Apply a repertoire of strategies for developing components of health-related fitness, (cardiovascular endurance, flexibility, muscular endurance, and muscular strength), through movement activities during scheduled times in school, at home, and in the community.

Evaluate the role of participation in movement activities in providing opportunities for enjoyment, challenge, self-expression, social interaction, increased skill competency, stress reduction, active work life, use of leisure time, contact with nature, and involvement in communities.

Express and apply, with guidance, a variety of ways to skillfully move the body through space while participating in movement activities, including at a:

• utilization level of skill when:
  • jumping backward and landing
  • hopping (body moves on one foot as in right foot to right foot)
  • skipping (combines a step and a hop)
  • leaping (body `takes off' from one foot, propels through air for distance, then lands on the opposite foot)
  • sliding (one foot steps, body propels upward, other foot moves to meet the first foot)
  • galloping (one foot steps, body propels upward, other foot moves to meet the first foot)
  • rolling forward (see note)
  • rolling sideways
• control level of skill when:
  • rolling backward (see note on page 34).

Explore, express, and apply, with guidance, a variety of ways to skillfully move the body on the spot when participating in movement activities, including at a:

• utilization level of skill when:
  • landing on hands from kneeling position
  • rotating on the spot
• control level of skill when:
  • landing on hands from a bent knee standing position.

Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a:

• utilization level of skill when:
  • throwing
  • catching (collecting, gathering)
  • kicking
• control level of skill when:
  • hand dribbling
  • foot dribbling
  • striking objects with hands
  • striking objects with short-handled implements (e.g., short-handled racquets, paddles)
• progressing-towards-control level of skill when:
  • volleying (to send an object in the air before it comes to rest)
  • striking objects with long-handled implements (e.g., bats, golf clubs, hockey sticks).

Apply movement variables of:

• extensions in space
• a focus on effort (time/ speed, force, flow)
• relationships with objects and others

to increase complex movement skills and sequences while participating in body management activities (including dance and educational gymnastics, and others such as yoga, skipping, aerobics, and track and field).

Select and use effective movement skills, tactics, and strategies while participating in:

• low-organizational, inventive, and cooperative games (e.g., tag games, relay races, fox and geese, prisoner's base)
• small-sided and lead-up target games (e.g., bowling, curling, ring or hoop toss, bocce ball)
• small-sided and lead-up striking/fielding games (e.g., kickball, long ball)
• small-sided and lead-up invasion/territorial games (e.g., two-on-two, three-on-three games using skills from games such as soccer, basketball, touch football)
• alternate environment activities (e.g., hiking, cross-country skiing, orienteering, aquatics, snowshoeing, canoeing, skating, tobogganing, cycling).

Demonstrate positive interactions with others in cooperative and competitive movement activities.

Evaluate personal commitment to assessing risk factors and applying safe practices while participating in a variety of movement activities.

Demonstrate, verbally and non-verbally, consideration and respect for all others (regardless of ideas, abilities, worldviews, physical characteristics, cultural backgrounds, or gender) while participating in physical education activities.