Physical Education Curriculum Framework
Strand: Skilled Movement
Grade Level 5
Demonstrate Locomotor, Non-Manipulative & Manipulative Skills in Games
Standard: 5.1
The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.
a. Demonstrate proficiency in locomotor, non-locomotor, and manipulative skill combinations in more complex environments
and modified sports activities.
Essential Knowledge and Skills
The student will be able to:

Combine and demonstrate
movement skills in educational
games
Indicators for Success/ Opportunities for
Assessment
The student will demonstrate locomotor, nonmanipulative, and manipulative skill combinations in
educational games.
The student will perform variations of fundamental
movement skills and sport-specific skills with a partner
and in small groups.
The student will demonstrate locomotor, nonmanipulative, and manipulative skill combinations while
performing fundamental movement skills and sportspecific skills within complex movement activities.
The student will combine and demonstrate variations
of fundamental movement skills while participating in
educational games that may include:

Traveling

Balance

Coordination

Object control
Understanding the Standard/Essential
Understanding
The intent of this standard is to demonstrate ageappropriate proficiency of fundamental movement skills
(locomotor, non-locomotor, and manipulative skills) while
engaged in a variety of activities. During fifth grade,
students should perform motor/movement skills in a
variety of structured gymnastic or tumbling sequences.
Variations of these skills and skill combinations are
performed in increasing complex environments.
Students should perform folk dances, square, creative,
and/or aerobic rhythmic activities, and be able to develop
simple routines to music like jump rope, dance, or
gymnastics.
Locomotor movement is when you actually move from
one place to another and non-locomotor movement is
moving on the spot without going anywhere.
Locomotor skills may include walk, jog, run, gallop, skip,
slide, jump, hop, leap
Nonlocomotor skills may include twisting, bending,
swaying, stretching, turning, swinging
Assessments: performance rubrics for skill elements
(rubrics may be used for self, peer, and summative
assessments), cognitive/knowledge assessment to
assess knowledge and concepts
Non-manipulative skills involve the ability of the body to
balance and transfer weight from one body part to
another and may include movements of rotation,
transferring weight, and stationary balancing
Physical Education Grade 5
Demonstrate Proficiency In Skilled Movement
Standard: 5.1
The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.
b. Perform educational gymnastic sequences, including travel, roll, balance, and weight transfer, with smooth transitions and
changes of direction, shape, speed, and flow.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:

Perform tumbling and gymnastic
sequences
The student will perform complex educational
gymnastic sequences.
The student will transfer weight from feet to hands
at fast and slow speeds using large extensions.
The student will combine and demonstrate
variations of fundamental movement skills while
participating in educational gymnastics activities
that may include:

Travel

Roll

Weight transfer

Change in direction

Speed

Flow
Understanding the Standard/Essential
Understanding
The intent of this standard is to demonstrate ageappropriate proficiency of fundamental movement
skills (locomotor, non-locomotor, and manipulative
skills) while engaged in a variety of activities.
During fifth grade, students should perform
motor/movement skills in a variety of structured
gymnastic or tumbling sequences. Variations of
these skills and skill combinations are performed in
increasing complex environments. Students should
perform folk dances, square, creative, and/or
aerobic rhythmic activities, and be able to develop
simple routines to music like jump rope, dance, or
gymnastics.
The student will create a sequence of five
fundamental movements that demonstrates
travel, roll, weight transfer, change in direction,
change in speed, and flow.
Assessments: skill performance rubric; rubric to
evaluate student created tumbling/gymnastics
sequence
Physical Education Grade 5
Demonstrate Movement Sequences in Rhythmic Activity
Standard: 5.1
The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.
c. Perform different types of rhythm/dance sequences including American and international dances.
Essential Knowledge and Skills
Indicators for Success/ Opportunities for
Assessment
The student will be able to:

Create a simple dance routine
The student will perform different types of
rhythm/dance sequences.
The student will combine and demonstrate
variations of fundamental movement skills while
participating in dances to include:

Folk dance

Line dance

Square dance

Aerobic dance
The student will create and perform a simple dance
routine individually, with a partner, or in a small
group.
Assessments: skill performance rubric, dance
performance rubric, rubric to evaluate student
created dance plan
Understanding the Standard/Essential
Understanding
The intent of this standard is to demonstrate ageappropriate proficiency of fundamental movement
skills (locomotor, non-locomotor, and
manipulative skills) while engaged in a variety of
activities. During fifth grade, students should
perform motor/movement skills in a variety of
structured gymnastic or tumbling sequences.
Variations of these skills and skill combinations
are performed in increasing complex
environments. Students should perform folk
dances, square, creative, and/or aerobic rhythmic
activities, and be able to develop simple routines
to music like jump rope, dance, or gymnastics.
Dance/rhythmic sequences are usually
performed in counts of 8.
Music for student performances should be preapproved for appropriate lyrics.
Dance/rhythmic sequences may be done in small
groups, partners, or by individuals.
Physical Education Grade 5
Physical Education Curriculum Framework
Strand: Movement Principles and Concepts
Grade Level 5
Understand And Apply Movement Principles And Concepts
Standard: 5.2 The student will understand and apply movement principles and concepts in complex movement activities.
a. Apply principles of accuracy, force, and follow-through when projecting objects.
c. Identify and apply principles of practice to enhance performance (e.g., form, consistency, repetition).
d. Use feedback, including available technology, to improve performance.
Essential Knowledge and Skills
The student will be able to:




Refine and adapt individual and group
activity skills by applying concepts of
relationships, effort, spatial
awareness, speed, and pathways.
Describe and demonstrate skill-related
fitness concepts.
Apply principles of learning to refine
and improve movement skills in
modified versions of physical
activities.
Use tools, techniques, and technology
resources to improve skill
performance.
Indicators for Success / Opportunities for
Assessment
The student will apply movement concepts of body,
space, effort, and relationship to movement.
The student will explain and apply principles of
accuracy, force, and follow through when projecting
objects.
The student will identify and demonstrate smooth
integration of critical elements of skills during practice to
include:

Correct form/technique

Repetition - frequent, correct

Consistency - replicated performance
The student will demonstrate the ability to self-assess
skill performance using technology such as computer
programs and video recorders.
The student will demonstrate the ability to use feedback
from teacher and peers to improve performance.
The student will demonstrate the ability to provide
feedback to a peer to improve performance.
Assessments: performance application rubrics, cognitive
assessment for concepts, rubric to evaluate practice
plan
Understanding the Standard/Essential
Understanding
The intent of the standard is to apply previously
learned movement concepts and skills to
complex movement activities, continue to use
technology for student feedback, and practice
principles that will facilitate student learning to
improve performance.
Skill-related fitness concepts may include agility,
balance, coordination, power, reaction, speed
Movement concepts may include:

Body awareness - in skill-related
components

Spatial awareness - personal and general

Relationship - to movement

Effort - heavy or light, hard or soft

Environment - boundaries, obstacles,
equipment
Accuracy - increasing accuracy as performance
becomes proficient
Force - increasing the range of body segment
movement imparting force
Follow through - using sequential movement of
the body muscles
Physical Education Grade 5
Identify and Demonstrate Basic Offensive and Defensive Tactics
Standard: 5.2 The student will understand and apply movement principles and concepts in complex movement activities.
b. Identify and demonstrate basic small-group offensive and defensive tactics and strategies (e.g., body fakes, use of speed,
and change of direction, keeping body low while moving/guarding).
Essential Knowledge and Skills
The student will be able to:

Identify and demonstrate basic small
group offensive and defensive tactics
and strategies.
Indicators for Success/ Opportunities for
Assessment
The student will identify and demonstrate small
group offensive and defensive tactics that may
include:

Body fakes

Use of speed

Change of direction

Position responsibilities

Moving into open space

Guarding / defending

Communication - verbal, visual, body
language
Understanding the Standard/Essential
Understanding
The intent of this standard is to improve
performance through the application of
movement principles and concepts. Students
use feedback (including technology) to refine,
assess, and improve movement skill. Concepts
of basic offense and defense need to be
explained with the activities.
Assessments: performance rubrics for application
of strategies; cognitive assessments for knowledge
of and use of strategies
Physical Education Grade 5
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 5
Describe The Benefits Of Engaging In Regular Physical Activity
Standard: 5.3
The student will describe short- and long-term benefits of engaging in regular physical activity.
Essential Knowledge and Skills
The student will be able to:

Describe the components needed to
maintain a physically active lifestyle.
Indicators for Success/ Opportunities for
Assessment
Understanding the Standard/Essential
Understanding
The student will identify and describe the healthrelated fitness components.
The intent of the standard is to compare and
contrast the benefits of participating in regular
physical activity over an individual’s lifetime.
The student will identify short- and long-term
benefits of physical activity to the heart, lungs, and
muscle.
Health-related components of fitness include
cardiorespiratory endurance, muscular strength
and endurance, flexibility, and body composition
The student will identify the benefits of engaging in
regular physical activity that address the healthrelated components of fitness that may include:

Improving strength and endurance

Preventing or controlling a variety of health
related illnesses

Building healthy bones and muscles

Improving cardiorespiratory endurance
Assessments: cognitive assessments for
knowledge and skills
Physical Education Grade 5
Physical Education Curriculum Framework
Strand: Personal Fitness
Grade Level 5
Use Personal Fitness Data To Understand Personal Fitness
Standard: 5.4 The student will use personal fitness assessment data to enhance understanding of physical fitness.
a. Identify sources for data collection (e.g., print materials, community resources, heart rate monitors, Internet, pedometers, skinfold
calipers).
b. Analyze fitness data to describe and improve personal fitness levels (e.g., apply data to personal plan for improvement in at least
two components of health-related fitness).
Essential Knowledge and Skills
The student will be able to:


Examine available resources for
measuring fitness.
Develop SMART goals and a plan for
improving at least two areas of healthrelated fitness.
Indicators for Success/ Opportunities for
Assessment
The student will identify data sources that contribute to
the development of a personal fitness plan that may
include print materials, community resources, heart rate
monitors, Internet resources, pedometers, Virginia
Wellness tests, BMI, and rate of perceived exertion.
The student will compare personal fitness scores to the
Virginia Wellness-Related Fitness Standards to assess
levels of personal fitness and identify strength and
weaknesses.
The student will develop a SMART goal for two healthrelated fitness components to improve or maintain
personal fitness levels.
The student will create a basic personal fitness plan for
at least one health-related component of fitness to
include:

Baseline fitness data

SMART goals

Activities that will help with improvement

Reflections on progress towards the goal

Reassessment data
Assessments: cognitive assessments for knowledge and
skills (goal setting), rubric to evaluate personal fitness
plan
Understanding the Standard/Essential
Understanding
The intent of the standard is to explore ways to
collect and analyze personal fitness data and to
apply data toward the development of a personal
fitness plan.
Virginia Wellness testing is required. Other tests
are optional and are not to supplant the VA
Wellness testing.
Health-related components of fitness include
cardiorespiratory endurance, muscular strength
and endurance, flexibility, and body composition
Virginia Wellness Tests should include: PACER,
cadence curl ups, cadence push-ups, trunk
extensor, backsaver sit and reach, shoulder
stretch
Body Mass Index (BMI) calculation should use
the Centers for Disease Control and Prevention
algorithm for children
Fitness plan elements may include SMART
goals, action plan, documentation of activities to
meet the plan, and reassessment and reflection.
SMART is an acronym for specific, measurable,
attainable/appropriate, result-based, time-bound
Physical Education Grade 5
Physical Education Curriculum Framework
Strand: Responsible Behaviors
Grade Level 5
Work Independently or With Others to Improve Learning During Activity
Standard: 5.5 The student will participate in establishing and maintaining a safe environment for learning physical activities.
a. Work independently and with others to improve learning during physical activity.
b. Display appropriate cooperative and competitive behaviors.
Essential Knowledge and Skills
The student will be able to:


Work independently and with others to
improve learning and skill during
physical activity.
Describe and demonstrate appropriate
cooperative and competitive
behaviors.


Solve problems, accept challenges,
resolve conflicts, and accept decisions
with reason and skill.

Demonstrate how to work together in
small groups or as a class to achieve
a goal or play successfully as a team.


Describe the importance of accepting
decisions in activities/play even when
they may not agree.
Demonstrate problem-solving skills in
physical activity settings.
Indicators for Success/ Opportunities for
Assessment
The student will demonstrate the ability to work
independently to improve skill level.
The student will demonstrate the ability to work with
peers to help improve the physical education learning
environment to include:

Following safety rules

Using equipment as specified by teacher

Following activity rules and procedures
The student will demonstrate and explain the
importance of appropriate social skills in a physical
education environment, including:

Taking turns

Sharing equipment/materials

Helping others

Staying with the team

Resolving conflict

Problem solving
The student will describe and demonstrate knowledge of
activity-specific rules and safety procedures.
The student will demonstrate importance of the
student’s role in maintaining a safe learning
environment when participating in activity.
Understanding the Standard/Essential
Understanding
The intent of the standard is to work independently
and with others to foster cooperative and competitive
behaviors that improve the physical education learning
environment.
Cooperative skills set:

Taking turns

Active listening

Ask clarifying questions

Consider all opinions

Everyone participates
Problem solving skill set:

Clarify problem

Analyze causes

Identify alternatives

Assess alternatives

Choose and implement an alternative

Evaluate choice
Conflict Resolution skill set:

Talk about problem without assigning blame

Use active listening

Identify and clarify issues and needs

Brainstorm solutions

Choose and apply solution

Evaluate solution
Assessments: performance rubric for application of
skills; cognitive assessment for skills and knowledge
Physical Education Grade 5
Physical Education Curriculum Framework
Strand: Physically Active Lifestyle
Grade Level 5
Identify/Participate In Physical Activities Based On Personal Interest
Standard: 5.6 The student will identify and participate regularly in physical activities based on personal abilities and interests (e.g., for improvement
through practice, for enjoyment, for social interaction, for personal challenge).
Essential Knowledge and Skills
The student will be able to:

Describe how skill performance may
be improved through practice.

Identify physical activities that match
personal abilities and interests.

Describe how participating in regular
physical active can impact/influence
personal enjoyment, social interaction,
and personal challenge.
Indicators for Success/ Opportunities for
Assessment
The student will describe how skill performance
may be improved through practice.
Understanding the Standard/Essential
Understanding
The intent of the standard is to identify personal
strengths and interests, and to explore ways to
enhance regular participation in physical
activities.
The student will Identify personal strengths and
areas for improvement for one physical activity of
interest.
The student will create a plan to improve skill
performance in one physical activity of interest.
The student will explain the physical, emotional,
and social benefits of participating in physical
activity.
The student will Identify programs, clubs, and
organizations that provide opportunities for
participation in physical activity.
Assessments: rubric for skill improvement plan,
cognitive assessment for skills and knowledge
Physical Education Grade 5