| | This course is intended to help students meet or exceed grade 5 physical education content standards 1–5 and the corresponding performance standards 1.1–5.8.
Movement Focus
- Body management: perform small group balance stunts by sharing distribution of weight and base of support.
- Locomotor movement: jump for height and distance using proper takeoff and landing form.
- Manipulative skills: enter, jump and leave a turning long rope; throw an object for accuracy using a backhand, underhand, or overhand movement; field a thrown ball; strike a ball using: (1) a punting movement; (2) a bat; (3) a racket or paddle with a forehand or backhand movement, or underhand movement over a net; dribble a ball with hand or foot defensively and kick toward a guarded goal; pass with a partner using a chest or bounce pass; volley a tossed ball to a specific location.
- Rhythmic skills: design and perform a dance with varied locomotor patterns, changes in speed and direction; design a routine to music while manipulating an object.
Fitness Focus
- Fitness concepts: demonstrate how to warm-up muscles and joints prior to activity; plan a healthy diet.
- Aerobic capacity: participate in moderate to vigorous physical activity 3–4 days per week with increased time.
- Muscular strength/endurance: increase number of oblique curl-ups and triceps push-ups.
- Flexibility: perform stretches for specific muscle areas.
- Body composition: sustain continuous movement for increased periods of time; calorie intake/expenditure; benefits of healthy fitness zone for body composition.
- Assessment: assess and meet age- and gender-specific fitness standards for the state-mandated fitness test.
Social Focus
- Self-responsibility: improve performance on one component of the FITNESSGRAM; work toward a long term activity goal and record data; distinguish between acts of physical courage and reckless acts, explain the difference; act in a safe manner when confronting negative peer pressure.
- Social interaction: contribute and listen to ideas during problem solving activities; orally acknowledge the contributions of others.
- Group dynamics: accommodate individual differences in others; appreciate games and activities that reflect diversity.
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| | Physical Education Model Content Standards for California Public Schools: Kindergarten through Grade Twelve, California Department of Education, 2005.
Physical Education Framework for California Public Schools: Kindergarten through Grade Twelve, California Department of Education, 2009.
FITNESSGRAM/ACTIVITYGRAM Test Administration Manual, 4th ed., Cooper Institute, 2007. |