National Physical Education Standards — Grade 3

Leaps using a mature pattern

Moves into and out of gymnastics balances with curling, twisting & stretching actions.

Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to createand perform a dance.

Combines balance and weight transfers with movement concepts to create and perform a dance.

Throws underhand to a partner or target with reasonable accuracy

Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in nondynamic environments (closed skills), for distance and/or force.

Developmentally appropriate/emerging outcomes first appear in Grade 4.

Catches a gently tossed hand-size ball from a partner, demonstrating 4 of the 5 critical elements of a mature pattern.

Dribbles and travels in general space at slow to moderate jogging speed, with control of ball and body.

Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body.

Passes & receives a ball with the insides of the feet to a stationary partner, giving on reception before returning the pass

Travels showing differentiation between sprinting and running.

Developmentally appropriate/emerging outcomes first appear in Grade 4.

Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating 4 of the 5 critical elements of a mature pattern for each.

Uses a continuous running approach and kicks a stationary ball for accuracy.

Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner, while demonstrating 4 of the 5 critical elements of a mature pattern.

Developmentally appropriate/emerging outcomes first appear in Grade 4.

Strikes an object with a short-handled implement, sending it forward over a low net or to a wall.

Strikes an object with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern.

Strikes a ball with a long-handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. Note: Use batting tee or ball tossed by teacher for batting.

Developmentally appropriate/emerging outcomes first appear in Grade 4.

Performs intermediate jump-rope skills (e.g., a variety of tricks, running in and out of long rope) for both long and short ropes.

Jumps and lands in the horizontal and vertical planes using a mature pattern. Note: This outcome applies to both horizontal and vertical jumping & landing.

Jumps and lands in the horizontal and vertical planes using a mature pattern. Note: This outcome applies to both horizontal and vertical jumping & landing.

Performs teacherselected and developmentally appropriate dance steps and movement patterns.

Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.

Balances on different bases of support, demonstrating muscular tension and extensions of free body parts.

Transfers weight from feet to hands for momentary weight support.

Applies Skills.

Recognizes the concept of open spaces in a movement context

Recognizes locomotor skills specific to a wide variety of physical activities.

Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher.

Employs the concept of alignment in gymnastics and dance.

Employs the concept of muscular tension with balance in gymnastics and dance.

Applies simple strategies & tactics in chasing activities.

Applies simple strategies in fleeing activities.

Charts participation in physical activities outside physical education class.

Identifies physical activity benefits as a way to become healthier.

Engages in the activities of physical education class without teacher prompting

Describes the concept of fitness and provides examples of physical activity to enhance fitness.

Recognizes the importance of warm-up & cool-down relative to vigorous physical activity.

Demonstrates, with teacher direction, the health-related fitness components.

Identifies foods that are beneficial for before and after physical activity.

Exhibits personal responsibility in teacher-directed activities.

Works independently for extended periods of time

Accepts and implements specific corrective feedback from the teacher

Works cooperatively with others

Praises others for their success in movement performance

Recognizes the role of rules and etiquette in physical activity with peers.

and safely in physical education. (S4.E6.2a) Works safely with physical education equipment. (S4.E6.2b) Works independently and safely in physical activity settings.

Discusses the relationship between physical activity and good health.

Discusses the challenge that comes from learning a new physical activity.

Reflects on the reasons for enjoying selected physical activities.

Describes the positive social interactions that come when engaged with others in physical activity. (