SQII and Physical Education – Grade Two
School Quality Improvement Index (SQII)20% Social - Emotional / Physical Education
SE Competency / Definition / CA PE Standard / Performance-Benchmark
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Growth Mindset / The belief that one’s own abilities can grow with effort. Student with a growth mindset see effort as necessary for success, embrace challenges, learn from criticism and persist in the face of set backs / Self-Responsibility
5.1 / Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.
Self-Responsibility
5.2 / Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.
Self -Efficacy / The belief in one’s own ability to succeed in achieving an outcome or reaching a goal. Self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and environment. / Self-Responsibility
5.1 / Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.
Self-Responsibility
5.2 / Accept responsibility for one’s own behavior in a group activity.
Group Dynamics
5.7 / Participate positively in physical activities that rely on cooperation.
Self-Management / The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals. / Social Interaction
5.3 / Acknowledge one’s opponent or partner before, during, and after an activity or game and give positive feedback on the opponent’s or partner’s performance.
Self-Responsibility
5.2 / Accept responsibility for one’s own behavior in a group activity.
Social Awareness / The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. / Self Responsibility
5.4 / Describe how positive social interaction can make physical activity with others more fun.
Social Interaction
5.5 / Demonstrate respect for self, others, and equipment during physical activities.
Group Dynamics
5.6 / Demonstrate how to solve a problem with another person during physical activity.
Grade Two
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others.
5.2 Accept responsibility for one’s own behavior in a group activity.
Social Interaction
5.3 Acknowledge one’s opponent or partner before, during, and after an activity or game and give positive feedback on the opponent’s or partner’s performance.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others, and equipment during physical activities.
5.6 Demonstrate how to solve a problem with another person during physical activity.
Group Dynamics
5.7 Participate positively in physical activities that rely on cooperation.
Four social-emotional competencies for CORE
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