Playgility™
Standards Alignment
Playgility is presented through physical education while meeting state and research guidelines for social-emotional learning. Every Playgility lesson aligns to Standard 5 of the California Physical Education Model Content Standards: the psychological and sociological concepts, principles, and strategies that are part of every PE teacher's required instruction. Each lesson also delivers at least one of CASEL's five core SEL competencies, with at least one sub-competency. This page breaks that alignment out lesson by lesson, grade by grade.
California Department of Education
Physical Education Model Content Standards for California Public Schools, K–12 (PDF) ↗
CASEL
The CASEL framework: five core social and emotional competencies ↗
YEAR 1 · LESSON 1 · COMMUNICATION MUSCLES · Castle Ball
Notice · Choose · Act®
Learn, understand, and use the Notice Choose Act® framework to create new outcomes.
CASEL
Self Awareness: experiencing self-efficacy. Self Management: demonstrating personal agency.
SEL DEVELOPMENT
Responsible Decision Making, Self & Social Awareness, Agency
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 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. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.6 | Acknowledge orally the contributions and strengths of others. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.4 | Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. |
YEAR 1 · LESSON 2 · COMMUNICATION MUSCLES · Lunar Landing
Appreciations
Learn what an authentic appreciation looks, sounds, and feels like, and use appreciations daily and appropriately.
CASEL
Social Awareness: recognizing strengths in others. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Trust, Relationship Building, Belonging, Self-Esteem
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 5.5 | Demonstrate respect for self, others, and equipment during physical activities. |
| 3rd | 5.3 | List the benefits of following and the risks of not following safety procedures and rules associated with physical activity. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.5 | Accept the roles of group members within the structure of a game or activity. |
YEAR 1 · LESSON 3 · COMMUNICATION MUSCLES · Group Juggle
Active Listening
Demonstrate the ability to listen for more than words and relay what is heard and observed back to the speaker. A listener can identify the components of what was said and ask clarifying questions when they do not understand.
CASEL
Social Awareness: respect for others, empathy. Relationship Skills: communication.
SEL DEVELOPMENT
Self-Regulation, Empathy, Respect, Social Awareness, Connection
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. California Department of Education Reposted September 17, 2010 9 |
| 2nd | 5.2 | Accept responsibility for one's own behavior in a group activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.2 | Organize and work cooperatively with a group to achieve the goals of the group. |
YEAR 1 · LESSON 4 · COMMUNICATION MUSCLES · All My People
Sharing Brilliance
Recognize the value of sharing and the many ways to share, including time, space, voice, creativity, and resources. Come from a 'we are in this together' mindset over a mindset of 'me.'
CASEL
Social Awareness: perspective taking. Relationship Skills: teamwork, communication.
SEL DEVELOPMENT
Self-Regulation, Relationship Skills, Independent Thinking, Self Awareness, Altruism
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.3 | Demonstrate the characteristics of sharing in a physical activity. |
| 1st | 5.3 | Demonstrate the characteristics of sharing and cooperation in physical activity. |
| 2nd | 5.5 | Demonstrate respect for self, others, and equipment during physical activities. |
| 3rd | 5.6 | Work in pairs or small groups to achieve an agreed-upon goal. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 1 · LESSON 5 · COMMUNICATION MUSCLES · Catch the Move
Nonverbal Communication
Recognize nonverbal communication messages, understand what is being shared, and ask for clarification to confirm our interpretation is correct so misunderstandings are avoided.
CASEL
Social Awareness: perspective taking. Relationship Skills: communication.
SEL DEVELOPMENT
Awareness of Self and Others, Empathy, Listening
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.5 | Participate as a leader and a follower during physical activities. |
| 1st | 5.1 | Participate willingly in new physical activities. |
| 2nd | 5.4 | Encourage others by using verbal and nonverbal communication. |
| 3rd | 5.4 | Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.3 | Identify and define the role of each participant in a cooperative physical activity. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.5 | Accept the roles of group members within the structure of a game or activity. |
YEAR 1 · LESSON 6 · COMMUNICATION MUSCLES · Tusker Tag
The Power of 'I'
Understand what an I-Statement is, share why they are powerful, and have the ability to use them in both 'feel good' and 'feel bad' situations.
CASEL
Relationship Skills: communication. Social Awareness: perspective taking.
SEL DEVELOPMENT
Proactive Communication, Empathy, Accountability, Self-Management, Conflict Diffusion
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.1 | Identify the feelings that result from participation in physical activity. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 5.1 | Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.6 | Acknowledge orally the contributions and strengths of others. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.6 | Describe leadership roles and responsibilities in the context of team games and activities. |
YEAR 1 · LESSON 7 · COMMUNICATION MUSCLES · One Gator, Two Gator
Ask vs Tell
Recognize the difference between Asking and Telling, and speak from the problem-solving and power position of Asking while leaving behind the victim position of Telling.
CASEL
Relationship Skills: social engagement, communication.
SEL DEVELOPMENT
Decision Making, Self-Efficacy, Self Reflection, Agency, Empathy
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.3 | Demonstrate the characteristics of sharing and cooperation in physical activity. |
| 2nd | 5.2 | Accept responsibility for one's own behavior in a group activity. |
| 3rd | 5.6 | Work in pairs or small groups to achieve an agreed-upon goal. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.5 | Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution. California Department of Education Reposted September 17, 2010 28 |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.4 | Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. |
YEAR 1 · LESSON 8 · TEAMWORK MUSCLES · Bear, Salmon, Mosquito
Participation
Students will recognize their relationship with participation, what motivates them and what holds them back. They will understand the impact, to themselves and others, of participating or not participating in various areas of their lives.
CASEL
Self Management: self-motivation. Relationship Skills: social engagement.
SEL DEVELOPMENT
Self Perception, Self-Discipline, Agency, Relationships
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.2 | Participate willingly in physical activities. |
| 1st | 5.1 | Participate willingly in new physical activities. |
| 2nd | 5.7 | Participate positively in physical activities that rely on cooperation. |
| 3rd | 5.3 | List the benefits of following and the risks of not following safety procedures and rules associated with physical activity. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.1 | Improve the level of performance on one component of health-related physical fitness and one identified motor skill by participating in fitness and skill development activities outside school. |
| 6th | 5.3 | Identify and define the role of each participant in a cooperative physical activity. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 1 · LESSON 9 · TEAMWORK MUSCLES · Foxtails
Inclusivity
Students will learn behaviors that facilitate inclusivity, be able to recognize their own inclusivity actions or non-actions, and have the ability to choose differently if that would be a positive for themselves and others.
CASEL
Social Awareness: respect for others. Relationship Skills: working cooperatively.
SEL DEVELOPMENT
Inclusion, Awareness, Compassion, Acceptance, Valuing All
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. California Department of Education Reposted September 17, 2010 9 |
| 2nd | 5.1 | Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.7 | Accommodate individual differences in others' physical abilities in small-group activities. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.5 | Accept the roles of group members within the structure of a game or activity. |
YEAR 1 · LESSON 10 · TEAMWORK MUSCLES · Hula Hoop Rescue
Encouragement
Students will learn what encouragement sounds and feels like. They will identify their encouragement habits, begin encouraging others regularly, and invite classmates to do the same.
CASEL
Relationship Skills: building relationships.
SEL DEVELOPMENT
Awareness, Compassion, Contribution, Support, Agency, Self-Esteem
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 5.4 | Encourage others by using verbal and nonverbal communication. |
| 3rd | 5.4 | Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.6 | Acknowledge orally the contributions and strengths of others. |
| 6th | 5.1 | Participate productively in group physical activities. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 1 · LESSON 11 · TEAMWORK MUSCLES · Huddle Race
Support
Students will allow support from others and experience getting more accomplished and feeling good about themselves and others. Students will value support reciprocally, as a helpful contribution, without over-relying on it.
CASEL
Relationship Skills: building relationships. Social Awareness: empathy, respect for others.
SEL DEVELOPMENT
Reciprocal Action, Receiving Contribution, Self-Awareness, Teamwork, Value In Others
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.3 | Demonstrate the characteristics of sharing in a physical activity. |
| 1st | 5.3 | Demonstrate the characteristics of sharing and cooperation in physical activity. |
| 2nd | 5.7 | Participate positively in physical activities that rely on cooperation. |
| 3rd | 5.3 | List the benefits of following and the risks of not following safety procedures and rules associated with physical activity. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.3 | Identify and define the role of each participant in a cooperative physical activity. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 1 · LESSON 12 · TEAMWORK MUSCLES · Switch It Up
Awareness
Students will learn to be aware of their surroundings, their participation, and their impact in group and team situations.
CASEL
Self Awareness: identifying emotions, recognizing strengths. Social Awareness: perspective taking, empathy.
SEL DEVELOPMENT
Awareness, Consideration, Purpose, Self Regulation, Intentional Observation
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.1 | Identify the feelings that result from participation in physical activity. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. California Department of Education Reposted September 17, 2010 9 |
| 2nd | 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. |
| 3rd | 5.4 | Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.6 | Acknowledge orally the contributions and strengths of others. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.3 | Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring knowledge of concepts, and achieving fitness. |
YEAR 1 · LESSON 13 · TEAMWORK MUSCLES · Hi-Ya!
Reasons vs Excuses
Students will notice their 'why,' aka 'reason,' for their words and actions. They will embrace and practice the concept that every word and action has a 'reason,' yet there is never an acceptable 'excuse' if outcomes are hurtful to self, others, or the environment.
CASEL
Relationship Skills: resolving conflicts, communication. Self Management: self-discipline, impulse control.
SEL DEVELOPMENT
Accountability, Proactive Problem Solving, Integrity, Agency, Self-Esteem
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 5.6 | Demonstrate how to solve a problem with another person during physical activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.4 | Respond to winning and losing with dignity and respect. |
| 5th | 5.3 | Distinguish between acts of physical courage and physically reckless acts and explain the key characteristics of each. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.4 | Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. |
YEAR 1 · LESSON 14 · TEAMWORK MUSCLES · Helium Stick
Ownership
When working in a team, students will take responsibility for their part: words, actions, participation levels, and for the collective outcome, whether positive or negative.
CASEL
Social Awareness: perspective taking. Self Awareness: self perception, recognizing strengths.
SEL DEVELOPMENT
Confidence, Pride, Accountability, Honesty, Positive Decision Making, Trust, Integrity
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.2 | Participate willingly in physical activities. |
| 1st | 5.3 | Demonstrate the characteristics of sharing and cooperation in physical activity. |
| 2nd | 5.2 | Accept responsibility for one's own behavior in a group activity. |
| 3rd | 5.1 | Set a personal goal to improve a motor skill and work toward that goal in nonschool time. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.2 | Work toward a long-term physical activity goal and record data on one's progress. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.3 | Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring knowledge of concepts, and achieving fitness. |
YEAR 1 · LESSON 15 · TEAMWORK MUSCLES · Beach Ball Party
Getting Out of the Way
Students will recognize when they become roadblocks to both themselves and to the forward progress of any group they are part of. They will be able to step back and determine what it would take for them and their team to be successful.
CASEL
Social Awareness: respect for others. Self Awareness: self perception. Self Management.
SEL DEVELOPMENT
Awareness, Self-Reflection, Determination, Self-Efficacy
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. California Department of Education Reposted September 17, 2010 9 |
| 2nd | 5.1 | Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others. |
| 3rd | 5.6 | Work in pairs or small groups to achieve an agreed-upon goal. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.7 | Accommodate individual differences in others' physical abilities in small-group activities. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.5 | Accept the roles of group members within the structure of a game or activity. |
YEAR 2 · LESSON 1 · SPORTSMANSHIP MUSCLES · U Matter Relay
Influence
Learn what your own influence is and how it is perceived by others, become aware of how you are influenced, and build tools to deepen or shift influence patterns for positive results.
CASEL
Self Awareness: recognizing influence on behavior. Relationship Skills: developing healthy relationships.
SEL DEVELOPMENT
Responsible Decision Making, Self & Social Awareness, Agency
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. |
| 2nd | 5.4 | Encourage others by using verbal and nonverbal communication. |
| 3rd | 5.4 | Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.4 | Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. |
| 6th | 5.1 | Participate productively in group physical activities. |
| 7th | 5.5 | Identify the responsibilities of a leader in physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 2 · LESSON 2 · SPORTSMANSHIP MUSCLES · Graduation
Attitude
Learn to identify your own attitudes, understand how those attitudes influence outcomes, and practice shifting your attitude to create a positive effect for yourself and the people around you.
CASEL
Self-Management: the ability to effectively manage emotions, thoughts, and behaviors, including delaying gratification, managing stress, and maintaining motivation.
SEL DEVELOPMENT
Agency, Relationship Building, Self-Esteem
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.1 | Identify the feelings that result from participation in physical activity. |
| 1st | 5.3 | Demonstrate the characteristics of sharing and cooperation in physical activity. |
| 2nd | 5.2 | Accept responsibility for one's own behavior in a group activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.4 | Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. |
| 6th | 5.1 | Participate productively in group physical activities. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 2 · LESSON 3 · SPORTSMANSHIP MUSCLES · Animal Tag Day
Humble Winners & Gracious Losers
Learn the meaning and application of humility and grace, and how they build relationships and create a trusted space for everyone.
CASEL
Relationship Skills: the ability to establish and maintain healthy relationships, navigate social settings, and resolve conflict effectively.
SEL DEVELOPMENT
Self-Regulation, Empathy, Respect, Social Awareness
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 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. |
| 3rd | 5.4 | Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. |
| 4th | 5.4 | Respond to winning and losing with dignity and respect. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem solving activities. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.1 | Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants. |
YEAR 2 · LESSON 4 · SPORTSMANSHIP MUSCLES · The Invention Factory
Listening for Creative Genius
Make space for the creative genius of others by listening with curiosity and possibility instead of judgment. Recognize the strengths in others and how those strengths contribute to group success.
CASEL
Social Awareness: recognizing strengths in others. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Group Dynamics, Listening, Sharing, Contributions
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.5 | Identify and demonstrate the attributes of an effective partner in physical activity. |
| 2nd | 5.7 | Participate positively in physical activities that rely on cooperation. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.5 | Include others in physical activities and respect individual differences in skill and motivation. |
| 5th | 5.7 | Accommodate individual differences in others' physical abilities in small-group activities. |
| 6th | 5.3 | Identify and define the role of each participant in a cooperative physical activity. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.4 | Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. |
YEAR 2 · LESSON 5 · SPORTSMANSHIP MUSCLES · Masterpiece
Roles
Recognize the different roles present in group settings and how each one contributes to success. Embrace both your own role and others' to build trust, balance, and more effective teamwork.
CASEL
Social Awareness: recognizing strengths in others. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Awareness of Self and Others, Listening, Sharing, Contribution
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.5 | Participate as a leader and a follower during physical activities. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. |
| 2nd | 5.1 | Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others. |
| 3rd | 5.6 | Work in pairs or small groups to achieve an agreed-upon goal. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.7 | Accommodate individual differences in others' physical abilities in small-group activities. |
| 6th | 5.3 | Identify and define the role of each participant in a cooperative physical activity. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.5 | Accept the roles of group members within the structure of a game or activity. |
YEAR 2 · LESSON 6 · CONFLICT RESOLUTION MUSCLES · Scissors, Paper, Rock & Run!
Compromise, Chance, Coach
Learn the three C's of conflict resolution: Compromise, listening to both sides and finding middle ground; Chance, using a neutral, quick method to make a fair decision and move forward; and Coach, asking a neutral third party for a solution and honoring it without grudges or negative reactions.
CASEL
Responsible Decision-Making: the ability to make caring and constructive choices, considering consequences and ethical implications in various situations.
SEL DEVELOPMENT
Proactive Communication, Problem Solving
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.5 | Identify and demonstrate the attributes of an effective partner in physical activity. |
| 2nd | 5.6 | Demonstrate how to solve a problem with another person during physical activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.7 | Accommodate individual differences in others' physical abilities in small-group activities. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.5 | Identify the responsibilities of a leader in physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 2 · LESSON 7 · CONFLICT RESOLUTION MUSCLES · Shoulders Touchdown!
Benefit of the Doubt
Give the Benefit of the Doubt to yourself and to others, and use it to lower defensiveness, ease tension, and resolve conflict.
CASEL
Social Awareness: understand and empathize with others. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Decision Making, Self-Efficacy, Self-Reflection, Self-Regulation, Agency, Empathy
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.1 | Identify the feelings that result from participation in physical activity. |
| 1st | 5.5 | Identify and demonstrate the attributes of an effective partner in physical activity. |
| 2nd | 5.6 | Demonstrate how to solve a problem with another person during physical activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.4 | Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.5 | Identify the responsibilities of a leader in physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 2 · LESSON 8 · CONFLICT RESOLUTION MUSCLES · Pick Me Popcorn
Quit Taking It Personal
Separate our own sense of self from the behaviors and words of others, and practice seeing that what people say or do is usually about them, not us, which reduces conflict, lowers stress, and builds confidence.
CASEL
Self-Management: effectively manage emotions, thoughts, and behaviors. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Self Perception, Self-Discipline, Agency, Compassion
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 5.2 | Accept responsibility for one's own behavior in a group activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.4 | Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 2 · LESSON 9 · CONFLICT RESOLUTION MUSCLES · Park Ranger
Assumptions
Students will learn to recognize when they are making assumptions and practice replacing them with curiosity and open questions. This skill helps reduce judgment, prevent unnecessary conflict, and create space for clearer understanding of others.
CASEL
Social Awareness: to understand and empathize with others. Responsible Decision-Making: making caring and constructive choices.
SEL DEVELOPMENT
Curiosity, Awareness, Acceptance, Reflection, Open Minded
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.2 | Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. |
| 2nd | 5.6 | Demonstrate how to solve a problem with another person during physical activity. |
| 3rd | 5.5 | Demonstrate respect for individual differences in physical abilities. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.4 | Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
YEAR 2 · LESSON 10 · CONFLICT RESOLUTION MUSCLES · Dash Derby
Stay, Sway, Away
Students will learn to navigate disagreements with their group. Stay: sometimes choosing to stay with the group, even if it feels uncomfortable, can help you grow, especially if the group's choice is safe, kind, and productive. Sway: if staying feels wrong, use your voice to express concerns and actively model a better way for the group, inviting others toward positive change. Away: if the group's actions cross into unsafe, unkind, or unproductive territory and efforts to sway aren't working, choose to remove yourself from the situation for your own wellbeing.
CASEL
Responsible Decision-Making: conflict resolution.
SEL DEVELOPMENT
Assertive Communication, Empathy, Self-Advocacy
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.3 | Demonstrate the characteristics of sharing in a physical activity. |
| 1st | 5.6 | Identify and demonstrate effective practices for working with a group without interfering with others. |
| 2nd | 5.2 | Accept responsibility for one's own behavior in a group activity. |
| 3rd | 5.3 | List the benefits of following and the risks of not following safety procedures and rules associated with physical activity. |
| 4th | 5.3 | Accept responsibility for one's own performance without blaming others. |
| 5th | 5.3 | Distinguish between acts of physical courage and physically reckless acts and explain the key characteristics of each. |
| 6th | 5.2 | Evaluate individual responsibility in group efforts. |
| 7th | 5.2 | Accept responsibility for individual improvement. |
| 8th | 5.1 | Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants. |
YEAR 2 · LESSON 11 · ADVANCED COMMUNICATION MUSCLES · Gator Frenzy
Have To vs Choose To
Students will notice how their thoughts and words create their attitude. By reframing 'have to' into 'choose to,' they gain agency in their decisions, develop accountability for their actions, and practice using language that increases confidence, responsibility, and control over outcomes.
CASEL
Self-Awareness: developing a sense of confidence and purpose.
SEL DEVELOPMENT
Communication, Self-Awareness, Accountability, Agency
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.2 | Participate willingly in physical activities. |
| 1st | 5.1 | Participate willingly in new physical activities. |
| 2nd | 5.1 | Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others. |
| 3rd | 5.1 | Set a personal goal to improve a motor skill and work toward that goal in non-school time. |
| 4th | 5.1 | Set a personal goal to improve an area of health-related physical fitness and work toward that goal in non-school time. |
| 5th | 5.1 | Improve the level of performance on one component of health-related physical fitness and one identified motor skill by participating in fitness and skill development activities outside school. |
| 6th | 5.1 | Participate productively in group physical activities. |
| 7th | 5.1 | Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities. |
| 8th | 5.3 | Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring knowledge of concepts, and achieving fitness. |
YEAR 2 · LESSON 12 · ADVANCED COMMUNICATION MUSCLES · Jousting Jedis
Attending
Students will recognize the nonverbal messages they use and receive in daily interactions. They will develop skills to respond to these signals in ways that build stronger connections, trust, and understanding with others.
CASEL
Social Awareness: noticing others' feelings, emotions, and situations. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Awareness, Consideration, Empathy, Intentional Observation, 'Read the Room'
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.2 | Participate willingly in physical activities. |
| 1st | 5.1 | Participate willingly in new physical activities. |
| 2nd | 5.1 | Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with others. |
| 3rd | 5.1 | Set a personal goal to improve a motor skill and work toward that goal in non-school time. |
| 4th | 5.1 | Set a personal goal to improve an area of health-related physical fitness and work toward that goal in non-school time. |
| 5th | 5.1 | Improve the level of performance on one component of health-related physical fitness and one identified motor skill by participating in fitness and skill development activities outside school. |
| 6th | 5.1 | Participate productively in group physical activities. |
| 7th | 5.1 | Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities. |
| 8th | 5.3 | Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring knowledge of concepts, and achieving fitness. |
YEAR 2 · LESSON 13 · ADVANCED COMMUNICATION MUSCLES · Picture Pipeline
Paraphrasing
Students will learn what it means to paraphrase and practice using it in conversations to check understanding, clear up confusion, and build stronger connections with others.
CASEL
Relationship Skills: communication, developing positive relationships.
SEL DEVELOPMENT
Communication, Seeking Clarity, Integrity, Agency, Accountability
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.5 | Identify and demonstrate the attributes of an effective partner in physical activity. |
| 2nd | 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. |
| 3rd | 5.6 | Work in pairs or small groups to achieve an agreed-upon goal. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.4 | Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. |
YEAR 2 · LESSON 14 · ADVANCED COMMUNICATION MUSCLES · Four Corner Frenzy
Curiosity & Questions
Students will ask questions with purpose and kindness, and pay close attention to how they receive and answer questions from others. This skill leads to meaningful conversations and greater understanding.
CASEL
Relationship Skills: developing positive relationships. Social Awareness: recognizing strengths in others.
SEL DEVELOPMENT
Compassion, Understanding Others, Accountability, Honesty, Integrity, Open Mindedness
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.4 | Describe how positive social interaction can make physical activity with others more fun. |
| 1st | 5.5 | Identify and demonstrate the attributes of an effective partner in physical activity. |
| 2nd | 5.6 | Demonstrate how to solve a problem with another person during physical activity. |
| 3rd | 5.6 | Work in pairs or small groups to achieve an agreed-upon goal. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.5 | Contribute ideas and listen to the ideas of others in cooperative problem-solving activities. |
| 6th | 5.4 | Identify and agree on a common goal when participating in a cooperative physical activity. |
| 7th | 5.3 | Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. |
| 8th | 5.4 | Identify the contributions of members of a group or team and reward members for accomplishing a task or goal. |
YEAR 2 · LESSON 15 · ADVANCED COMMUNICATION MUSCLES · Minefield Crossing
Compassionate Feedback
Students will give and receive feedback that is honest, compassionate, and constructive, recognize the value of feedback for personal growth, and become more open and willing to learn from it.
CASEL
Social Awareness: recognizing strengths in others. Relationship Skills: developing positive relationships.
SEL DEVELOPMENT
Awareness, Self-Reflection, Determination, Self-Efficacy, Growth Minded
| Grade | Standard | Students will… |
|---|---|---|
| K | 5.3 | Demonstrate the characteristics of sharing in a physical activity. |
| 1st | 5.5 | Identify and demonstrate the attributes of an effective partner in physical activity. |
| 2nd | 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. |
| 3rd | 5.4 | Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. |
| 4th | 5.6 | Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities. |
| 5th | 5.6 | Acknowledge orally the contributions and strengths of others. |
| 6th | 5.5 | Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution. |
| 7th | 5.4 | Evaluate the effect of expressing encouragement to others while participating in a group physical activity. |
| 8th | 5.7 | Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. |
Sources
California standard texts are quoted from the Physical Education Model Content Standards for California Public Schools, Kindergarten Through Grade Twelve, © 2006 by the California Department of Education, reposted 2010. CASEL competency names follow the framework published by the Collaborative for Academic, Social, and Emotional Learning at casel.org. The lesson-by-lesson mapping is from the Playgility (LDTPE) curriculum manual and also appears in each lesson's printed plan inside the portal.