Common Planner
K–12 Standards

Grade 3

Other Louisiana Physical Education sets

Demonstrates competency in many movement forms and proficiency in a few movement forms.

  • 1-E-1.

    Demonstrates mature form in locomotor, non-locomotor, movement concepts and manipulative skills.1-E-1

    1. 1.

      Demonstrate and understand the spatial awareness movement concepts (e.g., personal space, general space and boundaries) in individual/partner activities and group.1-E-1.1

    2. 2.

      Demonstrate directional awareness movement concepts and pathways (e.g., up/down, forward/backward, right/left, and clockwise/counterclockwise, diagonal, zigzag, curved, and straight) in individual/partner, and group settings.1-E-1.2

    3. 3.

      Demonstrate the ability to combine directional awareness, movement, and pathways (i.e., up/down, forward/backward, right/left, and clockwise/counterclockwise, diagonal, zigzag, curved, and straight) in individual/partner, and group activities.1-E-1.3

  • 1-E-2.

    Combines a variety of motor skills for specific sports with a stationary and/or moving partner.1-E-2

    1. 1.

      Demonstrate a combination of two movement concepts while performing various skills (e.g., sliding while dribbling a ball in a curved pathway in general space, trap and pass, catch, pivot, and dribble a ball, volley ball with racquet/paddle while moving)1-E-2.1

    2. 2.

      Demonstrate chasing, dodging and fleeing skills from an individual during low organizational games.1-E-2.2

  • 1-E-3.

    Exhibits ability to manipulate objects in games and lead-up activities (e.g., engages in simple games requiring manipulative skills).1-E-3

    1. 1.

      Identify and demonstrate the critical elements for manipulative skills. (i.e. catch, kick, dribble, strike, volley, and, throw).1-E-3.1

    2. 2.

      Manipulate a variety of objects with different sizes, shapes and weights. (i.e.; dribbling/throwing a tennis ball or. dribbling/throwing a basketball; volleying with a beach ball or. a volleyball; catching a football or. a yarn ball) with control (correct force, opposition).1-E-3.2

    3. 3.

      Individually develop combinations of movements into sequences while manipulating a variety of objects.1-E-3.3

    4. 4.

      Balance on a variety of objects (e.g., balance boards, skates, scooters, beams, exercise balls, hoppity-hop).1-E-3.4

    5. 5.

      When using catching and throwing skills, demonstrate the ability to change directions and maintain balance, while the body is in motion with an object.1-E-3.5

  • 1-E-4.

    Demonstrates the ability to perform rhythmic movement patterns and dances (e.g., performs rhythmic body movements and communicates ideas and feelings with and without music).1-E-4

    1. 1.

      Demonstrate a simple repeating rhythmic sequence by combining a variety of locomotor skills.1-E-4.1

    2. 2.

      Performs simple rhythmic patterns using body movements and manipulative skills (balls, ribbons, Lummi sticks)1-E-4.2

Applies movement concepts and principles to the learning and development of motor skills.

  • 2-E-1.

    Integrates movement concepts with other content areas (e.g., measuring distances and timing races or events).2-E-1

    1. 1.

      Demonstrate fundamental motor skills and movement concepts through grade appropriate language arts. (e.g., action stories, movement vocabulary, body spelling)2-E-1.1

    2. 2.

      Demonstrate fundamental motor skills movement concepts through grade appropriate math (e.g., skip counting, time, clock skills, addition, subtraction, multiplication, division)2-E-1.2

  • 2-E-2.

    Applies critical elements to improve personal performance in fundamental and selected specialized motor skills (e.g., describes and demonstrates body positions for each part of an overhand throw).2-E-2

    1. 1.

      Identify critical elements/mechanics for manipulative skills of throwing and catching (e.g., step forward opposite foot, arm position, step and follow through).2-E-2.1

    2. 2.

      Recognize proper techniques for a variety of fundamental skills while practicing with a partner.2-E-2.2

  • 2-E-3.

    Recognizes and describes critical elements of more complex movement patterns (e.g., describes the use of the arms, as well as the legs, in performing jumping for distance and height).2-E-3

    1. 1.

      Assess one's own performance, while throwing and catching, using a checklist/rubric.2-E-3.1

    2. 2.

      Assess peer's performance, when performing movement patterns (i.e., throw underhand; overhand throw; chest pass; overhead throw/pass; catching high, rolled and low ball) using a checklist/rubric.2-E-3.2

    3. 3.

      Illustrate correct movement patterns for complex movement activities. (e.g., draw a picture, find pictures in magazines, and use technology to locate diagrams)2-E-3.3

  • 2-E-4.

    Employs the concept of efficient and effective practice to improve skills in appropriate settings (e.g., repeating the skill of basketball lay-ups in a gym or playground setting).2-E-4

    1. 1.

      Identify two key components for improving skills.2-E-4.1

    2. 2.

      Identify inefficient movement for running, throwing, and catching. (e.g., arm/leg movement pattern)2-E-4.2

    3. 3.

      Practice skills for which improvement is needed in isolated settings.2-E-4.3

Exhibits a physically active lifestyle.

  • 3-E-1.

    Describes the physical benefits of participation in health-related activities.3-E-1

    1. 1.

      Name the components of health-related fitness (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition)3-E-1.1

    2. 2.

      Identify the impact of short-term physical activity on one's physical health.3-E-1.2

  • 3-E-2.

    Identifies several moderate to vigorous physical activities that provide personal pleasure and participates in them (e.g., participates in youth league soccer after school, or joins in a pick-up game of basketball).3-E-2

    1. 1.

      Students will name types of moderate and vigorous activity (e.g., journal, discussion, illustrations of contrasting pictures).3-E-2.1

    2. 2.

      Identify opportunities for physical activity within the school and community.3-E-2.2

  • 3-E-3.

    Selects and participates regularly in physical activities for the purpose of improving skill and health (engages in activities that promote cardiovascular fitness).3-E-3

    1. 1.

      Participate in physical activities that are moderate in intensity level outside of physical education for 30 minutes per day most days of the week and document (i.e.; activity log, journal).3-E-3.1

Achieves and maintains a health-enhancing level of physical fitness.

  • 4-E-1.

    Identifies several activities related to each component of health related fitness.4-E-1

    1. 1.

      Describe and identify aerobic and anaerobic activities (e.g., 50 yard dash vs. 1 mile race, push-ups vs. swimming laps, bowling vs. bicycling)4-E-1.1

    2. 2.

      Describe and identify flexibility activities (e.g., yoga, Dance, gymnastics, martial arts)4-E-1.2

    3. 3.

      Describe and identify muscular strength and endurance activities (e.g., pushups, pull-ups, crunches, changing a tire, walking up a hill, rock climbing)4-E-1.3

  • 4-E-2.

    Participates in self-assessment for health-related fitness.4-E-2

    1. 1.

      Participate in health-related fitness assessments.4-E-2.1

  • 4-E-3.

    Selects an activity program that is designed to improve health-related fitness.4-E-3

    1. 1.

      Select, participate in, and log extra-curricular activity that improve health related fitness either at school or in the community.4-E-3.1

    2. 2.

      Identify health-related fitness components to enhance throughout the school year.4-E-3.2

    3. 3.

      Perform and log activities or exercises that relate to one or more of the fitness components.4-E-3.3

    4. 4.

      Students participate in, and log, games and activities that work towards improvement of age-appropriate levels of health-related fitness.4-E-3.4

Demonstrates responsible personal and social behavior in physical activity settings.

  • 5-E-1.

    Demonstrates good sportsmanship and fair play in a variety of settings.5-E-1

    1. 1.

      Identify and model examples of good sportsmanship and fair play.5-E-1.1

    2. 2.

      Demonstrate respect for all students regardless of individual differences in skills and abilities during individual and group activities. (e.g., taking turns, sharing equipment, encouraging others, making positive comments)5-E-1.2

  • 5-E-2.

    Recognizes and avoids unsafe practices and situations.5-E-2

    1. 1.

      State safety rules and practice for participation in selected grade level activities.5-E-2.1

    2. 2.

      Comply with rules and procedures during grade appropriate group and individual activities.5-E-2.2

    3. 3.

      Remain on assigned task until directed by teacher.5-E-2.3

    4. 4.

      Demonstrate understanding and concern for safety of self and others during games/activities.5-E-2.4

  • 5-E-3.

    Works cooperatively with teachers and peers to reach a common goal.5-E-3

    1. 1.

      Follow directions and rules during school hours. (e.g. line behavior, entering and exiting gym and play area)5-E-3.1

    2. 2.

      Identify key behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in isolated settings5-E-3.2

    3. 3.

      Demonstrate self-control in physical activity settings (e.g., good sportsmanship, teamwork, cooperation, diversity)5-E-3.3

  • 5-E-4.

    Exhibits independence and ability to succeed in groups.5-E-4

    1. 1.

      Cooperate with classmates by staying on task, taking turns, and sharing equipment.5-E-4.1

    2. 2.

      Demonstrate responsible behavior in game/activity settings.5-E-4.2

    3. 3.

      Utilize positive statements to encourage others in games and activities.5-E-4.3

  • 5-E-5.

    Accepts and gives constructive feedback.5-E-5

    1. 1.

      Apply critical elements from feedback to improve motor skills5-E-5.1

    2. 2.

      Provide appropriate feedback from the teacher, partner or self in a positive manner.5-E-5.2

Demonstrates an understanding and respect for differences among people in physical activity settings.

  • 6-E-1.

    Displays positive attitudes toward self and others through physical activity.6-E-1

    1. 1.

      Recognize and understand disabilities that may affect one's participation in physical activity6-E-1.1

    2. 2.

      Demonstrate respect for the ideas of others, attempting to compromise and communicate appropriately through physical activity.6-E-1.2

  • 6-E-2.

    Demonstrates tolerance for individual differences.6-E-2

    1. 1.

      Cooperate with any child, with or without disabilities, in the class, as a partner or in group settings.6-E-2.1

    2. 2.

      Demonstrate cooperation by supporting and encouraging others of different abilities/skill levels and ethnicity.6-E-2.2

  • 6-E-3.

    Explores the role of history in physical activities/games, sports of United States and other countries.6-E-3

    1. 1.

      Participate in age appropriate activities/games and sports played by children in the United States6-E-3.1

    2. 2.

      Participate in popular activities/games and sports played by children in other countries.6-E-3.2

Understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.7:

  • 7-E-1.

    Exhibits positive feelings about participation in physical activity.7-E-1

    1. 1.

      Identify activities that are enjoyable and that provide success with students of similar skill levels.7-E-1.1

    2. 2.

      Identify positive feelings experienced during physical activity.7-E-1.2

  • 7-E-2.

    Engages in the challenge of new activities.7-E-2

    1. 1.

      State personally challenging physical activity (ies).7-E-2.1

    2. 2.

      Choose and participate in a new or different physical activity.7-E-2.2

  • 7-E-3.

    Participates enthusiastically in independent and interactive physical activities.7-E-3

    1. 1.

      During physical education class, willingly participate in games and activities with peers.7-E-3.1

  • 7-E-4.

    Participates in and designs games, gymnastics, and/or dance to increase participation and enjoyment of activities.7-E-4

    1. 1.

      Satisfactorily complete assignments for activities requiring game design, gymnastics and /or dance performance. (teacher will provide rubric for assignment.)7-E-4.1

  • 7-E-5.

    Acknowledges the role of games, sports, and dance in getting to know and understand self and others.7-E-5

    1. 1.

      Describe how cooperation, understanding strengths and weaknesses in self and others can be used in problem-solving strategies in order to achieve success.7-E-5.1

Frequently asked questions

What grade levels do these standards cover?
Grade 3
When were these standards adopted?
2009
Where can I read the official document?
Louisiana Physical Education Grade-Level Expectations

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Keep exploring Physical Education standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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