Grades 4, 5

Other Rhode Island Physical Education sets

• Grades K, 1
• Grades 2, 3
• Grades 6, 7, 8
• Grades 9, 10, 11, 12

use rudimentary application of biomechanical principles (e.g. center of gravity, base of support, force).4-5.S2.1

use critical elements of fundamental and specialized movement skills to provide feedback to self and others (e.g. self/peer assessment of: transfer of weight, opposition skills, point to target).4-5.S2.2

use rudimentary strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).4-5.S2.3

transfer movement skills, concepts, and principles between activities at a rudimentary level.4-5.S2.4

identify the physical benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).4-5.S3.1

identify the emotional benefits of regular participation in physical activity (e.g., increased self-esteem, stress reduction, reduces depression, self-discipline).4-5.S3.2

identify the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).4-5.S3.3

identify the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).4-5.S3.4

use physical activity as a means of self-expression.4-5.S3.5

participate in a health-related physical fitness assessment (e.g., FitnessGram, Physical Best, President's Council).4-5.S4.1

make progress towards, meet, or exceed the health-related fitness standards of the assessment tool.4-5.S4.2

understand how physical fitness testing results (e.g., pre/post test, assessments, charts) relate to their ability to perform various activities.4-5.S4.3

recognize changes in pre and post test results in health-related fitness tests and develop basic physical activity plan based on these results.4-5.S4.4

identify several physical activities related to each component of health-related physical fitness (e.g., cardiovascular - jogging, aerobics, hiking, spinning) or (e.g., cardio-respiratory, muscular strength and endurance, flexibility, balance, agility).4-5.S4.5

select and participate regularly in physical activities for the purpose of improving physical skills and health.4-5.S4.6

identify factors that promote and that prevent physical activity and develop some strategies to maintain a physically active lifestyle.4-5.S4.7

identify ways to be physically active in structured and non-structured settings that promote lifelong fitness.4-5.S4.8

identify a variety of technologies that can assist in the development of a fitness plan (e.g. websites, heart rate monitors, etc.).4-5.S4.9

use self control in game and movement activities.4-5.S5.1

follow activity-specific laws, rules, procedures, and etiquette.4-5.S5.2

utilize safety principles in activity situations and settings.4-5.S5.3

work cooperatively and productively with a partner and/or a group to accomplish a set goal.4-5.S5.4

work independently and on task for developmentally appropriate periods of time.4-5.S5.5

describe and use appropriate ways to peacefully resolve conflicts.4-5.S5.6

interact appropriately with peers while participating in group activities.4-5.S5.7

identify appropriate and safe areas within the community to participate in physical activity.4-5.S6.1

identify physical activities that can be performed in a variety of settings.4-5.S6.2

have a fundamental understanding of how media and technology can impact one's level of physical activity.4-5.S6.3

identify healthy ways to promote physical activity with peers.4-5.S6.4

identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).4-5.S6.5

use a variety of valid sources to find information about physical activity.4-5.S6.6

identify a variety of emotions that can impact physical activity levels.4-5.S6.7