Standards outcomes in this template

• S1.E1: Performs locomotor skills (hopping, galloping, running, sliding, skipping, jumping) while maintaining balance.
• S1.E1: Hops, gallops, jogs and slides using a mature pattern.
• S1.E1: Skips using a mature pattern.
• S1.E2: Runs with a mature pattern.
• S1.E3: Jumps and lands with balance.
• S1.E3: Demonstrates 2 of 5 critical elements for jumping and landing in a horizontal plane using 2-foot take-offs and landings.
• S1.E3.K-2.a: Demonstrates 4 of the 5 critical elements for jumping and landing in a horizontal plane using a variety of take-offs and landings.
• S1.E3.K-2.b: Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane.
• S1.E4: Performs locomotor skills in response to teacher-led creative dance.
• S1.E4: Combines locomotor and nonlocomotor skills in a teacher-led designed dance.
• S1.E4: Performs a teacher and/or student designed rhythmic activity with correct response to simple rhythms.
• S1.E6.K-2.a: Maintains momentary stillness on bases of support.
• S1.E6.K-2.b: Forms wide, curled, and twisted body shapes.
• S1.E6: Maintains stillness on different bases of support with different body shapes.
• S1.E6.K-2.a: Balances on different bases of support, combining levels and shapes.
• S1.E6.K-2.b: Balances in an inverted position with stillness and supportive base.
• S1.E7.K-2.a: Transfers weight from one body part to another in self-space in dance and gymnastics environments.
• S1.E7.K-2.b: Rolls sideways in a narrow body shape.
• S1.E7.K-2.b: Rolls with either narrow or curled body shape.
• S1.E7.K-2.a: Transfers weight from feet to different body parts/bases of support for balance and/or travel.
• S1.E7.K-2.b: Rolls in different directions with either a narrow or curled body shape.
• S1.E8: Contrasts the actions of curling and stretching.
• S1.E8: Demonstrates twisting, curling, bending and stretching actions.
• S1.E8.K-2.a: Differentiates among twisting, curling, bending, and stretching.
• S1.E8.K-2.b: Performs various activities that involve crossing the mid-line.
• S1.E9: Combines balances and transfers into a three-part sequence (e.g., dance or gymnastics).
• S1.E10: Throws underhand with opposite foot forward.
• S1.E10: Demonstrates 2 of the 5 critical elements of a mature underhand throw pattern.
• S1.E10: Throws underhand using a mature pattern.
• S1.E11: Throws overhand demonstrating 2 of the 5 critical elements of a mature pattern.
• S1.E12: Drops a ball and catches it before it bounces twice; catches a large ball tossed by a skilled thrower.
• S1.E12: Catches a soft object from a self-toss before it bounces.
• S1.E12: Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body.
• S1.E13: Dribbles a ball with 1 hand, attempting the second contact.
• S1.E13: Dribbles continuously in self-space using the preferred hand.
• S1.E13.K-2.a: Dribbles in self-space with preferred hand demonstrating a mature pattern.
• S1.E13.K-2.b: Dribbles using preferred hand while in general space.
• S1.E14: Taps a ball using the inside of the foot, sending it forward.
• S1.E14: Taps or dribbles a ball using the inside of the foot while walking in general space.
• S1.E14: Dribbles with feet in general space with control of ball and body.
• S1.E17: Kicks a stationary ball from a stationary position, demonstrating 2 of the 5 elements of a mature kicking pattern.
• S1.E17: Approaches a stationary ball and kicks it forward, demonstrating 2 of the 5 critical elements of a mature pattern.
• S1.E17: Uses a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern.
• S1.E18: Volleys a light weight object (balloon), sending it upward.
• S1.E18: Volleys an object with an open palm, sending it upward.
• S1.E18: Volleys an object upward with consecutive hits.
• S1.E20: Strikes a light weight object with a paddle or short-handled racket.
• S1.E20: Strikes a ball with a short-handled implement, sending it upward.
• S1.E20: Strikes an object upward with a short-handled implement, using consecutive hits.
• S1.E21: Strikes a ball off a tee or cone with a bat, using correct grip and side/proper body orientation.
• S1.E22.K-2.a: Executes a single jump with self-turned rope.
• S1.E22.K-2.b: Jumps a long rope with teacher-assisted turning.
• S1.E22.K-2.a: Jumps forward and backward consecutively using a self-turned rope.
• S1.E22.K-2.b: Jumps a long rope up to five times consecutively with teacher-assisted turning.
• S1.E22.K-2.a: Jumps a self-turned (short) rope forward and backward with a mature form.
• S1.E22.K-2.b: Jumps a long rope consecutively with student and/or teacher turners.
• S1.E1: Leaps using a mature pattern.
• S1.E1: Uses various locomotor skills in a variety of small-sided practice tasks, dance and educational gymnastics experiences.
• S1.E1.3-5.a: Demonstrates mature patterns of locomotor skills in dynamic small-sided games, practice tasks, gymnastics and dance.
• S1.E1.3-5.b: Combines locomotor and manipulative skills in a variety of small-sided practice tasks in game environments.
• S1.E1.3-5.c: Combines traveling with manipulative skills for execution to a target.
• S1.E1.3-5.d: Combines locomotor and non-locomotor skills to create rhythmic and gymnastics routines.
• S1.E2: Travels showing differentiation between sprinting and running.
• S1.E2: Runs for distance using a mature pattern.
• S1.E2: Applies appropriate pacing for a variety of running distances.
• S1.E3: Jumps and lands in the horizontal and vertical planes using a mature pattern.
• S1.E3: Uses spring-and-step takeoffs and landings in gymnastic based skills.
• S1.E3: Combines jumping and landing patterns with locomotors and manipulative skills in dance, educational gymnastics and small modified games environments.
• S1.E4: Performs teacher-selected and developmentally appropriate dance steps and movement patterns.
• S1.E4: Combines locomotor movement patterns and dance steps to create and perform an original dance.
• S1.E4.3-5.a: Combines locomotor skills in cultural as well as creative dances (self and group) with correct rhythm and pattern.
• S1.E4.3-5.b: Combines locomotor movement patterns and dance steps to create and perform an original dance.
• S1.E4.3-5.c: Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a group.
• S1.E5: Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.
• S1.E5: Combines traveling with manipulative skills of dribbling, throwing, catching and striking in teacher- and/or student-designed small-sided practice tasks and games.
• S1.E6: Balances on different bases of support, demonstrating muscular tension and extension of free body parts.
• S1.E6: Balances on different bases of support on apparatus, demonstrating levels and shapes.
• S1.E6.3-6.a: Demonstrates a sequence of balance and weight transfer movements in a gymnastics or dance sequence with a partner.
• S1.E6.3-6.b: Combines actions, balances and weight transfers to create a gymnastics sequence with a partner on equipment or apparatus.
• S1.E7: Transfers weight from feet to hands for momentary weight support.
• S1.E7: Transfers weight by rolling in a variety of directions using different body shapes.
• S1.E7: Transfers weight from feet to hands, varying speed and using large extensions (e.g., mule kick, handstand, cartwheel).
• S1.E8: Moves into and out of gymnastics balances with curling, twisting and stretching actions.
• S1.E8: Moves into and out of balances on apparatus with curling, twisting and stretching actions.
• S1.E8: Performs curling, twisting and stretching actions with correct application in dance, gymnastics, and small modified games environments.
• S1.E9: Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance.
• S1.E9: Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner.
• S1.E9: Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a group.
• S1.E10: Throws underhand to a partner or target with reasonable accuracy.
• S1.E10.3-5.a: Throws underhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of objects.
• S1.E10.3-5.b: Throws underhand to a large target with accuracy.
• S1.E11: Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in non-dynamic environments (closed skills), for distance and/or force.
• S1.E11.3-5.a: Throws overhand using a mature pattern in a non-dynamic environment (closed skills).
• S1.E11.3-5.b: Throws overhand to a partner or at a target with accuracy at a reasonable distance.
• S1.E11.3-5.a: Throws overhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of objects.
• S1.E11.3-5.b: Throws overhand to a large target with accuracy.
• S1.E12: Throws to a moving partner with reasonable accuracy in a non-dynamic environment (closed skills).
• S1.E12.3-5.a: Throws with accuracy, both partners moving.
• S1.E12.3-5.b: Throws with reasonable accuracy in dynamic, small modified games.
• S1.E13: Catches a gently tossed hand-size ball from a partner, demonstrating 4 of the 5 critical elements of a mature pattern.
• S1.E13: Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature pattern in a non-dynamic environment…
• S1.E13.3-5.a: Catches a batted ball above the head, at chest or waist level, and along the ground using a mature pattern in a non-dynamic environment…
• S1.E13.3-5.b: Catches with accuracy, both partners moving.
• S1.E13.3-5.c: Catches with reasonable accuracy in dynamic, small-sided games.
• S1.E14: Dribbles and travels in general space at slow to moderate jogging speed with control of ball and body.
• S1.E14.3-5.a: Dribbles in self-space with both the preferred and non-preferred hand using a mature pattern; dribbles in general space with control of ball and body…
• S1.E14.3-5.a: Combines hand dribbling with other skills during 1v1 practice tasks.
• S1.E14.3-5.b: Dribbles with an implement while showing change of direction, speed and control.
• S1.E15: Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body.
• S1.E15: Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed.
• S1.E15: Combines foot dribbling with other skills in 1v1 practice tasks.
• S1.E16: Passes and receives a ball with the insides of the feet to a stationary partner, giving on reception before returning the pass.
• S1.E16.3-5.a: Passes and receives a ball with the insides of the feet to a moving partner in a non-dynamic environment (closed skills).
• S1.E16.3-5.b: Receives and passes a ball with the outsides and insides of the feet to a stationary partner, giving on reception before returning the pass.
• S1.E16.3-5.a: Passes with the feet using a mature pattern as both partners travel.
• S1.E16.3-5.b: Receives a pass with the foot using a mature pattern as both partners travel.
• S1.E17: Dribbles with hands or feet in combination with other skills (e.g., passing, receiving, shooting).
• S1.E17: Dribbles with hands or feet with mature patterns in a variety of small-sided games.
• S1.E18: Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating 4 of the 5…
• S1.E18: Kicks along the ground and in the air, and punts using mature patterns.
• S1.E18: Demonstrates mature patterns in kicking and punting in small-sided practice task environments.
• S1.E19: Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to…
• S1.E19: Volleys underhand using a mature pattern in a dynamic environment using small modified games.
• S1.E20: Volleys a ball with a two-hand overhead pattern, sending it upward, demonstrating 4 of the 5 critical elements of a mature pattern.
• S1.E20: Volleys a ball using a mature two-hand overhead pattern, sending it upward to a target.
• S1.E21.3-5.a: Strikes an object with a short-handled implement, sending it forward over a low net or to a wall.
• S1.E21.3-5.b: Strikes an object with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern.
• S1.E21.3-5.a: Strikes an object with a short-handled implement while demonstrating a mature pattern.
• S1.E21.3-5.b: Strikes an object with a short-handled implement, alternating hits with a partner over a low net or against a wall.
• S1.E21: 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…
• S1.E22: Strikes a ball with a long-handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement.
• S1.E22: Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat, tennis or badminton racket) while demonstrating 3 to 5 critical elements…
• S1.E22.3-5.a: Strikes a pitched ball with a bat using a mature pattern.
• S1.E22.3-5.b: Combines striking with a long implement (e.g., bat, hockey stick) with receiving and traveling skills in a small-sided game.
• S1.E23: Combines traveling with the manipulative skills of dribbling, throwing, catching and striking in teacher- and/or student-designed small-sided practice-task environments.
• S1.E23: Combines manipulative skills and traveling for execution to a target (e.g., scoring in soccer, hockey, and basketball).
• S1.E24: Performs intermediate jump rope skills (e.g., a variety of tricks, running in and out of long rope) for both long and short ropes.
• S1.E24: Creates a jump rope routine with either a short or long rope.
• S1.E24: Creates a jump rope routine with a partner, using either a short or long rope.
• S2.E1.K-2.a: Differentiates between movement in personal (self-space) and general space.
• S2.E1.K-2.b: Moves in personal space to a rhythm.
• S2.E1: Moves in self-space and general space in response to designated beats/rhythms.
• S2.E1: Combines locomotor skills in general and self-space to a rhythm.
• S2.E2: Travels in three different pathways.
• S2.E2.K-2.a: Travels demonstrating low, middle and high levels.
• S2.E2.K-2.b: Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through).
• S2.E2: Combines shapes, levels and pathways into simple travel, dance, and gymnastic sequences.
• S2.E3: Travels in general space with different speeds.
• S2.E3.K-2.a: Differentiates between fast and slow speeds.
• S2.E3.K-2.b: Differentiates between strong and light force.
• S2.E3: Varies time and force with gradual increases and decreases.
• S2.E1: Recognizes the concept of open spaces in a movement context.
• S2.E1.3-5.a: Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling).
• S2.E1.3-5.b: Applies the concept of closing spaces in small-sided practices.
• S2.E1.3-5.c: Dribbles in general space with changes in direction and speed.
• S2.E1.3-5.a: Applies the concept of open spaces to combination skills involving locomotor and non-locomotor movements for small groups.
• S2.E1.3-5.b: Applies the concept of closing spaces in small-sided practices.
• S2.E1.3-5.c: Identifies boundaries and applies knowledge to small games.
• S2.E2: Recognizes locomotor skills specific to a wide variety of physical activities.
• S2.E2: Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments.
• S2.E2: Combines movement concepts with skills in small-sided practice tasks in game environments, gymnastics and dance with self-direction.
• S2.E3: Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher.
• S2.E3.3-5.a: Applies movement concepts of speed, endurance and pacing for running.
• S2.E3.3-5.b: Applies the concept of direction and force when striking an object with a short-handled implement, sending it toward a designated target.
• S2.E3.3-5.a: Applies movement concepts to strategy in game situations.
• S2.E3.3-5.b: Applies the concept of direction and force to strike an object with a long-handled implement.
• S2.E3.3-5.c: Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice tasks in game environments, dance and gymnastics.
• S2.E4.3-5.a: Employs the concept of alignment in gymnastics and dance.
• S2.E4.3-5.b: Employs the concept of muscular tension with balance in gymnastics and dance.
• S2.E4: Applies the concepts of alignment and muscular tension in movement skills.
• S2.E4.3-5.a: Applies skills of alignment in all forms of movement.
• S2.E4.3-5.b: Employs the concept of muscular tension with balance in all forms of movement.
• S2.E5.3-5.a: Applies simple strategies and tactics in chasing activities.
• S2.E5.3-5.b: Applies simple strategies in fleeing activities.
• S2.E5.3-5.a: Applies simple offensive strategies and tactics in chasing and fleeing activities.
• S2.E5.3-5.b: Applies simple defensive strategies and tactics in chasing and fleeing activities.
• S2.E5.3-5.c: Recognizes the type of kicks needed for different games and sports situations.
• S2.E5.3-5.a: Applies basic offensive and defensive strategies and tactics in invasion small-sided practice tasks.
• S2.E5.3-5.b: Applies basic offensive and defensive strategies and tactics in net/wall small-sided practice tasks.
• S2.E5.3-5.c: Recognizes the type of throw, volley or striking action needed for different games and sports situations.
• S3.E1: Identifies active play opportunities outside physical education class.
• S3.E1: Discusses the benefits of being active and/or playing.
• S3.E1: Describes large motor and/or manipulative physical activities for participation outside of physical education class (e.g., before and after school, at home, at the park,…
• S3.E2: Actively participates in physical education class.
• S3.E2: Actively engages in physical education class.
• S3.E2: Actively engages in physical education class in response to instruction and practice.
• S3.E3: Recognizes that when you move fast, your heart beats faster and you breathe faster.
• S3.E3: Identifies the heart as a muscle that gets stronger with exercise, play, and physical activity.
• S3.E3: Identifies the heart as a muscle that gets stronger with exercise, play, and physical activity.
• S3.E4.K-2.a: Uses own body resistance for developing strength.
• S3.E4.K-2.b: Identifies physical activities that contribute to health-related fitness.
• S3.E7: Recognizes that food provides energy for physical activity.
• S3.E7: Differentiates between healthy and unhealthy foods.
• S3.E7: Recognizes the good health balance of nutrition and physical activity.
• S3.E1.3-5.a: Charts participation in physical activities outside physical education class.
• S3.E1.3-5.b: Identifies physical activity benefits as a way to become healthier.
• S3.E1: Analyzes opportunities for participating in physical activity outside physical education class.
• S3.E1: Charts and analyzes physical activity outside physical education class for fitness benefits of activities.
• S3.E2: Engages in the activities of physical education class with minimal teacher prompting.
• S3.E2: Actively engages in the activities of physical education class, both teacher-directed and independent.
• S3.E2: Actively engages in all the activities of physical education.
• S3.E3: Describes the concept of fitness and provides examples of heart rate evaluation methods.
• S3.E3: Identifies the components of health-related fitness; evaluates heart rate during exercise utilizing methods such as manual pulse checking, perceived exertion index or heart rate…
• S3.E4: Recognizes the importance of warm-up and cool-down relative to vigorous physical activity.
• S3.E4: Demonstrates warm-up and cool-down relative to cardiorespiratory fitness assessment.
• S3.E4.3-5.a: Lists, defines, and demonstrates the five components of health-related fitness.
• S3.E4.3-5.b: Identifies the need for warm-up and cool-down relative to various physical activities.
• S3.E4.3-5.c: Identifies and applies FITT to a fitness plan (frequency, intensity, time, type).
• S3.E4.3-5.d: Identifies major muscles.
• S3.E4.3-5.e: Experiences how the muscular and skeletal systems work together to allow movement.
• S3.E5: Identifies the six components of skill-related fitness (agility, balance, coordination, speed, reaction time, power).
• S3.E5: Identifies the six components of skill-related fitness (agility, balance, coordination, speed, reaction time, power).
• S3.E5: Identifies the six components of skill-related fitness (agility, balance, coordination, speed, reaction time, power).
• S3.E6: Demonstrates, with teacher direction, the health-related fitness components.
• S3.E6.3-5.a: Completes fitness assessments (pre and post).
• S3.E6.3-5.b: Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.
• S3.E6.3-5.a: Analyzes results of fitness assessment (pre and post), comparing results to fitness components for good health.
• S3.E6.3-5.b: Performs a nationally recognized, criterion-referenced, health-related fitness assessment that includes muscular strength, muscular endurance, flexibility, cardiovascular endurance, and body composition.
• S3.E6.3-5.c: Identifies strategies for progress in fitness areas using FITT strategies.
• S3.E7: Identifies foods that are beneficial for before and after physical activity.
• S3.E7: Discusses the importance of hydration and hydration choices relative to physical activities.
• S3.E7: Analyzes the impact of food choices relative to physical activity, youth sports and personal health.
• S4.E1.K-2.a: Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
• S4.E1.K-2.b: Acknowledges responsibility for behavior when prompted.
• S4.E1: Follows the rules and parameters of the learning environment.
• S4.E1.K-2.a: Accepts personal responsibility by using equipment and space appropriately with minimal teacher prompting.
• S4.E1.K-2.b: Accepts responsibility by following the rules and parameters of the learning environment.
• S4.E2: Follows instruction/directions when prompted.
• S4.E2: Responds appropriately to general feedback from the teacher.
• S4.E2: Accepts and responds appropriately to specific corrective feedback from the teacher.
• S4.E3: Shares equipment and space with others.
• S4.E3: Works independently with others in a variety of class environments (e.g., partners, small groups and large groups).
• S4.E3.K-2.a: Works independently with others in partner environments.
• S4.E3.K-2.b: Actively participates with classmates without regard to personal differences.
• S4.E4: Recognizes the established protocols for class activities.
• S4.E4: Exhibits the established protocols for class activities.
• S4.E4: Recognizes the role of rules and fair play in teacher-designed physical activities.
• S4.E5: Follows teacher directions for safe participation and proper use of equipment with minimal reminders.
• S4.E5: Follows teacher directions for safe participation and proper use of equipment without teacher reminders.
• S4.E5.K-2.a: Works independently and safely in physical education.
• S4.E5.K-2.b: Works safely with physical education equipment.
• S4.E6.K-2.a: Recognizes sun-safe practices.
• S4.E6.K-2.b: Recognizes aquatic safety practices.
• S4.E1: Exhibits personal responsibility in teacher-directed activities.
• S4.E1: Exhibits responsible behavior in independent group situations.
• S4.E1: Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee).
• S4.E2: Accepts and implements specific corrective feedback from the teacher.
• S4.E2: Listens respectfully to corrective feedback from others (e.g., peers, adults).
• S4.E2: Gives and receives corrective feedback respectfully to peers and adults.
• S4.E3.3-5.a: Works cooperatively with others.
• S4.E3.3-5.b: Praises others for their success in movement performance.
• S4.E3.3-5.a: Praises the movement performance of others both more and less skilled.
• S4.E3.3-5.b: Accepts players of all skill levels into the physical activity.
• S4.E3.3-5.a: Praises the movement performance of others both more and less skilled.
• S4.E3.3-5.b: Accepts players of all skill levels into the physical activity.
• S4.E4: Recognizes the role of rules and etiquette in physical activity with peers.
• S4.E4: Exhibits etiquette and adherence to rules in a variety of physical activities.
• S4.E4: Assesses adherence to rules, etiquette, and fair play of various games and activities.
• S4.E5: Works independently and safely in physical activity settings.
• S4.E5: Works safely with peers and equipment in physical activity settings.
• S4.E5: Applies safety principles with age-appropriate physical activities.
• S4.E6.3-5.a: Applies sun-safe practices.
• S4.E6.3-5.b: Identifies appropriate water safety practices.
• S5.E1: Recognizes that physical activity is important for good health.
• S5.E1: Identifies physical activity as a component of good health.
• S5.E1: Recognizes the value of good health balance.
• S5.E2: Acknowledges that some physical activities are challenging/difficult.
• S5.E2: Recognizes that challenge in physical activities can lead to success.
• S5.E2: Compares physical activities that build confidence and provide challenge.
• S5.E3.K-2.a: Identifies physical activities that are enjoyable.
• S5.E3.K-2.b: Discusses the enjoyment of playing with friends.
• S5.E3.K-2.a: Describes positive feelings that result from participating in physical activities.
• S5.E3.K-2.b: Discusses personal reasons (i.e., the why) for enjoying physical activities.
• S5.E3: Identifies and discusses physical activities that provide enjoyment and/or self-expression.
• S5.E4: Demonstrates socially acceptable conflict resolution skills.
• S5.E4: Demonstrates socially acceptable conflict resolution skills.
• S5.E4: Demonstrates socially acceptable conflict resolution skills.
• S5.E1: Discusses the relationship between physical activity and good health.
• S5.E1: Examines the health benefits of participating in physical activity.
• S5.E1: Compares the health benefits of participation in selected physical activities.
• S5.E2: Discusses the challenge that comes from learning a new physical activity.
• S5.E2: Rates the enjoyment of participating in challenging and mastered physical activities.
• S5.E2: Analyzes the personal benefits to participating in an activity that is challenging.
• S5.E3: Reflects on the reasons for enjoying selected physical activities.
• S5.E3: Ranks the enjoyment of participating in different physical activities.
• S5.E3: Analyzes the personal benefits to participating in an activity that is enjoyable.
• S5.E4: Describes the positive social interactions that come when engaged with others in physical activity.
• S5.E4: Describes and compares the positive social interactions when engaged in partner, small group and large group physical activities.
• S5.E4: Analyzes the positive impact of verbal and non-verbal encouragement in physical activity.