Common Planner
K–12 Standards

Grade 5

Other Virginia Physical Education sets

Motor Skill Development

  • 1

    The student will demonstrate movement forms, create movement patterns, and begin to describe movement principles. 5.1

    1. a

      Demonstrate progress toward the use of all critical elements in locomotor, non-locomotor, and manipulative skill combinations in dynamic environments, modified sports activities, smallsided games, and lifetime activities, including overhand and underhand throwing and catching, execution to a target with accuracy, hand dribbling with non-dominant/dominant hand at various speeds and control to open spaces, consecutive volleying with a partner over a net or against a wall with proper force, striking a ball with short- and long-handled implements while stationary or moving with the proper force, direction, and accuracy, dribbling and passing a soccer ball with the dominant foot with varying speed while moving to open spaces with proper control and accuracy.5.1.a

    2. b

      Create and perform an educational gymnastic sequence that combines three or more of the following movements: traveling, rolling, balancing, and other types of weight transfer, with smooth transitions and changes of direction, shape, speed, and flow.5.1.b

    3. c

      Create and perform individual or group rhythm/dance sequences.5.1.c

    4. d

      Perform multicultural and social dances.5.1.d

    5. e

      Create and perform a jump rope routine/challenge (self-turn, long rope, or jump bands). 5.1.e

Anatomical Basis of Movement

  • 2

    The student will apply anatomical knowledge and movement strategies in complex movement activities.5.2

    1. a

      Identify the major components of the cardiorespiratory, vascular, muscular, and skeletal systems.5.2.a

    2. b

      Apply knowledge of skeletal and muscular systems to accurately describe a variety of specific movements, such as a ball strike, overhand throw, or running. 5.2.b

    3. c

      Understand the concept of flexibility as it relates to bones, muscles, and joints.5.2.c

Fitness Planning

  • 3

    The student will use personal fitness assessment data to enhance understanding of physical fitness.5.3

    1. a

      Identify methods for evaluating and improving personal fitness, such as health-related criterionreferenced tests, heart rate, accelerometer, and pedometer data. 5.3.a

    2. b

      Compare and analyze personal fitness data to health-related criterion-referenced standards (e.g., Virginia wellness-related fitness FitnessGram® standards, Centers for Disease Control and Prevention guidelines) to assess levels of personal fitness and identify strengths and weaknesses.5.3.b

    3. c

      Explain the FITT (frequency, intensity, time, and type) principles and its relationship to a personal fitness plan.  5.3.c

    4. d

      Calculate resting, activity, and recovery heart rate and calculate heart rate during a variety of physical activities.5.3.d

    5. e

      Explain the relationship between heart rate and cardiorespiratory fitness.5.3.e

Social and Emotional Development

  • 4

    The student will participate in establishing and maintaining a safe environment for physical activities.5.4

    1. a

      Create and implement safety rules and responsibilities for one or more activities.5.4.a

    2. b

      Describe and demonstrate respectful behavior in physical activity settings. 5.4.b

    3. c

      Implement etiquette for at least two activities.5.4.c

    4. d

      Identify how engaging in physical activity can improve mental health and reduce stress. 5.4.d

    5. e

      Explain the importance of inclusion in physical activity settings. 5.4.e

    6. f

      Participate in developing classroom activities led by the teacher that promote feelings of inclusion, which support feelings of acceptance, belonging, and all students being valued.5.4.f

Energy Balance

  • 1

    The student will identify and explain the nutrition component and activity guidelines for energy balance.5.5

    1. a

      Explain Recommended Dietary Allowance (RDA). 5.5.a

    2. b

      Explain that there are different RDAs for children, teens, and adults. 5.5.b

    3. c

      Explain the purpose of vitamins and minerals.5.5.c

    4. d

      Describe how the body uses each macronutrient (fat, protein, carbohydrates).5.5.d

    5. e

      Evaluate components of food labels for a variety of foods, including macronutrients, RDA, and portion size.5.5.e

    6. f

      Explain that physical activity guidelines recommend 60 minutes of moderate to vigorous physical activity (MVPA) every day.5.5.f

Frequently asked questions

What grade levels do these standards cover?
Grade 5
Where can I read the official document?
2022 Physical Education Standards of Learning

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Keep exploring Physical Education standards

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