| SAMPLE CORE CONTENT/SKILLS | SUGGESTED ACTIVITIES | NATIONAL PE STANDARDS | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Motor Skills | |||||||
| Pass Level 4 Red Cross swimming. | • Skills from the District swimming rubric that parallel the Red Cross Level rubric (see appendix) | √ | √ | √ | |||
| Navigate a canoe/kayak skillfully and safely in an outdoor environment. | √ | √ | √ | ||||
| Participate in a badminton match using all basic skills, rules, and strategies with some consistency. | • Selected canoe/kayak maneuvering skills performed in an outdoor setting | √ | √ | √ | |||
| Hit nine of ten arrows on target from forty feet. | √ | √ | √ | ||||
| Perform a variety of offensive/defensive strategies in a game of soccer. | • Badminton doubles | √ | √ | √ | |||
| Demonstrate proper compression and respirations for one man CPR. | • Archery target shooting • Offensive and defensive strategies used in 3 vs. 3 soccer • CPR on a Rescu-Annie | √ | |||||
SUGGESTED ASSESSMENTS
- Teacher observation
- Teacher observation with self-devised rubric
- Observation of a video of badminton match with a written evaluation of proficiency in the skills taught
- Calculation of percentage of accuracy of three rounds of target shots
- Rubric to evaluate player’s use of the strategies
- Instructor evaluation according to performance requirements
| SAMPLE CORE CONTENT/SKILLS | SUGGESTED ACTIVITIES | NATIONAL PE STANDARDS | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Application | |||||||
| Demonstrate how biomechanical principles apply to the bump, set, and spike in volleyball. | • Breaking down the mechanics of the forearm pass | √ | √ | √ | |||
| Demonstrate ability to correct movement patterns of a fellow student. | • Performing a lay-up while two other students observe and evaluate the movement pattern | √ | √ | ||||
| Describe and demonstrate the significance of basic physiological principles to the development of a personal fitness program. | • Developing a four week weight program that will improve basketball performance | √ | √ | √ | |||
SUGGESTED ASSESSMENTS
- Determining three components of the skills performed correctly and one component to improve
- Teacher generated rubric
- Student project
| SAMPLE CORE CONTENT/SKILLS | SUGGESTED ACTIVITIES | NATIONAL PE STANDARDS | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Active Living | |||||||
| Participate regularly in physical activities that contribute to the attainment and maintenance of personal physical *activity goals. | • Journal listing participation inextra-curricular sports or clubs | √ | √ | √ | √ | √ | |
| Identify the effects of age, gender, race ethnicity, socioeconomic status, and culture upon physical activity preferences and participation. | • Research project of opportunities for physical *activity throughout the community | √ | √ | ||||
| Understand the ways in which personal characteristics, performance styles, and activity preferences will change over one’s life span. | • Collage displaying personal pursuit and maintenance of a nactive lifestyle through elderly years | √ | √ | ||||
| Feel empowered to maintain and improve physical fitness, motor skills, and knowledge about physical activity. | • Personal fitness program designed to be performed three to four times a week over the course of a year to improve fitness, motor skills, and knowledge | √ | √ | √ | |||
*See list of “outside of school” activities in appendix
SUGGESTED ASSESSMENTS
- Teacher evaluation of journal
- Student and teacher evaluation of feasibility of activities
- Teacher evaluation
- Student and teacher evaluation of the components of the personal fitness program
| SAMPLE CORE CONTENT/SKILLS | SUGGESTED ACTIVITIES | NATIONAL PE STANDARDS | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Physical Fitness | |||||||
| Set personal goals for activity and work toward their achievement. | • Swimming mileage goal log of laps over a quarter/semester period | √ | √ | √ | |||
| Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition necessary for a healthful lifestyle. | • Heart rate recording before, during, and after an activity, repeated over time with a variety of activities and stored in student portfolio | √ | √ | √ | |||
| Monitor exercise and other behaviors related to health-related fitness. | • Weekend outdoor experience (e.g., hiking trip), keeping ajournal of observations onpersonal physical performance | √ | √ | √ | |||
SUGGESTED ASSESSMENTS
- Self-evaluation of completion of swimming goal
- Heart rate data collected over time for several different activities
- Teacher assessment of accuracy of student’s cardiovascular data collection and interpretation
- Self-evaluation of personal physical performance
| SAMPLE CORE CONTENT/SKILLS | SUGGESTED ACTIVITIES | NATIONAL PE STANDARDS | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Personal and Social Skills | |||||||
| Apply appropriate etiquette in all physical activity settings. | • Research project on appropriate etiquette for playing a sport (e.g., golf, tennis, bowling) with presentation to the class | √ | √ | ||||
| Create a safe environment for a specific skill practice. | √ | ||||||
| Display a willingness to experiment with the sport and activity of other cultures. | • Floor plan design for a fitness center | √ | √ | ||||
| Develop strategies for including persons of diverse background and abilities in physical activities. | • Native Youth Olympic events • Modification of a game for special needs children (e.g., basketball for a hearing-impaired student) | √ | √ | ||||
SUGGESTED ASSESSMENTS
- Teacher observation of student and how he/she reacts during conflicts
- Student/teacher collaboration to make environment safe
- Self-assessment – written or oral
- Evaluation success of modified rules or methods of communication in an actual game situation
| SAMPLE CORE CONTENT/SKILLS | SUGGESTED ACTIVITIES | NATIONAL PE STANDARDS | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Value of Exercise | |||||||
| Understand and convey basic skills necessary to a specific activity (skill). | • Volunteer coach/instructor for a Boys and Girls Club youth activity | √ | √ | ||||
| Develop strategies and skills required for a specific athletic endeavor. | • Participation in a local event (e.g., triathlon, body building) | √ | √ | ||||
| Understand the importance of participation in lifelong fitness. | • Participation in a local health club | √ | √ | ||||
SUGGESTED ASSESSMENTS
- Evaluation by an activity sponsor
- Synopsis of experience
- Activity log