Grade 3

Demonstrates competency in a variety of motor skills and movement patterns.

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Exhibits responsible personal and social behavior that respects self and others.

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Leaps using a mature pattern.

Travels showing differentiation between sprinting and running.

Jumps and lands in the horizontal and vertical planes using a mature pattern.

Performs teacher-selected 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 skill.

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

Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and 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 non-dynamic 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 and receives a ball with the insides of the feet to a stationary partner, "giving" on reception before returning the pass.

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.

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 and tactics in chasing activities.

Applies simple strategies in fleeing activities.

Charts participation in physical activities outside physical education class.

Identifies physical activity as a way to become healthier.

Engages actively 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 and 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.

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.