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Standard 1: MOVEMENT FORMS: Use motor skills and movement patterns to perform a variety of physical activities |
Topic |
Modified/Lead-Up Games and Activities |
Benchmark PE.9-12.1.1 |
Use combinations of specialized movement forms in a variety of activities, such as net and invasion games, field and target games, aquatics, dance, exercise, and gymnastics |
Sample Performance Assessment (SPA) |
The student:
Demonstrates competency in combinations of specialized movement skills (e.g., using an "eggbeater" and throwing in water polo, using an approach shot and split step in tennis, using a grapevine [carioca] and rest [hesitation step] in dance and football). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Consistently use combinations of specialized movement forms in a variety of activities |
Usually use combinations of specialized movement forms in a variety of activities |
Sometimes use combinations of specialized movement forms in a variety of activities |
Rarely use combinations of specialized movement forms in a variety of activities |
Standard 2: COGNITIVE CONCEPTS: Understand movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities |
Topic |
Fundamental Skills |
Benchmark PE.9-12.2.1 |
Apply concepts, principles, tactics, and strategies to acquire, assess, and improve movement skills |
Sample Performance Assessment (SPA) |
The student:
Independently applies concepts, principles, tactics, and strategies to improve performance and/or help others to reach personal activity goals (e.g., self-assesses performance in badminton and selects an appropriate drill to improve lob). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Consistently apply concepts, principles, tactics, and strategies to acquire, assess, and improve movement skills |
Usually apply concepts, principles, tactics, and strategies to acquire, assess, and improve movement skills |
Sometimes apply concepts, principles, tactics, and strategies to acquire, assess, and improve movement skills |
Rarely apply concepts, principles, tactics, and strategies to acquire, assess, and improve movement skills |
Topic |
Team Sports |
Benchmark PE.9-12.2.2 |
Evaluate tactics and strategies for modified and traditional activities |
Sample Performance Assessment (SPA) |
The student:
Assesses tactics and strategies in a variety of modified and traditional activities (e.g., zone/man to man defense, pick and roll). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Apply knowledge of tactics and strategies for modified and traditional activities to solve a problem related to the activity |
Evaluate tactics and strategies for modified and traditional activities |
Explain the use of tactics and strategies for modified and traditional activities |
Identify tactics and strategies for modified and traditional activities |
Topic |
Safety and Play Etiquette |
Benchmark PE.9-12.2.3 |
Assess the importance of rules and procedures for safe and fair play during physical activities |
Sample Performance Assessment (SPA) |
The student:
Demonstrates knowledge of the rules and procedures, as well as cooperation and fair play, when participating in competitive and non-competitive physical activities (e.g., independently arbitrates rule violations during physical activity without conflict). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Apply knowledge of rules and procedures for safe and fair play during physical activities to solve a problem related to the activity |
Assess the importance of rules and procedures for safe and fair play during physical activities |
Explain why rules and procedures are important for safe and fair play during physical activities |
Give examples of rules and procedures that are important for safe and fair play during physical activities |
Standard 3: ACTIVE LIFESTYLE: Participate regularly in physical activity |
Topic |
Individual, Dual, and Lifetime Activities |
Benchmark PE.9-12.3.1 |
Participate in a variety of physical activities of personal interest to maintain an active lifestyle |
Sample Performance Assessment (SPA) |
The student:
Identifies and participates in a variety of physical activities of personal interest to maintain an active lifestyle (e.g., dancing, community walk/runs, bodyboarding, yard work, surfing). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Consistently participate in a variety of physical activities of personal interest to maintain an active lifestyle |
Usually participate in a variety of physical activities of personal interest to maintain an active lifestyle |
Sometimes participate in a variety of physical activities of personal interest to maintain an active lifestyle |
Rarely participate in a variety of physical activities of personal interest to maintain an active lifestyle |
Topic |
Individual, Dual, and Lifetime Activities |
Benchmark PE.9-12.3.2 |
Describe reasons for, and healthful benefits of, continuing involvement in personally selected physical activities and identify strategies to do so |
Sample Performance Assessment (SPA) |
The student:
Names reasons for, and healthful benefits of, participation in physical activities (e.g., enjoyment, challenge, social interaction, reduced stress, more energy) and creates a plan to continue involvement in physical activity into the future (e.g., choosing sports and activities of personal interest). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Explain how continued involvement in personally selected physical activities contributes to a healthy lifestyle |
Describe reasons for, and healthful benefits of, continuing involvement in personally selected physical activities and identify strategies to do so |
Identify a reason for continuing involvement in personally selected physical activities and identify strategies to do so |
Recognize the importance of continuing involvement in personally selected physical activities |
Standard 4: PHYSICAL FITNESS: Know ways to achieve and maintain a health: enhancing level of physical fitness |
Topic |
Fitness and Conditioning-Related Activities |
Benchmark PE.9-12.4.1 |
Set goals to improve personal fitness level based on various sources of information |
Sample Performance Assessment (SPA) |
The student:
Uses information about personal fitness status (e.g., flexibility, muscular strength, muscular endurance, cardiorespiratory endurance, body composition) from a fitness assessment to design a plan to improve and/or maintain a personal fitness level. |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Consistently set goals to improve personal fitness level based on various sources of information |
Usually set goals to improve personal fitness level based on various sources of information |
Sometimes set goals to improve personal fitness level based on various sources of information |
Rarely set goals to improve personal fitness level |
Topic |
Fitness and Conditioning-Related Activities |
Benchmark PE.9-12.4.2 |
Assess the benefits of participation in selected physical activities on the components of health-related physical fitness |
Sample Performance Assessment (SPA) |
The student:
Participates in and evaluates activities that are designed to improve and/or maintain components of health-related physical fitness as related to personal goals (e.g., participates in regular jogging to increase cardiorespiratory endurance). |
Rubric |
Advanced |
Proficient |
Partially Proficient |
Novice |
Apply knowledge of the benefits of participation in selected physical activities on the components of health related physical fitness to solve a problem |
Assess the benefits of participation in selected physical activities on the components of health-related physical fitness |
Explain how participation in specific physical activities affects the components of health-related physical fitness |
Give examples of physical activities that affect the components of health-related physical fitness |
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