NAC389.2946. Fifth grade: Physical education.

By the end of the fifth grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in the fifth grade in physical education must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

     1. Understand and apply concepts relating to movement to the knowledge and development of motor skills, as demonstrated by the ability of the pupil to:

     (a) Use vocabulary correctly to differentiate between more complex gamelike strategies, including, without limitation, strategies for offense and for defense;

     (b) Identify the intermediate elements of forms of movement;

     (c) Apply simple strategies to gamelike situations;

     (d) Identify the characteristics of a skilled performance in a few forms of movement; and

     (e) Explain the physiological factors affecting individual differences in levels of physical fitness.

     2. Demonstrate competency in many forms of movement and proficiency in a few forms of movement, as demonstrated by the ability of the pupil to:

     (a) Use locomotor and nonlocomotor movements in physical activities;

     (b) Execute a combination of manipulative skills in a new dynamic environment; and

     (c) Create and perform a sequence of movement, alone or within a group, that combines movements relating to weight transfer and balance.

     3. Understand dance through the use of skills, techniques and choreography, and as a form of communication, as demonstrated by the ability of the pupil to:

     (a) Create, within a group, sequences of movement which clearly demonstrate the use of shapes, levels and pathways;

     (b) Perform a range of qualities of movement clearly;

     (c) Observe and identify actions and elements of movement within brief sequences of movement;

     (d) Create and perform, with or without rhythmic accompaniment, a brief sequence of movement which has an identifiable beginning, middle and end;

     (e) Apply one partner skill while creating a sequence of movement with another person;

     (f) Create a brief movement phrase, accurately repeat the phrase and then vary the phrase by making changes in time, space or qualities of movements, or any combination thereof;

     (g) Recognize the elements of movement found in dance, sport and everyday activities;

     (h) Create a sequence of movement to express an idea or a concept;

     (i) Discuss interpretations and reactions to a sequence of movement;

     (j) Create and perform, within a group and with or without a prop, various movements to a steady beat;

     (k) Move to a musical beat and respond to changes in tempo; and

     (l) Perform more technically complex folk dances or social dances, or both, from various cultures, and identify the cultural and historical context of the folk or social dance.

     4. Achieve and maintain a health-enhancing level of individual fitness for an active lifestyle, as demonstrated by the ability of the pupil to:

     (a) Create personal goals related to an assessment of his or her physical fitness;

     (b) Maintain a continuous aerobic activity for a specified time;

     (c) Engage in physical activity at a target heart rate for a specified time;

     (d) Identify the health-related components of fitness in various activities; and

     (e) Use proper techniques for warming up, conditioning and cooling down.

     5. Practice personal responsibility, positive social interaction and respect for diversity in settings in which physical activities occur, as demonstrated by the ability of the pupil to:

     (a) Make correct decisions in applying rules and procedures and using proper etiquette;

     (b) Respond in a positive manner to challenges, successes and failures in physical activity;

     (c) Manage conflict positively, regardless of differences with other persons, with reinforcement from a teacher;

     (d) Demonstrate teamwork and positive sportsmanship while interacting with other persons, regardless of differences; and

     (e) Identify similarities of and differences between games, sports and dances from different cultures.

     (Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000)