Motor Skills

NAD Standards // Physical Education

Essential Question

Why did God create our bodies for movement?

Big Idea

Movement contributes to healthy physical development, in keeping with God’s original plan for our lives.

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Uses various locomotor skills in a variety of small-sided practice tasks and educational gymnastics experiences. (S1.E1.4)

Runs for distance using a mature pattern. (S1.E2.4)

Uses spring-and-step takeoffs and landings specific to gymnastics. (S1.E3.4)

Combines traveling with manipulative skills (e.g., dribbling, throwing) in teacher-and/or student-designed small-sided practice tasks. (S1.E6.4)

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Balances on different bases of support on apparatus, demonstrating levels and shapes. (S1.E7.4)

Transfers weight from feet to hands, varying speed and using large extensions (e.g., handstand, cartwheel). (S1.E8.4)

Moves into and out of balance on apparatus with curling, twisting, and stretching actions. (S1.E10.4)

Combines traveling with balance and weight transfers to create a gymnastics sequence with/without equipment. (S1.E12.4)

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Throws overhand using a mature pattern in static environments (closed skills). (S1.E14.4a)

Throws overhand to a partner or at a target with accuracy from a reasonable distance. (S1.E14.4b)

Throws to a moving partner with reasonable accuracy in a static environment (closed skills). (S1.E15.4)

Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature pattern in a static environment. (S1.E16.4)

Dribbles in personal self-space with both the preferred and the non-preferred hands using a mature pattern. (S1.E17.4a)

Dribbles in general space with control of ball and body while increasing and decreasing speed. (S1.E17.4b)

Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed. (S1.E18.4)

Passes and receives ball with the insides of the feet to a moving partner in a static environment/closed skills. (S1.E19.4a)

Receives and passes a ball with the outsides and insides of the feet to a stationary partner, giving on reception. (S1.E19.4b)

Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, shooting). (S1.E20.4)

Kicks along the ground and in the air, and punts using mature patterns. (S1.E21.4)

Volleys underhand using a mature pattern in a dynamic environment (e.g., two-square, foursquare, handball). (S1.E22.4)

Volleys with a two-hand overhead pattern, sending it upward, demonstrating 4 of the 5 critical elements of a mature pattern. (S1.E23.4)

Strikes an object with a short-handled implement while demonstrating a mature pattern and alternating hits with a partner over a low net or against a wall. (S1.E24.4a; S1.E24.4b)

Strikes an object with a long-handled device (e.g., hockey stick, tennis or badminton racket) while demonstrating 3 of the 5 critical elements of a mature pattern for the device (grip, stance, body orientation, swing plane, follow-through). (S1.E25.4)

Combines traveling with the manipulative skills of dribbling, throwing, catching, and striking in teacher- and/or student-designed small-sided practice-task environments. (S1.E26.4)

Creates a jump-rope routine with either a short or long rope. (S1.E27.4)

Essential Question

How can we give God honor through our application of the principles of movement and performance?

Big Idea

We honor God by developing our physical talents and skills through individual and group performance activities.

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Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling). (S2.E1.4a)

Applies the concept of closing spaces in small-sided practice tasks. (S2.E1.4b)

Dribbles in general space with changes in direction and speed. (S2.E1.4c)

Combines movement concepts with skills in small-sided practice tasks and gymnastics environments. (S2.E2.4)

Applies the movement concepts of speed, endurance, and pacing for running. (S2.E3.4a)

Applies the concepts of direction and force when striking an object with a short-handled implement, sending it toward a designated target. (S2.E3.4b)

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Identifies and applies principles of practice and conditioning that enhance performance.

Detects, analyzes, and corrects errors in personal motor skills.

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Applies simple offensive and defensive strategies and tactics in chasing and fleeing activities. (S2.E5.4a; S2.E5.4b)

Recognizes the types of kicks needed for different games and sports situations. (S2.E5.4c)

Essential Question

Why is it important to achieve and maintain a healthy level of physical fitness?

Big Idea

Physical fitness enhances our social, emotional, spiritual, mental, and physical well-being, and prepares us for service to

others.

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Analyzes opportunities for participating in physical activity outside physical education class. (S3.E1.4)

Identifies the components of health-related fitness. (S3.E3.4)

Identifies at least one activity associated with each component of health-related fitness.

Demonstrates warm-up and cool-down relative to the defenrespiratory fitness assessment. (S3.E4.4)

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Actively engages in the activities of physical education class, both teacher-directed and independent. (S3.E2.4)

Responds to God’s love by using physical gifts to serve others.

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Completes pre- and post- fitness assessments. (S3.E5.4a)

Identifies areas of needed remediation from personal test and, with teacher assistance, identifies corrective strategies. (S3.E5.4b)

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Discusses the importance of hydration and hydration choices relative to physical activities. (S3.E6.4)

Essential Question

Why should we show kindness and respect to each other during physical activity?

Big Idea

We show respect for ourselves and others because we recognize that we are God’s creation.

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Exhibits responsible behavior in independent group situations. (S4.E1.4)

Reflects on personal social behavior in physical activity. (S4.E2.4)

Listens respectfully to corrective feedback from others (e.g., peers, adults). (S4.E3.4)

Displays Christ-like qualities (e.g., acceptance, tolerance, inclusion, adaptability) in physical activity settings.

Praises the movement performance of others both more- and less- skilled. (S4.E4.4a)

Practices habits attributed to a healthy and well-groomed individual (e.g., hand washing regularly).

Consistently puts forth best effort in every task.

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Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.E5.4)

Works safely with peers and equipment in physical activity settings. (S4.E6.4)

Essential Question

Why is it important to value physical activity in our lives?

Big Idea

We value physical activity because God’s ideal for quality living includes a healthy lifestyle.

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Identifies that God’s ideal for quality living includes a healthy lifestyle.

Examines the health benefits of participating in physical activity. (S5.E1.4)

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.

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Participates in learning new physical activities.

Rates the enjoyment of participating in challenging and mastered physical activities. (S5.E2.4)

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Ranks the enjoyment of participating in different physical activities. (S5.E3.4)

Describes and compares the positive social interactions when engaged in partner, small group, and large-group physical activities or as a spectator. (S5.E4.4)

Recognizes that idealized images of the human body and performance, as presented by the media, may not be appropriate to imitate.