Troup County SchoolsInformal Adaptive Behavior Checklist

Student Name DOB ~~_ School

Respondent DateCompleted ~~_

Adaptive behavior is a developmentally determined set of coping skill. Deficits in adaptive behavior are defined assienific3nt limitations in an indivjdual effectiveness in meeting the standards of maturation.. learning. personalindependence. social responsibility. and school performance that is expected of the individual's age level andcultural group. Please rate the items on tbis checklist according to how the student performs compared to regulareducation peers of the same age by placing a check (..J) in the appropriate box.

1= Significantly below average 2= Below Average 3= Near or at Average

Inde1.2.3.4.5.6.7.8.2:..10.11.12.13.14.15.16.17.18.19.20.21.

1 2 3 Comments

1 I 2 I 3 , Comments

Infonnal Adaptive Behavior Page 2

Name Date ComDleted / /

1 I 2 .3 I Comments

10.11.12.13.14.15.

16.

17.18.19.20.

lications.

22.23.

1 I 2 I 3 I Comments

erson.

13.14.15.16.

17.18.

19.

20.

21.

s.irl relationshiDs.

-- - ------------

lofonnal Adaptive Behavior Page 3

Name Date ComDleted / /

Please check adaptive behavion that describe this student.

1. Does not undentand cause and effect relationships.2. Does not accept responsibility for school work.3. Does not accept responsibility for his/her behavior.4. Interacts more appropriately with younger students.S. Limited ability for reasoning and comprehension tasks..6. Does not carry skills learned to new situations.7. Need concrete learning aides.

_8. Difficulty with concepts such as time, money, and measurement._9. Dependant on othen.-:.-10. Lacks appropriate interpersonal skills._11. Does not complete school assignments without individual attention/supervision._12. Does not relate penonal information adequately (address, phone number, birth date, etc.)_13. Does not respond adequately to new situations._14. Unable to follow school schedules in a timely manner._IS. Does not know hislher way around campus except in a routine manner (gets lost on

campus)._16. Does not respond with appropriate emotions t various situations.

17. Tends to be a follower and not a leader._18. Does not communicate ideas appropriately for hi/her chronological age._19. Uses manuscript instead of cunive.~O. Does not seem as coordinated a other students his/her age.

Of those skills checks as deficits, provide a summary statement of how they may impact dailyfunctioning in the 7 areas which have been evaluated.

Informal Adaptive Behavior Page 4

Name Date ComDleted I I

Describe the student as to:

1. Independent Functioning (Feeding, dressing, maintenance of personal hygiene, grooming, etc.(Compare to average peers ofsame age)

2. Communication (Extent of ability to functionally communicate with others including receptiveand expressive language abilities and overall ability to communicate needs, wants and wishes ofcaretakers (Compare to average peers of same age):

3. Social (Interaction with others as compared to average peers of same age):

4. PhysicallMotor (Sitting, standing, locomotion, manipulation of objects, gross and finemotor coordination, playing games, climbing, etc.) Compare to average peers of sameage based on observation.

Informal Adaptive Bebavior Page 5

Name Date Com Dieted / /

5. Economic Activity (ability to understand, use, and handle money and to earn wages. Compareto average peers of same age based on observation:

6. Daily Living (Ability to perform domestic chores and activities) Compare to average peersof the same age based on observation:

7. Self-Direction (Dependability, responsibility, self-initiation oftasks) Compare to average peersof the same age based on observation:

2003

SUNY Brockport Motor Fitness Clinic Aquatic Skills Checklist

Student: Age: Date: Instructor:

Independent Needs assistance Total assistance

Pool preparation

Demonstrates proper behavior en route to pool

Takes clothes off

Hangs clothes in locker

Puts bathing suit on

Takes shower

Awaits directions before entering pool

Pool entry

Sits at edge of pool with feet in water

Puts water on body

Lowers self into pool

Climbs down stairs and enters pool

Adjustment to water

Splashes water around with no fear

Holds gutter and kicks legs

Kicks while lying on front and being towed

Kicks while lying on back and being towed

Moves arms and legs in swimming motion while being towed

Blows bubbles

Treads water for 30 seconds

Puts whole face in water for 5 seconds

Holds breath while submerged for 10 seconds

From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion CD-ROM, Second Edition (Champaign, IL: Human Kinetics).

Bobs up and down 5 times

Engages in continuous rhythmic breathing while holding side of pool and turning head to side 10 times

Engages in continuous rhythmic breathing from prone position while kicking with kickboard for 20 feet (about 6 meters)

Floating skills

Floats while lying on front and holding kickboard with arms fully extended and face submerged

Does front float

Does back float

Basic propulsion

Flutter-kicks with kickboard while on front for 15 feet (about 4.5 meters)

Glides on front with push-off, holding kickboard with arms extended, and flutter-kicks for 15 feet

Glides on front with push-off and flutter kicks with no kickboard for 15 feet

Glides on front with push-off and flutter-kicks with face submerged and no kickboard for 15 feet

Glides on back with push-off, holding kickboard with arms extended, and flutter-kicks for 15 feet

Glides on back with push-off and flutter-kicks with no kickboard for 15 feet

Rolls over, front to back, while gliding

Rolls over, back to front, while gliding

Swimming strokes

Does freestyle stroke, arms only, face out of water, for 10 strokes

Does freestyle stroke, arms only, face submerged, for 10 strokes

Does freestyle stroke, arms and legs, face submerged, for 10 strokes

From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion CD-ROM, Second Edition (Champaign, IL: Human Kinetics).

Does freestyle stroke, arms and legs, with rhythmic breathing, for 10 strokes

Swims underwater for 10 feet (about 3 meters)

Does sidestroke on either side for 10 feet

Does breast stroke for 10 feet

Does back crawl stroke, arms only, for 10 strokes

Does back crawl stroke, arms and legs, for 10 strokes

Diving skills

Dives from a sitting position

Dives from squatting or crouched position

Dives from standing position with knees slightly bent

Dives from standing position with spring and arm action

Performs standing dive from end of low board

Water safety and deepwater skills

Bobs 15 times

Treads water for 30 seconds

Survival-floats

Jumps feetfirst into water, surfaces, and swims back to side of pool

Changes direction while swimming

Changes position while floating and swimming (rolls from front to back)

Changes from horizontal to vertical position while treading water

Dives off side and swims underwater for 15 feet

For more information on adapted aquatics, see Lepore, M., Gayle, W.G., and Stevens, S. (1998). Adapted aquatics programming. Champaign, IL: Human Kinetics.

From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion CD-ROM, Second Edition (Champaign, IL: Human Kinetics).

MT. DIABLO UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION ION ADAPTED PHYSICAL EDUCATION (A.P.E.) ASSESSMENT REPORT

Name: __________________________________ Student Number: _____________________ Birth Date: _____________ Age at Assessment: ______ Date of Assessment: _____________ Assessment Instrument: __________________________________________________________ Evaluator: _____________________________________________________________________ Purpose: ______ Initial Referral ______ Annual Review ______ 3 Yr. Re-Eval. _____ Other Date of Vision Screening: _________________ Date of Hearing Screening: ________________ Independent Evaluations have been reviewed and considered: _____ Yes _____ Not Applicable Background: Assessment Results: Evaluation procedures included the use of (standardized measures, informal assessment, observation in a variety of settings, and interviews of student, teachers and/or parents). All tests were administered in the student’s primary language or through an interpreter, and were administered by qualified personnel in accordance with the instructions provided by the test publishers. Tests were selected to provide results that accurately reflect the student’s aptitude, achievement, and which are not influenced by impaired sensory, manual, or communication skills. Except where otherwise noted, the results of this assessment are believed to be valid. Test results are: Valid Not Valid Observations and Test Behavior: Posture: Developmental Skills: Balance Skills: Static Balance and Dynamic Balance Rev. 08/04 White – CUM Canary – MIS Pink – Parent Golden – Teacher Page 1 of 2

1936 Carlotta Drive, Concord, CA 94519 Phone (925) 682-8000 or TDD 685-1962

FAX (925) 687-3139Community Advisory Committee (CAC)

Parent Resource Network (925) 687-2129

ADAPTED PHYSICAL EDUCATION (APE) ASSESSMENT REPORT Locomotor Skills: Manipulative Skills: Body Awareness: Relevant Behaviors: Cultural or Environmental Factors: Implications for Class and Home/Recommendations (Including Impact on Student’s Ability to Participate in the General Education Program): Summary: Recommendations: I recommend the IEP team consider: _____ No A.P.E. service at this time _____ Eligibility for services _____ Continuation of service _____ Exit from service ____________________________________ Signature Adapted P.E. Specialist

Rev. 08/04 White – CUM Canary – MIS Pink – Parent Golden – Teacher Page 2 of 2

Name: _________________________________

Sport Rubric

Criteria Never 0

Sometimes 1

Usually 2

Always 3

Calls for the implement when appropriate (communicates with teammates).

Uses the correct skill at the correct time.

Demonstrates the correct court position when on offense.

Demonstrates the correct court position when on defense.

Officiates (calls ins and outs) using principles of fair play.

FITNESS PROJECT There are many benefits to being physically active. Some benefits can include: strong muscles, strong bones, increased flexibility, reduced stress, increased attention span, strengthens immune system, more energy, sleep better, and reduces risk of many diseases (especially heart disease). Doctors and health experts recommend that children should be physically active for at least 60 minutes every day. Physical activity includes any activity where your heart rate and breathing rate increases such as running, biking, playing a sport, or even playing with friends. Use the attached table to record the amount of physical activity you partake in each day for one entire week from Thursday, January 12 through Wednesday, January 18. Be honest with what you record, even if you have less than 60 minutes each day. Remember that physical activity minutes only count for the time you are actually being physically active and not your rest time. The purpose of this assignment is to for you to realize how much physical activity you are getting on a daily basis. Remember, you should aim for 60 minutes each day. Physical activity is vital to your health both physically and emotionally. Everyone knows that professional athletes are very physically active, but doctors, lawyers, teachers, and scientists all have to remember to save time in their days for physical activity too. This project has two components: 1) Physical Activity Tracking Sheet which is attached and a 2) Reflection Paragraph on your reaction to how much physical activity you did each day compared to the recommended 60 minutes of daily physical activity.

Due: Thursday, January 19.

“If you don’t take care of your body, where will you live?”

PHYSICAL ACTIVITY TRACKING SHEET

EXAMPLE THURSDAY

JANUARY 12 FRIDAY

JANUARY 13 SATURDAY

JANUARY 14 SUNDAY

JANUARY 15 MONDAY

JANUARY 16 TUESDAY

JANUARY 17 WEDNESDAY JANUARY 18

Ran to school

20 minutes

Played soccer during recess

15 minutes

Biked to grocery store

20 minutes

Walked the dog

10 minutes

Tossed football around with my

sister

10 minutes

TOTAL: 75 minutes

TOTAL:

TOTAL:

TOTAL:

TOTAL:

TOTAL:

TOTAL:

TOTAL:

Name Skill execution Decision making Support

Reproducible 6.1

Game Performance Assessment Instrument: Invasion Games

Class ____________ Evaluator ____________ Team ____________ Game ____________

Observation dates (a) __________ (b) __________ (c) __________ (d) __________

Scoring Key

5 = very effective performance (always)

4 = effective performance (usually)

3 = moderately effective performance (sometimes)

2 = weak performance (rarely)

1 = very weak performance (never)

Components and Criteria

•Skill execution—Students pass the ball accurately, reaching the intended receiver.

•Decision making—Students make appropriate choices when passing (i.e., passing to unguarded teammates to set up a scoring opportunity).

•Support—Students attempt to move into position to receive a pass from a teammate (i.e., forward toward the goal).

From S.A. Mitchell, J.L. Oslin, and L.L. Griffin, 2013, Teaching sport concepts and skills: A tactical games approach for ages 7 to 18, 3rd ed. (Champaign, IL: Human Kinetics).

Name: Date:

Multiple Choice: Place the letter of the best possible answer on the blank line. _B_1. Increasing the distance of your routine run is an example of what principal of training?

a) Threshold b) Overload c) Specificity d) None of the above

_C_2. A swimmer who focuses their work outs on their shoulder muscles is an example of what principal of training?

a) Threshold b) Overload c) Specificity d) Progression

_A_3. Which of the following are the correct components of FITT?

a) Frequency, Intensity, Time, Type b) Frequency, Individualized, Time, Total c) Fun, Intensity, Time, Type d) Fun, Intervals, Total, Threshold

_D_4. Which of the following is NOT a principal of training?

a) Overload b) Progression c) Specificity d) Intensity

_D_5. _____ describes how long an activity should be performed. a) Frequency b) Intensity c) Type d) Time

True/False: Place the letter of the best possible answer on the blank line. _B_6. Children and adults should work out at the same frequency.

a) True b) False

_B_7. For aerobic fitness, adults should be working out no more than 20 minutes daily.

a) True b) False

Live longer Control weight gain Increase flexibility Increase self-esteem Decrease stress Reduce chance of disease Lower blood pressure

_A_8. Each individual begins and progresses at different levels of fitness. a) True b) False

_B_9. Age should NOT be considered when applying the FITT principles.

a) True b) False

_A_10. People should choose activities they enjoy in order to get a more efficient workout.

a) True b) False

Matching: Place the letter of the best possible answer on the blank line. No answer is used more than once and not every answer used. _F_11. Lifting more weight compared to when you first began working out. _C_12. Running for 30 minutes. _E_13. Parking your car farther from work and taking more stairs. _B_14. When your heart rate increases or decreases it is because of _____.

_G_15. Targeting a particular body system or muscle group when working out. Short Answer: Fill in the blank with the best possible answer. 16. One way to check a heart rate is to measure a person’s _____pulse______. 17. You should be in your _____target______ heart rate zone when working out. 18. Running is an example of _____aerobic______ exercise. 19. _____Muscular______ strength and endurance are important parts of being physically fit. 20. Name two benefits of being physically active:

1.___________________ 2.___________________

A. Frequency B. Intensity C. Time D. Type E. Overload F. Progression G. Specificity H. Individuality

Name: __________________________

Heart Rate

Calculate your heart rates (beats per minute): Resting Heart Rate: ____ Maximum Heart Rate: ____ Target Heart Rate: ____ - ____

Station 1: Pushups

How many pushups did you do? _____ _____

What is your heart rate after pushups? _____ _____

Station 2: Planks

How long did you do planks for (seconds/minutes)? _____ _____

What is your heart rate after planks? _____ _____ Station 3: Yoga

How many poses did you do? _____ _____

What is your heart rate after yoga? _____ _____ Station 4: Jump Rope

How many jumps did you do? _____ _____

What is your heart rate after jump rope? _____ _____

Heart Rate Calculations

*All examples are based off a 15 year old with a resting heart rate of 60 beats per minute* Resting Heart Rate:

1. Take when body is at rest (best to do in morning when waking up) 2. Find your pulse (neck or wrist) 3. Count the number of beats for one minute (or ten seconds and multiply by 6)

Example: 10 beats in ten seconds x 6 = 60 beats per minute

Maximum Heart Rate:

1. Start with 220 2. Subtract your age from 220

Example: 220 – 15 years old = 205 beats per minute Target Heart Rate:

1. Start with maximum heart rate 2. Take target heart rate and…

a. Multiply by 60% (0.6) to get lower end of target heart rate b. Multiply by 85% (0.85) to get upper end of target heart rate

Example: 205 beats per minute x 0.6 = 123 beats per minute 205 beats per minute x 0.85 = 174 beats per minute

Between 123 and 174 beats per minute

Level of Independence During Activities

Students Name ____________________ Fill in the date and name of activity accordingly and place a checkmark next to the appropriate level of independence for that activity.

Date Activity Independent Needs Some Assistance

Needs a lot of Assistance

Canisteo-Greenwood Physical Education Department

PE Participation Rubric [Grades 5-12] Students will receive a 1-5 grade on a daily basis, based on the components listed below.

[Revised 8/10]

POINTS PARTICIPATION SOCIAL DEVELOPMENT

5 - Advanced Always participates in skill development activities

Always participates during game play

Always follows all directions given

Demonstrates a 90% level of intensity throughout the entire class period

Leads by example during the activity

Demonstrates respect for teacher and peers while showing encouragement

4 - Proficient Frequently participates in skill development activities

Frequently participates during game play

Frequently follows directions given

Demonstrates an 80% level of intensity throughout the entire class period

Willing to help others during the activity

Demonstrates respect for teacher and others

3 – Basic Occasionally participates in skill development activities

Occasionally participates during game play

Occasionally follows directions given

Demonstrates a 70% level of intensity throughout the entire class period

Occasionally shows disrespect towards task at hand

Occasionally demonstrates disrespectful attitude towards teacher and others

2 - Below Basic Rarely participates in skill development activities

Rarely participates during game play

Rarely follows directions given

A low level of intensity was displayed during the class period

Limited desire to contribute to the task at hand

Unsuitable sportsmanship

1 - Far Below Basic

Never participates in skill development activities

Never participates during game play

Never follows directions given during planned activities

A low level of intensity with minimal to no effort was displayed during the class period

Displays unstable, inappropriate, aggressive, social behavior

Lacks respect for teacher and others

Physical Activity Assessment

Section I.

1. Moderate physical activities are of moderate intensity, such as fast walking 3-4 miles per hour.

Which of the following moderate activities did you do for at least 10 minutes at a time without stopping during the last 7 days? (Circle all that apply)

Walking fast (3-4 mph) Walking downstairs Aerobics (low impact)

Bicycling (Less than 12 mph; 150W) Judo, Karate, Kick Boxing Jumping rope

Roller skating, roller blading Stair Climbing/Stairmaster Soccer

Ski machine (Nordic Track) Swimming laps Tennis, Racquetball

5. During the last 7 days, on how many days did you do a vigorous physical activity for at least 10 minutes at a time without stopping? _______________ days

6. On those days that you did vigorous physical activities, how much time did you spend on average doing the activities? _______________ minutes per day

7. Compared to how physically active you have been over the last 3 months, how would you describe

the last 7 days: (Check one)

______More active ______Less active ______About the same

Section III.

8. Circle ‘Yes’ or ‘No’ for each of the following:

Yes No a. Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor?

Yes No b. Do you feel pain in your chest when you do physical activity?

Yes No c. In the past month, have you had chest pain when you were not doing physical activity?

Yes No d. Do you lose your balance because of dizziness, or do you ever lose consciousness?

Yes No e. Do you have a bone or joint problem that could be made worse by a change in your physical activity?

Yes No f. Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or heart condition?

Yes No g. Do you know of any reason why you should not do physical activity?

Section IV.

9. To be considered physically active, you must get at least: 30 minutes of moderate physical activity on 5 or more days a week, OR 20 minutes of vigorous physical activity on 3 or more days a week, OR 150 minutes of moderate and physical activity combined each week

Given this definition of physically active, how physically active do you plan to be over the next 6 months? (Choose the best answer and check only one.)

____ I am not currently active and do not plan to become physically active in the next 6 months.

____I am thinking about becoming more physically active.

____ I intend to become more physically active in the next 6 months.

____ I have been trying to get more physical activity.

____ I am currently physically active and have been for the last 1-5 months.

____ I have been regularly physically active for the past 6 months or more.

10. What are the 3 biggest reasons why you would consider increasing your physical activity? (Circle the 3 reasons that matter most to you)

Improve my health Make more time for myself

Control my weight Lower my stress

Look better Improve my fitness

Feel better Lower my risk of heart disease

Feel good about taking care of myself Lower my blood pressure

Set a good example for my family or friends Lower my cholesterol

Get my partner, child, friend to be more active with me Control my diabetes

Teach my family and friends the importance of physical activity

Other:_______________________

11. Would any of your family, friends, or coworkers encourage you or help you get regular physical activity, perhaps by helping you take care of some of your other responsibilities? (Circle one)

Yes No If yes, who can help you? ____________________________________________________

How can they help? _________________________________________________________ _________________________________________________________ _________________________________________________________

12. How confident are you that you could increase your physical activity if you decided to do so? (Circle one)

Very confident

Fairly confident

Somewhat confident

Not at all confident

Activity Class/Grade/Time Responsible Personal & Social Behavior Rubric

NASPE Standard 5 Virginia SOL’s: 6.4, 7.4, 8.5, 9.4, 10.4 (leadership, 9.4 & 10.4)

Objective/SMART Goal During the Unit: students will follow rules; display appropriate responsible behavior; encourage others; accept the decisions of the referee/teacher on game calls; show respect for others in the class; and demonstrate leadership behaviors in class. (Student should score no lower than the Little League Category and/or demonstrate improvement throughout the year) Bush League Little League Semi-Pro Professional Accepts decision of refs or teacher

Student receives 3 or more warnings/behavior marks throughout the unit for inappropriately arguing a point

Student receives 2 warnings/behavior marks throughout the unit for inappropriately arguing a point

Student receives 1 warnings/behavior marks throughout the unit for inappropriately arguing a point

Student receives 0 warnings/behavior marks throughout the unit for inappropriately arguing a point (yelling, stamping foot, aggressive gesturing)

Follows safety rules for class/sport

Student receives 3 or more warnings/behavior marks throughout the unit regarding safety rules

Student receives 2 warnings/behavior marks throughout the unit regarding safety rules

Student receives 1 warnings/behavior marks throughout the unit regarding safety rules

Student receives 0 warnings/behavior marks throughout the unit regarding safety rules (dangerous to self or others)

Demonstrates respect for others

Student receives 3 or more warnings/behavior marks throughout the unit respect toward others  

Student receives 2 warnings/behavior marks throughout the unit respect toward others  

Student receives 1 warnings/behavior marks throughout the unit respect toward others  

Student receives 0 warnings/behavior marks throughout the unit respect toward others (any negative actions toward another student )  

Work together with their team

Student receives 3 or more warnings/behavior marks throughout the unit regarding interaction with teammates

Student receives 2 warnings/behavior marks throughout the unit regarding interaction with teammates

Student receives 1 warnings/behavior marks throughout the unit regarding interaction with teammates

Student receives 0 warnings/behavior marks throughout the unit regarding interaction with teammates (arguments, noncooperation, inappropriate actions)

Follows rules of game

Student receives 3 or more warnings/behavior marks throughout the unit regarding following the rules

Student receives 2 warnings/behavior marks throughout the unit regarding following the rules

Student receives 1 warnings/behavior marks throughout the unit regarding following the rules

Student receives 0 warnings/behavior marks throughout the unit regarding following the rules (deliberately disregards the rules of the game)

Supportive encouraging of peers

Student receives 0 citations or more for encouraging peers

Student receives 1-2 citations or more for encouraging peers

Student receives 3-4 citations or more for encouraging peers

Student receives 5 or more citations for encouraging peers (help another, positive comment about a play, positive pat on the back)

Demonstrates leadership & role model behavior in groups

Student receives 0 citations or more for leadership in groups

Student receives 1citations or more for leadership in groups

Student receives 2 citations for leadership in groups

Student receives 3 or more citations for leadership in groups (Student helps others, with skills and strategies and goes beyond encouraging to lead others to be better player in skills, strategies and behaviors)

Class/Date Responsible Personal & Social Behavior Scoring Sheet Place a check or mark when a student displays a lack of responsible behavior (in first 5 areas).

Place a check or mark when a student encourage others or demonstrates leadership (in last 2 areas Total at the end of the Unit  

Grades 6-10

Student’s Name Ac

cepts  

decision

 

Follows  rules  

Demon

strates    

respect  

Works  

together  

Follows  R

ule  

Total  Less  

respon

sible  

beha

viors  

Encourages  

othe

rs  

Demon

strates  

Lead

ership  

Total  

respon

sible  

beha

viors  

 

Name: Date:

Multiple Choice: Place the letter of the best possible answer on the blank line. _C_1. Each team in a game of basketball has _____ players on the court at one time?

a) 3 b) 4 c) 5 d) None of the above

_C_2. In soccer, the only player who can touch the ball with his/her hand is the _____?

a) Ref b) Coach c) Goalie d) Mid-fielder

_D_3. How many strikes does a batter get each time at bat?

a) 0 b) 1 c) 2 d) 3

_D_4. Which of the following is NOT a water sport?

a) Swimming b) Sailing c) Rowing d) Tennis

_D_5. _____ is an example of a team sport. a) Triathlon b) Weight lifting c) Golf d) Football

True/False: Place the letter of the best possible answer on the blank line. _A_6. Players should respect the calls made by the referees.

a) True b) False

_A_7. A touchdown in football is worth six points.

a) True b) False

_B_8. In golf, you want to get the highest score (hit the ball as many times as possible). a) True b) False

Matching: Place the letter of the best possible answer on the blank line. No answer is used more than once and not every answer used. _F_ 9. Michael Jordan _C_10. Mia Hamm _E_11. Peyton Manning _B_12. Derek Jeter

_G_13. Serena Williams. Short Answer: Fill in the blank with the best possible answer. 14. Name three types of hits in volleyball:

1.___________________ 2.___________________

3.___________________

15. Name four professional sports teams (including city and team name):

1.___________________ 2.___________________

3.___________________ 3.___________________

A. Hockey B. Baseball C. Soccer D. Golf E. Football F. Basketball G. Tennis H. Volleyball

Use of Equipment Students Name ____________________ Fill in the date, name of activity, and equipment used accordingly and answer “Yes” or “No” in the appropriate sections.

Date Activity Equipment Was the

Equipment Used Safely?

Was the Equipment

Used Correctly?

Was the Equipment put back

appropriately?

ABC School District Class Performance Score SheetABC School District Class Performance Score SheetABC School District Class Performance Score Sheet 2

Adaptive Behavior ChecklistAquatic Skills ChecklistAssessment ReportBPFT CriteriaBPFT OverviewCognitive Sports RubricEveryone CanFitness Tracking ProjectGame Performance AssessmentGoal Setting WorksheetHealth and Fitness TestHeart Rate AssessmentInitial Observation and Referral FormInitial Observation and Referral FormInitial Observation and Referral Form 2

Jump Rope RubricLevel of IndependenceMatrix Observation of Social SkillsParticipation RubricPhysical Activity AssessmentPlay InventoryResponsible Personal And Social Behavior Rubric And ChecklistRubric for Fielding a Ground BallSelected Instruments for Psychomotor AssessmentsSocial Play Behavior InventorySocial Play Behavior InventorySocial Play Behavior Inventory 2

Social Skills InventorySocial Skills InventorySocial Skills Inventory 2

Sports Knowledge TestSwim AssessmentTask AnalysisTGMD CriteriaTGMD Locomotor Mastery by AgeUse of EquipementVolleyball Skill Assessment