PHYSICAL EDUCATION

Grade Levels 3-5 (Adopted in 2000)

Standard Number: 1.0 Movement Forms

Standard:

The student will demonstrate competency in many movement forms and proficiency in a few movement forms.

Learning Expectations:

The student will

1.1 demonstrate mature form in all locomotor patterns and selected manipulative and non-locomotor skills.

1.2 recognize, apply and analyze knowledge of elements in basic skills.

1.3 apply basic skills in game-like experiences.

1.4 introduce strategies that occur in game-like situations.

1.5 acquire beginning skills in specialized movement forms.

1.6 combine basic movement skills into specialized sequences.

1.7 demonstrate how movement concepts can be expressed through rhythmic activities.

1.8 demonstrate and modify traditional and popular dance sequences.

1.9 demonstrate and refine specialized educational gymnastics skills (e.g. weight transfer, rolling, balance, jumping, and landing).

1.10 develop and refine a gymnastic sequence demonstrating smooth transitions.

1.11 demonstrate safety procedures in educational gymnastics.

1.12 develop patterns and combinations of movements into repeatable sequences.

1.13 use responsible behavior in safety procedures for all physical activities.

Performance Indicators:

at Level I , the student is able to

• perform teacher designed games using a variety of appropriate sport skills
• demonstrate competency in basic educational gymnastic skills in predetermined sequences
• perform selected traditional and popular dance sequences
• execute prescribed strategies in a variety of games

at Level 2, the student is able to

• demonstrate refined fundamental motor patterns for basic locomotor, non-locomotor, and selected isolated manipulative skills (throwing, catching, striking) in student designed game activities
• apply fundamental offensive and defensive strategies in game-like situations
• acquire specialized skills basic to a movement form (e.g. basketball chest pass, soccer dribble, fielding a softball with a glove) and use those skills with a partner
• develop and refine dance sequences into a repeatable pattern with intentional changes in direction, speed, and flow
• properly execute traditional and popular dance sequences
• create, refine, and perform educational gymnastic skills in individual or group
• selected sequences
• when given the opportunity, arrange gymnastic equipment safely in a manner
• appropriate to the task
• utilize safety principles in activity situations
• design and refine a routine, combining various jump rope movements to music, so that it can be repeated
• recognize and apply knowledge of critical elements in basic locomotor, non-locomotor, and manipulative skills

at Level 3, the student is able to

• design, refine, and perform gymnastics and dance sequences that combine traveling, rolling, balancing, and weight transfer into smooth, flowing sequences
• design, refine, and perform individual and group dance sequences that combine locomotor and non-locomotor skills
• design and play a game that involves cooperating with others to keep an object away from opponents using necessary strategies

Sample Task:

The students design a sequence of locomotor movements. The student must use four different locomotor skills each lasting eight counts. For example: slide right eight counts, jump left eight counts, walk forward eight counts, skip backwards eight counts). This sequence must be repeatable. Have students perform the sequence. Optional: Use 4:4 time with the music provided by the teacher.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 2.0 Motor Concepts and Principles

Standard:

The student will apply movement concepts and principles to the learning and development of motor skills.

Learning Expectations:

The student will

2.1 apply critical elements to improve personal performance in fundamental and selected motor skills.

2.2 use information from a variety of sources (e.g., teacher, peers, and self) to improve performance.

2.3 use critical elements of fundamental and specialized movement skills to provide feedback to others.

2.4 recognize and apply concepts that impact the quality of increasingly complex movement performance.

2.5 practice basic offensive and defensive strategies in non-complex settings.

2.6 apply the concepts of balance and transfer of weight to the performance of educational gymnastic skills.

Performance Indicators:

at Level 1, the student will be able to

• identify concepts of offensive and defensive strategies in a controlled game environment
• use concept knowledge of critical elements to provide corrective feedback to others (example: recognize incorrect overhead throw and give corrective feedback to others)
• perform a simple movement pattern using rhythmic activities
• perform a simple gymnastics sequence requiring a minimum of three elements (example: rolls, balances, jumping and landing, flow, changes of direction)

at Level 2, the student will be able to

• identify and implement the concepts of offensive and defensive strategies in a controlled game environment
• use concept knowledge of critical elements to provide corrective feedback to self and others (example: recognize incorrect overhand throw and give corrective feedback to self and another student)
• design and perform a simple movement pattern using rhythmic activities
• design and perform a gymnastics sequence requiring a minimum of four elements (example: roll, balance, jump and land, flow, change of direction)

at Level 3, the student will be able to

• identify and implement the concepts of offensive and defensive strategies in a dynamic, unpredictable game environment
• design and perform a movement sequence that combines traveling, rolling, balancing and weight transfer into smooth, flowing sequences with intentional changes in direction, speed, and flow

Sample Task:

After instruction and practice in throwing, students write a fictitious letter to their favorite athlete. Each letter should contain instruction in the correct technique in the overhand throw.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 3.0 Personal and Social Responsibility

Standard:

The student will demonstrate responsible personal and social behavior in physical activity settings.

Learning Expectations:

The student will

3.1 apply rules, procedures, and safe practices with little or no reinforcement.

3.2 accept and respect the decision made by game officials.

3.3 work cooperatively and productively with a partner or small group.

3.4 work independently and on-task for increasingly longer periods of time.

3.5 assess and accept own behavior.

3.6 explore cultural/ethnic self-awareness through participation in physical activity.

3.7 consider the attributes that individuals with differences can bring to group activities.

3.8 experience differences and similarities in physical activity among people of different backgrounds

3.9 cooperate with peers with disabilities and those of different gender, race, and ethnicity.

3.10 work cooperatively with more and less skilled peers.

3.11 understand the role of games and sports in establishing behaviors in social interaction.

Performance Indicators:

at Level 1, the student will be able to

• identify appropriate safety practices, rules, etc., for the chosen activities
• work cooperatively and productively with a partner or small group
• honestly report the results of completed tasks

at Level 2, the student will be able to

• apply rules, procedures, and safe practices with no reinforcement
• experience differences and similarities among people of different backgrounds by participating in games, dance, and recreational activities of national, cultural, and ethnic origins
• demonstrate an understanding of the similarities and differences of persons with disabilities
• accept the skills and abilities of others through verbal and nonverbal behavior
• participate productively in group interactions
• interact productively in conflict situations found in group activity

at Level 3, the student will be able to

• accept the teacher, coach, or peer referee’s decision regarding a personal rule infraction without displaying negative reactions toward others
• positively contribute to group discussions concerning conflict resolution
• involve others willingly in physical activity outside the teacher directed environment

Sample Task:

In small groups, students will create a game using a manipulative skill. Each group will utilize the same equipment (three to five pieces). Each person must be included in the process of naming, designing, establishing rules, instructing, and playing the game.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 4.0 Fitness

Standard:

The student will understand, achieve, and maintain a health-enhancing level of fitness leading to a physically active lifestyle.

Learning Expectations:

The student will

4.1 select and regularly participate in lifetime physical activity.

4.2 identify several activities related to each component of physical fitness.

4.3 describe healthful benefits that result from regular and appropriate participation in physical activity.

4.4 begin to develop a strategy for the improvement of selected fitness components.

4.5 work independently with minimal supervision in pursuit of personal fitness goals.

4.6 correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, cardiorespiratory functioning, and proper body composition.

4.7 recognize that time and effort are prerequisites for skill improvement and fitness benefits.

Performance Indicators:

at Level 1, the student will be able to

• participate regularly in physical activity for the purpose of developing a healthy lifestyle
• associate a minimum of two activities for each appropriate component of fitness (cardiorespiratory endurance, muscular strength and endurance, and flexibility)
• identify healthful benefits associated with participation in regular, appropriate physical activity
• identify a personal goal for fitness improvement
• make appropriate decisions about working toward a personal fitness goal
• select and demonstrate two or more activities that enhance muscular strength, muscular endurance, flexibility, cardiorespiratory functioning, and appropriate body composition
• look forward to participating in regular physical activity

at Level 2, the student will be able to

• engage in daily physical activities for the purpose of developing a healthy lifestyle
• identify correctly and use each component of physical fitness (muscular strength and endurance, cardiorespiratory endurance, flexibility, body composition) associated with the development of quality of life
• demonstrate and discuss (journals, demonstrations, and displays) the healthful benefits that result from regular and appropriate participation in physical activity
• establish and chart appropriate personal fitness goals showing progress made through positive lifestyle decisions
• design and implement activities that enhance muscular strength and endurance, flexibility, cardiorespiratory functioning and proper body composition
• independently select and sustain activities to meet personal fitness goals
• associate results of fitness testing to personal health status and ability to perform various activities
• maintain a journal of time and effort spent in meeting health related and skill related fitness goals
• enjoy achievement of health enhancing levels of fitness leading to a physically active lifestyle

at Level 3, the student will be able to

• engage in daily (20 to 60 minutes) physical activity outside of the classroom for the purpose of developing a healthy lifestyle
• choose physical activity as recreational activity
• analyze various physical activities relative to fitness contribution

Sample Task:

• Students working in small groups will demonstrate exercises or activities for each component of health related fitness. Groups will show their work to another group or the class.

Modification and extensions need to be made to meet the individual abilities of all students.

Standard Number: 5.0 Understanding Physical Activity

Standard:

The student will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.

Learning Expectations:

The student will

5.1 experience enjoyment while participating in physical activity.

5.2 recognize physical activity as a positive opportunity for social and group interaction.

5.3 enjoy practicing activities to increase skill competence.

5.4 use physical activity as a means of self-expression.

5.5 interact with friends/peers while participating in group activities.

5.6 seek personally challenging experiences in physically active opportunities.

5.7 celebrate personal successes and achievements as well as those of others.

Performance Indicators:

at Level 1, the student will be able to

• compliment others on their successes in physical activity

at Level 2, the student will be able to

• celebrate personal successes and achievements and those of others
• maintain a journal of feelings following physical activity
• continue independent practice for longer periods of time
• select physical activity (dance, gymnastics, games sequence) to express self in a portfolio
• engage productively in small group competitive activities
• select a new physical activity for participation
• challenge self to higher levels of performance

at Level 3, the student will be able to

• model enthusiasm while participating in physical activity
• seek personally challenging experiences in physically active opportunities
• model enjoyment in learning new activities

Sample Task:

The student will participate in one physical activity during the week, which lasts at least thirty minutes. The student will describe in writing the activity, length of time, and their feelings while doing the activity. The student should reflect, in writing, the reasons to repeat or not repeat this activity in the future.

Modification and extensions need to be made to meet the individual abilities of all students.