cue for what activity would happen next. Penny walks on the balance beam twice with Alex modeling and reminding how to stand in line, and they take turns.

Examples of Learning/Children May:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Spatial awareness is critical for success in any movement-based activity.
3. During the “The Beanbag Boogie” song, the children balance their beanbags and move without bumping into one another.
4. Kate draws a hopscotch pattern with sidewalk chalk and jumps into each square.
5. Mariah and Nevaeh run through the obstacle course set up on the preschool playground making sharp turns and jumping over hurdles. Miss Rhonda holds Jackson’s hand and assists him in moving through the obstacle course.
6. Marcus and Sherman jump over the jump rope as Ms. Kathy and Myra swing it back and forth.

Components of a Physically Literate Individual:

1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.
2. Individuals who learn the benefits of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life.

Supportive Teaching Practices/Adults May:

1. There are a range of appropriate ways to participate so that every child is successful in activities that increase heart rate.
2. Adults facilitate activities which develop children's ability to stretch muscles.
3. Adults model and support students to identify physical activity opportunities inside and outside of schools.
4. Provide opportunities for students to participate and identify activities that support healthy behavior that promote overall personal health and safety.

Examples of Learning/Children May:

1. Individuals learn to participate in fitness activities to have a healthy heart.
2. Individuals set a base groundwork for lifetime physical fitness such as enjoying outside play.
3. Individuals compare their heart rate.
4. Individuals use sports equipment such as bicycles and tricycles that increases their heart rate.

Components of a Physically Literate Individual:

1. Levels of exercise directly influence heart rate and overall health and fitness.
2. Regular physical activity contributes to emotional well-being.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.

Supportive Teaching Practices/Adults May:

1. Provide clear rules and protocols to support positive peer interactions in physical activity settings.

Examples of Learning/Children May:

1. Individuals recognize that sharing and taking turns is important for positive social interactions.

Components of a Physically Literate Individual:

1. Successful participation in games and activities requires following rules.

Supportive Teaching Practices/Adults May:

1. Adults and children are responsible for keeping the learning environment reasonably clean and safe.
2. The building, playground, and all equipment are maintained in safe, clean condition and in good repair.
3. Adults provide activities to develop safety awareness in the center, home, and/or community.

Examples of Learning/Children May:

1. Before boarding the bus for an apple- picking field trip, Miss Rachel reviews the rules for riding the bus.
2. On the way to the library, Miss Emelia reminds the children (as a group) to stop at the crosswalk, then asks the lead child to check both ways for oncoming traffic before walking across the street.
3. During a class meeting, Mr. Ben and the preschool children create a list of safe ways to use the playground equipment as well as discussing why certain types of play might be more likely to cause injuries.
4. Together they decide that not walking too close to the swings is an important rule. Thomas suggests that they create a line in front of the swings using a jump rope so that everyone knows not to come too close.
5. Paul makes sure that Sarah has moved away from the base of the slide before his turn.

Components of a Physically Literate Individual:

1. Individuals who learn to follow rules and move safely are more likely to participate in physical activity.