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A physically educated person is one who has mastered the necessary movement skills to participate confidently in many different forms of physical activity, values physical fitness, and understands that both are related to health and well-being. The most basic element of a child’s development is learning to move. Even before birth children begin learning to move and learning through movement. The process continues throughout childhood and into adolescence.

In the primary grades, children are learning the fundamentals of physical education, becoming more skillful, and deriving pleasure from learning new skills. At this level, development of physical and motor fitness attributes is emphasized, including agility, flexibility, and coordination. This level emphasizes such basic skills as walking, running, hopping, jumping, sliding, galloping, skipping, throwing, kicking, balancing, bending, and stretching. Also important are such fitness attributes as cardiovascular fitness and muscular strength and endurance.

Children in kindergarten are solo learners. They focus primarily on moving within space, including general space around them and their own personal space. Non-locomotor skills (remaining in place and maintaining balance while moving parts of the body) include how the body moves on its axis and locomotor skills (moving the body from one place to another) include moving in open space. Once the children are able to move effectively in their space, they focus on objects, for instance, equipment, supplies, and materials. They also learn about and interpret their environment through play. They should move in a safe environment that helps them look forward to positive experiences in physical education.

A program of physical education should provide developmentally appropriate activities to students using a variety of teaching methods based on each student’s individual needs. Teachers must plan programs for all students regardless of race, gender, home language, disability, or cultural or economic backgrounds. Adaptations or modification of the program, activities, or types of equipment can be beneficial to all students. In addition, a variety of assessment tools should be used to determine each student’s level of performance.

The vision is for all students to be physically educated and have fun while moving. Students who participate in quality physical education programs receive a variety of benefits including the development of 1) a variety of motor skills and abilities related to lifetime leisure activities, 2) improved understanding of the importance of maintaining a healthy lifestyle, 3) improved understanding of movement and the human body, 4) improved knowledge of rules and strategies of particular games and sports, and, 5) self-confidence and self-worth as these relate to physical education and recreation programs.

(See PE Scope and Sequence for K - 5)

CONTENT STANDARD 1

1. Movement Skills and Movement Knowledge

• The student in grade five will be competent in many movement activities.

Performance Indicators

1.5.1 Manipulate objects with accuracy and speed

1.5.2 Combine movement skills in applied settings

1.5.3 Develop specialized movement skills

1.5.5 Pass to a moving player

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have students perform basic dribbling and passing skills used in soccer while working with a partner in an attempt to score against an opponent (passing when the defense attacks and maintaining the ball when the defense holds back; executing accurate passes ahead of the receiver, and, as receiver, moving into a space to create a passing angle not covered by the defense; and both players receiving the ball in such a way as to set up a continuous dribble or pass)

CONTENT STANDARD 2

2. Movement Skills and Movement Knowledge

• The student in grade five will understand how and why they move in a variety of situations and use this information to enhance their own skills.

Performance Indicators

2.5.1 Use information from internal and external sources to improve performance

2.5.2 Identify and apply the principles of practice and conditioning that enhance performance

2.5.3 Use fundamental strategies in simple games

2.5.4 Use scientific principles to increase distance of throws

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have students identify three basic offensive strategies and three basic defensive strategies from their two-on-two games. These should be discussed as a class and turned into the teacher at the end of the class period for evaluation. Have students correctly identify three offensive and defensive strategies.

CONTENT STANDARD 3

3. Movement Skills and Movement Knowledge

• The student in grade five will achieve and maintain a health-enhancing level of physical fitness

Performance Indicators

3.5.1 Participate in a variety of health-enhancing physical activities in both school and non-school settings

3.5.2 Assess their personal health-related fitness status

3.5.3 Meet the health-related fitness standards as define by fitness tests

3.5.4 Identify how to balance food intake with physical activity

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have students participate in the Presidential Fitness Test and try to meet the criteria established for their age and gender.

CONTENT STANDARD 4

4. Self-Image and Personal Development

• The student in grade five will exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge, and self-expression.

Performance Indicators

4.5.1 Identify opportunities in the school and community for regular participation in physical activity

4.5.3 Participate daily in some form of health-enhancing physical activity

4.5.2 Describe ways to use the body and movement activities to communicate ideas and feelings

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have students develop a chart that can be used to identify opportunities in the schools and community for regular participation in physical activity. Various information can be included in the chart such as the type of activity, sponsoring agency, address and phone number, cost to participate, special equipment requirements, registration dates, and time of involvement. Information from all students can be summarized by creating a general class chart. Students can then provide accurate and complete information for each activity that includes at least five examples from the school or community.

CONTENT STANDARD 5

5. Self-Image and Personal Development

• The student in grade five will demonstrate responsible personal behavior while participating in movement activities

Performance Indicators

5.5.1. Distinguish between compliance and noncompliance with game rules

5.5.2. Participate in establishing rules and procedures that are safe and effective for specific activities

5.5.3 Distinguish between acts of “courage” and reckless acts

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have students discuss general safety rules and procedures for specific activities and then, given have them generate rules and procedures which would make the environment safer and which allow for proper care of the equipment used. Have students identify the critical dimensions of safety for each activity and establish rules and procedures which adequately address the potential safety problems of the activity

CONTENT STANDARD 6

6. SOCIAL DEVELOPMENT

• The student in grade five will demonstrates responsible social behavior while participating in movement activities. The student will understand the importance of respect for all others

Performance Indicators

6.5.1 Teach an activity or skills to two other classmates

6.5.2 Demonstrate fairness in games and activities

6.5.3 Begin to recognize that different body types are more effective in certain movement skills and activities

6.5.4 Recognize the importance of one’s personal heritage

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• have students identify their personal strengths and weakness in respect to physical ability, as well as those of others in the group. Have them design a game that will utilize these various skills.

• have students switch positions. To switch positions, students must first determine the skills or expertise of the person in that position, and then work with that person to become an “expert” for the position.

• have students organize teams by placing everyone in the most advantageous positions, correctly identifying their own strengths and weakness, and then discuss how everyone can contribute to team performance.

CONTENT STANDARD 7

7. Social Development

• The student in grade five will understand the relationship between history and culture and games, sports, play, and dance.

Performance Indicators

7.5.1. Describe the growth of physical education and physical activity in the United States during the eighteenth and nineteenth centuries

Examples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• after a class discussion about the changing emphasis in physical education during the eighteenth and nineteenth centuries, have students discuss and correctly explain the changes in physical education relative to changes in society and culture.

Revised January 2001

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