Why did God create our bodies for movement?
Movement contributes to healthy physical development, in keeping with God’s original plan for our lives.
Leaps using a mature pattern. (S1.E1.3)
Travels showing differentiation between sprinting and running. (S1.E2.3)
Jumps and lands in both the horizontal and vertical planes using a mature pattern. (S1.E3.3; S1.E4.3)
Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation. (S1.E6.3)
Balances on different bases of support, demonstrating muscular tension and extensions of free body parts. (S1.E7.3)
Transfers weight from feet to hands for momentary weight support. (S1.E8.3)
Moves into and out of gymnastics balances with curling, twisting, and stretching actions. (S1.E10.3)
Throws underhand to a partner or target with reasonable accuracy. (S1.E13.3)
Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in a static environment for distance/force. (S1.E14.3)
Catches a gently tossed hand-size ball from a partner, displaying 4 of the 5 critical elements of a mature catch. (S1.E16.3)
Dribbles and travels in general space at slow to moderate jogging speed with control of ball and body. (S1.E17.3)
Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body. (S1.E18.3)
Passes and receives ball with insides of feet to a stationary partner, giving on reception before returning pass. (S1.E19.3)
Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating 4 of the 5 critical elements of a mature pattern for each. (S1.E21.3a)
Uses a continuous running approach and kicks a stationary ball for accuracy. (S1.E21.3b)
Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner, while demonstrating 4 of the 5 critical elements of a mature pattern. (S1.E22.3)
Strikes an object with a short-handled implement, sending it forward over a low net or to a wall. (S1.E24.3a)
Strikes an object with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern. (S1.E24.3b)
Strikes a ball with a long-handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. (Use batting tee or ball tossed by teacher for batting.) (S1.E25.3)
Performs intermediate jump-rope skills (e.g., tricks, running in and out of rope) for both long and short ropes. (S1.E27.3)
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.
Recognizes the concept of open spaces in a movement context. (S2.E1.3)
Recognizes locomotor skills specific to a wide variety of physical activities. (S2.E2.3)
Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher. (S2.E3.3)
Understands that appropriate practice improves performance.
Employs the concept of alignment in gymnastics. (S2.E4.3a)
Employs the concept of muscular tension with balance in gymnastics. (S2.E4.3b)
Strategies and Tactics
Applies simple strategies and tactics in chasing activities. (S2.E5.3a)
Applies simple strategies in fleeing activities. (S2.E5.3b)
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
Charts participation in physical activities outside physical education class. (S3.E1.3a)
Identifies physical activity as a way to become healthier. (S3.E1.3b)
Describes the concept of fitness and provides examples of physical activity to enhance fitness. (S3.E3.3)
Recognizes the importance of warm-up and cool-down relative to vigorous physical activity. (S3.E4.3)
Engages in the activities of physical education class without teacher prompting. (S3.E2.3)
Responds to God’s love by using physical gifts to serve others.
Demonstrates, with teacher direction, the health-related fitness components. (S3.E5.3)
Identifies foods that are beneficial before and after physical activity(S3.E6.3)
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 in teacher-directed activities. (S4.E1.3)
Works independently for extended periods of time. (S4.E2.3)
Accepts and implements specific corrective feedback from the teacher. (S4.E3.3)
Displays Christ-like qualities (e.g., acceptance, tolerance, inclusion, adaptability) in physical activity settings.
Praises others for their success in movement performance. (S4.E4.3b)
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
Recognizes the role of rules and etiquette in physical activity with peers. (S4.E5.3)
Works independently and safely in physical activity settings. (S4.E6.3)
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.
Identifies that God’s ideal for quality living includes a healthy lifestyle.
Discusses the relationship between physical activity and good health. (S5.E1.3)
Recognizes the value of adequate sleep for optimal health to assist in the building of healthy bodies.
With support, recognizes the impact physical health has on mental, emotional, spiritual, and social well-being.
Participates in learning new physical activities.
Discusses the challenge that comes from learning a new physical activity. (S5.E2.3)
Self-expression and Enjoyment
Reflects on the reasons for enjoying selected physical activities. (S5.E3.3)
Describes the positive social interactions that come when engaged with others in physical activity or as a spectator. (S5.E4.3)
Recognizes that idealized images of the human body and performance, as presented by the media, may not be appropriate to imitate.
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