Why did God create our bodies for movement?
Movement contributes to healthy physical development, in keeping with God’s original plan for our lives.
Throws with a mature pattern for distance or power appropriate to the practice task (e.g., distance = outfield to home plate; power = second base to first base). (S1.M2.6)
Throws, while stationary, a leading pass to a moving receiver. (S1.M5.6)
Demonstrates a mature underhand pattern for a modified target game (e.g., bowling, horseshoes). (S1.M18.6)
Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks. (S1.M3.6)
Foot-dribbles changing speed and direction in a variety of practice tasks. (S1.M9.6)
Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks. (S1.M8.6)
Strikes with a mature overhand pattern in a static environment/closed skills for net/wall games (e.g., volleyball, handball, tennis). (S1.M13.6)
Demonstrates the mature form of the forehand and backhand strokes with a short-handled implement in net/wall games (e.g., paddleball, pickleball, short-handled racket tennis). (S1.M14.6)
Transfers weight with correct timing for the striking pattern (e.g., tennis, softball, hockey). (S1.M15.6)
Strikes, with an implement, a stationary object for accuracy in activities (e.g., croquet, shuffleboard, golf). (S1.M19.6)
Strikes a pitched ball with an implement with force in a variety of practice tasks. (S1.M20.6)
Passing and Receiving
Passes and receives with hands, in combination with locomotor patterns of running and change of direction and speed, competently in modified invasion games (e.g., basketball, flag football, speedball, team handball). (S1.M4.6)
Shoots on goal with power in a dynamic environment as appropriate to the activity. (S1.M10.6)
Forehand volleys with a mature form and control using a short-handled implement. (S1.M16.6)
Two-hand volleys with control in a variety of practice tasks. (S1.M17.6)
Performs a legal underhand serve with control for net/wall games (e.g., badminton, volleyball, pickleball). (S1.M12.6)
How can we give God honor through our application of the principles of movement and performance?
We honor God by developing our physical talents and skills through individual and group performance activities.
Offensive Strategies and Tactics
Creates open space by using locomotor movements (e.g., walking, running, jumping, landing) in combination with movement concepts (e.g., pathways, speed, direction). (S2.M1.6)
Executes at least one offensive tactic to create open space (e.g., moves to open space without the ball; uses a variety of passes, pivots and fakes, give and go). (S2.M2.6)
Creates open space by using the width and length of the field/court on offense. (S2.M3.6)
Creates open space in net/wall games with a short-handled implement by varying force and direction. (S2.M7.6)
Selects appropriate shot based on location of the object in relation to the target/goal. (S2.M9.6)
Identifies open spaces and attempts to strike object into a space. (S2.M10.6)
Performs the following offensive skills without defensive pressure (e.g., pivot, give and go, fakes). (S1.M7.6)
Defensive Strategies and Tactics
Reduces open space on defense by making the body larger and reducing passing angles. (S2.M4.6)
Reduces open space by not allowing the catch or by allowing the catch but not the return pass. (S2.M5.6)
Reduces offensive options for opponents by returning to midcourt position (e.g., press in basketball). (S2.M8.6)
Identifies the correct defensive play based on the situation (e.g., number of outs). (S2.M11.6)
Maintains defensive ready position with weight on balls of feet, arms extended, and eyes on midsection of the offensive player. (S1.M11.6)
Transition Strategies and Tactics
Transitions from offense to defense or defense to offense by recovering quickly. (S2.M6.6)
Applies strategies of force during gymnastic activities. (S2.M12.6)
Makes appropriate decisions based on the weather, level of difficulty due to conditions, or ability to ensure safety of self and others. (S2.M13.6)
Demonstrates correct technique for basic skills in one self-selected outdoor activity. (S1.M22.6)
Why is it important to achieve and maintain a healthy level of physical fitness?
Physical fitness enhances our social, emotional, spiritual, mental, and physical well-being, and prepares us for service to
Describes how being physically active leads to a healthy body. (S3.M1.6)
Differentiates between aerobic and anaerobic capacity and between muscular strength and endurance. (S3.M10.6)
Identifies each of the components of the overload principle (FITT formula: frequency, intensity time, and type) for different types of physical activity (aerobic, muscular fitness, and flexibility). (S3.M11.6)
Describes the role of warm-ups and cool-downs before and after physical activity. (S3.M12.6)
Defines resting heart rate and describes its relationship to aerobic fitness and the Rating of Perceived Exertion (RPE) Scale. (S3.M13.6)
Identifies major muscles used in selected physical activities. (S3.M14.6)
Identifies the components of skill-related fitness. (S3.M7.6)
Sets and monitors a self-selected physical-activity goal for aerobic and/or muscle- and bone strengthening activity based on current fitness level. (S3.M8.6)
Employs correct techniques and methods of stretching. (S3.M9.6
Participates in self-selected physical activity outside of physical education class. (S3.M2.6)
Participates in a variety of moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day (e.g., step aerobics, recreational team sports, or outdoor pursuits). (S3.M3.6; S3.M5.6; S3.M6.6)
Participates in a variety of aerobic-fitness activities using technology (e.g., fitness apps and trackers). (S3.M4.6)
Responds to God’s love by using physical gifts to serve others
Designs and implements a program of remediation for areas of weakness based on the results of health-related fitness assessment. (S3.M15.6)
Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log. (S3.M16.6)
Identifies foods within each of the basic food groups and selects appropriate servings and portions for the students’ age and physical activity levels. (S3.M17.6)
Identifies positive and negative results of stress and appropriate ways of dealing with each. (S3.M18.6)
Why should we show kindness and respect to each other during physical activity?
We show respect for ourselves and others because we recognize that we are God’s creation.
Exhibits personal responsibility as participant and/or spectator by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors. (S4.M1.6)
Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors (e.g., positive self-talk). (S4.M2.6)
Demonstrates self-responsibility by implementing specific corrective feedback to improve performance. (S4.M3.6)
Demonstrates, through verbal and nonverbal behavior, Christ-like cooperation with peers of different gender, age, physical abilities, race, ethnicity, and religion in a physical activity setting.
Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback. (S4.M4.6)
Cooperates with a small group of classmates during adventure activities, game play, or team-building activities. (S4.M5.6)
Practices habits attributed to a healthy and well-groomed individual (e.g., hand washing regularly).
Consistently puts forth best effort in every task.
Rules and Safety
Identifies the rules and etiquette for physical activities and games. (S4.M6.6)
Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance. (S4.M7.6)
Why is it important to value physical activity in our lives?
We value physical activity because God’s ideal for quality living includes a healthy lifestyle.
Verifies that God’s ideal for quality living includes a healthy lifestyle.
Describes how being physically active leads to a healthy body. (S5.M1.6)
Identifies components of physical activity that provide opportunities for reducing stress and for social interaction. (S5.M2.6)
Applies the value of adequate sleep for optimal health to assist in the building of healthy bodies.
Analyzes the impact that physical health has on mental, emotional, spiritual, and social wellbeing.
Seeks personally challenging activities.
Recognizes individual challenges and copes in a positive way (e.g., extending effort, asking for help/feedback, modifying the tasks). (S5.M3.6)
Self-expression and Enjoyment
Describes how moving competently in a physical activity setting creates enjoyment. (S5.M4.6)
Identifies how self-expression and physical activity are related. (S5.M5.6)
Demonstrates respect for self and others in activities, games, and as a spectator, by following the rules, encouraging others and playing in the spirit of the game or activity. (S5.M6.6)
Using a Christian perspective, distinguishes between the idealized images of the human body and performance, as presented by the media, to determine their appropriateness as a role model.
Take a Survey
What do you think about
The Multigrade Classroom site?
Let us know!
This site is in continuous development. Content will be added periodically. If you have any questions or need help finding a resource, please contact us.