Physical Education Guidelines

Diocese of Sacramento

Grades K - 8

Kindergarten

Kindergarten students learn through their environment and through themselves. They are “solo” or “individual” learners. Their focus is on the general space around them and their own personal space. It is important at this stage to teach non-loco motor skills and loco motor skills to teach the student to move within a general space. They should also be introduced to equipment and how to manipulate objects at this stage. Students should be introduced to how their body moves in a variety of situations. Health and hygiene should be introduced at this stage.

Movement Skills and Movement Knowledge

Students should be competent in many movement activities.

· Travel in different ways in a large group without bumping into others or falling.

· Balance while bending, twisting and stretching.

· Know and demonstrate what personal space is and understand its importance.

· Strike a stationary ball with any part of the body.

· Walk and run using proper form.

· Roll with control, without hesitating or stopping.

· Toss a ball to self and catch it before it bounces twice.

Students will understand how and why one moves in a variety of situations and will use this information to enhance his or her skills.

· Identify various parts of the body and their location; for example arms, legs, and hands.

· Identify fundamental movement patterns.

· Identify and begin to use the technique employed to soften landing in jumping.

Students will achieve and maintain a health-enhancing level of physical fitness.

· Recognize that one’s body is a gift from God and exercise is good for one’s health.

· Sustain moderate to vigorous physical activity.

· Identify nutritious foods.

Self-image and Personal Development

Kindergartners discover their own body image through various movement activities. It is important to provide an environment where kindergartners can feel success and achievement through physical activities.

The student will exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge, and self-expression.

Participate regularly in vigorous physical activity.
Try new movement activities and skills.
Identify feelings that result from participation in physical activities.

Students will learn to be responsible for personal behavior while participating in

movement activities.

· Follow adult-delivered rules.

· Respond respectfully to rule infractions when reminded.

· Handle and care for equipment safely and appropriately.

Social Development

Kindergartners are egocentric learners. They tend to play in their own space by themselves. Kindergarteners tend to be focused on themselves in the present. They do begin at this stage recognize the concept of self and others. They begin to understand that others may occupy their space; learn to move about their space without interfering with others; and begin to learn to take turns and share interaction with others. (p.26, 27).

Students will learn responsible social behavior while participating in movement activities. Students will understand the importance of love and respect for all others.

Participate in activities without interfering with others.
Take turns using a piece of equipment with teacher prompting.
Transfer rules of physical education to rules on the playground.
Interact with playmates without regard to personal differences (i.e. race, gender, disability).

Students will learn to understand the interrelationship between history and culture and game, sports, play, and dance.

Describe what is done in physical education.
Identify games they have played with family and with friends.
Describe time and location of physical activity.
Move creatively to culturally diverse music.

Grade One

First grade students begin to expand their movement skills to include space and time as they learn to move in different directions at varying speeds. They begin to recognize a variety of movements for example, fast-slow and high-low. They begin to learn how long it takes them to move from one place to another and how long it takes an object to move one place to another. (p. 27 Framework)

Movement Skills and Movement Knowledge

Demonstrates an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space.
Travel over, under, in front of, behind, and through objects and over under, in front of, and behind partners, using loco motor skills.
Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following loco motor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.
Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e. loco motor skills).
Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving.
Begin to jump rope with self.
Balance oneself demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than both feet as a base.
Students begin to manipulate objects with a purpose.

Ø Demonstrate the underhand throw pattern

Ø Demonstrate the overhand throw pattern

Ø Catch a gently thrown object

Ø Catch a self tossed ball

Ø Catch a self bounced ball

Ø Kick a rolled ball from a stationary position

Ø Kick a stationary ball using a smooth continuous running approach

Ø Dribble a ball forward using the inside of the foot

Ø Dribble a ball continuously with one hand

Ø Strike with the hand various objects i.e. a balloon

Students learn simple dances with circles, in columns, and partner dances.
Students will learn about the body’s need for oxygen and food as fuel to supply the body with energy.

Self-Image and Personal Development

Children at this age begin to form a personal body image by comparing themselves to others. Students learn that the body goes through distinct changes in height and weight. These changes can influence movement and coordination of body parts.

Learn to use equipment safely and responsibly.

To recognize that their body is a gift from God.
Show interest in trying new movement activities and skills.
Identify how the body feels during different kinds of physical activities.

Social Development

Students at this age tend to play in parallel play with other students and tend to be more involved in individual activities than interacting with others. They tend to learn in groups but participate as individuals. (p.28)

Develop responsibility for expected behaviors on the playground and in the classroom.
Take turns using a piece of equipment.
Interact positively with others regardless of personal differences.

Grade Two

Students explore movement patterns with a partner to define movement in relation to another person, shape, or group. Activities should encourage students to change partners since they are flexible with partners at this age. At this stage students learn through a variety of modalities and through kinesthetic learning.

Movement Skills and Movement Knowledge

At this stage a student learns to define movement in relation to another person, shape, group, or group shape. This type of motor development requires a total physical response or a response from the entire body.

Move to open spaces within boundaries while traveling at increasing rates of speed.
The student will demonstrate balance on the ground and on objects, using bases of support other than both feet.
Student will demonstrate skipping, leaping, hopping, galloping, and sliding using proper form.
Student will perform dance sequences with a partner such as folk dance.

Manipulative skills: solo and with a partner

Throw a ball for distance, using proper form.
Catch a gently thrown ball above the waist, reducing the impact of force.
Catch a gently thrown ball below the waist, reducing the impact of force.
Kick a slowly rolling ball.
Strike a balloon consistently in an upward or forward motion, using a short-handled paddle.
Strike a ball with a bat from a tee or cone, using correct grip and side orientation.
Hand dribble with control a ball for a sustained period.
Foot dribble with control a ball along the ground.
Jump a rope turned repeatedly, self turned.
Perform abdominal curls and push ups.
Demonstrate proper form for stretching hamstrings, quadriceps, shoulders, biceps, and triceps.

Health and Performance:

Students will learn the fuel requirements of the body during physical activity and non -activity.
Student will learn the role of moderate to vigorous activity to achieve fitness or to maintain fitness levels.
Identify ways to increase physical activity outside of school.
Student will learn the importance drinking enough water to help the body with temperature control and blood volume.

Self Image

Students become more aware of others as their growth rates vary. They are able to see themselves in relationship to others. They are able to identify and appreciate their own positive and negative feelings and those of others.

Participate in a wide variety of physical activities outside the physical education class.
Accept responsibility for one’s own behavior.
Demonstrate respect for self, others, and equipment during physical activities.

Social Development

In second grade children move from the sense of self in isolation to a sense of others and begin to acknowledge the concept of we and partners. At this time they have a an awareness of others that can help promote the knowledge of individual differences and different cultures. This awareness can be the beginning of encouraging children to accept and appreciate differences in others.

Participate positively in physical activities that rely on cooperation.
Interact positively with others regardless of personal differences.
Take turns using a piece of equipment.

Grade Three

Students by now have a strong enough self image to tolerate differences in how others react to them and are able to make well-defined combinations of movements. Reacting and responding to others is the main theme at this stage.

Movement Skills and Movement Knowledge

At this stage motor ability increases as they gain better control. They are able to begin a concept of the order of a sequence in a movement. Students are willing to experiment with and explore alternative movements.

Chase, flee, and move away from others in a constantly changing environment.
Jump continuously forward-turning rope and backward turning rope.
Balance while moving on a ground level balance beam.
Perform a line dance, a circle dance, and a folk dance with a partner.

Manipulative Skills

Catch, while moving, an object thrown by a stationary partner.
Roll a ball for accuracy toward a target.
Throw a ball using the overhand pattern with increasing accuracy.
Throw and catch a ball or object with a partner, increasing distance and maintain accuracy.
Kick a ball to a stationary partner using the inside of the foot.
Hand-dribble a ball continuously while moving around obstacles.
Foot-dribble a ball continuously while moving around obstacles.

Health and Performance

Explain the importance of warm-up and cool-down exercises and their effect on the body.
Perform increasing numbers of abdominal curl-ups and push-ups.
Describe the relationship between the heart, lungs, muscles, blood, and oxygen during physical activity.
Explain that a stronger heart muscle can pump more blood with each beat.

Self Image

At this stage children begin to express themselves by creating new movement patterns involving time, space, and flow. They identify their feelings and successes through activities that bring them joy through active play.

Set a personal goal to improve a motor skill and work toward that goal in non-school time.
Demonstrate respect for individual differences in physical abilities.
Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities.

Social Development

Students learn to handle individual responsibilities and to resolve personal differences through play. They become more capable of working together for a common goal as they grow in their ability to cooperate and take turns. The formation of mixed gender groups should be encouraged.

Accept the feelings resulting from challenge, success, and failure in physical activity.
Play and assist others in activities in groups of three to five.
Work in pairs or small groups to achieve an agreed-upon goal.
Resolve conflicts in socially acceptable ways, with mutual benefit as the goal.

Grade Four

At Fourth grade students are growing in definite patterns. They are between the stages of childhood and youth. Their eye-hand coordination is improved and they are becoming more skillful with their fine motor skills. Students at this stage have mastered many loco motor and non loco motor skills and are able to manipulate objects in a variety of ways.

Movement Skills and Movement Knowledge

Students at this level are able to refine their motor skills in comparison with proficiency standards. They are able to use space and distance appropriately as they progress toward accuracy, they learn about the concept of projection, and knowing how to generate force.

Change direction quickly to maintain the spacing between two players.
Change direction quickly to increase the spacing between two players.
Determine the spacing between offensive and defensive players based on the speed of the players.
Jump a self- turned rope.
Perform a series of basic square-dance steps.

Manipulative Skills

Throw and catch an object with a partner while both partners are moving.
Throw overhead at increasingly smaller targets, using proper follow-through.
Throw a flying disc for distance, using the backhand movement pattern.
Catch a fly ball above the head, below the waist, and away from the body.
Kick a ball to a moving partner, using the inside of the foot.
Kick a stationary ball from the ground into the air.
Punt a ball dropped from the hands.
Strike, with a paddle or racket, a lightweight object that has been tossed by a partner.
Serve a lightweight ball to a partner, using the underhand movement pattern.
Strike a gently tossed ball with a bat, using a side orientation.
Keep a foot-dribbled ball away from a defensive partner.
Keep a hand-dribbled ball away from a defensive partner.
Stop a kicked ball by trapping it with the foot while standing still.
Volley a tossed lightweight ball, using the forearm pass.

Health and Performance

Perform increasing numbers of each: abdominal curl-ups and push-ups.
Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity.
Identify healthful choices for meals and snacks that help improve physical performance.
Explain why the body needs water before, during and after physical activity.
Assess health-related physical fitness by using a scientifically based health –related fitness assessment.

Self Image

Students at this level are ready to deal with success and failure and are more perceptive and accepting of similarities and differences. It is a time for developing positive attitudes toward victory and defeat. There is a sense of appreciation of various cultures and different styles of movement. Students appreciate a sense of personal uniqueness in movement and become aware of the similarities and differences between themselves and others.

Accept responsibility for one’s own performance without blaming others.
Respond to winning and losing with dignity and respect.
Act in a safe manner during physical activity.
Work independently and on task for small-group activities.

Social Development

Students at this stage are ready to take initiative within the group and demonstrate leadership as well as learn to be a good follower. It is appropriate to introduce more complex games that challenge and increase performance abilities and enhance social skills. At this level fourth graders are able to cooperate with a partner in using equipment and helping one another improve object manipulation skills. They begin to appreciate personal differences and value the rights of others. They want to follow rules; thus, they need to learn to cope with conflicts and disputes by practicing conflict resolution skills.

Include others in physical activities and respect individual differences in skill and motivation.
Accept an opponent’s outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities.
Recognize that has God has given us different gifts, and that individual differences can bring attributes to group activities.

Grade Five

Fifth graders continue to manipulate a variety of objects according to more specific goals. At this level accuracy and speed become important with more focus on targets. Now eye-hand, eye-foot, and other forms of coordination begin to come together. They take pride in individual achievements and celebrate their successes. Fifth grade students are continually trying to improve their motor skills. At this stage the concept of fairness is emphasized. Students may change rules in order to achieve fairness for all involved. Also at this stage cooperative learning parallels other academic subjects, thus we see groups expand to include five or more students.

Movement Skills and Movement Knowledge

At this level specific body types are more efficient in certain movements, skills, and activities as body size and strength increase steadily. Students become more proficient in basic skills, such as running, jumping, and throwing. They manipulate objects through space and accuracy and with the added element of speed. Students learn as they practice for skill and accuracy that the desired expectation determines the type of practice needed to achieve that goal.

· Jump for height, using proper takeoff and landing form.

· Jump for distance, using proper takeoff and landing form.

· Enter, jump, and leave a long rope turned by others.

Manipulative Skills

· Throw a flying disc accurately at a target and to a partner, using the backhand movement.

· Throw and catch an object underhand and overhand while avoiding an opponent.

· Punt a ball, dropped from the hands, at a target.

· Stop a kicked ball by trapping it with the foot while moving.

· Strike a dropped ball, with a racket or paddle, toward a target by using the forehand movement pattern.

· Hit a softly tossed ball backhanded with a paddle or racket.

· Strike a tossed ball, with different implements, from a side orientation.

· Serve a light weighted ball over a low net, using underhand movement pattern.

· Dribbling a ball (by hand or foot) while preventing another person from stealing the ball.

· Dribble a ball and kick it toward a goal while being guarded.

· Pass a ball back and forth with a partner, using a chest pass and bounce pass.

· Volley a tossed ball to an intended location.

Health and Performance

· Increase the number of curl-ups.

· Increase the number of push-ups.

· Assess physical fitness using a scientifically based health-related fitness assessment.

· Identify the heart rate intensity (target heart-rate range) that is necessary to increase aerobic capacity.

· Explain the importance of healthy food choices to enhance performance in physical activity.

Self Image

At this level students learn to establish goals and select the practice techniques appropriate to the most immediate goals. In game-like activities they use more than two skills to achieve objectives in the game. Experiencing individual satisfaction increases at this stage as a motivational factor for future participation in a variety of activities.

· Act in a safe and healthy manner when confronted with negative peer pressure during physical activity.