Grade 5

Other Texas Physical Education sets

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 6
• Grade 7
• Grade 8
• High School - Lifetime Fitness and Wellness Pursuits
• High School - Lifetime Recreation and Outdoor Pursuits
• High School - Skill-Based Lifetime Activities

maintain balance and transfer body weight with control during dynamic activities and lead-up games; and5.2.a

perform a combination of bending, stretching, twisting, curling, pushing, pulling, and swaying in a variety of activities.5.2.b

demonstrate the key elements of manipulative skills, including eye on target, follow-through, body weight transfer, and body position, during games and activities;5.3.a

demonstrate the key elements of catching while moving during games and activities;5.3.b

demonstrate key elements of hand dribbling with either hand when stationary while protecting the ball from a defender during dynamic activities and lead-up games;5.3.c

combine foot dribbling with other skills during dynamic activities and lead-up games;5.3.d

demonstrate appropriate form when kicking and punting during dynamic activities and lead-up games;5.3.e

demonstrate correct technique in volleying in dynamic activities and lead-up games;5.3.f

demonstrate correct technique when striking an object with a hand or short- or long-handled implement in dynamic activities and lead-up games;5.3.g

jump a self-turned rope in a routine using a variety of advanced skills; and5.3.h

demonstrate entering and exiting a turned long rope using advanced jumping skills.5.3.i

demonstrate the appropriate use of open space and closing space in small groups during dynamic activities and lead-up games;5.4.a

apply appropriate use of pathways and levels in small groups during dynamic activities and lead-up games; and5.4.b

apply speed, direction, and force with a short-handled implement during dynamic activities and lead-up games.5.4.c

Movement patterns and movement skills--rhythmic activities. The physically literate student demonstrates competency in rhythmic activities and rhythmic combinations. The student is expected to create rhythmic routines in counts of eight using basic steps and coordinated movement patterns individually or in a group.5.5

identify and demonstrate the relationships among a variety of game skills, including preparation, movement, follow-through, and recovery, used in net or wall, invasion, target, fielding, or striking games;5.6.a

demonstrate specific movement skills in designated dynamic activities and lead-up games with a partner or group; and5.6.b

engage appropriately in physical activity, sporting behavior, and game etiquette without teacher cue.5.6.c

Performance strategies--outdoor and recreational pursuits. The physically literate student demonstrates competency in outdoor and recreational pursuits. The student is expected to participate in outdoor recreational skills and activities such as rock climbing, orienteering, hiking, paddle sports, archery, cycling, or challenge courses.5.7

describe the benefits of moderate to vigorous physical activity on overall health and wellness;5.8.a

describe the frequency, intensity, time, and type (FITT) principle and how it improves fitness; and5.8.b

differentiate between health-related and skill-related fitness components.5.8.

analyze personal fitness goals for self-improvement; and5.9.a

track progress and analyze data, with teacher guidance, to target areas needing improvement.5.9.b

identify healthy foods that enhance physical activity; and5.10.a

explain the importance of proper hydration before, during, and after physical activity.5.10.b

describe and select proper attire and safety equipment that promote safe participation and prevent injury in dynamic activities and games; and5.11.a

demonstrate correct safety precautions, including water, sun, cycling, skating, and scooter safety.5.11.b

accept and take responsibility for personal actions that affect self and others during dynamic activities and lead-up games;5.12.a

accept responsibility and demonstrate respect for differences and similarities in abilities of self and others during dynamic activities and lead-up games; and5.12.b

apply self-management skills to demonstrate self-control of impulses and emotions during dynamic activities and lead-up games.5.12.c

explain the importance of and demonstrate how to resolve conflict in socially acceptable ways and respond to winning and losing with dignity and understanding;5.13.a

identify and describe effective communication to enhance healthy interactions while settling disagreements; and5.13.b

identify and describe the concepts of empathy and mutual respect for the feelings of others.5.13.c

Social and emotional health--perseverance. The physically literate student perseveres while addressing challenges. The student is expected to discuss the importance of accepting individual challenges and use self-management skills to persevere in a positive manner during dynamic activities and lead-up games.5.14

Social and emotional health--accepting and providing constructive feedback. The physically literate student accepts and provides constructive feedback. The student is expected to apply appropriate changes to performance based on feedback from peers.5.15

differentiate among types of and participate in moderate to vigorous physical activity for a sustained period of time on a regular basis using technology when available; and5.16.a

analyze the level of personal enjoyment in a variety of activities in the school and community.5.16.b