Grade 3
Demonstrate
competency in many movement forms and proficiency in a few movement forms.
By
third grade, students have developed mature locomotor (traveling actions),
non-locomotor (movement in place), and manipulative (throw, catch, strike,
swing, push, pull) skills. They begin to practice these skills to adapt and
refine them to be used in a variety of specific situations.
3.1.1 Demonstrate
movement skills with many variations.
Example: Explore variations of throwing a ball (overhand, underhand, sidearm, one hand, two hands).
3.1.2 Combine different movement skills to
form more complex skills.
Example: Dribble a soccer
ball while running at different speeds and using the inside and outside of the
feet.
3.1.3 Utilize implements (bat, ball, racquet)
combined with motor skills (movement skills) to perform specific skills.
Example: Using a size appropriate bat, strike a ball
that is thrown by a partner.
3.1.4 Demonstrate motor skill (movement
skills) patterns following various rhythms.
Example:
Bounce, pass, and catch a ball to the rhythm of music.
Example: Use two, three and
four point balance points to demonstrate most stable bases of support.
3.2.2 Describe motor (movement) skills that
involve crossing the mid-line of the body.
Example: Identify batting a ball as being a skill
that crosses the mid-line.
3.2.3 Identify the use of various amounts of
force to propel (move) objects varying distances.
Example: Kick a ball using light force, medium force,
and hard force to see what distance the ball achieves at each force level.
3.2.4 Explain and demonstrate how force can be
increased, when performing a striking movement.
Example: Kick a ball with only ankle flexion. Then
kick a ball with ankle flexion, knee extension, and hip flexion to produce an
increase in force.
Standard 3
Exhibit a physically active
lifestyle.
Students are actively
involved in activities that produce higher levels of fitness. They are
naturally physically active at this age and thrive on activities that provide
challenge and opportunities for movement.
3.3.1 Participate actively in all physical
education classes.
Example: Enter game situations or movement practice
without prompting.
3.3.2 Report on activities conducted outside
of class that provide opportunities to demonstrate a healthy lifestyle.
Example: Record a ballet class in student activity portfolio.
Standard 4
Achieves
and maintains a health-enhancing level of physical fitness.
Students
identify cause and effect in relationship to health-related (healthy lifestyle)
fitness. They list the components (parts) of health related fitness and describe
activities that will produce a training effect (improvement) on these.
3.4.1 Participate in self assessment and formal fitness assessments.
Example: Assess self using the Fitnessgram (a fitness test) assessment.
3.4.2 Identify areas of strength and weakness.
Example: Utilize scoring
chart to find fitness level based upon age.
3.4.3 Determine personal goals based upon
results of fitness assessments.
Example: Recognize the need to do more developmental
stretching (stretches that improve range of motion of a joint) activities with
the hamstrings (back of thigh) and lower back to improve score on sit and reach
(at test for flexibility).
3.4.4 Define the five components (parts) of
health-related (healthy lifestyle) fitness.
Example: Describe and define cardiovascular (heart
and lung) fitness.
3.4.5 Demonstrate examples of the five
components (parts) of health-related (healthy lifestyle) fitness.
Example: Identify and
demonstrate an exercise to increase muscular strength (how much) of the upper
arms (biceps and triceps).
3.4.6 Participate in activities that enhance
health related (healthy lifestyle) fitness on a regular basis.
Example: Stretch lower back
and hamstrings (muscles on the back of the thigh)
for 60 seconds per day.
Demonstrate responsible
personal and social behavior in physical activity settings.
Students begin to lose the
“me” attitude and become more accepting of others. They can describe rules and
policies although they may need frequent reminders. They are very well aware of
right and wrong and safe and unsafe practices.
3.5.1 Demonstrate good sportsmanship in and
out of class activities.
Example: Accept losses in competition without whining
or placing blame.
3.5.2 Recognize and avoid unsafe practices and
situations.
Example: Adhere to swimming pool rules of conduct.
3.5.3 Respect the rights of others.
Example: Share equipment during
physical activity with those who have not had a turn.
Standard 6
Demonstrate understanding
and respect for differences among people in physical activity settings.
Third grade students begin
to recognize differences that set people apart. They demonstrate a need to
understand these differences and an interest to know more about people who are
different from themselves.
3.6.1 Demonstrate a tolerance for individual
differences.
Example: Choose to
participate in an activity with someone from another country, race, or culture.
3.6.2 Accept and give constructive (helpful)
criticism.
Example: Gives verbal assistance to a partner to help
them successfully bat a ball.
3.6.3 Encourage classmates who demonstrate
difficulty with a skill.
Example: Shout encouragement
to a classmate trying to reach their goal in the one mile run.
Standard 7
Understands that physical
activity provides the opportunity for enjoyment, challenge, self expression,
and social interaction.
Students develop a greater
attitude towards the importance of health-related fitness. They can describe
activities that enhance fitness and which are enjoyable to do with friends.
They accept challenges in activities that involve new or recently attained
skills.
3.7.1 Demonstrate feelings through a pattern
of locomotor (traveling actions) and non-locomotor (movement in place)
movements.
Example: Create a dance that shows sadness and
happiness.
3.7.2 Enjoy participation in partner and team
physical activities.
Example: Move with a partner over an obstacle course,
helping each other as needed.
3.7.3 Participate in cooperative problem
solving activities.
Example: Participate in a parachute game of trying to
toss a beach ball over the heads of those on the opposite side of the
parachute.