SECTION 210:15-3-164. Definitions

  The following words and terms, when used in this Part, shall have the following meaning, unless the context clearly indicates otherwise:

"Accuracy" means eighty percent (80%) successful performance or above; "reasonable accuracy" means sixty percent (60%) successful performance or above. Scores in the range of sixty percent (60%) to seventy-nine percent (79%) are considered reasonably accurate.

"Affective domain" means the domain in which the focus is on personal-social development, attitudes, values, feelings, motivations, and emotions. In the revised Bloom's taxonomy (Anderson et al., 2005), affective behaviors include receiving (willing to listen and hear), responding (willing to participate actively), valuing (willing to be involved, accept, and commit), organizing (willing to advocate and synthesize), and characterization (willing to change behavior, revise judgments, and cooperate).

"Analytic rubric" means an assessment and instructional tool that divides assignments or tasks into independent component parts with criterion behaviors defined for each part and across levels of the rubric. Each part is evaluated separately across levels, and learners receive feedback for each component part of the assignment or task. The assessment occurs on a continuum defined by criterion behaviors unique to each component.

"Applying" means learners can demonstrate the critical elements of the motor skills or knowledge components of the grade-level outcomes in a variety of physical activity environments.

"Aquatics" means water-based activities that might include, but not be limited to: swimming, diving, synchronized swimming, and water polo.

"Checklist" means an assessment and instructional tool that evaluates whether individual performance criteria are present or absent. It consists of a list of criterion behaviors, and evaluators simply determine yes, the criterion behavior is present, or no, the criterion behavior is not present. This type of assessment does not attempt to determine the quality of the response.

"Closed skills" means skills performed in a nondynamic environment that is constant, predictable, or stationery. The goal for performance is to produce movements or skills that are consistent and accurate because the environmental context is nondynamic, stable, and unchanging. Examples include performance sports such as gymnastics or diving, and target games such as darts and archery. See "Nondynamic environment".

"Cognitive domain" means the domain in which the focus is on knowledge and information (facts and concepts), with an emphasis on the understanding and application of knowledge and information through higher-order thinking skills. The revised Bloom's taxonomy (Anderson et. Al, 2005) identifies six levels of intellectual behaviors (remembering, understanding, applying, analyzing, evaluating, and creating), with increasing complexity at each level.

"Competency" means sufficient ability, skill, and knowledge to meet the demands of a specific task or activity. In this Part, competency is defined as the ability for individuals to participate at the recreational level with skill and ability in self-selected activities.

"Competitive advantage" means the advantage gained in a game situation when one team, either on offense or defense, has more players than the other team. For example, when two offensive players are against one defender, the team with two players has a competitive (offensive) advantage. If two offensive players face three defenders, the defensive has a competitive advantage.

"Content standard" means a statement that clearly describes the content that should be taught and learned during the PreK-Grade 12 years, grade by grade. Content standards articulate an essential core of knowledge and skills that students should master. Standards clarify what students are expected to know and be able to do at various points in their PreK-Grade 12 academic career.

"Contextual interference effect" means certain conditions (e.g., varying practice tasks) that depress performance during practice but actually produce higher levels of learning and retention.

"Criterion-referenced performance standards" means a type of assessment tool that compares learners' performance with a predetermined standard or set of criteria. Criteria are defined clearly, are delineated, and are task-specific.

"Critical elements" means the key components of a motor skill that can be observed, the sum of which result in movement efficiency.

"Dance and rhythmic activities" means activities that focus on dance or rhythms. Dance and rhythmic activities might include, but are not limited to, dance forms such as creative movement, ballet, modern, ethnic or folk, cultural, hip hop, Latin, line, ballroom, social, and square. Rhythmic activities for early elementary focus on recognizing and moving to rhythm. Rhythmic manipulative activities for elementary include, but are not limited to, lummi sticks, tinikling, Chinese ribbons, and ball gymnastics.

"Deliberate practice" means a highly structured activity, the explicit goal of which is to improve performance. Specific tasks are invented to overcome weaknesses, and performance is carefully monitored to provide cues for ways to improve further. Deliberate practice is purposeful and requires concentration on the part of the learner.

"Differentiated instruction" means that teachers vary instruction to address the needs of students and their various levels of skill or knowledge. Teachers differentiate instruction by modifying the learning environment (e.g., tiered learning activities), providing choices on equipment (e.g., increasing or decreasing the length of a racket), providing choices on the process (e.g., participate in modified game play or continue to practice), modifying practice (e.g., work alone or in a group), and facilitating self-directed activities (e.g., developing and implementing an individualized physical activity program).

"Dynamic environments" means skills are performed in an environment that is dynamic, unpredictable, and in motion ("open skills"). The goal for performers is to adapt movements in response to the dynamic and ever-changing environment. Examples include invasion games such as ultimate and soccer and net/wall games such as volleyball and tennis.

"Educational gymnastics" means gymnastics that focus on children challenging themselves to maneuver their bodies effectively against the force of gravity. The skills of balancing and transferring weight form the foundation of educational gymnastics. Educational gymnastics centers on challenges appropriate for each child at his or her skill level, as contrasted with Olympic gymnastics, which centers on defined stunts performed the same way by all students.

"Emerging" means learners participate in deliberate practice tasks that will lead to skill and knowledge acquisition. Learners are in the beginning stages of acquiring motor skills and knowledge. Mastery of the skills and knowledge is emerging through deliberate practice tasks and, at this stage, learners are developing competency.

"Etiquette" means expectations regarding behavior and social norms associated with specific games or activities; rules of behavior that define and provide parameters for appropriate participation in the activity or game.

"Fielding/striking games" means games in which teams occupy positions throughout the space (field) and the other team tries to score by batting or striking an object into open space in the field, providing enough time for the hitter to run between bases (or wickets). Examples include baseball, softball, and cricket. Strategies and tactics include effective placement of field players so that they can prevent scoring (defending team) and batting and striking the object with appropriate power to open spaces in the field (offensive team). Fielding decisions are based on the fielders' position and game situation, such as offensive runners' positions, outs, and score.

"Fitness activities" means activities with a focus on improving or maintaining fitness that might include yoga, Pilates, resistance training, spinning, running, fitness walking, fitness swimming, kickboxing, cardio-kick, Zumba, and exergaming.

"FITT" means frequency, intensity, time, and type, which are variables that are manipulated to create an overload.

"Fundamental motor skills" means the locomotor, nonlocomotor or stability, and manipulative skills that provide the foundation for the more complex and sport-specific movement patterns used in games and sports.

"Games and sports" means the following game categories: invasion, net/wall, target, and fielding/striking.

"Grid activities" means activities using grids, squares or rectangles in which learners participate in modified game play using predetermined tactics or skills. For example, learners could practice such skills as give and go with a partner within a grid. The passer passes (gives) to a receiver and moves to another portion of the grid (goes) to receive a return pass. The sequence of passing (give) and moving to a new space on the grid (go) would be repeated for a predetermined amount of time (e.g., 45 seconds) with partners tracking the number of completed passes. Grids can vary in many ways, including size and shape, number of players within the grid, and with or without defensive pressure.

"Holistic rubric" or "Holistic rating scale" means an assessment and instructional tool that assigns a level of performance based on multiple criteria and evaluates the performance based on multiple criteria, and evaluates the performance as a whole. Learners must demonstrate all the identified criterion behaviors at a particular level for evaluators to determine whether the level has been achieved. Like all rubrics, holistic rubrics must define at least two levels.

"Individual-performance activities" means activities involving individual rather than team performance, and might include: gymnastics, figure skating, track and field, multisport events, in-line skating, wrestling, self-defense, and skateboarding.

"Invasion games" means games in which teams score by moving a ball (or a projectile) into another team's territory and either shooting into a fixed target (a goal or a basket) or moving the projectile across an open-ended target (line). To prevent scoring, one team must stop the other from bringing the ball into its territory and attempting to score. Strategies and tactics include using teammates to open space on offense (with or without the ball) and reduce space on defense. Decision making for offense includes when to pass, carry the ball, shoot, and move to create open space. Defenders must decide which players to cover and when to move to reduce space. Examples are basketball, ultimate, and soccer.

"Inverted position" means balances and transfers of weight in educational gymnastics in which the head is lower than the hips.

"Jab step" means an offensive skill executed by stepping sharply with one foot toward an opponent to cause the opponent to hesitate or go backward, thereby creating space for the offensive player.

"Knowledge of performance" means feedback based on the process and quality of the movement. The feedback is based on movement efficiency, timing, and rhythm of the movement pattern. Feedback is provided on specific critical elements of the movement.

"Knowledge of results" means feedback based on the outcome (product) of the movement that occurs after the action is completed (e.g., basket made or missed). Results indicate the degree of the success of the movement based on the environmental goal of the movement.

"Level 1 outcomes" means high school level outcomes reflecting the minimum knowledge and skills that students must acquire and attain by graduation to be college- or career-ready.

"Level 2 outcomes" means high school level outcomes that build on Level 1 competencies by augmenting knowledge and skills considered desirable for college or career readiness.

"Lifetime activities" means activities that are suitable for participation across the life span and that one can undertake alone or with a partner as opposed to a team. For the purposes of this Part, lifetime activities include the categories of outdoor pursuits, selected individual-performance activities, aquatics, and net/wall and target games.

"Locomotor skills" means skills that consist of a group of fundamental motor skills that allow individuals to navigate through space or move their body from one point to another. These include running, galloping, hopping, skipping, jumping, leaping, and sliding.

"Manipulative skills" means skills that require controlling or manipulating objects, such as kicking, striking, throwing, catching, and dribbling.

"Mature pattern" means executing with efficiency the critical elements of the motor skills pattern in authentic environments.

"Maturing" means demonstrating the critical elements of the motor skills and knowledge components of the grade-level outcomes, which will continue to be refined with practice. As the environmental context varies, a maturing pattern might fluctuate, reflecting more maturity in familiar contexts and less maturity in unfamiliar (new) contexts.

"Modified games" means small-sided games in which the rules have been modified to emphasize the skills taught in class (e.g., creating a penalty for dribbling to emphasize teaching students to pass rather than dribble).

"Motor patterns" means the fundamental motor skills that provide the foundation for more complex and sport-specific movement patterns used in games and sports. The six fundamental motor skills are running, jumping and landing, kicking, throwing, catching, and striking.

"Movement concepts" means the application of knowledge and concepts related to skillful performance of movement and fitness activities, such as spatial awareness, effort, tactics, strategies, and principles related to movement efficiency and health-enhancing fitness.

"MVPA" means Moderate to Vigorous Physical Activity.

"Net/wall games" means games in which teams or individual players score by hitting a ball into a court space with sufficient accuracy and power so that opponents cannot hit it back before it bounces once (as in badminton or volleyball) or twice (as in tennis or racquetball). Opponents generally are separated by a net, but in some cases (squash, racquetball), they share a court and the walls are in play. Offensive strategies and tactics are based on hitting to an open space or pulling the opponent out of position. Defensive strategies are reducing open space by good court position and anticipating the opponent's shot.

"Nondynamic environment" means skills performed in a nondynamic environment that is constant, predictable, or stationery. The goal for performance is to produce movements or skills that are consistent and accurate because the environmental context is nondynamic, stable, and unchanging. Examples include performance sports such as gymnastics or diving and target games such as darts and archery. See "closed skills".

"Nonlocomotor skills" means any movement that places a premium on gaining and maintaining one's equilibrium in relation to the force of gravity. Examples include axial movements (another term sometimes used for nonlocomotor movements) as well as inverted and rolling body postures. Also known as "stability skills".

"Norm-referenced" means a type of assessment tool that compares learners' performance with other similar learners' performances. Learners' relative standing (rank) is based on their performance in comparison with other learners in the same age group.

"Outcomes" means statements that specify what learners will know or be able to do as a result of a learning activity.

"Overload principle" means progressively placing greater stress or demands on the body during exercise to cause the body to adapt (become more fit). This is accomplished by manipulating the frequency, intensity, time (duration), and type (FITT) of activity.

"Player up" or "Player down" means a game situation in which one team has one more (e.g., 2v1) or one fewer (e.g., 1v2) player than the other team.

"Psychomotor domain" means the domain in which the focus is on motor skills. It includes physical movement, coordination, and the use of the motor-skill areas. Development of the skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

"Rating scale" means an assessment and instructional tool that is similar to a checklist but provides added information on the extent to which criterion behaviors are met. That is accomplished by a gradation of criteria across levels. Gradation of performance can be differentiated by the number of times the behavior occurs (frequency) or by descriptions of performance at each level (quality).

"Receiving" means the skill of collecting a pass from a teammate with the hands, feet, or body.

"Rubric" means an assessment and instructional tool that identifies criterion behaviors for at least two levels of performance. Each level of the rubric identifies and describes criterion behaviors that contain essential elements of the tasks along a range or continuum of performance expectations.

"Small-sided games" means organized games in which the number of players involved is reduced from the conventional competitive version of the sport (e.g., 2v2 basketball, 3v3 volleyball, 6v6 lacrosse).

"Small-sided practice tasks" means small-sided games or deliberate tasks designed to practice particular skills or tasks.

"Striking" means a ballistic, propulsion skill with several forms, such as sidearm, underarm or overarm, one-handed and two-handed. Common examples include batting, hitting with a racket, and serving a volleyball.

"Target games" means games in which players score by throwing or striking an object to a target. Accuracy is a primary focus of the activity, and competitors share no physical contact. Target games are considered opposed (e.g., croquet, shuffleboard, bocce) because opponents may block or hit another player's ball to a less-desirable position. Other target games are considered unopposed (e.g., golf, bowling) because opponents may not interfere with a shot. Strategies or tactics are based on movement accuracy and consistency.

"Technology" means software, websites, devices, and applications used in a physical education setting to enhance teaching and learning.

"Volley" means to strike or give impetus to an object (e.g., volley-birds, foot bags, bamboo balls, volleyballs) by using a variety of body parts (e.g., hands, arms, head, knees).

[Source: Added at 33 Ok Reg 1374, eff 9-11-16]