Physical Education Grades 5-6 Grade Expectations

Knowledge/Motor Skills

PE5-6:1

Students will apply problem-solving skills in movement-related

activities by …

· a. Solving simple movement challenges that involve an

increased group size.

· d. Giving positive feedback to a partner in order to

achieve success.

PE5-6:2

Students will show an understanding of body awareness

concepts by…

· b. Identifying more specific muscle groups and demonstrating

how they relate to body movements during the

performance of skills (e.g., biceps to modified pull ups,

quadriceps to kicking).

· d. Combining various body shapes and movements (e.g.,

tuck and jump).

· j. Identifying the major skill components of beginning

sports, gymnastics, and dances skills.

· k. Recognizing the similarities between like skills in different

activities (e.g., tinikling and Chinese jump rope).

PE5-6:3

Students show an understanding of space concepts by…

· c. Applying space concepts appropriately in a variety of

activities (e.g., staying between the opponent and the

goal).

· d. Recognizing the similarities in the use of space in different

activities (e.g., shielding in basketball and soccer).

PE5-6:4

BALANCE

Students show an understanding of quality of movement

concepts and apply them to psycho-motor skills by…

· a. Performing a movement sequence (e.g., on a balance

beam).

· b. Demonstrating an understanding of the effects of body

changes on performance.

FORCE / ENERGY

Students show an understanding of quality of movement

concepts and apply them to psycho-motor skills by…

· a. Demonstrating an understanding of movement principles

relating to creating and absorbing force.

· b. Adjusting force to project objects at an appropriate

level for the task (e.g., volleying over nets of varying

heights).

· c. Adjusting force when using a variety of equipment

(e.g., balls of different size and weight, and paddles of

different length).

 

TIME

Students show an understanding of movement concepts,

and apply them to psycho-motor skills by…

· a. Demonstrating an understanding of how body movements

are adjusted for increases or decreases in speed for

self or imposed rhythm and/or task (e.g., changing the size

of steps as speed changes).

· b. Combining movements and movement concepts (e.g.,

moving to the beat, and changing direction or pathway on

the musical phrasing, with and without equipment).

· c. Developing a movement sequence that incorporates a

change in tempo while moving to the beat (e.g., changing

speed of movement as the accompaniment increases or

decreases in tempo).

FLOW

Students show an understanding of movement concepts,

and applying movement concepts to psycho-motor skills

by…

· a. Combining a series of motor skills and movement concepts:

speed, force, levels, directions, pathways (e.g., running

and dribbling while changing speed and pathway).

· b. Combining fundamental motor skills and/or the beginning

skills of dance, gymnastics, and sport (e.g., smooth

transition from dribbling to shooting).

· c. Combining quality of movement concepts (balance,

force, and time) in solving movement challenges (e.g.,

passing to a moving target).

 

Knowledge/Motor Skills

PE5-6:5

Students will demonstrate competency in a variety of skills

used in dance, gymnastics, sports, and other physical activities

by…

· a. Demonstrating progress toward mature form by performing

a majority of the critical elements of basic skills

used in leadups and other activities.

· b. Adjusting skills for changing activity conditions (e.g.,

adjusting force to pass to varying distances).

No PE5-6:6 at this level.

PE5-6:7

Students will show competency in aquatic activities and

water survival skills when facilities allow by…

· a. Demonstrating the Level IV Skill requirements of the

American Red Cross Swimming Standards.

· b. Demonstrating increased endurance by swimming familiar

strokes for greater distances.

 

 

Physical Fitness

PE5-6:8

Students show knowledge of four health-related fitness

components (cardio-respiratory endurance, flexibility,

muscular strength and endurance, and body composition)

and identifies a variety of activities to develop each component

by…

· a. Beginning to develop a personal fitness plan based on

data from a fitness assessment.

· b. Monitoring their heart rate by taking their pulse after

exercise.

PE5-6:9

Students show awareness of personal responsibility for i ndividual

wellness by….

· a. Beginning to set goals that demonstrate an understanding

of the link between exercise, nutrition and fitness and

select the appropriate activities to meet these goals.

· b. Demonstrating physical activity as an important component

of personal wellness, by developing skills in order

to participate in lead-up activities for leisure and lifetime

sports and dance.

Affective Qualities

PE5-6:10

Students promote individual success and self-confidence

by…

· a. Identifying personally challenging activities.

· b. Identifying personal needs in order to be successful

(e.g., developing and refining personal skills).

· c. Selecting and practicing a skill in which improvement

is needed.

PE5-6:11

Students show safe behavior for self and others by….

· a. Establishing rules and procedures, and applying etiquette

that are appropriate for specific activity situations.

Social Interaction

PE5-6:12

Students show appropriate social interactions by . . .

· a. Demonstrating responsibility for assisting in making

and following rules, procedures, and etiquette that are safe

and effective for specific activity situations.

· b. Demonstrating responsibility for following game rules

(without direct teacher supervision).

· c. Demonstrating responsibility for ones actions.

· d. Demonstrating the ability to give and receive honest

feedback.

· e. Demonstrating a willingness to work with individuals

of varying socio-economic status.

· f. Contributing to a positive group dynamics.

· g. Demonstrating cooperation by supporting and encouraging

others of different abilities/skill levels.

 

Glossary of Terms for Physical Education Assessment

Mature Form: Consistent successful execution of a psycho-motor skill in the most efficient manner with a technique considered to be the best form.

Proficiency: The ability to perform successfully at an advanced level of skill and knowledge: an individual demonstrating proficiency in psycho- motor skills is able to adjust the skill smoothly under activity conditions.

Competency: The development of sufficient skill and knowledge to enjoy participation in the activity at a recreational level: a person is considered competent in performing psycho- motor skills when he/she can perform them consistently with good technique.

Critical Elements: Aspects of skill or knowledge considered essential to successful performance. e.g.: Are examples but not limited to the example shown.

Tactics: The adjustments players make in relation to the ball, and other players, teammates and opponents, in the ever-changing relationships as play ensues. (Grehaigne and Godbout)

Strategy: The general organization or structure of the game and position play assignments. ( Grehaigne and Godbout)

Movement Challenge: A movement problem posed that involves problem solving with a focus on a movement concept. ( Nichols)