(a) |
Participate in moderate to vigorous locomotor movements (e.g., walking, running) and a variety of movement activities (e.g., individual activities, partner activities, rhythmic activities, low-organizational and co-operative games, and alternate environment activities), progressing towards sustaining movement for four consecutive minutes. |
(b) |
Describe what the body feels like when it has participated in moderate activity and in vigorous activity. |
(c) |
Recognize that physical movement is good for personal well-being |
(d) |
Communicate an understanding of the fact that all people have physical responses to participation in movement activities and that these responses are good and support well-being if they do not cause pain (e.g., faster heart beat, increased perspiration, faster breathing, increased body warmth). |
(e) |
Participate in a variety of movements that challenge muscular endurance (e.g., animal walks, climbing on/under apparatus and playground equipment, pulling partner riding on a towel or scooter, rhythmical activities, balances). |
(f) |
Participate in teacher-led movements that stretch or strengthen muscles (e.g., teacher-led yoga poses, teacher-led stretches). |
(g) |
Create body shapes, as prompted by the teacher, to support the development of muscular strength, muscular endurance, and flexibility (e.g., stand as tall as a giant and reach to the sky, stand on one foot for as long as you can). |
(h) |
Create and share body shapes and movements that challenge the body to be `strong', to `keep going', and to be `stretchy'. |
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