Primary Physical Education

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Primary level physical education assists in the development of children's motor and fitness skills. Establishing a strong foundation in the primary grades enables students to have a good start toward becoming healthy adults.


Students in the primary grades learn to move through space with objects and other individuals. Activities and games help develop skillful control, movement patterns, and socially-accepted responses. The relationship of exercise, rest, and nutrition to growth and development are also included.




Students should


feel and hear their own heartbeat.


perform simple stretching and strengthening exercises.


perform a wider variety of stretching and strengthening exercises. recognize that exercise affects heart rate.


perform various stretching, strengthening, and cardiorespiratory exercises and describe their benefits.


Psychomotor Locomotor and Nonlocomotor


Students should


perform a variety of nonlocomotor skills (e.g., push, pull, twist, turn, curl, stretch, balance).


perform a variety of locomotor skills (e.g., walk, run, hop).


perform increasingly complex locomotor and nonlocomotor skills with balance, agility, and weight transfer.


incorporate locomotor and nonlocomotor skills in creative expression of movement, alone and with others.


perform locomotor skills to music.


demonstrate combination movements (e.g., hop and skip, gallop and leap) in playing games or creative play.


perform smooth, varied speed, stop and go, and directional change in locomotor movements.


Psychomotor Continued


Students should


discover a variety of ways to manipulate objects (e.g., with hands, feet, elbow, head).


develop throwing, catching, kicking, and striking skills.


throw a ball overhand with proper hand and foot position.


develop fundamental skills of throwing, catching, kicking, and striking while developing motor skills (e.g., dribble and shoot relay) for use in games and other activities that lead to more complex games and sports (e.g., basketball).


Movement Concepts


Students should


define personal and general space concepts. balance in different positions (e.g., feet, hands, knees, head).


apply concept of time to movement (e.g., from one point to another, fast, slow) and task completion (e.g., placement of objects in a square, circle, bag, box).

experience body control.

explore effort concepts (e.g., fast, slow, hard, soft).

exhibit directional concepts (e.g., left, right, forward, backward) while moving.

use movements expressing shapes and/or sizes.


identify intensity levels (e.g., low, moderate, high) of movement.

determine pathways of movements (e.g., curved, zig zag, straight).

demonstrate relationships (e.g., over, under, front and back, side-by-side, leading, following) with other people and objects.

develop balance skills.


perform a variety of balance activities.

engage in body extension activities (e.g., near, far).


exhibit body control.

become aware of movement concepts (e.g., space awareness, effort, formations that occur between objects and people) within a specified area.

create simple movement sequences using a variety of locomotor and nonlocomotor skills.


use movement patterns to demonstrate concepts of space and effort in relation to locomotor skills.

perform right and left movements. demonstrate balance skills.



Content/Process Lifetime Activity


Students should


describe how practice helps individuals improve.


describe how cooperation is used with partners and small groups.

relate the concept of practice to the importance of learning new skills.


practice cooperation strategies with partners and small groups. describe the concept of sportsmanship (e.g., rules, fair play, personal response) in regard to games and activities.


demonstrate practice techniques and use feedback to improve skills.


demonstrate cooperation with partners, small groups, or large groups by following rules and practicing fair play.

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