Common Planner
K–12 Standards

Grade 5

Other Louisiana Physical Education sets

Demonstrates competency in many movement forms and proficiency in a few movement forms.

  • 1-E-1.

    Demonstrates mature form in locomotor, non-locomotor, movement concepts and manipulative skills.1-E-1

    1. 1.

      Apply spatial awareness movement concepts for location (e.g., personal space, general space and boundaries) while demonstrating basic game play strategies in individual and group activities.1-E-1.1

    2. 2.

      Apply directional awareness movement concepts and pathways using strategies in individual and group activities.1-E-1.2

    3. 3.

      Consistently apply mature form and function of all space awareness movement concepts and pathways using strategies in individual and group activities1-E-1.3

    4. 4.

      Apply mature form and function to all space awareness movement concepts for levels, such as low, medium, and high with mature forms of selected fundamental motor skills in controlled settings.1-E-1.4

    5. 5.

      Apply relationship awareness concepts using strategies in individual and group settings (i.e. 6-8) using people and objects.1-E-1.5

    6. 6.

      Exhibit smooth transitions, while combining locomotor sequences and manipulative skills individually or group settings1-E-1.6

    7. 7.

      Exhibit smooth transitions from locomotor to non-locomotor while combining fundamental skills and movement concepts).1-E-1.7

  • 1-E-2.

    Combines a variety of motor skills for specific sports with a stationary and/or moving partner.1-E-2

    1. 1.

      Demonstrate a combination of movement concepts while performing various skills1-E-2.1

    2. 2.

      Demonstrate dodging and fleeing skills from individuals, multiple individuals, using a variety of locomotor and non-locomotor skills and strategies.1-E-2.2

  • 1-E-3.

    Exhibits ability to manipulate objects in games and lead-up activities (e.g., engages in simple games requiring manipulative skills).1-E-3

    1. 1.

      Apply knowledge of selected critical elements of movement concepts while performing selected manipulative skills using strategies1-E-3.1

    2. 2.

      Manipulate a variety of objects using different sizes, shapes and weights using simple strategies while in game situations.1-E-3.2

    3. 3.

      Working with a group, demonstrate combinations of movements into sequences while using simple strategies.1-E-3.3

    4. 4.

      Demonstrate the ability to change directions while in motion and manipulating an object.1-E-3.4

  • 1-E-4.

    Demonstrates the ability to perform rhythmic movement patterns and dances (e.g., performs rhythmic body movements and communicates ideas and feelings with and without music).1-E-4

    1. 1.

      Create and demonstrate a simple repeating rhythmic sequence by combining a variety of mature movement skills (e.g. marching, dancing).1-E-4.1

    2. 2.

      Perform rhythmic patterns using body movements and manipulative skills in a large group setting.1-E-4.2

    3. 3.

      Create and demonstrate a variety of rhythmic beats while using different body parts (e.g. hand clapping, foot stomping, finger snapping, hands and legs).1-E-4.3

    4. 4.

      Demonstrate complex rhythmic patterns traveling along a specified pathway (e.g., circle, zigzag, straight line) using a variety of movement concepts, locomotor and non locomotor skills.1-E-4.4

Applies movement concepts and principles to the learning and development of motor skills.

  • 2-E-1.

    Integrates movement concepts with other content areas (e.g., measuring distances and timing races or events).2-E-1

    1. 1.

      Identify with a partner or group through cooperative learning, subjects integrated in a specific activity and explain how it is integrated (e.g., walking using pedometers, calculating steps/mile, time; measuring heart rate with monitor).2-E-1.1

    2. 2.

      Create and present to the class or group a game/activity that integrates learning with math, language arts, science, art, and/or social studies.2-E-1.2

  • 2-E-2.

    Applies critical elements to improve personal performance in fundamental and selected specialized motor skills (e.g., describes and demonstrates body positions for each part of an overhand throw).2-E-2

    1. 1.

      Apply mature form for manipulative skills that include striking, volleying, dribbling, kicking, throwing, and catching (use critical elements).2-E-2.1

    2. 2.

      Identify proper techniques for a variety of fundamental skills while practicing with a partner2-E-2.2

    3. 3.

      Demonstrate weight transfer (e.g. hands to feet, feet to hands, foot to foot, hand to hand) and follow-thru while performing fundamental skills at fast and slow speeds.2-E-2.3

  • 2-E-3.

    Recognizes and describes critical elements of more complex movement patterns (e.g., describes the use of the arms, as well as the legs, in performing jumping for distance and height).2-E-3

    1. 1.

      Analyze one's own performance when performing specified striking, volleying, dribbling, kicking, throwing, and catching skills, using a checklist/rubric.2-E-3.1

    2. 2.

      Analyze a peer's performance, when demonstrating specified movement skills, using a checklist/rubric.2-E-3.2

  • 2-E-4.

    Employs the concept of efficient and effective practice to improve skills in appropriate settings (e.g., repeating the skill of basketball lay-ups in a gym or playground setting).2-E-4

    1. 1.

      Identify four key components (e.g., goal-setting, define objectives of practice) for improving skills2-E-4.1

    2. 2.

      Recognize and record inefficient movement when performing movement skills involving striking, volleying, dribbling, kicking, jumping rope, throwing, and catching (e.g., arm/leg movement pattern). Choose to practice skills for which improvement is needed in controlled game settings.2-E-4.2

    3. 3.

      Demonstrate how internal (prior knowledge) and external feedback can be used to improve motor skills and movement patterns, fitness, and physical activities in isolated settings.2-E-4.3

Exhibits a physically active lifestyle.

  • 3-E-1.

    Describes the physical benefits of participation in health-related activities.3-E-1

    1. 1.

      Identify and provide examples of the components of health-related fitness (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition).3-E-1.1

    2. 2.

      Identify examples of the impact from daily choices of physical activity on one's physical health.3-E-1.2

    3. 3.

      Identify the impact of daily choices of physical activity to one's emotional and psychological health (e.g., stress and mental health, depression, hurt feelings, anxiety, ability to concentrate).3-E-1.3

  • 3-E-2.

    Identifies several moderate to vigorous physical activities that provide personal pleasure and participates in them (e.g., participates in youth league soccer after school, or joins in a pick-up game of basketball).3-E-2

    1. 1.

      When given a list of activities, students will identify moderate and/or vigorous activities that provide pleasure and engage in activities provided in the community.3-E-2.1

  • 3-E-3.

    Selects and participates regularly in physical activities for the purpose of improving skill and health (engages in activities that promote cardiovascular fitness).3-E-3

    1. 1.

      Participate in physical activities that are moderate in intensity level outside of physical education for 30 minutes per day most or every day and document (log, journal).3-E-3.1

    2. 2.

      Participate in, and log, games, sports, dance, and outdoor pursuits, both in and outside of school, based on individual interests and capabilities.3-E-3.2

Achieves and maintains a health-enhancing level of physical fitness.

  • 4-E-1.

    Identifies several activities related to each component of health related fitness.4-E-1

    1. 1.

      List separately those activities identified as aerobic and anaerobic activities4-E-1.1

    2. 2.

      List flexibility exercises and describe how they are utilized in various types of games and/or activities.4-E-1.2

    3. 3.

      Identify muscular strength and endurance activities and their relationship to improved performance in games and activities.4-E-1.3

    4. 4.

      Identify factors that affect body composition4-E-1.4

    5. 5.

      Identify and measure the physiological indicators associated with moderate physical activity and adjust participation/effort in isolated settings.4-E-1.5

  • 4-E-2.

    Participates in self-assessment for health-related fitness.4-E-2

    1. 1.

      Participate in health-related fitness assessments and interpret personal results (i.e.; Fitnessgram/Activitygram or comparable assessment tool).4-E-2.1

  • 4-E-3.

    Selects an activity program that is designed to improve health-related fitness.4-E-3

    1. 1.

      Regularly participate in physical education program4-E-3.1

    2. 2.

      Participate in and log extra-curricular activity either at school or in the community.4-E-3.2

  • 4-E-4.

    Adopts personal goals based upon results of fitness assessments.4-E-4

    1. 1.

      Identify health-related fitness components to enhance throughout the school year.4-E-4.1

    2. 2.

      Perform and log activities or exercises that relate to one or more of the fitness components.4-E-4.2

  • 4-E-5.

    Achieves reasonable levels in all components of health-related fitness.4-E-5

    1. 1.

      Students participate in, and log, games and activities that work towards improvement of age-appropriate levels of health-related fitness.4-E-5.1

Demonstrates responsible personal and social behavior in physical activity settings.

  • 5-E-1.

    Demonstrates good sportsmanship and fair play in a variety of settings.5-E-1

    1. 1.

      Identify and model examples of good sportsmanship and fair play.5-E-1.1

    2. 2.

      Demonstrate respect for all students regardless of individual differences in skills and abilities during individual and group activities.5-E-1.2

  • 5-E-2.

    Recognizes and avoids unsafe practices and situations.5-E-2

    1. 1.

      State safety rules and practices for participation in selected grade-level activities.5-E-2.1

    2. 2.

      Comply with rules and procedures during age-appropriate group and individual activities.5-E-2.2

    3. 3.

      Use equipment properly and appropriately.5-E-2.3

    4. 4.

      Reminds others to play safely.5-E-2.4

  • 5-E-3.

    Works cooperatively with teachers and peers to reach a common goal.5-E-3

    1. 1.

      Follow directions and rules during school hours. (e.g. line behavior, entering and exiting play area)5-E-3.1

    2. 2.

      Demonstrate self-control in physical activity settings (e.g., sportsmanship, cooperation, diversity).5-E-3.2

    3. 3.

      Distinguish between key behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in isolated settings.5-E-3.3

  • 5-E-4.

    Exhibits independence and ability to succeed in groups.5-E-4

    1. 1.

      Identify and list a variety of ways one can achieve success in various games/activities.5-E-4.1

    2. 2.

      Demonstrate cooperation with a partner or others in a group in order to achieve successful participation5-E-4.2

    3. 3.

      Apply problem-solving strategies to work with a partner or group in order to achieve successful participation or resolve conflict.5-E-4.3

  • 5-E-5.

    Accepts and gives constructive feedback.5-E-5

    1. 1.

      Self-evaluate performance of critical elements of a skill.5-E-5.1

    2. 2.

      Provide appropriate feedback on skill performance to a partner in a positive manner and apply to enhance performance.5-E-5.2

    3. 3.

      Apply feedback given by teacher or peer to improve a skill.5-E-5.3

Demonstrates an understanding and respect for differences among people in physical activity settings.

  • 6-E-1.

    Displays positive attitudes toward self and others through physical activity.6-E-1

    1. 1.

      Demonstrate respect for the ideas of others, attempting to compromise and communicate appropriately.6-E-1.1

    2. 2.

      Demonstrate responsibility for practicing fair play by using socially appropriate behavior and accepting decisions of the person in charge.6-E-1.2

    3. 3.

      Demonstrate the ability to give and receive encouragement.6-E-1.3

  • 6-E-2.

    Demonstrates tolerance for individual differences.6-E-2

    1. 1.

      Encourage others to participate, despite knowledge of physical disabilities, in the class as a partner or in group settings.6-E-2.1

    2. 2.

      Demonstrate cooperation by supporting and encouraging others of different abilities/skill levels and ethnicity in individual or group settings.6-E-2.2

    3. 3.

      Display a positive response to a partner or team when initially unsuccessful.6-E-2.3

  • 6-E-3.

    Explores the role of history in physical activities/games, sports of United States and other countries.6-E-3

    1. 2.

      Participate in games/activities played by children in other countries.6-E-3.2

    2. 3.

      Compare differences in how games and activities are played by children in the United States and other countries.6-E-3.3

Understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction.7:

  • 7-E-1.

    Exhibits positive feelings about participation in physical activity.7-E-1

    1. 1.

      Identify activities that they enjoy and that provide success with students of similar skill levels.7-E-1.1

    2. 2.

      Identify three positive feelings experienced during physical activity (e.g. satisfaction, enjoyment, happiness, energetic, etc.).7-E-1.2

  • 7-E-2.

    Engages in the challenge of new activities.7-E-2

    1. 2.

      Choose and participate in a new or different physical activity.7-E-2.2

  • 7-E-3.

    Participates enthusiastically in independent and interactive physical activities.7-E-3

    1. 1.

      During physical education class, willingly participate in games and activities with peers.7-E-3.1

  • 7-E-4.

    Participates in and designs games, gymnastics, and/or dance to increase participation and enjoyment of activities.7-E-4

    1. 1.

      Satisfactorily completes assignments for activities requiring game design, gymnastics performance and dance.7-E-4.1

  • 7-E-5.

    Acknowledges the role of games, sports, and dance in getting to know and understand self and others.7-E-5

    1. 1.

      Identify things learned about oneself and things learned about others during participation in games, sports, and dance.7-E-5.1

    2. 2.

      Describe how cooperation, understanding strengths and weaknesses in self and others can be used in problem-solving strategies in order to achieve success.7-E-5.2

Frequently asked questions

What grade levels do these standards cover?
Grade 5
When were these standards adopted?
2009
Where can I read the official document?
Louisiana Physical Education Grade-Level Expectations

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