PE Standards Alignment
How Navigation Games activities align with the SHAPE America National Physical Education Standards.
About the Standards
SHAPE America released revised National PE Standards in March 2024 (4th edition). The new framework has four standards organized by grade span instead of individual grades.
| Standard | Description |
|---|---|
| 1. Motor Skills | Develops a variety of motor skills |
| 2. Movement & Fitness Concepts | Applies knowledge related to movement and fitness concepts |
| 3. Social Skills | Develops social skills through movement |
| 4. Personal Skills | Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity |
Grade spans: PreK-2, 3-5, 6-8, 9-12
Indicator codes use the format [Standard].[GradeSpanEnd].[Indicator]. For example, 1.5.1 means Standard 1, grades 3-5, indicator 1.
Why Orienteering Fits These Standards
Orienteering is unusually well-aligned with the 2024 standards because it is built around decision-making, not drills. Students are not standing in line waiting for a turn. They are moving with purpose, reading a map, choosing a route, and getting immediate feedback on whether they found the right checkpoint.
Engagement is high. Teachers consistently remark on this. Students who disengage from traditional PE stay active in orienteering because there is always a next checkpoint to find, a faster time to chase, or a harder course to try. The progression system (clue sheet, then speed, then memory, then a new course) gives every student a challenge at their level. This directly supports Standard 4's emphasis on choosing to engage.
Social skills develop naturally. Pair work is built into the curriculum from lesson 1. Students share maps, verify each other's answers, communicate spatial directions, and strategize together. Napkin-O and Word Bank Orienteering push communication further by requiring students to describe locations using precise vocabulary. This is Standard 3 in action.
Choice and autonomy increase over the progression. Early lessons are structured (follow the leader, visit checkpoints in order). By lesson 5, students are making their own route choices in Score-O. By lesson 6, they run courses independently. The curriculum deliberately builds toward self-directed physical activity, which is the heart of Standard 4.
Student engagement in orienteering could be assessed numerically: time on task, number of courses completed, voluntary repetition, and self-selected difficulty level are all observable and countable. This data could demonstrate the curriculum's alignment with Standard 4 to administrators and PE departments.
Activity-to-Standard Mapping (Grades 3-5)
Standard 1: Motor Skills
Develops a variety of motor skills.
| Activity | Indicator | How it addresses this standard |
|---|---|---|
| Boundary Run | 1.5.1 | Locomotor skills: running, skipping, galloping along the boundary |
| Gathering | 1.5.1 | Locomotor skills at varied speeds; quick changes of direction |
| Animal-O | 1.5.1 | Running with rapid direction changes between checkpoints |
| Geometric-O | 1.5.1 | Running between checkpoints with map in hand |
| Score-O | 1.5.1 | Route choice requires varied movement patterns |
Standard 2: Movement & Fitness Concepts
Applies knowledge related to movement and fitness concepts.
| Activity | Indicators | How it addresses this standard |
|---|---|---|
| Geometric-O | 2.5.1, 2.5.5 | Spatial relationships (closest, furthest, between); map orientation; connecting 2D map to 3D space |
| Animal-O | 2.5.1 | Spatial memory; planning efficient routes between checkpoints |
| Score-O | 2.5.1, 2.5.5 | Strategy and route planning; deciding which checkpoints to visit and in what order |
| Map Walk | 2.5.1 | Connecting map symbols to real-world features |
| Symbol-O | 2.5.1 | Learning map symbols and applying them to navigation |
| Boundary Run | 2.5.1 | Understanding spatial concepts (inside, outside, boundary) |
| Gathering | 2.5.1 | Awareness of position in space; estimating distance |
Standard 3: Social Skills
Develops social skills through movement.
Orienteering develops social skills naturally because pair work, communication, and mutual verification are built into the activity structure itself, not bolted on as a separate objective.
| Activity | Indicators | How it addresses this standard |
|---|---|---|
| Gathering | 3.5.5 | Group strategizing to improve gathering time |
| Animal-O | 3.5.2, 3.5.3 | Pair work on clue sheets; helping peers who are struggling |
| Geometric-O | 3.5.2, 3.5.5 | Partner work: sharing maps, verifying each other's answers |
| Napkin-O | 3.5.2 | Communication between pairs to identify hidden checkpoints |
| Word Bank Orienteering | 3.5.2 | Verbal communication using only spatial vocabulary to guide a partner |
| Partner Orienteering | 3.5.2, 3.5.5 | Negotiating route choices and executing a course together |
Standard 4: Personal Skills & Choosing to Engage
Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.
Student choice and autonomy increase through the progression. Early lessons are structured (follow the leader, visit checkpoints in this order). Later lessons hand control to the student (choose your own route, run the course solo, try it from memory). By the end, students are self-directing their physical activity.
| Activity | Indicators | How it addresses this standard |
|---|---|---|
| Boundary Run | 4.5.5 | Understanding why boundaries exist (safety, respect) |
| Gathering | 4.5.5 | Responding to signals; self-regulation |
| Animal-O | 4.5.7 | Self-pacing; choosing to repeat for speed, from memory, or with a harder clue sheet |
| Geometric-O | 4.5.7 | Identifying and fixing orientation mistakes; persistence through difficulty; choosing when to advance to harder levels |
| Score-O | 4.5.4, 4.5.10 | Full autonomy: students choose which checkpoints to visit, in what order, and how to plan their route |
Standards by Lesson (Grades K-2)
| Lesson | Standard 1 | Standard 2 | Standard 3 | Standard 4 |
|---|---|---|---|---|
| 1. Safety & Space | Locomotor skills with space awareness (1.2.1) | Recognizes personal space and general space (2.2.1) | Responds to directions (3.2.4); follows rules for safety (3.2.6); safe choices with equipment (3.2.7) | |
| 2. Search and Remember | Locomotor skills with space awareness (1.2.1) | Recognizes personal and general space (2.2.1) | Communicates to share space (3.2.3); discusses problems with teacher support (3.2.8) | Recognizes individual challenges (4.2.5) |
| 3. Say Where | Locomotor skills with space awareness (1.2.1) | Recognizes personal and general space (2.2.1); identifies movement concepts (2.2.3) | Communicates to share space (3.2.3); discusses problems with teacher support (3.2.8) | |
| 4. Visit Checkpoints in Order | Locomotor skills with space awareness (1.2.1) | Responds to directions (3.2.4); communicates to share space (3.2.3) | Recognizes strengths and need for practice (4.2.7) | |
| 5. Picture the Space | Locomotor skills with space awareness (1.2.1) | Recognizes personal and general space (2.2.1) | Communicates to share space (3.2.3); respectful behaviors in movement (3.2.5) | |
| 6. Read a Map | Locomotor skills with space awareness (1.2.1) | Recognizes personal and general space (2.2.1); knowledge of locomotor skills in movement settings (2.2.4) | Communicates to share space (3.2.3); discusses problems with teacher support (3.2.8) |
Standards by Lesson (Grades 3-5)
| Lesson | Standard 1 | Standard 2 | Standard 3 | Standard 4 |
|---|---|---|---|---|
| 1. Know Your Space | Locomotor skills in varied practice (1.5.1) | Movement concepts for safe movement (2.5.1) | Safe behaviors independently (3.5.4); solves problems with partners (3.5.5) | Recognizes group challenges (4.5.5) |
| 2. Match the Code | Locomotor skills in varied practice (1.5.1) | Respectful behaviors in group activities (3.5.3); solves problems with partners (3.5.5) | Identifies strengths and opportunities for practice (4.5.7) | |
| 3. Map Readiness | Movement concepts (2.5.1); problem-solving strategies (2.5.5) | Negotiates roles (3.5.2); respectful behaviors (3.5.3); solves problems (3.5.5) | Identifies strengths and opportunities for practice (4.5.7) | |
| 4. Map Symbols | Movement concepts (2.5.1); problem-solving strategies (2.5.5) | Negotiates roles (3.5.2); solves problems (3.5.5) | ||
| 5. Visiting Checkpoints | Movement concepts (2.5.1); problem-solving strategies (2.5.5) | Negotiates roles (3.5.2); safe behaviors (3.5.4); solves problems (3.5.5) | Explains rationale for choices (4.5.4); reflects on movement (4.5.10) | |
| 6. Orienteering Course | Locomotor skills in varied practice (1.5.1) | Movement concepts (2.5.1); problem-solving strategies (2.5.5) | Safe behaviors (3.5.4); solves problems (3.5.5) | Explains rationale for choices (4.5.4); identifies strengths (4.5.7) |
Standards by Lesson (Grades 6+)
| Lesson | Standard 1 | Standard 2 | Standard 3 | Standard 4 |
|---|---|---|---|---|
| 1. From Clues to Maps | Correct technique in outdoor activities (1.8.1) | Movement concepts in dynamic environments (2.8.1); problem-solving (2.8.7) | Negotiates strategies and tactics (3.8.3); safe behaviors (3.8.7) | |
| 2. Map Reading | Correct technique in outdoor activities (1.8.1) | Movement concepts (2.8.1); problem-solving (2.8.7); safety protocols in outdoor activities (2.8.21) | Negotiates strategies and tactics (3.8.3); constructive feedback (3.8.4) | |
| 3. Route Choice | Movement concepts (2.8.1); problem-solving (2.8.7) | Negotiates strategies and tactics (3.8.3); follows game rules (3.8.6); safe behaviors (3.8.7) | Choice and interests impact engagement (4.8.4); individual and group challenges (4.8.5) | |
| 4. From Ground to Map | Movement concepts (2.8.1); problem-solving (2.8.7) | Negotiates strategies and tactics (3.8.3); solves problems with teammates (3.8.8) | Individual and group challenges (4.8.5); reflects on movement (4.8.9) | |
| 5. Course Navigation | Correct technique in outdoor activities (1.8.1) | Movement concepts (2.8.1); problem-solving (2.8.7) | Constructive feedback (3.8.4); safe behaviors (3.8.7); solves problems with teammates (3.8.8) | Choice and interests impact engagement (4.8.4); reflects on movement (4.8.9) |
| 6. Race Day | Correct technique in outdoor activities (1.8.1) | Movement concepts (2.8.1); problem-solving (2.8.7) | Consideration for others (3.8.2); follows game rules (3.8.6); solves problems with teammates (3.8.8) | Choice and interests impact engagement (4.8.4); individual and group challenges (4.8.5); reflects on movement (4.8.9) |
Indicators by Grade Span
Which lessons address each indicator? Use this to find coverage for a specific standard.
Grades K-2
| Indicator | Short description | Lessons |
|---|---|---|
| 1.2.1 | Locomotor skills with space, effort, and relationship awareness | All (1-6) |
| 2.2.1 | Recognizes personal and general space | 1, 2, 3, 5, 6 |
| 2.2.3 | Identifies movement concepts for locomotor and non-locomotor skills | 3 |
| 2.2.4 | Knowledge of locomotor and non-locomotor skills in movement settings | 6 |
| 3.2.3 | Communicates to share space and equipment | 2, 3, 4, 5, 6 |
| 3.2.4 | Responds to directions and feedback from the teacher | 1, 4 |
| 3.2.5 | Respectful behaviors in positive social interactions | 5 |
| 3.2.6 | Describes why rules matter for safety and fairness | 1 |
| 3.2.7 | Safe choices with PE equipment | 1 |
| 3.2.8 | Discusses problems and solutions with teacher support | 2, 3, 6 |
| 4.2.5 | Recognizes individual challenges through movement | 2 |
| 4.2.7 | Recognizes movement strengths and need for practice | 4 |
Grades 3-5
| Indicator | Short description | Lessons |
|---|---|---|
| 1.5.1 | Combines varied locomotor skills in practice tasks | 1, 2, 6 |
| 2.5.1 | Applies movement concepts and strategies for safe movement | 1, 3, 4, 5, 6 |
| 2.5.5 | Problem-solving strategies in games and activities | 3, 4, 5, 6 |
| 3.5.2 | Negotiates roles and responsibilities | 3, 4, 5 |
| 3.5.3 | Respectful behaviors in group activities | 2, 3 |
| 3.5.4 | Safe behaviors independently | 1, 5, 6 |
| 3.5.5 | Solves problems independently, with partners, and in small groups | 1, 2, 3, 4, 5, 6 |
| 4.5.4 | Explains rationale for choices based on personal interests | 5, 6 |
| 4.5.5 | Recognizes group challenges through movement | 1 |
| 4.5.7 | Identifies movement strengths and opportunities for practice | 2, 3, 6 |
| 4.5.10 | Reflects on movement experiences | 5 |
Grades 6+
| Indicator | Short description | Lessons |
|---|---|---|
| 1.8.1 | Correct technique in outdoor activities | 1, 2, 5, 6 |
| 2.8.1 | Movement concepts within dynamic environments | 1, 2, 3, 4, 5, 6 |
| 2.8.7 | Problem-solving in games and activities | 1, 2, 3, 4, 5, 6 |
| 2.8.21 | Safety protocols in outdoor activities | 2 |
| 3.8.2 | Consideration for others; contributes positively to the group | 6 |
| 3.8.3 | Negotiates strategies and tactics | 1, 2, 3, 4 |
| 3.8.4 | Constructive feedback to and from others | 2, 5 |
| 3.8.6 | Follows game rules | 3, 6 |
| 3.8.7 | Safe and appropriate behaviors during physical activity | 1, 3, 5 |
| 3.8.8 | Solves problems with teammates and opponents | 4, 5, 6 |
| 4.8.4 | Choice and interests impact engagement | 3, 5, 6 |
| 4.8.5 | Examines individual and group challenges through movement | 3, 4, 6 |
| 4.8.9 | Reflects on movement experiences | 4, 5, 6 |