Why did God create our bodies for movement?
Movement contributes to healthy physical development, in keeping with God’s original plan for our lives.
Combines locomotor and manipulative skills in a variety of small-sided practice tasks in game environments. (S1.E1.5b)
Combines traveling with manipulative skills for execution to a target (e.g., scoring in soccer, hockey, basketball). (S1.E1.5c)
Uses appropriate pacing for a variety of running distances. (S1.E2.5)
Combines jumping and landing patterns with locomotor and manipulative skills in gymnastics and small-sided practice tasks in game environments. (S1.E3.5)
Combines balance and transferring weight in gymnastics sequence. (S1.E7.5)
Performs non-locomotor actions with correct application, for gymnastics and small-sided practice tasks in game environments. (S1.E10.5)
Combines actions, balances, and weight transfers to create a gymnastic sequence with a partner on equipment. (S1.E12.5)
Throws underhand and overhand with a mature pattern in static environments (closed skills), with different sizes and types of objects/balls. (S1.E13.5a; S1.E14.5a)
Throws underhand and overhand to a large target with accuracy. (S1.E13.5b; S1.E14.5b)
Throws and catches with accuracy, both partners moving. (S1.E15.5a; S1.E16.5b)
Throws and catches with reasonable accuracy in dynamic, small-sided practice tasks. (S1.E15.5b; S1.E16.5c)
Catches a batted ball above the head, at chest or waist level, and along the ground using a mature pattern in a static environment (closed skills). (S1.E16.5a)
Combines hand and foot dribbling with other skills during one-on-one practice tasks. (S1.E17.5; S1.E18.5)
Passes and receives a pass with the feet using a mature pattern as both partners travel. (S1.E19.5a; S1.E19.5b)
Dribbles with hands or feet with mature patterns in a variety of small-sided game forms. (S1.E20.5)
Demonstrates mature patterns of kicking and punting in small-sided practice task environments. (S1.E21.5)
Volleys a ball using a two-hand pattern, sending it upward to a target. (S1.E23.5)
Strikes an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game environment. (S1.E24.5)
Strikes a pitched ball with a bat using a mature pattern. (S1.E25.5a)
Combines striking with long implement (e.g., hockey stick), using receiving/traveling skills in a small-sided game. (S1.E25.5b)
Creates a jump-rope routine with a partner using either a short or long rope. (S1.E27.5)
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.
Combines spatial concepts with locomotor and non-locomotor movements for small groups in gymnastics and game environments. (S2.E1.5)
Combines movement concepts with skills in small-sided practice tasks in game environments and gymnastics with self-direction. (S2.E2.5)
Applies movement concepts to strategy in game situations. (S2.E3.5a)
Applies the concepts of direction and force to strike an object with a long-handled implement. (S2.E3.5b)
Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways) in small-sided practice tasks in game environments and gymnastics. (S2.E3.5c)
Applies information from a variety of internal and external sources to improve performance.
Recognizes sport specific movement patterns that can be applied to games (e.g., similarity of the ready position in striking movement).
Detects, analyzes, and corrects errors in a partner’s motor skills.
Strategies and Tactics
Applies basic offensive and defensive strategies and tactics in invasion small-sided practice tasks. (S2.E5.5a)
Applies basic offensive and defensive strategies and tactics in net/wall small-sided practice tasks. (S2.E5.5b)
Recognizes the type of throw, volley, or striking action needed for different games and sports situations. (S2.E5.5c)
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 and analyzes physical activity outside physical education class for fitness benefits of activities. (S3.E1.5)
Differentiates between skill-related and health-related fitness. (S3.E3.5a)
Designs a fitness plan to address ways to use physical activity to enhance fitness. (S3.E3.5b)
Actively engages in all the activities of physical education. (S3.E2.5)
Responds to God’s love by using physical gifts to serve others.
Analyzes results of pre- and post- fitness assessment, comparing results with fitness components for good health. (S3.E5.5a)
Designs a fitness plan to address ways to use physical activity to enhance fitness. (S3.E5.5b)
Analyzes the impact of food choices relative to physical activity, youth sports, and personal health. (S3.E6.5)
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.
Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee). (S4.E1.5)
Participates with responsible personal behavior in a variety of physical activity contexts, environments, and facilities. (S4.E2.5a)
Exhibits respect for self with appropriate behavior while engaging in physical activity. (S4.E2.5b)
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.
Gives corrective feedback respectfully to peers. (S4.E3.5)
Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects. (S4.E4.5)
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
Critiques the etiquette involved in rules of various game activities. (S4.E5.5)
Applies safety principles (e.g., equipment, weather) with age-appropriate physical activities. (S4.E6.5)
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.
Compares the health benefits of participating in selected physical activities. (S5.E1.5)
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.
Expresses (e.g., written essay, visual art) the enjoyment and/or challenge of participating in a favorite physical activity. (S5.E2.5)
Self-expression and Enjoyment
Analyzes different physical activities for enjoyment and challenge, identifying reasons for a positive or negative response. (S5.E3.5)
Describes the social benefits gained from participating in physical activity (e.g., recess, youth sport). (S5.E4.5)
Describes the importance of being a positive spectator.
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.
What do you think about
The Multigrade Classroom site?
Let us know!
Join the Multigrade Facebook group.
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.