§116.6. Physical Education, Grade 4.

(a)  Introduction.

(1)  In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.

(2)  Fourth grade students learn to identify the components of health-related fitness. Students combine locomotor and manipulative skills in dynamic situations with body control. Students begin to identify sources of health fitness information and continue to learn about appropriate clothing and safety precautions in exercise settings.

(b)  Knowledge and skills.

(1)  Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to:

(A)  demonstrate changes in speed during straight, curved, and zig zag pathways in dynamic situations;

(B)  catch an object while traveling such as catch a football pass on the run;

(C)  combine shapes, levels, pathways, and locomotor patterns smoothly into repeatable sequences;

(D)  jump and land for height and distance using key elements for creating and absorbing force such as bending knees, swinging arms, and extending;

(E)  perform sequences that include traveling, showing good body control combined with stationary balances on various body parts;

(F)  demonstrate body control in jumping and landing such as land on feet, bend knees, and absorb force;

(G)  transfer weight along and over equipment with good body control;

(H)  create a movement sequence with a beginning, middle, and end;

(I)  perform basic folk dance steps such as grapevine, schottische, and step-together-step;

(J)  travel into and out of a rope turned by others without hesitating; and

(K)  demonstrate key elements in manipulative skills such as volleying, hand dribble, foot dribble, punt, striking with body part, racquet, or bat.

(2)  Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:

(A)  identify similar movement elements in sports skills such as underhand throwing and underhand volleyball serving;

(B)  identify ways movement concepts such as time, space, effort, and relationships can be used to refine movement skills;

(C)  make appropriate changes in performance based on feedback; and

(D)  describe key elements of mature movement patterns of throw for distance or speed such as catch, kick, strike, and jump.

(3)  Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to:

(A)  describe and select physical activities that provide for enjoyment and challenge;

(B)  name the components of health-related fitness such as strength, endurance, and flexibility;

(C)  identify and demonstrate a variety of exercises that promote flexibility;

(D)  improve flexibility in shoulders, trunk, and legs;

(E)  participate in activities that develop and maintain muscular strength and endurance; and

(F)  identify opportunities for participation in physical activity in the community such as little league and parks and recreation.

(4)  Physical activity and health. The student knows the benefits from being involved in daily physical activity and factors that affect physical performance. The student is expected to:

(A)  describe the effects of exercise on heart rate through the use of manual pulse checking or heart rate monitors;

(B)  participate in moderate to vigorous physical activities on a daily basis;

(C)  identify methods for measuring cardiovascular endurance, muscular strength and endurance, and flexibility;

(D)  identify major muscle groups and the movements they cause;

(E)  describe the relationship between food intake and physical activity such as calories consumed and calories expended;

(F)  explain the link between physical activity/inactivity and health such as reduce stress and burn calories;

(G)  explain the relationship between physical activity and stress relief and demonstrate stress relief activities such as brisk walking, gentle stretching, and muscle tension and release;

(H)  describe the need for rest and sleep in recovering from exercise; and

(I)  identify sources of information on skill improvement, fitness, and health such as books and technology.

(5)  Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to:

(A)  use equipment safely and properly;

(B)  select and use proper attire that promotes participation and prevents injury;

(C)  describe and apply safety precautions when cycling and skating; and

(D)  identify potential risks associated with physical activities.

(6)  Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to:

(A)  distinguish between compliance and noncompliance with rules and regulations; and

(B)  analyze potential risks associated with unsafe movement and improper use of equipment.

(7)  Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to:

(A)  follow rules, procedures, and etiquette;

(B)  respond to winning and losing with dignity and understanding;

(C)  work independently and stay on task; and

(D)  demonstrate effective communication, consideration and respect for the feelings of others during physical activities such as encourage others, allow others equal turns, and invite others to participate.

Source: The provisions of this §116.6 adopted to be effective September 1, 1998, 22 TexReg 7759.

§116.7. Physical Education, Grade 5.

(a)  Introduction.

(1)  In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan.

(2)  Fifth grade students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways.

(b)  Knowledge and skills.

(1)  Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms. The student is expected to:

(A)  demonstrate appropriate use of levels in dynamic movement situations such as jumping high for a rebound and bending knees and lowering center of gravity when guarding an opponent;

(B)  demonstrate smooth combinations of fundamental locomotor skills such as running and dodging and hop-step-jump;

(C)  demonstrate attention to form, power, accuracy, and follow-through in performing movement skills;

(D)  demonstrate controlled balance on a variety of objects such as balance board, stilts, scooters, and skates;

(E)  demonstrate simple stunts that exhibit agility such as jumping challenges with proper landings;

(F)  combine traveling and rolling with smooth transitions;

(G)  combine weight transfer and balance on mats and equipment;

(H)  demonstrate the ability to contrast a partner's movement;

(I)  perform selected folk dances;

(J)  jump a rope using various rhythms and foot patterns repeatedly;

(K)  demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as hitting a softball; and

(L)  demonstrate combinations of locomotor and manipulative skills in complex and/or game-like situations such as pivoting and throwing, twisting and striking, and running and catching.

(2)  Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to:

(A)  identify common phases such as preparation, movement, follow through, or recovery in a variety of movement skills such as tennis serve, handstand, and free throw;

(B)  identify the importance of various elements of performance for different stages during skill learning such as form, power, accuracy, and consistency; and

(C)  choose appropriate drills/activities to enhance the learning of a specific skill.

(3)  Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to:

(A)  participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness;

(B)  identify appropriate personal fitness goals in each of the components of health-related fitness; and

(C)  explain the value of participation in community physical activities such as little league and parks and recreation.

(4)  Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to:

(A)  relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs;

(B)  self-monitor the heart rate during exercise;

(C)  match different types of physical activity with health-related fitness components;

(D)  define the principle of frequency, intensity, and time and describe how to incorporate these principles to improve fitness;

(E)  describe the structure and function of the muscular and skeletal system as they relate to physical performance such as muscles pull on bones to cause movement, muscles work in pairs, and muscles work by contracting and relaxing;

(F)  identify the relationship between optimal body function and a healthy eating plan such as eating a variety of foods in moderation according to U. S. dietary guidelines;

(G)  describe common skeletal problems and their effect on the body such as spinal curvatures;

(H)  describe the changes that occur in the cardiorespiratory system as a result of smoking and how those changes affect the ability to perform physical activity; and

(I)  describe how movement and coordination are effected by alcohol and other drugs.

(5)  Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to:

(A)  use equipment safely and properly;

(B)  select and use proper attire that promotes participation and prevents injury;

(C)  describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing injuries during physical activity; and

(D)  identify potentially dangerous exercises and their adverse effects on the body.

(6)  Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to:

(A)  describe fundamental components and strategies used in net/wall, invasion, target, and fielding games such as basic positions-goalie, offense, or defense; and

(B)  explain the concept and importance of team work.

(7)  Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to:

(A)  follow rules, procedures, and etiquette;

(B)  use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and

(C)  describe how physical activity with a partner or partners can increase motivation and enhance safety.

Source: The provisions of this §116.7 adopted to be effective September 1, 1998, 22 TexReg 7759.