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Physical Education – Primary (grades 1-4)

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Concepts such as cardiovascular endurance, flexibility, as well as muscular strength and endurance are an ongoing exploration as students are introduced to health topics such as heart health and nutrition. Achievement is assessed on an individual curve, based on effort, participation and group dynamics. Units are introduced over the course of a two-year rotation and are categorized conceptually by: invasion (soccer), volley (badminton), target (golf), adventure (orienteering) rhythmics (dance), field (softball), rolling (roller skating) and mind-body (martial arts). Personal fitness is a thread that travels through all units and is highlighted during warm up period.

1st and 2nd grade students enjoy running, chasing, catching, kicking and throwing. Many of the games and activities at this level are aimed at improving the fluidity and efficiency of these movements. Milestones at this level include the ability to better manage one's body and equipment within a shared space; quickly starting, stopping and changing direction; the ability to reproduce movement in short sequences; target accuracy skills also greatly improve. At this level students begin to develop an appreciation for practice. They practice and play alone, with partners and in small groups. Socially students begin working toward becoming comfortable taking turns and cooperating with peers within group games.

At 3rd and 4th grade level students are asked to more quickly combine and adapt discreet skills within modified games and activities. For example, sustaining a rally in a round where each member hits a shuttle once to accrue points as a group in badminton or completing a simple obstacle course while rollerskating. At this level students are able to keep objects in play longer, employ basic tactics and strategy, and begin to appreciate the relationship between practice, skill and form. Socially students enjoy working together in groups and begin thinking about movement in essential ways.

Physical Education classes at the primary level continue to support physical literacy acquisition through the further development of discreet skills in the areas of locomotion, stability, manipulation, coordination and control.

Students are challenged however to work at greater degrees of difficulty as they learn to integrate more complex movement patters into modified games where adaptation and decision making become factors.
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