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JLBC PRIMARY PHYSICAL EDUCATION CURRICULUM GUIDELINES FOR GRADES 5 & 6


JLBC PRIMARY PHYSICAL EDUCATION CURRICULUM GUIDELINES FOR GRADES 5 & 6

STRAND: MOVEMENT CONCEPT GENERAL OBJECTIVE: Learn skills necessary to perform a variety of physical activities

STANDARD 1: STANDARD 2:

JLBC Cadet Demonstrates Competency in many movement forms and proficiency in a few movement forms. Applies movement concepts to the learning and development of motor skills.

JLBC Cadets Demonstrate progress toward the mature form of selected Locomotor, non-Locomotor, and manipulative skills. Adapt and combine skills to the demands of increasingly complex situations of movement chosen conditions.

JLBC SUB-GOAL –

OBJECTIVES CONTENT/KNOWLEDGE ACTIVITIES ASSESSMENT

By the end of grades 5-6, JLBC Cadets students should be able to:-

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Use the qualities of force, flow, and speed to creatively express feelings, ideas, and actions of self, others, or groups through the use of body shapes; design and play small-group games that involve co-operating with others to keep an object away from opponents (primary offensive and defensive strategy).

Manipulate objects like kicking, and throwing using varying amounts of force, flow, and speed appropriate to the given situation.

Design, refine and perform gymnastics and dance sequences that show a smooth transition between

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1. BODY AWARENESS

a. Body Shapes

Angular, Narrow, Curved, Wide, Twisted, Symmetrical, Asymmetrical.

b. Body Movements

Swing, Sway, Turn, Bend- Curl, Stretch, Shake, Rise, Sink, Push, Pull

2. SPACE AWARENESS

a. General Space

b. Directions

Forward, Backwards, Sideways, Up, Down

c. Levels

Low, Medium, High

d. Pathways

Curved, Straight, Zigzag

e. Extensions

Near, Far

3. EFFORT

a. Speed

Fast, Slow Acceleration, and Deceleration

- Discuss with students how space is created or denied in the invasion, net, and fielding games. Why is space created or denied? How can team members do this?

- Discuss how in particular net and volley games (e.g., volleyball, tennis), the objective is to hit the ball to where one’s opponents are not, rather than to where they are. Discuss the defensive strategies of being ready to move at all times and covering the area between partners.

- Challenge students to select three or four balances and perform each one, making a smooth transition from one to the other.

- Ask the student to move to music throughout a large, specified area while using a variety of movements as you call them out.

- Using the floor and their mats, students create an exciting sequence with different pathways.

- Two students set up a target in a specified area marked by cones, ropes, or other

- Have students watch an athletic performance on TV, attend a game, or watch a tape of one at school. Let them discuss, in writing, the space awareness concepts athletes used during their performance. What did the athletes do at a high, medium, or low level?

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