Access Physical Education Grade 2 (#7715030) 

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Course Standards

Name Description
PE.2.C.2.1: Describe the critical elements of locomotor skills.
An example of a critical element of jumping is beginning and ending on two feet.
PE.2.C.2.2: Identify safety rules and procedures for selected physical activities.
An example of a safety procedure is having students stand a safe distance away from a student swinging a bat during striking activities.
PE.2.C.2.3: Utilize technology to enhance experiences in physical education.
Some examples of developmentally-appropriate technology are stop watches, pedometers and scales.
PE.2.C.2.4: Explain the importance of wearing a life jacket (personal flotation device) when on a boat or near water.
PE.2.C.2.5: Explain how appropriate practice improves the performance of movement skills.
An example is initially getting two out of five bean bags into a hoop while performing an underhand toss, then improving to four out of five due to practicing.
PE.2.C.2.6: Apply teacher feedback to effect change in performance.
An example is a student applying teacher feedback of stepping with the opposite foot when throwing a ball in order to improve performance.
PE.2.C.2.7: Describe movement concepts.
Some examples of movement concepts are directions, pathways and levels.
PE.2.C.2.8: Explain the importance of warm-up and cool-down activities.
An example of the importance for warm-up activities is the prevention of injuries.
PE.2.C.2.9: Define offense and defense.
Offense is when a team is attempting to score and defense is when a team is trying to prevent the other team from scoring.
PE.2.L.3.1: Identify a moderate physical activity.
PE.2.L.3.2: Identify a vigorous physical activity.
PE.2.L.3.3: Identify opportunities for involvement in physical activities during the school day.
PE.2.L.3.4: Identify opportunities for involvement in physical activities after the school day.
PE.2.L.3.5: Set and meet physical-activity goals.
PE.2.L.3.6: Identify how opportunities for participation in physical activities change during the seasons.
PE.2.L.3.7: Identify healthful benefits that result from regular participation in physical activity.
PE.2.L.3.8: Identify the proper crossing sequence.
PE.2.L.4.1: Identify how muscular strength and endurance enhances performance in physical activities.
PE.2.L.4.2: Discuss the components of health-related physical fitness.
PE.2.L.4.3: Identify that a stronger heart muscle can pump more blood with each beat.
PE.2.L.4.4: Identify why sustained physical activity causes an increased heart rate and heavy breathing.
PE.2.L.4.5: Identify the physiological signs of moderate to vigorous physical activity.
PE.2.L.4.6: Identify benefits of participation in informal physical fitness assessment.
PE.2.L.4.7: Identify appropriate stretching exercises.
PE.2.L.4.8: Categorize food into food groups.
PE.2.M.1.1: Perform locomotor skills with proficiency in a variety of activity settings to include rhythms/dance.
PE.2.M.1.2: Strike an object continuously using body parts both upward and downward.
An example of striking an object downward is dribbling a basketball.
PE.2.M.1.3: Strike an object continuously using a paddle/racket both upward and downward.
PE.2.M.1.4: Strike a stationary object a short distance using a long-handled implement so that the object travels in the intended direction.
Some examples of developmentally-appropriate, long-handled implements are bats, hockey sticks and golf clubs.
PE.2.M.1.5: Dribble with hands and feet in various pathways, directions and speeds around stationary objects.
PE.2.M.1.6: Perform a variety of fundamental aquatics skills.
Some examples of fundamental aquatics skills are prone float with flutter kick and back float recover to a standing position.
PE.2.M.1.7: Move in different directions to catch a variety of objects softly tossed by a stationary partner.
PE.2.M.1.8: Demonstrate an overhand-throwing motion for distance demonstrating correct technique and accuracy.
PE.2.M.1.9: Perform one folk or line dance accurately.
An example of a line dance is the Electric Slide.
PE.2.M.1.10: Demonstrate a sequence of a balance, a roll and a different balance with correct technique and smooth transitions.
PE.2.M.1.11: Perform at least one skill that requires the transfer of weight to hands.
Some developmentally appropriate examples are hand stands and cartwheels.
PE.2.M.1.12: Chase, flee and dodge to avoid or catch others while maneuvering around obstacles.
PE.2.R.5.1: Identify ways to cooperate with others regardless of personal differences during physical activity.
PE.2.R.5.2: List ways to safely handle physical-activity equipment.
PE.2.R.5.3: Describe the personal feelings resulting from challenges, successes and failures in physical activity.
PE.2.R.5.4: Identify ways to successfully resolve conflicts with others.
PE.2.R.6.1: Identify ways to use physical activity to express feeling.
PE.2.R.6.2: Discuss the relationship between skill competence and enjoyment.
PE.2.R.6.3: Identify ways to contribute as a member of a cooperative group.
HE.2.C.1.4: Describe ways to prevent childhood injuries in the home, school, and community settings.
Recognizing abusive behaviors, following bus/playground rules, and never playing with matches.
HE.2.C.2.1: Describe how family rules and practices influence health behaviors.
Consistent/inconsistent home safety rules and modeling of food- sanitation practices at home.
HE.2.C.2.3: Describe how the school and community influence health behaviors of children.
Health and safety fairs, school and community gardens, and recycling.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
LAFS.K12.L.3.4 (Archived Standard): Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
MAFS.2.OA.3.3 (Archived Standard): Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

General Course Information and Notes


Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at

General Information

Course Number: 7715030 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS PE GRADE 2
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved

Educator Certifications

Varying Exceptionalities (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Physical Education (Elementary and Secondary Grades K-12)
Physical Education (Grades K-8)
Physical Education (Grades K-8) Plus Adaptive Physical Education Endorsement

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