Contents

FIRST CYCLE 

The body  and movement 

• Image and perception. 
• Sensory possibilities. Exploration and discrimination of sensations. 
• Awareness of own body in relation to stress, relaxation and breathing. Experimenting with different body postures. 
• Affirmation of laterality. Experimentation situations of balance and imbalance. 
• Notions associated with spatial and temporal relationships. Spatiotemporal perception. 
• Motor skills. 
• Forms and possibilities of movement. Experimenting with different forms of implementation and control of basic motor skills. 
• Resolution of simple engine problems. 
• Acceptance of reality and favorable body part in various activities accepting the existence of differences in the skill level of provision itself. 

Physical activity and health 

• Practice physical activity and physical self-construction. Working aspects of age-appropriate physical condition. 
• Acquisition of basic habits of body, food and postural hygiene related to physical activity. Relationship of physical activity to welfare. Body mobility oriented health. 
• Respect for the rules of use of materials and spaces in the practice of physical activity. 

Gambling and sport 

• Play as a common activity for all cultures. Conducting free and organized games. Popular Games of Castilla-La Mancha 
• Compression and compliance game. Discovery of cooperation and opposition regarding the game rules. Acceptance of different roles in the game. 
• Confidence in own abilities and personal effort in games. Recognition and appreciation to those involved in the game. Rating of fair play as a means of enjoyment and connection with others. 

 Physical and artistic expression 

• Enjoy by expression through the body. 
• Synch with simple beats and rhythmic structures. 
• Externalization of emotions and feelings through the body, gesture and movement, with disinhibition. 
• Imitation of characters, objects and situations. Expressive possibilities with objects and materials. 
• Participation in situations involving bodily communication. Recognition of differences in the mode of expression. 

EVALUATION

1. Identify the parts of the body and the others and the temporary space notions. 

This criterion assesses the competence achieved by the student or the student to point itself in another and an image, the parties will appoint and name body parts that he said. It also assesses the ability to mobilize the named parties. 

Also equally values ​​its competition to mark the left and right in himself and in others, and to be in the space and time in relation to the basic topological relations: front / rear; in / out; up / down; before / after, etc.. 

2. Showing a minimal functional motor competence in both closed and open tasks according to the educational level tasks that are 

Move and jump in different ways, varying points of support, amplitudes and frequencies, with good coordination and orientation in space. 

This criterion assesses the power to move and jump of different forms, varying points of support, and orienting amplitudes and frequencies in the next space. Take into account the availability of students to explore their possibilities by varying body positions and the direction and sense of displacement. Focus on the ability to adapt movements and jumps to the conditions of the games and other driving situations  will be given. 

3. Bodily React to visual, auditory and tactile stimuli, giving motor responses that fit the characteristics of these stimuli and bodily instruments or play a rhythmic structure. 

This criterion assesses the discriminated response to stimuli that may influence the motor action. Check that can recognize common objects and textures to touch, they can discover and identify the source of everyday sounds and follow and interpret the trajectories of moving objects. The ability to recall auditory and visual experiences when the stimulus has disappeared, ie, auditory and visual memory were also assessed. 

Also check if it is the students are able to play a simple rhythmic structure. Playback can be done through body movement (displacement, jumping, clapping, beatings, swings, twists) or percussion instruments .

4. Contents launches, receptions and other skills involving handling of objects with coordination of body segments and placing the body properly. 

This criterion assesses competition in the use of skills involving handling of objects is important to ensure coordination in the gesture and the use made in game situations. It is also important to note that the body is positioned and geared appropriately to facilitate gesture. Do not include aspects of strength and accuracy .

5. Balancing the body adopting different postures, with tension control, relaxation and breathing. 

Students in this cycle, you should get some control of muscle tone and be able to apply the necessary tension in the different body segments for balance. The postures should check diversify allowing the reaction to different stimuli that determine the balance. The evaluation should not be sought imitation of models, but the initiative of students to adopt different postures .

6. Symbolize characters and situations through the body and movement with ease and uninhibited in the activity. 

Competence achieved by students when using the gesture and movement as expression elements are evaluated. Spontaneous contribution and effort to find new expressive forms that depart from stereotypical situations will be assessed. Likewise, take into account the personal effort to be involved in the proposals and feel "in character", accepting the role you play represent without bias of any kind .

7. CHECK interest meet the standards body care regarding hygiene and risk awareness in physical activity. 

This criterion assesses the competence achieved by students at the time to know and act on basic health and hygiene routines (use of appropriate clothing, routine cleaning and personal care and the environment in which the activity takes place) and take concrete measures to avoid possible risks related to the place for the activity, the materials needed to do it and by the very conditions to execute them. Also values ​​the practice of physical activity from improving one's physical condition edad.También is necessary to identify and bear in mind, individual and collective risks that are associated with certain physical activities.

8. Participate in games and enjoy adjusting their performance, both in regard to motor aspects and aspects of relationship with classmates. 

This criterion assesses the competence of the students to join the organization and development of group games raised; interpersonal relationship established and respect for colleagues; so does the value of play as a tool for organizing your free time; autonomous organization and enjoy both inside and outside the school environment. Active participation in the game in regards to movement, changes of direction, spatial orientation, stimulus discrimination, etc will be appreciated. Understanding the situations of cooperation, competition and cooperation / competition was also assessed. 

9. Use reading, information technology and communication as a resource area. 

This criterion assesses the competence achieved by students reading information using ICT and meet new games, dance, dance ... 

SECOND CYCLE 

Body  and movement. 

• Image and perception. 

Perceptual possibilities. Exploring perceptual abilities and their relationship with movement. Representation of the body and the others. Rating and acceptance of the body itself and the reality of others. 

Motor control and body control. Awareness and control of the body in relation to stress, relaxation and breathing. Spatiotemporal organization. Consolidation of laterality and its projection in space. 

Adequacy of posture and motor expressive needs. Static and dynamic balance 

Discovery of the organic-functional elements associated with the movement. 

• Motor Skills. 

Forms and possibilities of movement. Adjustment and consolidation of the key elements in the implementation of basic motor skills. 

Effective utilization of basic skills in media and stable and familiar situations. Improving basic physical attributes generically oriented and motor execution. Interest in improving the driving competition. 

Conducive to participate in various activities, accepting individual differences in skill level provision. 

 Physical activity and health 

Acquisition of postural and healthy eating habits related to physical activity and consolidation of personal hygiene habits. 

Relationship of physical activity to health and wellness. Recognition of the benefits of physical activity on health. Development of the different elements of physical fitness in relation to the sensitive phases. Favorable attitude toward physical activity in relation to health attitude. 

Safety in the actual practice of physical activity. Warming dosage of effort and relaxation. Basic security measures in the practice of physical activity in relation to the environment. Proper and respectful use of materials and spaces. 

Gambling and sport 

The game and the sport as elements of social reality. Game rating as a means of enjoyment, employment relationship and leisure time and effort in games and sports activities. 

Discovery of the basic game strategies related to cooperation, opposition and cooperation / opposition. 

Participation in games and introduction to sports activities by groups of common tactical principles. Practice fair play: respect for persons involved in the game and rejection of antisocial behavior. Understanding, acceptance and compliance with the rules of play and responsible attitude towards the established strategies. 

Physical and artistic expression 

The body and movement as a means of expression and communication. Expression of emotions and feelings through the body, gesture and movement. Enjoy through the expression and communication through the body. 

Adaptation of the motion-space structures and implementation of simple dances and choreography. Recreation of real and fictional characters and their dramatic contexts. Using objects and materials and their means of expression. Participation in situations involving bodily communication. Rating differences in the mode of expression. 

Evaluation 

1. Become aware of the mobility of the body axes in different positions and different segments and consolidating spatial and temporal notions. 

This criterion assesses the competence of the students to identify when the left / right body axis in himself, in others and in relation to objects and the level of automation achieved when using the space in response to simple commands and complex and itineraries. It will try to check the ability to use them in the body twists in everyday activities. Rotations about the longitudinal axis may be associated with shifts and jumps, changes of direction and sense.

Two. Solve motor problems through knowledge and use of simple strategies. 

This criterion assesses the competence achieved by students at the time of carrying out a series of motor tasks: move and jump, combined both skills in a coordinated and balanced manner, adjusting body movements to different changes in the conditions of the activity; of shooting, passing and receiving balls or other mobile without losing control of them, adapting movements to paths; and see if they are competent to invent and play a simple rhythmic structure or by combining elements of structures already known, either by the production of new material. Playback can be done through body movement (deslazamientos, jumping, clapping, beatings, swings, twists) or percussion instruments . 

Three. Utilize the expressive resources of the body and become involved in the group for communicating ideas, feelings and representation of characters and stories, real or imagined. 

This criterion assesses the competence achieved by students when using the gesture and movement as expression elements, and makes use of gesture to communicate actions and intentions. In the staging, the production of meaningful gestures and the ability to pay attention in the expression of others, receive the message and follow the action respecting the plot will be observed. It also assesses the ability to provide consistent, creative and spontaneous motor responses. Willingness to dialogue and responsibility in the organization and preparation of creative proposal was also assessed. 

4. Keeping active behaviors commensurate with the value of physical exercise for health, showing interest in body care. 

This criterion assesses his use of techniques such as relaxation and warming as a means to practice and improve physical health as well as the automation level of hygiene and dress and to take concrete measures to avoid possible risks, starting the place itself to make the activity, the materials needed to do it and by the very conditions to execute them. Improving physical fitness  was also assessed. 

5. Participate in a coordinated and cooperative play and sports activities with knowledge of the rules and showing an attitude of acceptance of others. 

Full participation in the game will be conditioned by a set of motor and social skills. On the one hand, the degree of motor efficiency and the ability to reach out and take the physical condition to be fully involved in the game are observed. 

Second, it will address the social skills (to respect the rules, consider others, avoid discrimination and attitudes of rivalry founded on stereotypes and prejudices, etc..) That promote good relations between the participants . 

6. Use reading, information technology and communication as a resource area. 

This criterion assesses the competence achieved by students to use these tools to perform simple indigenous research and investigate activities that have to do with the socio-cultural background of the area. Its use is also assessed for information on activities related to other cultures.

THIRD CYCLE 

Body and movement 

• Image and perception. 

Organo-functional elements associated with the movement. Awareness and control of the body at rest and in motion. Application of tonic breath control and motor control. Adjustment of the position to the expressive needs and drive economic and balanced manner. 

Appropriate use of selective discrimination of stimuli and perceptual anticipation. Running some difficulty with movements of the non-dominant body segments. Static and dynamic balance in complex situations. Space-time in complex motor actions and situations. Structuring 

Rating and acceptance of the body actually own and others, showing a critical attitude towards the socially prevailing aesthetic-body model. 

• Motor Skills. 

Adapting the execution of the motor to practice contexts of increasing complexity, with efficiency and creativity skills. 

Domain engine and body from a pre-action approach. Fitness oriented to improving the performance of motor skills. Valuation of work executed well from the point of view engine. 

Favorable disposition to participate in various activities accepting differences in skill level. 

 Physical activity and health 

Awareness and implementation of positive life forms regarding health: knowledge of the effects of extreme thinness or obesity on health, postural and acquiring healthy eating habits and personal hygiene autonomy 

Recognition of the beneficial effects of physical activity on health and identification of unhealthy practices. Improved fitness through proper work to the development of students. Assessment of physical activity for maintaining and improving health. . 

Injury Prevention physical activity. Heating, dosing and recovery effort. Security in the practice of physical activity in relation to the environment. Proper and respectful use of materials and spaces. 

Gambling and sport 

      

The game and sport as social and cultural phenomena. Types of games and sports. Games and own different cultures and popular sports. Making games and sports activities and various forms of increasing difficulty. I appreciate the game and the sport as a means of enjoyment, satisfying relationships and leisure time use. 

Proper use of the basic game strategies related to cooperation, opposition and cooperation / opposition. Understanding the principles of action, attack and defense and its application to various sports. Acceptance and respect rules, rules, strategies and people involved in the game. Drafting and enforcing a code of fair play. 

Assessment of personal and collective effort in the different types of games and sports activities outside preferences and prejudices.

 Physical and artistic expression 

The body and movement. Exploration and awareness of the potential and resources of body language. Participation and respect to situations involving bodily communication. 

Composition from rhythmic movements and musical stimuli. Development of simple dances and choreography. Expression and communication of feelings and individual and shared emotions through the body, gesture and movement. 

Representations and artistic improvisations with body language and with the help of objects and materials. Rating expressive and communicative uses of the body. 

Development projects that integrate different languages​​. 

Evaluation 

1. CHECK active behaviors to increase overall physical fitness by adjusting their performance to the knowledge of their own possibilities and limitations and bodily movement. 

This criterion assesses the competence of students to be accepted as it is. The ability to recognize and describe the intervention necessarily interrelated, all body systems (nervous, respiratory, musculoskeletal, digestive, circulatory) and the overall impact that physical activity has on them is also assessed,; to sense changes that occur in the course of a driving activity and thus adapt their movements, space, duration, ... changes in the environment adjustment otherwise also the ability not only is evaluated, for reduced pressure , to keep the tone, breathing, relaxation and contraction to use a coordinated and effective way the body and its segments by adopting the correct posture and balanced both at rest and in motion .

2. Adapt movements, jumps and spins to different types of environments that may be unknown and carry some degree of uncertainty and to shoot, pass and receive balls or other mobile without losing control of them in games and activities that drive require, to correct the situation in the field, at distances and trajectories fit. 

This criterion assesses the driving skills of students for, according to their age, solve problems using basic motors to suit the conditions of the environment by choosing to proceed, and the most appropriate way to achieve mastery in handling objects physical, but mostly use in game situations, ie considering the playmates .

3. Compositions Build group interaction with classmates using the expressive resources of the body and based on musical stimuli, plastics or verbal. 

This criterion assesses the competence to work in a group, sharing objectives, in developing a small show. Moreover, individual and collective ability to communicate in an understandable feelings, messages etc. will be appreciated., From gesture and movement, and being able to convey the expressive elements enough serenity, disinhibition and style. Also participating projects is valued based on an expressive purpose, selecting the most appropriate materials and techniques . 

4. Identify some of the relationships established between the correct and regular physical exercise and improved health and act accordingly. 

This criterion assesses the skills acquired by students through the continued practice of organized physical activity; autonomous use of hygienic dress and grooming habits (grooming, showering, changing clothes, etc.), food and rest; and the adoption of specific measures to avoid possible risks of the sport, improving through heating conditions in which the activity starts and take steps to ensure their safety and that of fellow action. It also assesses the awareness of overweight or extreme thinness as a health problem

It also takes into account the predisposition: a physical exercise, avoiding a sedentary lifestyle; maintain correct postures; to feed a balanced manner; to hydrate properly; to show responsibility and caution necessary in performing physical activities, avoiding risks 

5. Participate in games, sports and outdoor activities in a coordinated and cooperative manner, assessing the effort and the relationships established, critically reviewing compliance with the rules regarding conflict situations arising in practice of these activities. 

This criterion assesses the competence of the students to integrate their efforts in the group, share goals and accept on equal terms to all members of the group; respect the rules of the game and sport; practice fair play and prioritize the benefits of sporting activity against result, accepting the frustrations that it can produce. Competence is also valued to assume different roles in the game needed and to contribute to the construction and enforcement of the rules. 

The level of reflection on the work done, and current issues emerged related to the body situations, sport and cultural events, as well as the construction and expression of opinions are also valued, habits for good functioning of the debate and that allow a criterion, but also understand the viewpoint of others.

6. Collect information and produce documents through reading and technology. Information and Communication 

This criterion assesses the competence achieved by students to investigate, using the popular culture, new technologies and reading; on those recreational and leisure and sports. Own region and other cultures and regions. 

It, too, appreciates your competition to use these media as support for the performance of work and sports-related activities through the integration of different languages ​​and in line with the knowledge acquired in different areas and learning situations (goal 6) research.