Table of Contents - Mahopac Central School District · Table of Contents Mission Statement 1 Skills...

Mahopac Physical Education

Curriculum and Assessment Guide

Table of Contents Mission Statement 1 Skills Elementary School 2 Middle School 3 High School 4 Physical Education Outcomes The Physically Educated Person 5 Exit Outcomes 6 Learning Standards 9 Standard 1 10 Standard 2 16 Standard 3 22 Curriculum Maps 27 Assessment 53 Assessment Types 45 Tips for Assessment 59 Examples of Assessment- Elementary 61 Examples of Assessment- Middle School 84 Examples of Assessment- High School 109 Technology Integration 120 Instructional Materials and Resources 121



Mission Statement The mission of physical education in the Mahopac Central Schools is

to provide a foundation of physical activities resulting in the

appreciation of personal health and fitness. Our students will

experience a sequence of activities presented in a caring and

supportive environment as recommended by both the National

Association for Sports and Physical Education and the New York

State Alliance for Health, Physical Education, Recreation and Dance.



Elementary Level Skills The following skills are taught to the elementary students of Mahopac during physical education classes.

I. Health Related Fitness Agility Endurance Strength Flexibility

II. Body Management and Manipulative Skills

Dynamic and Static Balances Hand-Eye Coordination Foot-eye Coordination Striking Skills Kinesthetic and Spatial Awareness Laterality and Directionality Gymnastics Stunts and Tumbling Rhythmic Sequences

III. Social, Emotional, and Cognitive Development

Game concepts and strategies Honesty, Respect, Responsibility and Cooperation Cooperative Activities Creating a Safe Environment Interdisciplinary Activities Self and Peer Assessment Community Resource Management



Intermediate Level Skills The following skills are taught to the middle school students of Mahopac during physical education classes.

I. Health Related Fitness Aerobic Conditioning Circuit Training Jump Rope For Heart Step Aerobics Tae Bo Presidential Fitness Testing Track Work Cross Country Skiing

II. Adventure Programming

Full Value Contract Cooperative Games Trust Activities Initiatives- Individual and Team Problem Solving Activities Low Ropes Challenges High Ropes Challenges

III. Sports Related Games

Basketball Base Games- Baseball, Softball, Wiffleball, Kickball, Punchball Combatives Field and Floor Hockey Football Frisbee Golf Juggling La Crosse Low Organized Games Scooter Activities Soccer Speedball Team Handball Track and Field Volleybal



Commencement Level Skills The following skills are taught to the high school students of Mahopac during physical education classes. I. HEALTH RELATED FITNESS

Walking Weight Training Yoga/Stretching Fitness portfolio

II. SPORTS/TEAM

Basketball Floor Hockey Lacrosse Soccer Softball Ultimate Frisbee Volleyball Flag Football Walleyball

III. SPORTS/ INDIVIDUAL/ DUAL

Badminton Tennis Golf Raquetball Pickleball Lawn Games, Bocci, Horseshoes, Croquet

IV. CAREER AND FAMILY SKILLS

CPR and First aid V. PROJECT ADVENTURE

Cooperative games Trust Inititives Low Elements High Elements

VI. DANCE

Aerobics/ Step aerobics Social



Outcomes

A Physically Educated Person…

HAS sufficient skill to perform a variety of physical activities; DOES participate regularly in physical activity IS physically fit KNOWS the benefits, costs, risks and obligations of physical activity involvements VALUES the role of regular physical activity in the maintenance of a healthy lifestyle.



Exit Outcomes: High School Level

STANDARD 1

Upon graduation, students will be competent in a variety of physical activities, proficient in a few and will perform all basic motor and manipulaitve skills.

INDICATORS Students will:

demonstrate proficiency in selected physical activities maintain a high level of skills that can contribute to living tasks and lifelong activity recognize benefits of regular activity know the components of personal wellness follow a program that relates to wellness

OUTCOMES This is evident when students:

demonstrate combinations of mature motor patterns as applied to games and sports show basic competencies in a variety of activities selected from individual, team and dual sports analyze their own performance design a personal fitness program




STANDARD 2 Upon graduation students will show responsible and safe social behavior while being active and will understand that regular activity provides opportunity for enjoyment, challenge and self expression.

INDICATORS Students will:

Know the potential safety hazards of an activity Accept activity as an important part of life Understand physical, emotional and social benefits of activity

OUTCOMES This is evident when students

Plan an activity to provide for safety of participants Identify responsible action in the event of an injury Model sportsmanlike behavior




STANDARD 3 Upon graduation students will be aware of and be able to utilize opportunities and facilities available to them in their community and will be aware of career opportunities in this field.

INDICATORS The Student will

Identify a variety of career opportunities in sport and fitness Recognize their role as concerned consumers in the community regarding facilities Realize the benefits of regular physical activity and engaging in them with others

OUTCOMES This is evident when students:

Examine fitness clubs for quality Look into a career in fitness Develop strategies to improve or maintain personal and community physical activity



Learning Standards The following pages contain material taken in whole or in part from a

document, titled Learning Standards For Health, Physical Education,

and Home Economics, published by the New York State Education

Department in 1996.



Standard 1- Personal Health and Fitness "Students will have the necessary knowledge and skills to establish

and maintain physical fitness, participate in physical activity, and

maintain personal health."



Standard 1- Personal Health and Fitness- ELEMENTARY LEVEL "Students will perform basic motor and manipulative skills. They will

attain competency in a variety of physical activities and proficiency in

a few select complex motor and sports activities. Students will design

personal fitness programs to improve cardio respiratory endurance,

flexibility, muscular strength, endurance, and body composition."

The Students Knows…

And understands the fundamental principles of movement The effects of activity on the body, the risks associated with inactivity, and the

basic components of health-related physical fitness And understands the relationship between physical activity and individual

well-being

The Student Does… Participate in physical activities (games, sports, and exercises) that provide

conditioning for each fitness area Develop physical fitness skills through regular practice, effort, and

perseverance Demonstrate mastery of fundamental motor, non-locomotor, and manipulative

skills Demonstrate and assess his/her fitness by performing exercises or activities

related to each health-related fitness component and establishes personal goals to improve his/her fitness

The Student Values

The benefits of participating in physical activity



Standard 1- Personal Health and Fitness- Middle School Level "Students will perform basic motor and manipulative skills. They will

attain competency in a variety of physical activities and proficiency in

a few select complex motor and sports activities. Students will design

personal fitness programs to improve cardio respiratory endurance,

flexibility, muscular strength, endurance, and body composition."


How to design and perform aerobic team routines that combine traveling, balancing, and weight transfer into smooth, flowing sequences with intentional changes in direction, speed, and flow How to design and refine a routine, combining various jump-rope

movements to music, so that it can be repeated without error How to design and play small-group games that involve cooperating with

others to keep an object away from opponents (basic offensive and defensive strategy, throwing, kicking, and/or dribbling) How to detect and correct errors in one’s personal movement patterns How to monitor heart rate before, during, and after an activity

The Student Does…

Throw a variety of objects demonstrating both accuracy and distance (e.g., Frisbees, footballs, softballs, etc Strike a ball, using a golf club, bat, or hockey stick, so that it travels in the

intended direction at the correct height Hand dribble and foot dribble while preventing an opponent from stealing

the ball Keep an object continuously in the air in a small group without catching it Throw and catch a ball while guarded by opponents



Participate in vigorous activity for a sustained period of time while maintaining a target heart rate Correctly demonstrate activities designed to improve and maintain

muscular strength and endurance, flexibility, and cardio-respiratory functioning. Recover from vigorous physical activity in an appropriate length of time Demonstrate competency in a variety of basic foundation skills such as

running, jumping, leaping, hopping and throwing Participate in a wide variety of activities

The Student Values

Participating in games, sports, dance, and outdoor pursuits, both in and

outside of school, based on individual interests Participating in physical activity as an enjoyable activity



Standard 1- Personal Health and Fitness- High School Level “Students will have the necessary knowledge and skills to establish

and maintain fitness, participation in physical activity and maintain

personal health.”


The implications of and the benefits from involvement in physical activities The problems and risks when working in the heat How to analyze someone’s performance when lifting, jumping, climbing Appropriate warm up routines for specific sport skills How to analyze ways to maintain and improve balance How to set reasonable goals and reach for them How to prepare a personal fitness program That accomplishing physical activity goals may enhance ones self-esteem How to analyze offensive and defensive strategies The skills necessary for life saving situations

The Student Does…

Demonstrate competence in many different forms of physical activity Demonstrate mature motor patterns catching and throwing a variety of

objects Demonstrates mature motor patterns when volleying, dribbling, or striking

with a racket Learn new skills and activities as a result of the development of a positive

self image Explore risk taking activities Participate in an activity that is new to them Demonstrate basic competency in physical activities, individual, dual and

team activities




The Student Values…

Learning and participating in new skills and activities The importance of continued activity throughout life


Curriculum and Assessment Guide Mahopac Physical Education

Standard 2- A Safe and Healthy Environment "Students will acquire the knowledge and ability necessary to create

and maintain a safe and healthy environment."



Standard 2- A Safe and Healthy Environment- ELEMENTARY LEVEL "Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment."


Appropriate participant/spectator behavior to produce a safe and healthy environment How injuries from physical activity can be prevented or treated

The Student Does…

Contribute to a safe and healthy environment by observing safe conditions for

games, recreation, and outdoor activities Practice appropriate participant/spectator behavior Work constructively with others to accomplish a variety of goals and tasks Demonstrate care, consideration, and respect of self and others during

physical activity

The Student Values

Individual differences to ensure safe conditions for activity A safe, productive learning environment



Standard 2- A Safe and Health Environment- Middle School Level “Students will demonstrate responsible personal and social behavior

while engaged in physical activity. They will understand that physical

activity provides the opportunity for enjoyment, challenge, self-

expression, and communication. Students will be able to identify

safety hazards and react effectively to ensure a safe and positive

experience for all participants.”


How to recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures How to identify proper warm-up, conditioning, and cool-down techniques

and the reasons for using them How to identify principles of training and conditioning for physical activity How to identify benefits resulting from participation in different forms of

physical activity How to detect, analyze, and correct errors in personal movement patterns How to recognize the role activity plays in weight control, energy and

fatigue, cardiovascular fitness, and muscular fitness How to recognize that improvement in fitness requires time and effort

How to recognize the risks associated with being physically active in the extreme heat or cold and what preventative measures to take



The Student Does…

Describe ways to use the body and movement activities to communicate ideas and feelings Accept and respect the decisions made by game officials, whether they

are students, teachers, or officials from outside the school Seek out, participate with, and show respect for persons of like and

different skill levels Take various roles in turn, when participating in group challenge activities


Exercising at home for personal enjoyment and benefit The safety of all others, including opponents, when engaged in

competitive activities All players regardless of ability, acknowledging the accomplishments of

the other players



Standard 2- A Safe and Healthy Environment- High School Level "Students will acquire the knowledge necessary to create and

maintain a safe and healthy environment."


The risk and safety factors associated with participation on physical

activity Knows the role that activity plays on weight control and body composition That accomplishing physical activity goals may enhance one's self esteem The importance of an active lifestyle filled with enjoyment, self-expression

and reflection Knows the intrinsic rewards of competition outweigh the extrinsic Appropriate sportsman like behavior by group, self, fan The value in competition is the process in competing rather than the

outcome of the game Knows the potential safety hazards associated with physical activities and

are able to prevent and respond to injuries That wellness involves more than being physically fit

The Student Does…

Demonstrate the ability to cope with frustration and failure in a responsible

way Use self control when faced with a difficult interaction Participate in problem resolution when conflict occurs Participate regularly in interpersonal communication skills such as

cooperation, sharing, leadership, etc Provide feedback to a partner on a specific skill Officiate a game Show respect for ones opponent Establish goals relative to interpersonal skills Modify a game for greater participation



Create alternative warm up activities Show proper uses and cares of equipment Show use of hear rate to determine effectiveness of an activity Stretch using proper technique


The worth of self and others Acceptance of others from different cultures and abilities Constructive criticism as an opportunity for improvement Shared responsibility in the completion of tasks Courage to act from a moral perspective Consideration of others Positive exchange with teammates Importance of effort Effort necessary for high levels of skill development Individuals effort regardless of outcome The benefits of risk taking and challenge The importance of continued learning throughout life



Standard 3- Resource Management "Students will understand and be able to manage their personal and community

resources."



Standard 3- RESOURCE MANAGEMENT- ELEMENTARY LEVEL "Students will understand and be able to manage their personal and

community resources."


That resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time

The Student Does…

Become a discriminating consumer of fitness information, health related

fitness activities in his/her community, and fitness / sports equipment Demonstrate the ability to apply the decision making process to physical

activity

The Student Values

The community as a source for the enjoyment of physical activity outside the school environment.



Standard 3- Resource Management-Middle School Level

"Students will be aware of and able to access opportunities available

to them within their community to engage in physical activity. They

will be informed consumers and be able to evaluate facilities and

programs. Students will also be aware of some career options in the

field of physical fitness and sports."


How to identify opportunities in the school and community for regular participation in physical activity. How to modify a game in order to allow participation by everyone—including

handicapped individuals. How to identify community facilities for recreational activities, such as parks,

swimming pools, skating rinks, golf courses, etc. How to identify community programs such as YMCA, Boys/Girls Clubs, Sport

Camps, Sports Associations, etc. And can describe how the family influences one’s physical activity.

The Student Does…

Demonstrate appropriate fan and athlete’s behavior when either being a

spectator or participating in community activities Demonstrate the ability to locate physical activity information, products, and

services Plan and participate in family and community activities. Demonstrate the ability to apply the decision making process to physical

activity



The Student Values

The use of technology in the pursuit of a healthy lifestyle



Standard 3- Resource Management- High School Level “Students will understand and be able to manage their personal and

community resources.”


That participation in physical activity can lead to multicultural and

international understanding The historical role of games, dances, and sports in society The implications of and the benefits from positive health practices upon

one’s life That personal performance and activities will change over one’s life The role that activity plays on weight control That wellness implies a positive lifestyle

The Student Does…

Participate regularly in lifetime physical activities for the purpose of pleasure, socialization and recreation Enjoy participation in physical activity Develop a program of activities utilizing community sites Adopt positive and healthy practices into all aspects of life Participate regularly in warm up and cool down activities Assess one’s level of fitness at home


The benefit of overall physical activity The process of competition and play Satisfaction on creative aspects of physical activity The importance of lifelong activity Career opportunities in physical education and related fields The importance of technology in a healthy lifestyle



Curriculum Map - Elementary

Physical Conditioning

Activities

Large Group Games

Manipulatives Rhythmic Activities/Dance

Team Sports

Heart rate monitoring Tag Games Bowling Square Dance Basketball Cross country running Parachute Striking Social Dance Softball/Tee Ball/Whiffle Ball Physical fitness testing Cooperative Games and

Activities Rope skills Tininkling Soccer

Fitness Challenge Scooters Lummi Sticks Volleyball Ball skills Football Scoops Floor Hockey Lacrosse International Handball

Circus Arts Gymnastics Track and Field Movement Concepts

Individual Sports

Juggling Individual Stunts Sprinting Locomotor Skills Lifetime Activities

Stilts Partner Stunts Long Distance Races Pathways Bowling

Diablo Movement Sequences Relays Spatial Awareness Tennis

Feathers Tumbling Standing Long Jump/High Jump Body Awareness Golf

Chinese Ribbon Dance Ropes Throwing Events Effort Concepts Racquet Ball

Devils Sticks Relationship Concepts

Spinning Plates Motor skills

Balance Boards



Elementary Map: Physical Conditioning

Essential Questions

A. What is basic conditioning? B. How do basic conditioning skills contribute towards other activities? C. How is fitness measured and improved?

Content A. Warm up/cool down B. Cardio-vascular endurance C. Flexibility D. Strength and Endurance E. Cooperation

Skills A. Stretching B. Walking/ Jogging/ Running C. Strength and Endurance Activities

Assessment A. Teacher Observation B. Self check of heart rate C. Timed runs D. Flexibility Worksheet



Elementary Map: Large Group Games

Essential Questions 1. Why is team work needed in game play? 2. What is spatial awareness? 3. Why is it necessary to follow the rules of the game?

Content 1. Spatial Awareness 2. Cooperation 3. Following procedure and directions 4. Sportsmanship 5. Safety

Skills 1. Chasing, fleeing, and dodging 2. Throwing and catching 3. Striking 4. Passing

Assessment 1. Teacher observation 2. Occasional score keeping 3. See Assessment example #9



Elementary Map: Manipulatives

Essential Questions 1. What role does practice play in performance? 2. What is a self space and why is it important to stay in one while using small

equipment?

Content 1. Eye/hand coordination 2. Eye/foot coordination 3. Agility 4. Safety 5. Cooperation 6. Spacial Awareness

Skills 1. Handling 2. Trapping 3. Catching 4. Throwing 5. Striking 6. Bouncing 7. Rolling

Assessment 1. Written Assessment 2. Teacher Observation 3. Self and Partner assessment



Elementary Map: Rhythm and Dance

Essential Questions 1. What is rhythm? 2. Why do we study the dance of other cultures? 3. Where in our environment do we find examples of rhythm?

Content 1. Varied Movement Patterns 2. Dance as a form of expression 3. Muscle/ movement relationships 4. Creating movement patterns

Skills 1. Perform specific dance patterns 2. Pathways 3. Combining movements 4. Timing 5. Spatial awareness 6. Identifying community resources for dance performances

Assessment 1. Creating and performing original dance patterns 2. Teacher observation



Elementary Map: Team Sports

Essential Questions 1. What is teamwork? 2. Why should you play in your assigned position? 3. What are the characteristics of a good team player? 4. What are the rules of the game?

Content 1. Working with teammates on specific skills for each sport 2. Lead up activities and games

Skills 1. Passing 2. Dribbling 3. Trapping 4. Throwing/Catching 5. Volleying 6. Shooting 7. Defending

Assessment 1. Group Discussion 2. Teacher Observation 3. Student record keeping


Curriculum and Assessment Guide Mahopac Mahopac Physical Education Physical Education

Elementary Map: Circus Arts

Essential Questions 1. How does juggling improve your level of concentration? 2. What is self-expression? 3. What are the benefits of performing for others?

Content 1. Eye-Hand Coordination 2. Determination 3. Development of dominant and non dominant hand 4. Team work

Skills 1. Juggling- balls, scarves, rings, clubs 2. Diablo 3. Spinning Plates 4. Unicycles 5. Chinese Ribbon Dance 6. Devil Sticks 7. Stilts

Assessment 1. Teacher Observation 2. Self-reflection 3. Partner Evaluation 4. Performance



Elementary Map: Track and Field

Essential Questions

1. What events are offered in the 5th Grade Track Meet? 2. What does it mean to be part of a team? 3. What criteria are used to place individuals in an event?

Content 1. Discovering physical aptitude for events 2. Teamwork 3. Cooperation 4. Listening skills 5. Fitness

Skills 1. Running 2. Jumping 3. Relay Races 4. Throwing 5. Hurdles

Assessment 1. Teacher Observation 2. Recognition of individual performance 3. Score Keeping



Elementary Map: Movement Concepts

Essential Questions

1. What is personal space? General space? 2. What are locomotor movements? Non-locomotor movements?

Content 1. Personal/General space 2. Locomotor/non-locomotor movement 3. Pathways and levels

Skills 1. Chasing, fleeing, and dodging 2. Walk, run, skip, hop, jump, slide, gallop 3. Curved, straight, and zig zag

Assessment 1. Teacher observation 2. Group discussion 3. See Assessment example #10



Elementary Map: Individual Sports

Essential Questions

1. How are team and individual sports different? 2. What are the rules of the sport?

Content 1. Golf 2. Tennis 3. Bowling 4. Lifetime Recreational Activities

Skills 1. Hitting 2. Striking 3. Rolling 4. Eye hand coordination 5. Lead up games and activities

Assessment 1. Modified match play 2. Teacher Observation 3. Student record keeping



Elementary Map: Gymnastics

Essential Questions 1. What are the events for gymnastics? 2. What does it mean to “spot” someone? 3. When does the sport of gymnastics become dangerous for the participants?

Content 1. Tumbling 2. Individual Events

Skills 1. Balance 2. Transferring weight 3. Agility 4. Rolling 5. Swinging

Assessment 1. Teacher Observation 2. Self-reflection 3. Partner Evaluation 4. Performance



Curriculum Map – Middle School

Team Passing Sports

Net/Wall Sports

Personal Fitness and Wellness

Team Challenges and Outdoor Activities

Soccer Volleyball Combatives Project Adventure

Football Badminton Tae-Bo--7,8 Orienteering

Team Handball Tchoukball Step Aerobics--6 Cross Country

Field Hockey Handball Juggling Skiing

Floor Hockey The President's

La Crosse Etc. Challenge

Frisbee Circuit Training Etc.

Speedball Jump Rope for Heart

Low-Organized Games Hoops for Heart

Scooter Games Educational Karate

Basketball Program

Target Sports Dance and Aesthetics

Striking and Fielding Sports

Golf Square Dance Baseball

Frisbee Golf Line Dance Kickball

La Crosse- Gymnastics Punchball

Baseball Floor Exercises Softball

Archery Wiffleball

Etc. Etc. Etc.



Middle School Map: Dance and Aesthetics

Essential Questions 1. How can you follow the music and stay with your partner? 2. Can you create your own routine, using what you have learned? 3. What can you do to perform safely and fully?

Content

1. History of and explanation of Dance 2. Information on warm-ups in general and for sport specific muscle groups

Skills 1. General Square Dance and Line Dance steps 2. Basic gymnastics moves 3. Specific stretches for specific body areas or for general warm ups.

Assessment

1. Teacher observation



Middle School Map: Net/Wall Sports

Essential Questions 1. Can you strike a ball hit at you and return it to a targeted area successfully? 2. Can you work together as a team to return a ball to a specific area?

Content 1. Personal/General space 2. Adapted rules for play 3. Skills for the sport

Skills 1. Serving—underhand, overhead 2. Rotation and/or positioning 3. Pass, spike, set, hit 4. Teamwork

Assessment 1. Teacher observation 2. Written Test 3. See Assessment example 3



Middle School Map: Personal Performance Activities

Essential Questions 1. What did you learn about your heart rate and its differences at rest and at

work? 2. How can you use your physical skills to help others? 3. How can you improve your physical fitness?

Content 1. The President’s Fitness Challenge 2. Skills 3. American Heart Association challenges 4. Personal challenges

Skills 1. Pulse taking 2. Certain steps for both Tae-Bo and basic aerobics 3. Basic Juggling skills 4. Basic Karate skills

Assessment 1. Self-assessment 2. Teacher observation 3. Student-created routines 4. See Assessment examples 1 and 5



Middle School Map: Striking/Fielding Sports

Essential Questions

1. Using either your hand or a bat, can you hit a ball being pitched to you? 2. Can you hit that ball in such a way that you gain an offensive advantage? 3. What defensive strategies or skills can you use to help your team?

Content 1. Equipment necessary for safe participation in the game 2. Rules for the game being played 3. Skills necessary to play successfully 4. Scorekeeping – with official softball score sheets

Skills 1. Throwing and catching 2. Fielding—grounders and outfield catches 3. Base running 4. Batting, bunting, kicking, striking with hand 5. Positioning for fielding

Assessments 1. Teacher observation 2. Team Sport Packets 3. Skills assessments with rubrics 4. See Assessment example 4



Middle School Map: Target Sports

Essential Question

1. Can you successfully hit the target?

Content 1. Correct positioning of body 2. Correct swing/throw/draw 3. Correct follow through 4. Knowledge of rules and scoring

Skills 1. Throwing a Frisbee and a La Crosse ball 2. Catching a Frisbee and a La Crosse ball 3. Aiming at and shooting an arrow 4. Putting a golf ball 5. Golf strokes for short and long distance

Assessment 1. Teacher observation 2. Written Test 3. Group discussion—peer assessment



Middle School Map: Team Challenges and Outdoor Activities

Essential Questions 1. What activities can you participate in outside of school that will keep you

physically active and that you will enjoy? 2. How can you help your group solve the problem assigned to them? 3. Can you be open to risk-taking activities for maximum class participation? 4. What can you do to make this activity fun and safe for everyone?

Content 1. Explanations of skills needed, or directions given, to accomplish the assigned

task 2. Safety guidelines 3. How to fix and/or care for equipment

Skills 1. How to follow instructions 2. How to read a compass 3. Arm/leg coordination for the skiing—starting, gliding, herringbone, stopping

Assessment

1. Teacher observation 2. Completion of task 3. See Assessment example 8



Middle School Map: Team Passing Sports

Essential Questions 1. How can you cooperate to teach another student? 2. How can you utilize team passing sport skills?

Content 1. Skills 2. Offensive and Defensive concepts 3. Safety and Sport guidelines 4. Appropriate Sportsmanship for both players and spectators 5. Care of and appreciation for equipment

Skills 1. Passing, catching 2. Dribbling with feet, with hands, and with a stick 3. Punting 4. Running preset patterns or plays 5. Shooting at a target—goal, net on ground, net in air

Assessment 1. Teacher observation 2. Written Test 3. Team Sport Packets 4. See Assessment examples 2 and 7



Curriculum Map - High School

Team Passing Sports

Net/Wall Sports

Personal Fitness and Wellness

Project Adventure

Outdoor Games

Soccer Volleyball Aerobics Cooperative Games Horse Shoes Football Badminton Dance Group Activities Bocci Team Handball Tennis Track Challenge Initiatives Softball Hockey Handball Tae Bo Low Elements Baseball Ultimate Frisbee Pickleball Weight Training High Elements Basketball Walleyball CPR



High School Map: Net/Wall Sports

Essential Questions

1. What are the basic skills needed to show a forehand pass or serve? 2. What are the rules of the various games and how are they played?

Content 1. Volleyball 2. Badminton 3. Tennis 4. Handball 5. Pickleball 6. Walleyball

Skills 1. Striking 2. Volleying 3. Serving 4. Rules of the game

Assessment 1. Teacher observation 2. Written assessment- see examples



High School Map: Outdoor Games

Essential Questions

1. What is the carry over value of these games? 2. What is the value of eye/hand coordination in these games?

Content 1. Horseshoes 2. Bocci 3. Softball 4. Baseball

Skills 1. Accuracy 2. Lifelong Skills 3. Strategies




High School Map: Project Adventure

Essential Questions

1. What skills are needed for a group to successfully complete a task? 2. What are the steps necessary to keep climbing and belaying safe?

Content

1. Cooperative Games 2. Group Activities 3. Challenges 4. Initiatives 5. Low Elements 6. High Elements

Skills 1. Trust 2. Problem Solving 3. Group Interaction 4. Belaying 5. Climbing




High School Map: Personal Fitness and Wellness

Essential Questions

1. How do you integrate fitness into a lifestyle? 2. How do you check heart rate appropriately? 3. How do you implement a personal fitness program?

Content

1. Aerobics 2. Dance 3. Track 4. Tae Bo 5. Weight Training 6. CPR

Skills

1. Safety in equipment 2. Spotting 3. CPR Skills 4. Personal Fitness Programs 5. Stretching 6. Heart Rate Monitoring




High School Map: Team Passing Sports

Essential Questions 1. Are students aware of basic necessary skills needed to play in a 2. game? 3. How can the game be made easier for the less skilled student?

Content 1. Soccer 2. Football 3. Handball 4. Hockey 5. Ultimate Frisbee 6. Basketball

Skills 1. Eye/hand Coordination 2. Throwing and Passing Accuracy 3. Team Strategies




Assessment



Assessment Types

GROUP PROJECT Definition/Description: An assessment project completed by several students working cooperatively As opposed to an event task that can be completed in a single class period, the group project usually takes more than one class period to complete and may include time spent outside of class. Group projects may be performance-based (e.g., presentation of dance, creation of a new game) or involve class presentation of results, displays, wall charts. Example: Students are placed in groups of five to six members and are asked to role-play the following scenario: The City Little League coach has asked your group to serve as assistant coaches this season. Specifically, the coach asks you to do a presentation of throwing for varying distances. Each group is instructed to prepare a presentation to include oral presentation of skills, demonstration of skills, and audiovisuals. Each group member must be part of the presentation. Presentations will be made to the class. Hints for Development and Use: 1. Keep the groups small (four may be the maximum number for some classes). 2. Provide guidelines for items that must be included in the project, especially

performance skills. 3. Within a class, some groups will require assistance to move beyond

discussion of detail; others will require assistance to attend to detail. 4. The project or game must be complete in itself (i.e., in final form). 5. The scoring rubric should be shared with students in advance so they are

aware of the assessment criteria.



6. Keep the project as simple as possible.

PORTFOLIO Definition/Description: Portfolios are collections of a student's work assembled over time (. They include various pieces of evidence documenting student achievement of a goal. Artists and models have used portfolios for many years to demonstrate their best work. The focus in student portfolios is on: D. Student thinking E. Growth over time F. Views of oneself as a learner G. Problem-solving Portfolios should be rated according to their ability to convey to the teacher that the student has met the goals for the class. This should be done concisely. The cover letter that accompanies the portfolio clearly explains why these particular pieces were included (instead of other types of documentation) and how the student met the teacher’s goals. Criteria should take into consideration the age of the student, the time given for portfolio development, and whether or not the portfolio is being used to fulfill requirements for other teachers and classes. Examples of portfolio components: (Note. Not all of these would be included in one portfolio) Goal: To learn to play soccer F. Evidence of playing on a recreational team (e.g., certificate) G. Journal of student successes as skill improved A. Videotape of game play H. A list of the drills practiced three times a week I. A letter from a soccer coach J. A brief review of key rules K. A critique of a soccer game watched discussing various offensive and

defensive strategies observed. L. A practice log (e.g.' footwork skills) to show improvement in the number

that can be done in 30 second time frames



M. Chart on skills Goal: Fitness Development Research paper on training components Training log to document distances Student diary that describes how he or she felt after each training episode A chart that records resting heart rate over time Summary paper of the experience Log of strength and flexibility activities "Before and after" body fat

assessments An outline of a training program created before the fitness unit began A

participant's number from a local road race competition Pictures Journal excerpts Graphs of improvement The original fitness plan and a corrected plan allowing adjustments for

improvement Examples of portfolio content in sport skill classes: D. Student written self-evaluation of current skill level and individual goals E. Daily log of class activities and individual performance. suggestions for

future work F. On-going self, and peer analysis of skill performance and playing

performance (checklist, rating scale, criteria-referenced tasks, videotape) G. Based on self-analysis, students select or design appropriate practice

program and complete schedule H. Graphs that chart daily practice/play performance on major skills I. Documentation of practice, informal game play and/or organized

competition outside of class time J. Set up, conduct, and participate in a tournament or meet, keep group and

personal statistics K. Write a newspaper article reporting on the class tournament as if you were

a sports reporter L. Complete and record a play-by-play commentary as if you were a radio or

television sports announcer M. Design optional routines according to class rules and practice for

competition N. Interview a successful competitor or coach about his or her development

and write an article



O. Read an autobiography about a successful competitor and write a review P. Write a final analysis of your skill and playing or performing ability, assign

your own grade and give rationale Q. R. Write an essay entitled "What I learned and accomplished in . . . and what

I learned about myself in the process" S. Generate a reference list of instructional materials T. Attend a clinic, workshop or presentation and write a review Hints for Development and Use: E. The first step in creating a portfolio involves a teacher decision—

determining the desired student outcome or goal. Once this is established and clearly stated, the student can begin gathering evidence that will demonstrate that the goal has been met.

F. Portfolios are gathered over time. They may cover 6 to 8 weeks of instruction. Therefore, students need to have adequate time to assemble their information as well as adequate resources. The portfolio is often considered to be assessment in progress. The student has the option of working on components, changing them in ways that students feel make the evidence stronger so that they have achieved the desired goal.

1. If a student included every bit of evidence, the portfolio could become massive. Grading these unlimited portfolios would be a monumental if not impossible task. Unlimited portfolios are referred to as working portfolios. For the assessment portfolio, a teacher may limit the portfolio to a certain number of pieces (e.g., seven) and then have the student write a cover letter explaining why the various items were included. Although a teacher may suggest portfolio components or areas to be addressed, the ultimate decision of what is to be included should be left to the student.

2. One of the key components of alternative assessment is that the student has ownership and full choice about what is to be included. For instance, let's say a student was learning a psychomotor skill or sport. The teacher thought that a practice log, listing time spent working on the skill was necessary to demonstrate the practice and learning. Instead the student turns in a video showing early game play and game play following practice. The latter piece would also demonstrate skill practice, even though a log of practice time had not been kept. Another example might be if a swimmer included a certificate from the Red Cross documenting completion of a life saving class.

1. The teacher must be prepared to accept some unusual forms of documentation in the portfolio. This is not to say that the student always makes the best choice of selection of what to include. A good rubric should



2. explain clearly the intent of the teacher goal, without limiting student creativity

to meet the criteria. G. Portfolios are best used when learning involves a complex idea or skill.

When many facets and components of learning are involved, it is easier for students to create a portfolio.

H. Contents of a portfolio could include the following: I. Report of a group project J. Excerpts from a student's daily journal K. Photo, model, or sketch made by the student 1. Notes from an interview or conference L. Teacher-completed checklists M. Copies of awards or prizes N. Video, audio, and computer-generated examples of student work



Assessment Tips The following tips may be helpful to physical education teachers who are using assessment techniques in their classrooms.

A. Be very clear about WHAT is being assessed (Is it worth learning and demonstrating?).

B. Know WHY you are assessing (what will you do with the information? Is it feedback for students, parents, your instruction, program?).

C. Assessment is more than grading! Assessments should demonstrate what students know or are able to do. Assessments can "show off'' learning in your program.

D. SHARE the information with students, administrators, other teachers, and parents as appropriate. (This will lend credibility to your program.)

E. Start small (your most cooperative group, one group, one class, one grade level, a few students).

F. Be CLEAR about the criteria (rubric standard, exemplary model, etc) for making judgments.



G. Allow students in on the process. (a. Using your criteria they can evaluate self, partner or others; b. allow students some choices in the manner in which they want to be assessed--include the criteria for each assessment.)

H. Performance assessments are assessments involving students doing a task, they can be products, performances, or processes.

I. Authentic assessment can be real or perceived. The more real-life, the more authentic.

J. There are many TYPES of assessments (peer, group, projects, oral response, observation, debate, video, paper/pencil).

K. If you are strapped for time to have students complete paper and pencil assessments, consider asking classroom teachers to help administer assessments in their classrooms.



Elementary Assessment- Example 1 Student Name: Grade:

PE CHECK UP ASSESSMENT

1. What is the purpose of Physical Education? 2. How would you feel if our school didn't have Physical Education? 3. What do you like best about Physical Education? 4. What is one thing you dislike about Physical Education? 5. What would you like to do differently in Physical Education?



Elementary Assessment- Example 2 Student Name: Grade: Date:

SIX WEEK PE ASSESSMENT

Directions: Circle the correct answers. 1. When attempting to catch a ball that is thrown to you at a low level, you need to remember to keep your together. A. Thumbs B. Hands C. Pinkies C. Eyes 2. When attempting to catch a ball that is thrown to you at a high level, you need to keep your_____ together. A. Feet B. Pinkies C. Legs D. Thumbs



3. When using a hockey stick the correct grip is to keep the hand that you write with on top of the stick and the other hand goes below that hand. A. True B. False 4. When dribbling a ball with your hand, it is important to use your______so that you can maintain control of the ball. A. Finger tips B. Palm C. Finger pads D. Whole hand 5. When kicking a ball for distance it is important to use the ________to get the ball to travel in the air and a long way. A. Instep of your kicking toot B. Inside of your kicking foot C. Outside of your kicking foot D. None of the above 6. It is important to understand the difference between Self-Space and General-Space because: 7. When punting a ball, remember to drop the ball on: A. Your shoelaces B. Your toe C. Your shin



D. The ground 8. When throwing a ball for distance it is MOST important to: A. Step with the same foot you throw with B. Aim properly C. Step with the opposite foot that you throw with D. Make sure you follow through with the hand that you

throw with 9. The purpose of a physical education class is: 10. Mirroring is:



Elementary Assessment- Example 3 Name: Grade:

Fill in the faces by drawing a happy face if you feel good or you agree with the sentence, straight line if you are unsure, or a frown if you don't feel good about or disagree with the statement.

1. Physical Education is only for playing games. 2. I like physical education class. 3. I am good at physical education. 4. I help and encourage others in physical education. 5. I like having physical education indoors. This is a picture of me in Physical Education Class:



Elementary Assessment- Example 4 Student Name: Grade: Physical Education Pre-Assessment Your friend has never had physical education class before. Write your friend a letter explaining what physical education is and what you do in physical education. Remember to tell them what you learn! Then draw them a picture of you participating in your PE class. Here is a picture of me participating in my PE class: Draw on back!



Elementary Assessment- Example 5

Student Name: Grade:

CLASS PROTOCOLS QUIZ Directions: Circle ALL of the correct responses for the following questions. Therefore you may have to circle more than one answer for each question. 1. When you hear the signal, "freeze", it means you should: Continue playing, but do it quietly. Stop Place any equipment you are using on the floor. Line up at the door. 2. In order to treat classmates as you want to be treated it will be necessary for you to: Work in your own personal space. Be helpful. Be courteous. Keep your hands to yourself. 3. To move about the general space SAFELY you need to: A. Wear tennis shoes.



B. Move very slowly. C. Watch out for others. D. Move under control 4. The correct way to line up is: A. Run across the gym to the designated line up area. B. To use a curvy pathway. C. Walk slowly across the gym floor to the designated line up area. D. To use a zig zag pathway. 5. The following items should NOT be brought into the gym: A. tennis shoes. B. pencils. C. toys. D. pocketbooks. 6. In order to participate in your physical education class you must: Wear knee pads. Wear tennis shoes. Wear shorts. Have three feet.



7. While in physical education you need to participate: 75% everyday. 60% everyday. 100% everyday 80% everyday.




SPORTSMANSHIP ASSESSMENT

Directions: Write a rap song about physical education class, sports, athletics, or physical activity. Do NOT put your name on this sheet.




"ON THE SIDELINES IN PE"

WORKSHEET Directions: Since you are unable to participate in PE today, please answer the following questions during our class. 1. Why are you unable to participate in PE today? A. I am sick, not feeling well, or I am injured B. I did not wear the right shoes or clothing C. I am in time-out D. Another Reason 2. Write a letter (or make a drawing) to the principal

explaining what activities we did in class today. 3. Write down what CUES or HINTS your friends learned in class today.



4. Choose a friend to watch for 5 minutes during class. Write down what he or she was doing for those 5 minutes. 5. Write down how you feel about missing PE class today?




"TIME-OUT" WORKSHEET Directions: Please answer the following questions while you are in time out. 1. Why do you think you are in time out? 2. Is there anything you could have done differently so you

wouldn't be in time out right now? 3. If you broke a rule which one was it? 4. Will you try to do better from now on? YES NO



5. Explain what you are going to do in the future to avoid being in time out. 6. Sign Your Name




WHAT I LEARNED ABOUT

COOPERATION

1. The most important thing I learned about working with a group was....

2. My favorite challenge activity was.... 3. This was my favorite activity because.... 4. My definition of "teamwork" is.... 5. Five activities or jobs where I can use "teamwork" are....




SELF SPACE ASSESSMENT

Directions: Circle the people who are not in their own self space.




STRONG & LIGHT FORCE ASSESSMENT

Directions: On the left side of the paper write at least two different ways you use strong force to do something in your everyday life. Then, on the right side of the paper write at least two ways you use light force.

Strong Force Light Force




Name: Grade:

FLEXIBILITY ASSESSMENT

1. Give two reasons it is important to have good flexibility. 2. Give two examples of how flexibility is needed in physical activities and explain why it is important. 4. When should you stretch and why? 4. (T or F) Stretching cold muscles is a good idea. Explain your answer:




Color the person who is HOPPING.




DODGING ASSESSMENT 7. What does it mean to dodge? 2. Dodging is a skill that should be performed at what speed? a. Slow b. Fast c. Medium 3. In the ready position for dodging, what part of the foot should you be standing on? a. Toes b. Heels c. Balls 4. Name three ways to dodge a thrown object.



5. In your opinion, what sport uses dodging the most?




JUMP ROPE ASSESSMENT 1. If someone asked me to rate my jump roping ability, I would say that I: A. Am a Pro B. Need more practice C. Am just learning D. Just can't do it 2. What things would you tell a person who had never jumped rope before? 3. Is it important for kids to learn how to jump rope? Why? 4. List the many ways you can jump a rope (for example, backward).



5. If your friend was to ask you if you enjoyed jumping rope, you would say: A. It is Awesome B. I don't like it C. It is OK D. I don't know



Middle School Assessment- Example 1 Name: Grade:

WHAT I LEARNED ABOUT COOPERATION....

1. The most important thing I learned about working with a group was.... 2. My favorite challenge activity was.... 3. This was my favorite activity because....



4. My definition of "teamwork" is.... 5. Five activities or jobs where I can use "teamwork" are....



Middle School Assessment- Example 2 Name of Dribbler: Name of Observer:

Basketball Assessment Sheet--Right and Left Handed Dribble

The observer should watch the dribbler dribble for one minute. During this time, the observer should look to see if the player is in the habit of performing the key points listed below. The observer should circle YES or NO to indicate this for each key point.

Right Hand Dribble Head Up Yes No Knees Flexed/Bent Yes No Left Arm Out Yes No

Left Hand Dribble

Head Up Yes No Knees Flexed/Bent Yes No Right Arm Out Yes No



Middle School Assessment- Example 3 Name of Volleyer: Name of Observer:

VOLLEYBALL FOREARM PASS ASSESSMENT SHEET

The observer should watch the player perform forearm passes for a few minutes. During this time, the observer should look to see if the player is in the habit of performing the key points listed below. The observer should circle YES or NO to indicate this for each key point.

Knees Bent YES NO

Hands Together YES NO

Forearms Up YES NO

Straighten Knees YES NO Rise to the balls of feet YES NO



Middle School Assessment- Example 4 Name: Grade: Batting Assessment Murgatrette is having a hard time batting. I'm sure that she would like to come and play with you if she knew how to bat better. Could you give her some suggestions of things that she could do that may help her with batting skills? In the space provided, write her a letter that would help her become a better batter. Try to make her feel better about batting! I learned the most about how to bat from my: (circle one) Dad Mom Friends Coach PE Teacher Other:__________________________



Middle School Assessment- Example 5 Directions: Your pulse rate is the result of blood being pumped through your arteries by your heart. When your heart contracts (pumps), blood moves through blood vessels in your body called arteries. The arteries pulsate as blood rushes through them. This pulsation can be felt in different locations of your body (wrist, neck, chest). During exercise, your heart muscles pump harder to move oxygenated blood to your muscle cells. Normally at rest, your heart muscle works less because your muscles are not real active. Monitoring pulse rate is one way to evaluate one's cardiovascular fitness. Generally, the healthier your cardiovascular system (heart, arteries), the lower your resting heart rate. While sitting out, use the second and third finger of your right hand to find the radial pulse of your left wrist (teacher will help). 1. Once you find you radial pulse, count each pulsation for one minute. This can be done using the wall clock. Once the minute changes start counting until it changes again. Record your result on the data section on the sheet. 2. Repeat procedure #1, five times. Record on sheet. 3. Once you have completed your five minutes of data collecting, organize it by forming a line graph. Conclusion Questions: N. What is a pulse? O. What can your resting pulse rate determine? P. What affect does exercising have on your pulse rate? Q. What can you determine about your resting heart rate after collecting and

charting your data?



NOTE: This activity can be done using different areas of the body. It can also be used for a science fair project.



Middle School Assessment- Example 6 NAME: CLASS PERIOD: PE TEACHER: DATE:

NON-PARTICIPATES CLASS REPORT AND OBSERVATION SHEET

Directions: During the class period that you miss answer the following questions by observing the activities that occur during your PE class. You will need to use the back of this sheet to record some of your answers. E. The reason I did not dress out or participate today is: F. Is this your first time not dressing out? (YES or NO) 3. How many other students in your class did not dress out or participate today? ________. Indicate where the class took place today ___________________ (indoors/outdoors). 4. On the back of this sheet write down the warm-up and stretching activities that were done during the beginning of class? 5. Today in class we are learning about this activity __________________________ (indicate name of activity, skill, etc). 6. Does the skill or game seem easy to learn? Explain in your own words why or why not?



7. Pick one person to watch in class. Do not indicate their name. Describe what they were doing during the class. Record your notes on the back of this sheet. 8. On the back of this sheet, write a short paragraph about what you know about this skill or game. Tell about strategies and/or skills involved in the activity, if you have played it before, your like/dislike for the activity. 9. Name at least 3 sports or activities that are related to this activity. 10. What are some things you can do next time so that you can dress out and participate in class? ** MAKE SURE YOU SIGN AND GIVE THIS SHEET TO YOUR TEACHER**



Middle School Assessment- Example 7

Basketball Team Play Rubric

1 D. Frequently flat footed, waits for play, or is not aware of upcoming plays E. Avoids using skills F. Does not adhere to rules G. Demonstrates poor sportsmanship &/or Teamwork skills 2 E. Occasionally uses correct position, Often waits for play F. Occasionally exhibits proper skill mechanics G. Occasionally adheres to rules H. Shows little tendency toward sportsmanship &/or teamwork skills 3 C. Demonstrates correct positioning on offense and defense, anticipates play D. Frequently uses proper skill mechanics E. Usually adheres to rules F. Cooperates with teammates and demonstrates good sportsmanship 4 E. Demonstrates use of strategies during game play while maintaining a high

level of intensity F. Demonstrates proper skill mechanics consistently G. Adheres to rules on a regular basis H. Organizes teammates toward a positive common goal and demonstrates

good sportsmanship




Topic: Cognitive Knowledge About PE Purpose of Task: To find out whether the students are understanding and remembering the skills, cues, strategies, etc. which you are teaching in P.E. class. Grade: K-12 Equipment: Chalkboard (or similar board), chalk and your predetermined questions. This is an excellent assessment to use if your gym is being used and you are in a confined space. Time: One 30-minute class period. Description: Depending on the size of your class, divide the students into equal teams of 4-8 students. (Limit teams at elementary ages 4 - 6 at most.) Allow them to come up with a team name and post those team names on the chalkboard. Ask one person from Team 1 to stand up and be ready for a P.E. question. If they answer the question without needing assistance from their teammates, their team receives 2 points. If they need assistance from their teammates, their team receives 1 point. If the team does not know the answer, any other team may answer (worth 1 point to that team). Example questions for a second grade class might include: a. Name a pathway b. Turn in a counterclockwise direction c. What part of your hand do you dribble with? d. How many days a week should you exercise?



e. What's one thing you can do to get away from someone or thing chasing you? The questions asked would depend on what you having been teaching and the cues you have used. The above are just samples. Rubric: 1 Point: Student needs assistance from his/her teammates when answering every question. 2 Points: Student needs some assistance from his/her teammates when answering the questions. 3 Points: Student needs no assistance from his/her teammates when answering the questions. Variations: A change in purpose to include the entire team to answer at one time especially when it is a visual check for understanding i.e. point to the part of the hand you are supposed to dribble with. Turn counterclockwise. Put your hands at a low level. If all the people on the team do it correctly the team gets the highest amount of points.




Topic: Cognitive Knowledge About PE

Concept Being Taught: Review of the First Aid Certification Exam from the American Red Cross --> Purpose of Task: To find out whether the students are understanding and remembering the skills, cues, strategies, etc. which you are teaching in P.E. class. Grade: K-12 Equipment: Chalkboard (or similar board), chalk and your predetermined questions. This is an excellent assessment to use if your gym is being used and you are in a confined space. Time: One 30 minute class period. Description: Depending on the size of your class, divide the students into equal teams of 4-8 students. (Limit teams at elementary age to 4 - 6 at most.) Allow them to come up with a team name and post those team names on the chalk board. Ask one person from Team 1 to stand up and be ready for a P.E. question. If they answer the question without needing assistance from their teammates, their team receives 2 points. If they need assistance from their teammates, their team receives 1 point. If the team does not know the answer, any other team may answer (worth 1 point to that team). Example questions for a second grade class might include: Name a pathway Turn in a counterclockwise direction What part of your hand do you dribble with? How many days a week should you exercise? What's one thing you can do to get away from someone or thing chasing you? The questions asked will depend on what you having been teaching and the cues you have used. The above are just samples. Rubric:



1 Point: Student needs assistance from his/her teammates when answering every question. 2 Points: Student needs some assistance from his/her teammates when answering the questions. 3 Points: Student needs no assistance from his/her teammates when answering the questions. Variations: A change in purpose to include the entire team to answer at one time especially when it is a visual check for understanding i.e. point to the part of the hand you are supposed to dribble with. Turn counterclockwise. Put your hands at a low level. If all the people on the team do it correctly the team gets the highest amount of points.



Middle School Assessment 10 Circle the number that best describes your behavior during class today. I have perseverance. This means I can improve with practice.

• I practice every chance I get in class and never give up. • I practice and try hard and try not to give up. • I practice but sometimes I get tired or discouraged. • I give up easily.

I am cooperative. I demonstrate teamwork and help my partner or my group to succeed.

• I always invite and encourage other people to play. I always help others to

• Even when an adult is not watching, I help others to succeed. • When an adult is watching, I sometimes help others to succeed. • I do not help the group to succeed. •

I am safe and care for our equipment and our gym. • I care for my safety and the safety of my classmates. I always take

care of the equipment. • I care for my own safety and my belongings and the school

equipment. • Sometimes I care for the property of other people and I need to be

reminded • About caring for the equipment or the gym. • I demonstrate a lack of care for other people or property. I need to

be closely • Watched by an adult.

I know how to set and achieve goals.

• I am able to set goals for myself and I help others to reach their goals. • I set goals for myself and follow a plan to reach them. • I can set goals and need help to reach them. • I need help to set goals and also need help to reach them.



I know about places in the community where I can practice and play.

• I go to places in the community to practice or play activities after school or on

• weekends. • I know about a few places in the community where I could go to

practice or play • activities. • I know about a place in the community where I could go to practice or

play activities. • I need help to find out about places in the community where I could go

to practice or • play activities.



Middle School Assessment 11 Circle the number that best describes your observation of yourself/your person. 1 = not really with it all 2 = is aware of what’s going on but just isn’t into it. 3 = is paying attention and mostly does a good job. 4 = is paying attention and doing an above average job. 5 = is totally into the game! 1. I/You pass to the open person on my team-whether they are a “good” player

or not. 1 2 3 4 5 2. I/You encourage my/your teammates-even when they make a mistake. 1 2 3 4 5 3. I/You move around to get open so I/You can receive a pass. 1 2 3 4 5 4. I/You give it my/your best effort. 1 2 3 4 5 5. I/You am/are a team player. 1 2 3 4 5




LaCrosse

3= Always 2= Often 1 = Rarely

Circle the number that best answers the question

I. Does the student push/pull hands and keep the crosse above the shoulder height?

3 2 1

2. Does the student use proper stick technique in the head-on catch?

3 2 1

3. Does the student use proper technique in the "over shoulder" catch? 3 2 1

4. Does the student use the proper stick technique in the back hand catch? 3 2 1

5. Does the student demonstrate the proper form of the 2-handed Cradle? 3 2 1

6. Does the student demonstrate the proper use of form of the One-handed cradle?

3 2 1

6. Does the student demonstrate the proper "raking" technique? 3 2 1



8. Does the student demonstrate the proper scooping technique? 3 2 1

9. Does the student correctly perform the Face Dodge? 3 2 1

I0. Does the student correctly perform the Split Dodge? 3 2 1



Middle School Assessment 13

Soccer Rubric Application of Skills 4 = Demonstrates four or more legal skills effectively and consistently to gain and retain control of the ball including trapping, passing, shooting and throw-ins. 3 = Demonstrates any three legal skills effectively and consistently, and attempts the remaining skill. 2 = Demonstrates any two legal skills effectively and consistently, and attempts the other two skills. 1 = Attempts all four skills without the ability to repeat the skill performance on demand. Application of Strategy 4 = Can demonstrate specialized offensive & defensive roles with fluid transitions in complex game play. 3 = Focus is on offensive and defensive skills and relationship to other players in the game. 2 = Can combine skills for more complex play, yet needs assistance in adapting to offensive & defensive situations. 1 = Focus is on controlling the ball, without demonstrating strategic positioning. Application of Rules & Conventions 4 = Plays with no observable errors in scoring, etiquette & interpreting rules of the game. 3 = Applies major rules correctly, but makes errors or omits minor rules. 2 = Demonstrates an understanding of the general concept of the game, but needs assistance applying rules, etiquette and conventions. 1 = Lacks understanding of rules of the game and relies on others to play.



Personal/Social Responsibility & Safety 4 = Shows leadership and can resolve conflict without intervention, plays energetically with respect for others safety, with self-control, and fair play. 3 = Plays energetically, with self-control and respect for others, for fair play, and safety. 2 = Maintains self-control, is inconsistent in effort and fair play behaviors. 1 = Lacks self-control at times, needs reminders and encouragement from others to play safely.




Team Passing Sports / Basketball

Applications of Skills (Note: Consistently = performs without error 75% of the time) 4 = Uses four or more legal skills consistently including chest or bounce passes, set or jump shots, lay-up, dribbling. 3 = Uses three legal skills consistently, and attempts the remaining skill. 2 = Uses two legal skills consistently, and attempts the other two skills. 1 = Uses any one skill consistently, attempts the other three legal skills without the ability to repeat the skill effectively.

Application of Strategy 4 = Demonstrates specialized position play (e.g., assumes roles of forward, guard, etc.); can transition between offensive and defensive roles smoothly. 3 = Selects appropriate offensive or defensive skills in relation to other players; moves into appropriate position but is slower to react. 2 = Demonstrates appropriate offensive and defensive skills, but needs assistance to be strategically effective on offense or defense. 1 = Movements are inconsistent with and/or inappropriate for basic effective strategy.

Application of Rules & Conventions 4 = Plays with no observable errors in scoring, etiquette or rules interpretation; scores game correctly. 3 = Applies major rules, etiquette and conventions correctly; makes errors or omits minor rules. 2 = Demonstrates a general understanding of the game; needs assistance applying rules etiquette, and in scoring correctly. 1 = Demonstrates a lack of understanding of correct application rules, etiquette or scoring; needs help to play the game.



Personal/Social Responsibility & Safety 4 = Shows leadership and resolves or prevents conflicts; play energetically with self-control and fair play; shows respect for others’ safety and positive experience. 3 = Plays energetically, safely, with self-control and respect for fair play. 2 = Maintains self-control; in inconsistent in effort and fair play behavior. 1 = Lacks self-control at times; needs reminders and encouragement from others to play in a safe manner.




Volleyball

Application of Skills (Consistently = performs without error 75% of the time) 4 = Uses four or more legal skills consistently (including serve, forearm pass, set, spike, block, and dig ). 3 = Uses three legal skills consistently. 2 = Uses two skills effectively, .attempts remaining skills. 1 = Attempts all skills without the ability to repeat the skill performance on demand. Application of Strategy 4 = Demonstrates specialized position play ( assumes various roles of attack, defense, sets, hits) with smooth transition between offensive and defensive roles. 3 = Selects appropriate offensive and defensive skills in relation to other players in the game; attempts to set up team plays before hitting to the opponent. 2 = Demonstrates appropriate basic offensive and defensive skills, but needs assistance adapting to game situations. 1 = Does not demonstrate strategic positioning without assistance. Application of Rules 4 = Plays with no observable errors in scoring, etiquette, or rules interpretation;announces the score correctly and confidently. 3 = Applies major rules correctly, but makes errors or omits minor rules. 2 = Demonstrates a general understanding of the game; needs assistance applying rules, etiquette, and scoring. 1 = Demonstrates a lack of understanding of rules, etiquette, scoring, needs constant assistance to play the game. Application of Personal/ Social Responsibility and Safety



4 = Shows leadership and resolves or prevents conflicts; plays energetically with self control and fair play; shows respect for others’ safety and positive experience. 3 = Plays energetically, fairly and with self control and respect for others’ safety. 2 = Maintain self-control; is inconsistent in effort and in fair play behavior. 1 = Lacks self-control at times; needs reminders and encouragement to play in a safe and energetic manner.

High School Assessment- Example 1 Passing: Knees bent platform out, hips and shoulders to the target, walks the ball up to the target. Ball played off forearms. Rating:

Setting: Uses finger pads to set the ball, bends knees, elbows bend as the ball comes in and extend as the ball leaves, thumbs are facing the eyebrows before contact, shoulders face the target, ball goes up not out in a straight line, ball goes to the spiker (unless it is the third hit) Rating:

Hitting: Uses the three-step approach, jumps, reaches high for the ball, snaps wrist on follow through, hits ball in the court, does not touch the net. Rating:

Serving: Steps witserving haair, contaof the heathe body,follows thcourt Rating:

Positioning: Anticipates where the ball is going and moves to the ball when to hit it, is ready to make the next play. Rating:

Teamwork: Plays own position, sets it up for others to hit, and encourages others. Rating:

Sportsmanship: Plays by all rules, acknowledges good plays by the opponent, and encourages teammates to do their best. Rating:

Game KnKnows thscore, knolegal hit frthe boundeach skill Rating:



RATING SYSTEM FOR VOLLEYBALL RUBRIC

(Level 1) Backyard Volleyball Player: can not perform the skill correctly at all.

(Level 2) Physical Education Class Player: performs the skill inconsistently and awkwardly.

(Level 3) Recreational League Player: performs the skill correctly most of the time, but has trouble under pressure.

(Level 4) Tournament Player: performs the skill correctly all of the time; it is a habit to this person.

High School Assessment- Example 2 Name of Thrower: Name of Observer:

Football Throwing Assessment Sheet--Right and Left Handed Grip

The observer should watch the thrower grip and throw the football a few times. During this time, the observer should look to see if the player is in the habit of performing the key points for the proper grip listed below. The observer should circle YES or NO to indicate this for each key point. Right Handed Grip Arm Back? Yes No



Finger pads of last 3 fingers centered on laces of ball?

Yes No

Index finger closer to tip of ball? Yes No

Left Hand Grip

Arm Back? Yes No Finger pads of last 3 fingers centered on laces of ball?

Yes No Index finger closer to tip of ball?

Yes No

High School Assessment- Example 3 Name of Shooter: Name of Observer:

BASKETBALL SHOOTING ASSESSMENT SHEET The observer should watch the player perform free throws (foul shots) for a few minutes. During this time, the observer should look to see if the player is in the habit of performing the key points listed below. The observer should circle YES or NO to indicate this for each key point. Shoulders square with the goal? YES NO Elbows In? YES NO Follow through towards the goal? YES NO



High School Assessment- Example 4 Name of Tennis Player Date of Observation:

FOREHAND GROUND STROKE PEER OBSERVATION

READY POSITION A. Facing opponent Never Sometimes Most Times B. Balls of feet Never Sometimes Most Times C. Racket Centered Never Sometimes Most Times PREPARE TO HIT A. Body Turn Never Sometimes Most Times B. Racket Back Never Sometimes Most Times C. Step Never Sometimes Most Times CONTACT A. Eye on ball Never Sometimes Most Times B. Sweet spot Never Sometimes Most Times C. Elbow straight Never Sometimes Most Times FOLLOW THROUGH A. Thumb to shoulder Never Sometimes Most Times



High School Assessment- Example 5 Name of Player: Name of Observer:

Soccer Assessment Sheet--Left Foot Shot

The observer should watch the player shoot for a few minutes. During this time, the observer should look to see if the player is in the habit of performing the key points listed below. The observer should circle YES or NO to indicate this for each key point. Right foot planted next to ball and toe pointed to target? Yes No Left toe pointed to ground? Yes No Left knee over the ball? Yes No Contact ball with shoelaces?



Yes No

High School Assessment- Example 6

Softball Assessment Today you will be observed in a competitive softball game. Skill techniques include A) Batting B) Throwing C) Fielding D) Base Running



Skills Advanced Proficient Partially Pro. Novice

Batting

Throwing

Fielding

Base Running

High School Assessment- Example 7 Name of Volleyer: Name of Observer:

VOLLEYBALL SET PASS ASSESSMENT SHEET



The observer should watch the player perform set passes for a few minutes. During this time, the observer should look to see if the player is in the habit of performing the key points listed below. The observer should circle YES or NO to indicate this for each key point.

Palms Up

Yes No Elbows Bent

Yes No Fingertips Contact the Ball

Yes No Straighten Elbows

Yes No

High School Assessment- Example 8 Name of Player: Name of Observer:



Basketball Assessment Sheet—Right Handed Layup

The observer should watch the player perform right handed layups for a few minutes. During this time, the observer should look to see if the player is in the habit of performing the key points listed below. The observer should circle YES or NO to indicate this for each key point.

Eyes on Basket Yes No Right Hand Up Yes No Right Knee Up Yes No



High School Assessment- Example 9 Name:

BADMINTON-RULES QUIZ When you score 100%, you are ready to play in the tournament. Check your answers with the answer key posted on the wall. If you need to take this quiz again, you may so in your next class. True/False

1. A point may only be scored when serving.

2. A server may not serve until an opponent is ready.

3. A player may not touch the net with his/her racket or any part of

his/her body while the shuttle is in play.

4. It is legal if in the course of a service or rally, the shuttle touches and passes over the net.

5. A shuttle that lands on the line is “good”.

6. A player may not hit the shuttle when it is on the other side of the

net. A follow-through to the other side is allowed.

7. If a server, in attempting to serve, misses the shuttle entirely, it is a loss of serve.

8. The server must be standing in the service box, and must contact

the shuttle below the waist.

9. A server may not take a step when serving.

10. The serve must pass the front service line and land in the box diagonally opposite.



High School Assessment- Example 10

Competency & Proficiency of Complex Motor and Sports Activities

Performance Assessment---Singles Game

RUBRIC: 4=Proficiency, 3=Competency, 2=Novice, 1=Beginning

Motor Skills

4=uses 5 strokes correctly & appropriately in singles game 3=uses at least 4 strokes correctly 2=uses 3 strokes 1=correct strokes in practice only Strategy: 4=demonstrates systems play 3=can explain system; uses variety; attacks & defends space 2=can explain how to attack & defend space correctly 1=can indicate spaces for attack & returns to home base Rules

4=can referee/keep score, explain rules correctly 3=uses rules & correct scoring 2=uses most major rules 1=needs help to play Safety/Personal Living Skills: 4=shows care & respect for others, avoid conflicts 3=show self-direction, calls own game fairly



2=plays & practices willingly 1=respects others but needs reminders Out of School: 4=plays badminton outside of class 3=can identify places to play 2=can name people who play 1=identifies equipment & facilities necessary to play



Technology Integration

Technology will be used in the following ways to supplement and enhance the Physical Education Curriculum…

I. Assessments

Records

Grades

Attendance

Physical Best “Fit Gram”

Placements for competitions ( the 5th grade track meet)

Tracking of Special needs / special concerns /medical needs

Resources

Integration with other disciplines

Setting up a Web Page



Instructional Materials and Resources

WEBSITES AVAILABLE FOR TEACHERS AND STUDENTS

http://pe.central.vt.edu

http://www.innerbody.com/htm/body.html http://www.pelinks4u.org/

http://www.napehe.org http://www.aahperd.org

http://www.aahperd.org/naspe www.nyahperd.org

et al…

VARIOUS EQUIPMENT AND FACILITIES UTILIZED DURING CLASS FOR STUDENT ENHANCEMENT AND

SAFETY

Balls, bats, rackets, nets, gymnasiums, playing fields, climbing gear, skis, juggling items, gymnastic items, track, large open areas, fitness

tools, et al…

PROFESSIONAL ORGANIZATIONS (For Teachers)

NYS AHPERD (New York State Association for Health, Physical Education, Recreation and Dance)

http://pe.central.vt.edu/

http://www.innerbody.com/htm/body.html

http://www.pelinks4u.org/

http://www.napehe.org/

http://www.aahperd.org/

http://www.aahperd.org/naspe

http://www.nyahperd.org/



JOPERD (The Journal of Physical Education, Recreation and Dance)

AAHPERD (American Alliance for Health Physical Education, Recreation and Dance)

SEZ (Southeastern Zone of NYS AHPERD, Local Chapter

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