National Physical Education Content Standards

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence
to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:

Has learned the skills necessary to participate in a variety of physical activities.

Knows the implications and the benefits of involvement in various types of physical activities.
Participates regularly in physical activity.
Is physically fit.
Values physical activity and its contributions to a healthful lifestyle.

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
Standard 5: The physically literate individual recognized the value of physical activity for health, enjoyment, challenge,
self-expression and/or social interaction.

West Virginia Wellness Standards K-4

Standard 1: Wellness Promotion and Disease Prevention (WE.S.01)
The acquisition of basic wellness concepts and functional wellness knowledge provides a foundation for promoting healthenhancing behaviors among children. This standard includes essential concepts that are based on established health
behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the
performance descriptors.
Standard 2: Wellness Information and Services (WE.S.2)
Accessing valid wellness information and health promoting products and services is critical in the prevention, early
detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources
and to reject unproven sources. Applying the skills of analysis, comparison and evaluation of health resources empowers
students to achieve wellness literacy.
Standard 3: Wellness Behaviors (WE.S.3)
Research confirms that practicing wellness enhancing behaviors can contribute to a positive quality of life. In addition,
many disease and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes
accepting personal responsibility for health and encourages the practice of healthy behaviors.
Standard 4: Responsible Personal and Social Behaviors (WE.S.4)
Wellness is impacted by a variety of positive and negative influences within society. This standard focuses on identifying
and understanding the diverse internal and external factors that influence wellness practices and behaviors among
children including personal values, beliefs and perceived norms.
Standard 5: Movement Forms (WE.S.5)
This standard focuses on mastering movement fundamentals, establishing a foundation to facilitate continued motor skill
acquisition, and giving students the capacity for successful and advance levels of performance to further the likelihood of
participation on a daily basis.
Standard 6: Motor Skills (WE.S.6)
Movement experiences help children connect learning with academic concepts. The intent of this standard is to facilitate
the ability of the learner to use cognitive information and to enhance motor skill acquisition and performance.

West Virginia Physical Education Standards 5th grade

Standard 1: Movement Forms (PE.S.1)
The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical
activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and
gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on
a daily basis.
Standard 2: Development of Motor Skills (PE.S.2)
The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This
standard connects what is done in the physical education class with the lives of students outside of the classroom. While
participation within the physical education class is important, what the student does outside the physical education class is
critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future
generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage
in regular physical activity outside of the physical education class.
Standard 3: Physical Activity (PE.S.3)
The intent of this standard is to develop an awareness of the intrinsic values and benefits of participation in physical
activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction
and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote positive self image,
thereby enticing people to continue participation in activity throughout the lifespan.
Standard 4: Physical Fitness (PE.S.4)
The intent of this standard is for students to have both the ability and willingness to accept responsibility for personal
fitness leading to an active, health lifestyle. Students develop higher levels of basic fitness and physical competence as
needed for many work situations and active leisure participation. Health-related fitness components include
cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.
Standard 5: Responsible Personal and Social Behavior (PE.S.5)
The intent of this standard is achievement of self- initiated behaviors that promote personal and group success in activity
settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical
behavior in sport, and positive social interaction. Key to this standard is developing respect for individual similarities and
differences through positive interaction among participants in physical activity. Similarities and differences include
characteristics of culture, ethnicity, motor performance, disabilities, and physical characteristics.

Student Friendly Standards

Grades K-2
I can walk, run, skip, gallop, hop, jump, slide, and leap (locomotor skills); bend, stretch, and balance (non-locomotor);
kick, strike, throw, and catch (manipulative).
I can move in different directions, speeds, and pathways.
I can move over, under, behind, and through cones, hoops and tunnels.
I can follow directions given by my teacher.
I can move safely during PE.
I can describe what happens to my body when I exercise (e.g. faster heartbeat, increased pulse rate, increased breathing
rate).
I can say at least one exercise for improving muscular strength, muscular endurance, flexibility, and aerobic
(cardiovascular) endurance.
I can play in physical activities that make my heart beat faster for at least 20 minutes.
I can work by myself with directions from my teacher.
I can work together with a partner or small group.
I can choose what level I practice at during PE.
Grades 3-5
I can demonstrate control when performing locomotor, non-locomotor, and manipulative skills.
I can demonstrate and describe how to catch, throw, kick, and strike.
I can follow rules and act safely during PE.
I can demonstrate team cooperative skills.
I can demonstrate and list offensive, defensive, and cooperative strategies in games.
I can be kind and fair (calm, kind words, talking, accepting responsibility) while working out problems with classmates.
I can monitor my heart rate (Radial/Carotid Pulse) with or without technology.
I can describe the benefits and exercises used for maintaining a healthy body.
I can name the benefits of a fitness program.
I can name the Five Components of Physical Fitness.
I can tell what each fitness test is testing.
I can accept and respect the decisions made by others (students, teachers, and officials in sports games).
I can work cooperatively with a partner or small group.
4

Lifetime Fitness and Wellness

Skill
FITT Principle

Critical Elements

Frequency of exercise
Intensity of exercise
Time for the exercise
Type of exercise

Aerobic Capacity

The bodys ability to use oxygen that allows it to sustain continued exercise
Mile run/walk and PACER

Muscular Strength

The muscles ability to exert a maximum force on an object (cadence push-ups)

Muscular Endurance

The muscles ability to repeatedly exert a force on an object (cadence push-ups and
cadence curl-ups)

Flexibility

The muscles ability to go through its full range of motion

Back saver sit and reach, shoulder stretch, and trunk lift

Body Composition

The make-up of the body: muscle, fat, bone, and other tissue can be assessed by Body
Mass Index with parent permission

Physiological
Changes Due to
Physical Activity

Increased respiration
Increased heart rate
increased perspiration

Grades K-4

Wellness

Standard:1

Wellness Promotion and Disease Prevention (WE.S1)

(WE.S1)

Students will comprehend and demonstrate concepts related to wellness promotion and disease
prevention that apply to daily living experiences.
Students will

Objectives
WE.K.1.05
WE.3.1.04

recognize body responses to physical activities (e.g., increased heart rate, faster breathing, sweating).
explain the benefits of different kinds of fitness (e.g., cardiovascular endurance, muscular strength and
endurance, flexibility, and body composition) and demonstrate exercises/activities for each.

WE.4.1.06

identify and demonstrate at least 3 physical activities of moderate to vigorous intensity that one can do
outside of school environment for most if not all days of the week.

Standard: 3
(WE.S.3)
Objectives

Wellness Behaviors (WE.S.3)

Students will demonstrate the ability to practice wellness behaviors and reduce health risks that apply to
daily living experiences.
Students will

WE.1.3.02

recognize the body signs of physical activity and inactivity.

WE.2.3.07

identify and discuss the components associated with health-related fitness (e.g., cardiovascular
endurance, muscular strength and endurance, flexibility and body composition) and participate in
activities to improve fitness.

WE.3.3.05

explore the areas of the FITNESSGRAM, excluding Body Mass Compositon.

WE.3.3.06

distinguish between physical activities that are moderate-to-vigorous in intensity.

WE.3.3.07

demonstrate a procedure for monitoring heart rate.

WE.3.3.08

recognize categories of the Physical Activity Pyramid.

WE.4.3.03

meet the gender and age-appropriate health-related fitness standards defined in FITNESSGRAM,
excluding Body Mass Compositon.

WE.4.3.04

identify personal strengths and weaknesses of the health-related fitness components from the
FITNESSGRAM, excluding Body Mass Compositon

WE.4.3.05

match fitness assessment items to the appropriate fitness component.

WE.4.3.06

identify the characteristics of activities needed to maintain health-related fitness.

WE.4.3.07

identify the components of the F.I.T.T. principle of exercise: frequency, intensity, time, and type.

Grade 5

Physical Education

Standard:3

Physical Activity (PE.S.3)

(PE.S.3)

Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge,
self-expression, and social interaction.

Objectives

Students will

PE.5.3.01

document involvement in physical activities in addition to physical education class (e.g., maintain activity
log).

PE.5.3.02

describe healthful benefits resulting from regular participation in physical activity.

PE.5.3.03

implement lifestyle behaviors to increase physical activity (e.g., taking stairs instead of elevator, bicycle
riding, roller blading).

Standard:4

Physical Fitness (PE.S.4)

(PE.S.4)

Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of
physical fitness.

Objectives

Students will

PE.5.4.01

perform at the gender and age-appropriate health-related fitness standards defined in FITNESSGRAM.

PE.5.4.02

demonstrate knowledge of the five fitness components (cardiovascular fitness, muscular strength,
muscular endurance, body composition, flexibility).

PE.5.4.03

define the components of the F.I.T.T. principle of exercise (i.e. frequency, intensity, time, and type).

PE.5.4.04

participate in warm-up and cool-down procedures before and after vigorous activities.

Educational Gymnastics
Skill
Balance on a Variety
of Body Parts

Critical Elements

Feet
Hands
Knees
6

Flight (Jumping and

Landing)

Weight Transfer

Legs
Back
Balance in a variety of gymnastics shapes tuck, pike, straddle, and layout
Use non-manipulative skills of bending, pushing, pulling, stretching, turning, twisting,
swinging, swaying, rocking, balancing, rolling
Feet and Hands table tops, bridges
Partner balances feet together, hands together, back to back
Tripod balance on hairline of the forehead and hands, knees on elbows
When landing: shoulders and knees over toes, bending at the knees and hips when
landing
When jumping: use major leg muscle groups to push self up into the air, using muscles in
feet to push with, incorporate arm swing
Use correct jumping and landing techniques to demonstrate a change in body position
while in the air, tuck or straddle position (Grade 2)
Add twisting to jumps in extended body position or tuck position (Grades 4-5)
Leap from one foot to the other: change leg positions while in the air
Feet to hands crab walk, bear walk (primary), mule kicks, cartwheels, handstands,
round offs, and bridge kick over (upper elementary)
Hands to feet crab walk, bear walk, rabbit jump
Feet to back safety roll backwards, rolling place (feet, bottom, back, bottom, feet),
forward rolls
Back to front of the body log roll, pencil roll, egg roll
Sequence of weight transfer skills
Practice walking, running, hopping, jumping, and landing, galloping, sliding and
skipping

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.K.5.05

transfer weight to the hands.

WE.K.5.06

balance on different body parts.

WE.1.5.03

balance an object (e.g., ball on hand, book on head).

WE.2.5.01

combine walking with hopping, jumping, galloping, sliding, and skipping.

WE.2.5.05

combine balance, transfer of weight, and rolling movements in a repeatable sequence.

WE.4.5.04

combine traveling, balancing, and rolling actions with a change in level, direction or speed.

WE.4.5.06

jump a single rope continuously.

Standard: 6
(WE.S. 6)

Development of Motor Skills (WE.S.6)

Students will apply concepts and principles of human movement to the development of motor skills and

learning of new skills that apply to daily living experiences.

Objectives

Students will

WE.2.6.02

identify one critical element or component of balancing, transferring weight and rolling (e.g., bend knees
for better balance).

WE.2.6.03

use space, effort, and time to intentionally modify a run, jump, gallop, skip and slide.

WE.4.6.01

demonstrate critical elements or components for the kick, catch, throw, dribble with hands, and
jumping/landing.

Grade 5

Physical Education

Standard:1

Movement Forms (PE.S.1)

(PE.S.1)

Students will demonstrate movement patterns and motor skills needed to perform a variety of physical
activities.

Objectives

Students will

PE.5.1.05

perform jump sequences with partner(s) using equipment.

Movement Skills
Skills
Walking

Critical Elements
Move forward in an upright position stepping from one foot to the other
one foot always touches the ground (no flight)
Arms move in opposition to the legs
Walking pattern is smooth and is accomplished easily

Running

Moving forward using a stride pattern

Lean slightly forward
Push off one foot moving forward and upward for a short period of flight
Arms swing in opposition to the legs

Skipping

Step forward on one foot followed by a hop on the same foot, step hop, step hop
Step forward on the other foot and perform a hop
Alternate feet repeatedly
Arms are out to the side for balance
Skipping has an uneven rhythm

Galloping

Face and move forward

Step forward with one foot
Keep same foot and leg in the lead during gallop
The back foot follows the front but does not pass it
Bend at the knees and try to land softly
Point shoulder or side to a target
Step sideways toward the target with the lead foot
Rear foot tries to catch the front foot, but does not pass it
While sliding, lead foot always stays in the lead
Land on ball of your foot
Hop using the left and then the right foot
Lift your arms as you spring up
8

Sliding

Hopping

Push off from the toes

Use your arms at the sides for balance if necessary.
Land softly

Jumping is done with both feet

Bend knees and push off with toes of both feet at the same time to lift into the air
Land softly on both feet, bending knees and hips upon landing
Jumping can be done in place or traveling
Take off on one foot
Lift forward and into the air extending arms and legs
Land on opposite foot
Bend knee to cushion landing

Personal Space

Is a spot where you cannot touch anyone and no one can touch you (imaginary bubble)
This is the space the body and its parts can reach without traveling away from the starting
location

Moving Safely in
General Space

Keep eyes up to avoid others

Look for and move to open spaces (go where others are not)
Slow down or speed up to avoid coming into contact with others
Stay within the boundaries

Pathways

Straight Pathway move in a straight line

Zig-Zag Pathway move in a straight line in one direction, then sharply change direction
to travel in another direction (like the letter Z)
Curved Pathway move in a curve (line like the letter S)

Relationships

Over, under, around, through, beside, in front, behind

Directions

Right, left, forward, backward, sideways, diagonal

Jumping

Leaping

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.K.5.01

create a beginning movement vocabulary for body and spatial awareness (e.g., body parts, general/selfspace, directionality, levels and forces).

WE.K.5.02

perform locomotor movements of running, hopping, jumping, galloping, and sliding.

WE.K.5.03

make wide, narrow, round, and twisted body shapes.

WE.K.5.04

move the body at high, medium, and low levels.

WE.K.5.07

travel in straight, curved, and zigzag pathways.

WE.1.5.01

perform locomotor movements of skip and leap.

WE.1.5.02

demonstrate directional movements of forward, backward, sideways, up, down, left, and right.

WE.1.5.05

combine locomotor skills with pathways (e.g., straight, zigzag, and curved) and levels (e.g., high,
medium, and low).

WE.1.5.06

establish a beginning movement vocabulary for body and spatial awareness (e.g., body parts,
genera/self-space, directionality, and levels).

WE.2.5.01

combine walking with hopping, jumping, galloping, sliding, and skipping.

WE.3.5.05

demonstrate directional movements of clockwise and counterclockwise.

WE.3.5.06

jump to an established rhythm.

WE.4.5.04

combine traveling, balancing, and rolling actions with a change in level, direction or speed.

WE.4.5.06

jump a single rope continuously.

Standard: 6
(WE.S. 6)

Development of Motor Skills (WE.S.6)

Students will: apply concepts and principles of human movement to the development of motor skills and
learning of new skills that apply to daily living experiences.

Objectives

Students will

WE.K.6.01

distinguish between a run, hop, jump, gallop, and slide.

WE.K.6.02

apply basic movement concepts of self and shared space.

WE.K.6.03

identify ones relationship (e.g., in, out, over, under, and through) with an object or a person.

WE.1.6.01

identify a skip and a leap.

WE.1.6.02

recognize basic movement concepts of personal and general space (e.g., directional movements of
forward, backward, sideways, up and down)

WE.2.6.01

identify and demonstrate directional movements of left and right.

WE.2.6.03

use space, effort, and time to intentionally modify a run, jump, gallop, skip and slide.

WE.3.6.01

identify one critical element or component of the roll, kick, catch, throw, dribble with hands,
jumping/landing and striking an object (e.g., use finger tips to dribble, use both hands when catching).

WE.4.6.01

demonstrate critical elements or components for the kick, catch, throw, dribble with hands, and
jumping/landing.

Dance and Rhythmic Activity

Skills
Locomotor Skills

Critical Elements
Skipping, walking, galloping, sliding, hopping, jumping, leaping, and running

Non-locomotor Skills

Turning, twisting, rolling, balancing, stretching, jumping & landing, curling, bending,
swinging, swaying, and transferring weight

Spatial Awareness

Personal space and general space

Pathways

Straight, curved, and zig-zag

Body Shapes

Round, narrow, wide, and twisted

Directions

Right/left, up/down, forward/backward, clockwise, and counterclockwise

Relationships to

On/off, under/over, in front of, behind, next to, around, through, and in/out
10

objects
Relationships to
others

In front of, behind/next to, front to front, back to back, over/under, right to right, left to left,
meeting, parting, mirroring, and matching

Speed

Slow, medium, and fast

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.K.5.01

create a beginning movement vocabulary for body and spatial awareness (e.g., body parts, general/selfspace, directionality, levels and forces).

WE.K.5.02

perform locomotor movements of running, hopping, jumping, galloping, and sliding.

WE.K.5.03

make wide, narrow, round, and twisted body shapes.

WE.K.5.04

move the body at high, medium, and low levels.

WE.K.5.07

travel in straight, curved, and zigzag pathways.

WE.K.5.08

travel to the beat of even and uneven rhythms (e.g., marching).

WE.K.5.09

perform movements that promote cross lateral development.

WE.1.5.01

perform locomotor movements of skip and leap.

WE.1.5.02

demonstrate directional movements of forward, backward, sideways, up, down, left, and right.

WE.1.5.05

combine locomotor skills with pathways (e.g., straight, zigzag, and curved) and levels (e.g., high,
medium, and low).

WE.1.5.06

establish a beginning movement vocabulary for body and spatial awareness (e.g., body parts,
genera/self-space, directionality, and levels).

WE.1.5.07

create expressive movement sequences.

WE.2.5.01

combine walking with hopping, jumping, galloping, sliding, and skipping.

WE.2.5.02

begin and end a movement in various combinations (e.g., one to same foot, one to the other foot, one to
two feet, two to two feet, and two feet to one foot).

WE.2.5.06

perform dance sequences to music.

WE.3.5.05

demonstrate directional movements of clockwise and counterclockwise.

WE.3.5.06

jump to an established rhythm.

WE.3.5.07

perform rhythmic sequences using equipment.

WE.4.5.04

combine traveling, balancing, and rolling actions with a change in level, direction or speed.

WE.4.5.08

perform simple sequences in time to music.

Standard: 6
(WE.S. 6)

Development of Motor Skills (WE.S.6)

Students will: apply concepts and principles of human movement to the development of motor skills and
learning of new skills that apply to daily living experiences.

11

Objectives

Students will

WE.K.6.01

distinguish between a run, hop, jump, gallop, and slide.

WE.K.6.02

apply basic movement concepts of self and shared space.

WE.K.6.03

identify ones relationship (e.g., in, out, over, under, and through) with an object or a person.

WE.1.6.01

identify a skip and a leap.

WE.1.6.02

recognize basic movement concepts of personal and general space (e.g., directional movements of
forward, backward, sideways, up and down)

WE.2.6.01

identify and demonstrate directional movements of left and right.

WE.2.6.03

use space, effort, and time to intentionally modify a run, jump, gallop, skip and slide.

Grade 5

Physical Education

Standard:2

Development of Motor Skills

(PE.S.2)

Students will apply concepts and principles of human movement to the development of motor skills and
learning of new skills.

Objectives

Students will

PE.5.2.02

identify the critical elements or components of simple dance sequences (e.g., time, repetitions, steps).

One-Handed and Two-Handed Throwing and Underhand Roll and Catching

Skill
Throwing Overhand

Throwing Underhand

Critical Elements
Point non-throwing side/shoulder to the target (i.e., if left-handed thrower, point right
shoulder/side towards target)
Throwing arm back behind head
Step with opposite foot towards target (i.e., if throwing with left hand, step toward target
with the right foot)
Follow through by letting the throwing arm come across the opposite side of the body

Face the target

Step with opposite foot towards the target (i.e., if throwing with right
hand, step towards target with the left foot)
Use a pendulum arm motion with the throwing arm
Follow through to the sky or ceiling with throwing hand

Catching

Keep eye on ball

Extend hands toward ball
Give with ball as ball hits hands (bring ball into body)
Pinkies together if ball is below waist
Thumbs together if ball is above waist

Rolling

Face target, knees bent, eyes on target

Hand under the ball with thumb on top
Step forward with opposite foot
Swing straight arm back then forward
Release ball near the floor
12

Chest Pass

Thumbs behind ball

Hold ball at chest
Step toward the target
Extend arms towards target while turning thumbs down
Follow through towards the target

Bounce Pass

Thumbs behind ball

Hold the ball at chest level
Step toward the target
Extend arms toward the floor
Follow through toward the target

Two-Handed Overhead
Pass

Hold the ball behind the head

Step toward the target
Extend the arms over the head
Follow through toward the target

Dribbling

Contact ball with one hand at about waist height

Pushes ball with fingers (not a slap)
Ball contacts floor to the side of foot on the side of hand being used
Looks up when moving with ball

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.1.5.04

bounce and catch a ball.

WE.2.5.03

kick, throw, catch, and strike an object from a stationary position.

WE.3.5.01

throw an object in an underhand and overhand method.

WE.3.5.02

catch a moving object.

WE.3.5.03

dribble a ball with hands from a stationary and a moving position.

WE.3.5.04

direct an object to a target (e.g. kick, roll, throw, and strike).

Standard: 6
(WE.S. 6)

Development of Motor Skills (WE.S.6)

Students will: apply concepts and principles of human movement to the development of motor skills and
learning of new skills that apply to daily living experiences.

Objectives

Students will

WE.3.6.01

identify one critical element or component of the roll, kick, catch, throw, dribble with hands,
jumping/landing and striking an object (e.g., use finger tips to dribble, use both hands when catching).

WE.4.6.01

demonstrate critical elements or components for the kick, catch, throw, dribble with hands, and
jumping/landing.

Grade 5

Physical Education

Standard:1

Movement Forms (PE.S.1)

13

(PE.S.1)

Students will demonstrate movement patterns and motor skills needed to perform a variety of physical
activities.

Objectives

Students will
throw overhand with force and accuracy.

PE.5.1.02

dribble with hands or feet while evading an opponent (i.e., basketball, soccer).

Volleyball Skills
Skill
Forearm Pass (Pass)

Critical Elements
Palms facing up, one hand over top of the other
Arms straight
Contact ball on fleshy part of forearm
Do not swing the arms, straighten knees upon contact

Overhead Pass (Set)

Hands shaped in a triangular shape above forehead

Elbows bent
Finger pads contact ball
Push through ball with thumbs and index fingers
Arms extended

Movement Cues

Ready position facing forward, feet slightly more than shoulder width apart, knees
bent, hands ready in front of body
Eyes track object
Adjust body to path of object as needed
Adjust contact method as needed

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.3.5.04

direct an object to a target (e.g. kick, roll, throw, and strike).

WE.3.5.08

continuously strike an object (e.g., balloon with hand, ball with foot).

WE.4.5.05

volley an object to self

Striking with an Implement

14

Skill
Striking with a Hockey
Stick

Striking with Paddles

and/or Rackets

Striking with a
Baseball/Softball Bat

Passing/Shooting with a
Lacrosse Stick

Critical Elements
Grip: non-dominant hand above dominant hand
Stance: feet shoulder width apart, knees bent and back straight
Backswing: track the puck or ball with eyes; arms and wrists are in
coordination with the swing at point of contact; the flat part of the
blade is directed toward the target, no higher than knees
Follow through: swing through puck toward the target, no higher than
knee at the end of swing for safety
Grip: shake hand grip with strap around wrist if applicable
Stance: face target, feet shoulder width apart
Swing: track ball with eyes, step with opposite foot, side to the target
making contact with the face of the implement
Follow through: rotate trunk and follow through across the body with
paddle/racket head
Grip: dominant hand grips above non-dominant hand, hands together
Stance: non-dominant side faces target, feet are shoulder width apart,
hands below and behind dominant shoulder
Swing: track ball with eyes, arms extend and swing on a level plan,
barrel of bat extends over plate or target
Follow through: upon contact of ball, dominant shoulder and trunk
rotate top hand rotates over the bottom hand, both hands remain on
the bat
Grip: dominant hand grips above the non-dominant hand, both hands
are comfortably apart
Stance: step with foot opposite of dominant hand
Swing: push the stick forward with upper hand while pulling lower hand
toward the body
Follow through: extending dominant arm allows stick to point in
direction of target

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.2.5.03

kick, throw, catch, and strike an object from a stationary position.

WE.3.5.04

direct an object to a target (e.g. kick, roll, throw, and strike).

WE.3.5.08

continuously strike an object (e.g., balloon with hand, ball with foot).

WE.4.5.02

continuously strike an object using a racquet.

WE.4.5.03

strike, toss, catch objects using long-handled implements (e.g., bats, clubs, sticks).

Standard: 6

Development of Motor Skills (WE.S.6)

15

(WE.S. 6)

Students will: apply concepts and principles of human movement to the development of motor skills and
learning of new skills that apply to daily living experiences.

Objectives

Students will

WE.3.6.01

identify one critical element or component of the roll, kick, catch, throw, dribble with hands,
jumping/landing and striking an object (e.g., use finger tips to dribble, use both hands when catching).

WE.4.6.02

demonstrate one critical element or component for dribbling with feet, striking with racquets, and striking,
tossing, catching with long-handled implements (e.g., bats, sticks, clubs).

Grade 5

Physical Education

Standard:1

Movement Forms (PE.S.1)

(PE.S.1)

Students will demonstrate movement patterns and motor skills needed to perform a variety of physical
activities.

Objectives

Students will

PE.5.1.03

strike with an implement using force and accuracy (i.e., bat and softball, racquetball).

Standard:2

Development of Motor Skills

(PE.S.2)

Students will apply concepts and principles of human movement to the development of motor skills and
learning of new skills.

PE.5.2.01

identify critical elements or components for dribbling with feet, striking with racquets and striking with
long-handled implements (e.g., bats, sticks, clubs).

Kicking, Passing, and Dribbling with Feet

Skill
Kicking

Critical Elements
The trunk is inclined backward during ball contact
Plants non kicking foot beside ball
Rapid continuous approach to ball
Forward swing of the arm opposite kicking leg
Eyes on target

Passing with Inside of

Foot

See the target

Approach the ball
Place non kicking foot beside ball, should be pointed towards target
Draw kicking foot back, toe turning outward and pointed up
Look at ball when getting ready to pass
Contact with inside of foot, ankle locked
Follow through in direction of target by straightening knee, kick through the ball
Transfer weight forward

Passing with Instep

See the target

Approach the ball
Place non kicking foot beside ball, should be pointed towards target
Draw kicking foot back, toe pointing down
Look at ball when getting ready to pass
Contact with top of foot (shoelaces), ankle locked
Follow through in direction of target by straightening knee, kick through the ball
Transfer weight forward
16

Dribbling with Feet

Close control, pushing firmly

Can change pace
Can change direction
Looks up when moving with ball

Receiving

Keep eye on ball

Choose which foot to receive ball with
Receive the ball with one foot with the toe pointed up (ankle locked)
Dont stop the ball. Instead, prepare it for the next action: shot, dribble, pass, or play.

Grades K-4

Wellness

Standard: 5
(WE.S. 5)

Movement Forms (WE.S.5)

Students will: demonstrate motor skills and movement forms that enhance physical development that
apply to daily living experiences.

Objectives

Students will

WE.2.5.03

kick, throw, catch, and strike an object from a stationary position.

WE.3.5.04

direct an object to a target (e.g. kick, roll, throw, and strike).

WE.3.5.08

continuously strike an object (e.g., balloon with hand, ball with foot).

WE.4.5.01

while moving, dribble and kick an object.

Standard: 6
(WE.S. 6)

Development of Motor Skills (WE.S.6)

Students will: apply concepts and principles of human movement to the development of motor skills and
learning of new skills that apply to daily living experiences.

Objectives

Students will

WE.3.6.01

identify one critical element or component of the roll, kick, catch, throw, dribble with hands,
jumping/landing and striking an object (e.g., use finger tips to dribble, use both hands when catching).

WE.4.6.01

demonstrate critical elements or components for the kick, catch, throw, dribble with hands, and
jumping/landing.

WE.4.6.02

demonstrate one critical element or component for dribbling with feet, striking with racquets, and striking,
tossing, catching with long-handled implements (e.g., bats, sticks, clubs).

Grade 5

Physical Education

Standard:1

Movement Forms (PE.S.1)

(PE.S.1)

Students will demonstrate movement patterns and motor skills needed to perform a variety of physical
activities.

Objectives

Students will

PE.5.1.02

dribble with hands or feet while evading an opponent (i.e., basketball, soccer).

Standard:2

Development of Motor Skills

(PE.S.2)

Students will apply concepts and principles of human movement to the development of motor skills and
learning of new skills.

17

Objectives

Students will

PE.5.2.01

identify critical elements or components for dribbling with feet, striking with racquets and striking with
long-handled implements (e.g., bats, sticks, clubs).

18

References
Grade-Level Outcomes for K-12 Physical Education - American Alliance for Health, Physical Education,
Recreation and Dance <shapeamerica.org>
21st Century Wellness Content Standards and Objectives West Virginia Department of Education
21st Century Physical Education Content Standards and Objectives West Virginia Department of Education

19