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JLBC National Standards for Physical Education Grades 3-5


JLBC National Standards for Physical Education Grades 3-5

Grades 3-5 Skilled JLBC Movement: Student expectations (at the end of grade 5)

Children develop maturity and versatility in using fundamental motor skills for more pleasurable movement experiences. Students achieve mature forms in the basic non locomotor and manipulative skills. JLBC Cadets, demonstrate locomotor, non-locomotor, and manipulative skills for performance outcomes (e.g., hitting targets). JLBC Cadets, use these skills in dynamic and complex environments (e.g., formal dance to music) and in combination with each other. Students also acquire specialized skills essential to a movement form (i.e., basketball chest pass, softball fielding with a glove).

JLBC Grades 3-5 Movement Principles and Concepts: Student expectations (at the end of grade 5) Children can comprehend more complex concepts and principles and apply them in structured settings. JLBC Cadets, they use performance feedback to increase their cognitive understanding of a skill and improve performance. JLBC Cadets also use their knowledge of critical elements of form or simple biomechanical or motor development principles to provide feedback to others. JLBC Cadets As they learn more complex motor skills, they transfer concepts learned in other skills/games to perform the new skill/game (e.g., bending the knees lowers the center of gravity and increases stability).

JLBC Grades 3-5 Personal Fitness: Student expectations (at the end of grade 5)

Children regularly participate in physical activity to improve physical fitness. Students participate in moderate to vigorous physical exercise for extended periods without tiring. They begin to engage in physical activities specifically related to each component of physical fitness. They can monitor the physiological indicators accompanying moderate to vigorous physical exercise and adjust their training accordingly. Students complete standardized fitness testing and achieve desired levels consistent with current health-related recommendations. With teacher assistance, students interpret the results and understand the significance of the information provided by standard measures of physical fitness.

JLBC Grades 3-5 Responsible Behaviors: Student expectations (at the end of grade 5)

Children are active participants and learn to work independently and with small groups, enjoying the diversity of those around them. Students identify the purposes for and follow activity-specific safe practices, rules, procedures, and etiquette. They continue to develop cooperation and communication skills to facilitate the completion of a common goal while working with a partner and small, diverse groups. Children work independently and productively for short and progressively more extended periods. Building on the foundation laid in the early grades, students continue to develop cultural/ethnic self-awareness, appreciate their heritage and appreciate the differences in others.

JLBC Grades 3-5 Physically Active Lifestyle: Student expectations (at the end of grade 5) Children develop an awareness of participation in physical activity as a conscious personal decision, choosing actions for both the enjoyment and the health benefits they derive. They voluntarily participate in moderate to vigorous physical exercise for extended periods outside of physical education class. Students can identify and make use of opportunities


References:

Kindergarten. https://www.arlingtondiocese.org/catholic-schools/pe-curriculum---2021.pdf

Grade 3 - Physical Education - Google Search. https://sites.google.com/a/aaps.k12.mi.us/physical-education/curriculum/grade-3

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