Highline School District K-12 Physical Education Curriculum Guide This curriculum guide was made by Highline Physical Education teachers for the purpose of delivering high Quality Physical Education to all of our students.
The production of this curriculum guide was made possible with funding from the Centers for Disease Control and Prevention and a National Education Association Learning and Leadership Grant.
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TABLE OF CONTENTS
INTRODUCTION……….......……………………………………………………1 Opening Quote………………………………………………………………………..……………..……2 Mission & Vision Statement…………………………………………………………………...…...……3 District Policies…………………………………………………………………………..………………..4 Philosophy & Goals………………………………………………………………………………..……..8 National & State Fitness Standards……………………………………………………………..…….10
CURRICULUM………………………......………………………………….…..12 Curriculum Map Explanation………………………………………………………………………...…13 Elementary Outcomes…………………………………………………………………….……………14 Kindergarten Maps…………………………………………………………………………….………..17 First Grade Maps…………………………………………………………………………………..……23 Second Grade Maps……………………………………………………………………………..……..27 Third Grade Maps……………………………………………………………………………………….31 Fourth Grade Maps………………………………………………………………………….………….35 Fifth Grade Maps……………………………………………………………………………………..…40 Elementary Motor Skills/Critical Elements……………………………………………………………45 Middle School Outcomes…………………………………………………….…………………………47 Sixth Grade Maps………………………………………………………………...……………………..49 Seventh Grade Maps………………………………………………………………...…………………54 Eighth Grade Maps……………………………………………………………………………………..59 Middle School Motor Skills/Critical Elements…………………………………….…………………..64 High School Outcomes…………………………………………………………………………………65 Fitness Foundations Maps……………………………………………………………………………..67 Sports Physical Education Maps………………………………………………………………..…….73
Weight Training 1 Maps…………………………………………………………...……………………79 High School Motor Skills/Critical Elements………………………………………..…………………85
GRADING POLICIES………………….……………………………………….86 Physical Education Grading Policy……………………………………………………………………87 Elementary Grading Procedures………………………………………………………………………88 Secondary Grading Procedures……………………………………………………………….………89 Elementary Fitness Standards…………………………………………………………………………90 Middle School Fitness Standards…………………………………………………………………..…94 High School Fitness Standards………………………………………………………………..………96
RUBRICS………………………………………………………………………..98 Daily Performance Assessment………………………………………………………………………….. Secondary Motor Skills Assessment…………………………………………………………………….. Kindergarten WaKIDS…………………………………………………………………………………….. First Grade Motor Skills…………………………………………………………………………………… Second Grade Motor Skills……………………………………………………………………………….. Third Grade Motor Skills………………………………………………………………………………….. Fourth Grade Motor Skills………………………………………………………………………………… Fifth Grade Motor Skills……………………………………………………………………………………
Introduction
Opening Quote………………………………………………………………..…………………2 Mission & Vision Statement……………………………………………………………………3 District Policies…………………………………………………………………………………..4 Philosophy & Goals……………………………………………………………………………..8 National & State Fitness Standards………………………………………………………….10
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“Physical fitness is the vital cornerstone of any quality of life we achieve as human beings. We feel better. We perform better. We enjoy life more. An understanding of the value of movement is a fundamental life skill. It is as important as any academic endeavor and a necessary component to helping kids fulfill their vast potential. I am pleased and proud that the Highline School District is recognizing this fact and responding with a focused and comprehensive effort to improve the health of our kids. An understanding that exercise is fun, food is fuel and moving our bodies feels good is an important thing to learn as a child. Developing a lifestyle of healthier habits will serve our kids in profound and significant ways for the rest of their lives. Good health cannot be overstated as the most valuable piece of any good life which, as a parent, represents everything I want for my kids’ futures. I am grateful that the district is supporting, in meaningful ways, the creation of healthier and happier lives. It is important. Its reach is broad and impact undeniable. It represents the hope we have for our kids’ school experience: to learn things that will simply help them have good lives. And nothing is more important than this.” Dave Markwell Highline School District alumnus Owner and Coach of Waterland Crossfit (Des Moines, WA)
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Our Mission We are committed to teaching lifelong health and fitness skills through an active academic learning environment.
Our Vision Our vision is for every K-12 student in the Highline School District to participate in a Quality Physical Education program that promotes lifelong health and fitness.
Our vision will be accomplished through: Establishing goals and high expectations for teacher and student growth Implementing progressive aligned standards based K-12 programs across the district Providing fitness based activities and assessments for students to develop personal fitness plans Developing a district wide common assessment plan in the areas of fitness, health, motor skills and movement concepts Implementing a variety of developmentally appropriate enjoyable opportunities differentiated across grade levels that include team, individual and lifetime activities Creating a foundation of movement skills to support future recreational activities choices Providing an inclusive, safe learning environment that meets the needs of a diverse student population Using technology to collect and analyze longitudinal data and teach students how to monitor their fitness Providing the opportunity to practice positive social skills through physical activity Delivering a comprehensive program to all students (meaning that no student opts out) by certified Physical Education teachers Providing equitable class sizes in safe and appropriate facilities Establishing school, district, and community support for physical activity
As a result of our program, students will develop the knowledge, skills and confidence they need to participate regularly in physical activities.
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Health, Physical, and Wellness Education Programs
Policy No. 2145 Instruction Page 1 of 1
The board recognizes that exercise, physical activity, and wellness education are important to allow students to learn to their capacity. Children who are healthy are more likely to learn and achieve in the classroom. It is the policy of the board that physical education and health education are core components of a school environment that promote students’ health, well-being, ability to learn, and also mitigates education and health disparities. The board supports an emphasis on health education, physical activity, and wellness promotion at all grade levels to enhance the well-being of our district’s youth and prepare students for college, career, and citizenship. Therefore, it is the policy of the board to: A) Provide all students with high quality physical education and health education programs that meet or exceed state health and fitness standards B) Provide equitable opportunities for physical activity and developmentally appropriate exercise within the school day C) Provide accurate information related to physical activity and wellness to our students, parents, and staff through regular health and fitness promotions D) Conduct on-going assessments of the health and physical education programs to assure the positive impact of the programs. The superintendent or designee is responsible for establishing the procedures for compliance with this policy and all related state and federal requirements including a procedure for physical education waiver and equivalency credits pursuant to RCW 28A.210.365. Cross References: Guidance and Counseling ………………………………………………………………………………….. Board Policy 2140 Harassment, Intimidation and Bullying ……………………………………………………………………. Board Policy 3207 Legal References: School Counselor Certification ……………………………………………………………………….……. RCW 28A.410.043 Physical Education – Grade 1-8……………………………………………………………………………. RCW 28A.230.040 Physical Education in High School………………………………………………………………...………. RCW 28A.230.050 Model policy on developmentally appropriate exercise — School district policies. ………………...…RCW 28A.210.360
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Superintendent Procedure 2145P Health, Physical, and Wellness Education Programs Approved by :________________________ Date: _______ Susan Enfield, Superintendent
In order to provide high quality health and physical education, Highline Public Schools shall: Implement a high quality health education curriculum that aligns with National Standards, the Washington State Health and Fitness Essential Academic Learning Requirements, will regularly assess students’ health and fitness knowledge, and will be feasible to implement district-wide on an equitable basis. The district is encouraged to provide an equivalent of 30 minutes a week of district-adopted health education curriculum to all students in grades K-5. In addition, all students in grades seven and eight will participate in the equivalent of one semester of health education each year. High school students are required to complete one semester of health education that includes cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) instruction. Implement a culturally appropriate K-12 physical education program that maximizes physical activity. This includes delivering curriculum designed to emphasize lifetime health, sport, and fitness skills and that align with National Standards and the Washington State Health and Fitness Essential Academic Learning Requirements. The program will regularly assess students’ health and fitness knowledge, physical fitness levels, and will be feasible to implement district-wide on an equitable basis. Evaluation procedures will utilize the districtapproved motor skills, fitness, and cognitive assessments Provide adapted physical education classes. Suitable adapted physical education will be included as part of individual education plans for students with chronic health problems, other disabling conditions, or other special needs that preclude such student’s participation in regular physical education instruction or activities. Ensure that the state minimum amount of minutes in physical education is met. All students in grades one through eight are required to complete an average of one hundred instructional minutes per week of physical education. In order to meet the minimum minutes of physical education, school administrators will make every effort to support students receiving at least 100 minutes of physical 5
education per week. This includes ensuring that all physical education classes have appropriate class sizes, facilities, and equipment needed to deliver quality physical education consistent with the established curriculum guide. Schools are encouraged to offer more minutes, with a goal of reaching 150 minutes per week. All high school students are required to complete 1.5 semester of physical education and all are encouraged to participate in 225 minutes of physical education each week. The district encourages all high schools to offer a variety of physical education classes for each grade in the high school. The district waiver and credit equivalency policy is outlined in 2145P1. Require that physical education classes be taught by teachers who are certified in Physical Education and secondary health education classes are taught by teachers who are certified in Health Education. In addition, the district will provide professional development to staff that focuses on strategies to improve students’ health and helps to maintain program consistency across schools. In order to provide equitable opportunities for physical activity, Highline Public Schools shall: Promote physical activity within the school day. In addition to required physical education, students at the elementary level should have the opportunity to participate in daily recess and physical activity. The district will provide daily recess period(s) for elementary school students, featuring time for unstructured but supervised active play. Schools should prohibit withholding of physical education class and other forms of physical activity as punishment. Encourage schools to provide adequate co-curricular physical activity programs, including fully inclusive intramural programs and physical activity clubs; and to promote the use of school facilities for physical activity programs offered by the school and/or community-based organizations outside of school hours. Encourage schools to provide regular classroom physical activity breaks to students during the school day and provide training to teachers to maximize student learning with physical activity breaks. In order to provide accurate information related to physical activity and wellness, Highline Public Schools shall: Coordinate district efforts to provide health and wellness information to students, parents, and staff through regularly scheduled health fairs and promotions on school sites. Collaborate with community partners to provide opportunities to students, parents, and staff to participate in health and wellness events. In order to regularly evaluate the effectiveness of the programs Highline Public Schools shall: 6
Provide adequate oversight and accountability for the health and physical education programs at the school and district level through a designated coordinator or program manager. Use tools like the PECAT, Healthy Youth Survey, CDC School Health Index, WELNET, or an OSPI approved assessment to regularly monitor and assess the programs. Results of these surveys and assessments will be reported to the board, school sites, and made available to parents and community on an annual basis.
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Statement of Philosophy and Physical Education Program Goals Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of their choice to be involved in physical activity and have a mindset that values physical activity and its benefits in sustaining healthy lifestyles. Physical activity is critical to the development and maintenance of good health for both the body and the mind. Studies have shown a correlation between physical activity, physical fitness, and academic performance. Overall, our students will experience a greater quality of life by being physically active and obtaining a high level of physical fitness. In order to ensure that our students are receiving quality physical education, the district has established the Highline Physical Education K-12 Curriculum Guide which outlines how our classes are aligned to national and state standards. The guide establishes a foundation for teachers to provide comprehensive, meaningful, and standards-based curriculum, instruction, and assessment that results in physically literate individuals. In addition, the guide provides parents and students with specific information about the knowledge and skills students should be developing as they progress through their physical education programs. With the standards serving as clearly defined targets, parents, teachers and community members will be able to become partners in helping children achieve physical literacy and educational success. The Society of Health and Physical Educators’ (SHAPE) definition of a physically educated person includes 5 major focus areas. To pursue a lifetime of healthful physical activity, a physically literate individual: Has learned the skills necessary to participate in a variety of physical activities Knows the implications of and the benefits from involvement in various types of physical activities Participates regularly in physical activity Is physically fit Values physical activity and its contributions to a healthful lifestyle Our physical education classrooms are effective standards-based environments that focus on developing physically literate individuals, by providing instruction and assessment in the following four domains: 1. Psychomotor- The focus of this domain is on teaching a variety of motor and movement skills to enhance the physical, mental, and social/emotional development of every child. 2. Cognitive- The focus of this domain is on teaching problem-solving skills, selfregulation strategies, and motor skill and fitness concepts that emphasize the application of higher-order thinking skills in order to promote wellness. 8
3. Fitness- The focus of this domain is to provide a physically active environment that focuses on improving students’ physical fitness. In addition, this domain will focus on assessment and goal-setting strategies that help students understand how to improve, and/or maintain their physical well-being. 4. Affective- The focus of this domain is on personal-social development, attitudes, values, feelings, motivation, and behaviors in order to promote a positive physical activity experience that enhances the students’ physical, mental, and social health.
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National Physical Education Standards The SHAPE National Content Standards publications define what a student should know and be able to do as result of a quality physical education program. Highline School District is committed to providing a physical education program that aligns with the following standards: Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Washington State Health and Fitness Standards The essential academic learning requirements (EALRs) in health and fitness establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning. For each EALR, there are more specific statements, called components, which are benchmarks that described what students should know and be able to. In addition, each component has grade level expectations that help lay out what each student should know and be able to do as they progress from grade to grade. Health and Fitness EALR 1- The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition. THE STANDARD Component 1.1: Develops motor skills and movement concepts as developmentally appropriate. Component 1.2: Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities. Component 1.3: Understands the components of health-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance. 10
Component 1.4: Understands the components of skill-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance. Component 1.5: Understands the relationship of nutrition and food nutrients to body composition and physical performance. Health and Fitness EALR 4– The student effectively analyzes personal information to develop individualized health and fitness plans. Component 4.1: Analyzes personal health and fitness information. Component 4.2: Develops and monitors a health and fitness plan.
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Curriculum
Curriculum Map Explanation…………..….13
Sixth Grade Maps………………………….49
Elementary Outcomes……………….…….14
Seventh Grade Maps………………..…….54
Kindergarten Maps…………………..…….17
Eighth Grade Maps……………………..….59
First Grade Maps…………………………..23
Middle School Motor Skills/Critical Elements…………………………………….64
Second Grade Maps……………………….27 Third Grade Maps………………………….31 Fourth Grade Maps…………………..…….35 Fifth Grade Maps……………………….….40 Elementary Motor Skills/Critical Elements…………………………………….45 Middle School Outcomes………………….47
High School Outcomes…………………….65 Fitness Foundations Maps………….…….67 Sports Physical Education Maps……...….73 Weight Training 1 Maps………………..….79 High School Motor Skills/Critical Elements…………………………………….85
The following grade level curriculum maps are based on the state and national standards for physical education and serve as a guidance tool for teachers to know what to teach, how to teach it, and in what ways to teach the standards to a diverse groups of students. It outlines how students will be assessed and provides a foundation on which to evaluate the effectiveness of our program.
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Physical Education Curriculum Map Framework Explanation Course Title/Grade Level National and Washington State Standards: What all students should know and be able to do. The overarching goals and themes of the course/program.
Learning Domain Grade/Course Level Benchmark: Key checkpoints that monitor progress toward the standards— what all students should know and be able to do at each grade level. These indicators refine the standards into a specific performance/behavior task that will be targeted during the course. Learning Outcomes: The skills, attitudes, and knowledge that students should obtain as the result of instruction. Stated in terms of what students can do. Think of this being what you can write on the board at the beginning of class so that students know what is expected of them from a lesson/unit. Learning outcomes guide assessment of student performance—they must be written in a way that they can be assessed (specifies a behavior or performance).
Essential Questions: The concepts of the unit or lesson phrased in a form of a question. They address the essential knowledge about sports, fitness, and activity—the content of the lesson should enable students to answer the essential question.
Key Words: These are the terms that students need to understand in order to grasp the main concepts. These words are the vocabulary needed in order to become more physically literate.
They focus and limit instruction while giving something for students to think and ask questions about during the lesson. They can be used as discussion questions, journal reflections, class starters, etc. Assessments: These are the suggested assessments that teachers can use. The assessments marked “W” are the district-required assessments and will be inputted into the WELNET system.
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Elementary School Level Physical Education Outcomes By the end of elementary school, the learner will have foundational skills and knowledge of fitness and skill-related concepts to successfully transition to middle school physical education. Student will demonstrate competency in all four learning domains: exhibit fundamental motor skills and selected combinations of skills (psychomotor); use basic concepts in movement, health-related fitness, and skill-related fitness (cognitive); display acceptance of self and others in physical activities (affective); and identify the benefits of physically active lifestyle (fitness). Kindergarten- Kindergarten students will recognize basic facts and concepts about their bodies and begin to acquire skills and practices to develop fundamental movement patterns. These students will demonstrate mature form in non-locomotor skills such as traveling, balancing, and gross-motor manipulative skills. Students will learn to work safely in group and individual movement settings. The student demonstrates various locomotor skills (walking, running, jumping, hopping, etc.) The student demonstrates non-locomotor skills (bending, twisting, stretching, etc.) The student demonstrates spatial awareness The student demonstrates balance and rhythm The student demonstrates social skills with other students The student demonstrates continuous improvement with motor and nonlocomotor skills The student demonstrates the knowledge of specific body part locations (i.e. arm, leg, elbow, etc.) First Grade- First grade students will demonstrate mature form in non-locomotor skills in educational activities. Students will continue to develop basic body control and health-related fitness components such as strength, endurance, and flexibility. They will learn rules, procedures, and strategies necessary for effective participation in simple games with emphasis on safety. They will begin to understand how their decisions can impact their health and wellness now and in the future. The student demonstrates various locomotor skills while moving in different levels and pathways The student demonstrates the skills of chasing, fleeing, and dodging The student demonstrates the knowledge and understanding for their classroom rules and expectations The student demonstrates proper safety practices while being physically active The student demonstrates proper throwing and catching skills 14
The student demonstrates basic striking skills (i.e. striking with a hand) The student demonstrates basic kicking skills (i.e. kicking a stationary ball) The student demonstrates proper use of equipment in class Second Grade- Second grade students will learn to demonstrate mature form in manipulative skills that contribute to movement proficiency. They will advance their progression in locomotor and non-locomotor movements by showing rhythmic movement skills and balance in activities. Students will relate personal nutritional habits to their physical performance. They will understand how to cooperate in a group setting and demonstrate the basic elements of socially responsible conflict resolution. The student demonstrates the ability to work with other students in class The student demonstrates the knowledge and understanding of health-related fitness concepts The student demonstrates body control while performing locomotor skills The student demonstrates rhythm with movement during activities The student demonstrates spatial awareness during activities The student demonstrates advanced striking skills (i.e. striking with a racquet) The student demonstrates advanced kicking skills (i.e. kicking a moving ball, punting, etc.) Third Grade- Third grade students begin to demonstrate mature form in fundamental locomotor and manipulative skills during skill practice and game situations. Students will refine, vary, and combine skills in complex situations. They will apply movement concepts and health-related fitness components to regular physical activity. Students will begin to learn game strategies and apply safety rules and etiquette while working cooperatively with their peers. The student demonstrates a variety of locomotor skills (throwing, catching, striking, etc.) during activities The student demonstrates the ability to perform locomotor skills during gametype situations The student demonstrates the ability to perform non-locomotor skills during game-type situations The student demonstrates the ability to set goals for their classroom performance The student demonstrates the ability to assess other students during various fitness tests (i.e. PACER, sit-up, push-up and sit and reach) Fourth Grade- Fourth grade students will apply skill-related components of fitness in skill practices, activities, and assessments. They will understand how the body’s function and composition are affected by food consumption. Students will apply goals for improving health and fitness habits. They will work with peers and apply tactical strategies in simple partner activities. 15
The student demonstrates the ability to work in large groups The student demonstrates the ability to effectively communicate potential strategies with others during activities The student demonstrates the ability to effectively communicate safety concerns with others during activities The student demonstrates the ability to make safe choices during activities The student demonstrates the ability to assess other students participating in various fitness tests The student demonstrates the ability to apply basic skills (i.e. kicking, throwing, catching, etc.) into team-based and cooperative activities The student demonstrates the knowledge of specific bone locations (i.e. femur, patella, humerus etc.) Fifth Grade- Fifth grade students will apply all major fundamental skills and concepts to enhance their movement proficiency, personal fitness, game strategy and tactics. Students will demonstrate and analyze social skills necessary to be successful in physical activities. Students will become responsible for their learning by beginning to monitor and evaluate their fitness results and set personal goals for improvement. They will demonstrate interpersonal skills, assuming responsibility for personal health habits, and practicing behaviors that promote active, healthy lifestyles. The student demonstrates the ability to form strategies during independent activities The student demonstrates the ability to form strategies during partner activities The student demonstrates the ability to effectively spot another student during certain activities (i.e. gymnastics, rock climbing, pyramids, etc.) The student demonstrates the knowledge and understanding of health terminology (i.e. muscles, bones, sexual orientation, etc.) The student demonstrates the knowledge of specific muscle locations (i.e. hamstring, triceps, quadriceps, etc.)
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Kindergarten
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KINDERGARTEN SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies locomotor, non-locomotor, and manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency. 1.1.2 – Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. 1.1.3 – Demonstrates mature form in manipulative skills that contribute to movement proficiency.
Psychomotor Grade/Course Level Benchmark: WaKIDS (Galloping, Walking Up/Down Stairs, Running, Low Beam Walk, Hopping, Vertical Jump, Underhand Throw a Ball, Catching a Ball Above or Below the Waist, and Kicking a Ball). The student will be able to: 1. Gallop in a smooth, rhythmic motion. 2. Walk up and down stairs with alternating feet 3. Run smoothly and quickly. 4. Walk across beam forward and backward. 5. Hop in a smooth, rhythmic motion. 6. Jump vertically. 7. Throw a ball underhand. 8. Catch a ball either above or below his or her waist. 9. Kick a ball. Learning Outcomes: The students will be able to: 1. Gallop: 1) with eyes forward in direction of travel and body in a slight forward lean, 2) step forward with the lead foot and the back foot closing while temporarily off the ground, 3) arms bent and swinging forward and back, 4) and glide with a smooth, rhythmic motion with 75% proficiency. 2. Walk up and down stairs: 1) with eyes focused and body in an upright position, 2) walking at all times, at least one foot completely on a step, 3) alternating feet each step and knees slightly bent, 4) and moving arms without using a handrail, and alternate feet opposite to hands with 75% proficiency. 3. Run: 1) with eyes focused in the direction of travel and body in upright position, 2) both feet temporarily off the ground while in stride position, 3) arms bent at about a 90-degree 18
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angle while alternating opposite to legs without crossing over the body, 4) and knees bent with heel up behind the body and parallel to the ground with 75% proficiency. Low beam walk: 1) in a smooth, rhythmic motion with eyes forward in direction of travel and body in an upright position, 2) using upper body and arms for balance, 3) alternating feet with each step with toes pointing towards the end of the beam, 4) and maintaining upright position when traveling forward and backwards on beam with body under control with 75% proficiency. Hop: 1) with eyes focused in the direction of travel and body in an upright position, 2) taking off and landing on the same foot while bending the knee on landing, 3) swinging knee is bent and swings forward while elbows are bent with the arm opposite the swing leg moving forward, 4) and body moving with a smooth, rhythmic motion with 75% proficiency. Jump vertically: 1) with feet shoulder width apart, knees bent, and arms back, 2) arms begin to swing forward and up towards the sky, 3) legs forcefully thrust the body upward, 4) and knees bent and shoulder width apart when touching the ground with 75% proficiency. Underhand throw a ball: 1) with ball held in hand in front of the body, 2) swinging the throwing arm back to minimum waist level, stepping forward with the opposite foot and bringing the throwing arm forward, 4) and the throwing arm continuing upward towards the target in front of the body with 75% proficiency. Catch a ball below or above the waist: 1) with body facing target focusing on object, feet shoulder width apart with knees and elbows bent, and both hands held in front of body forming a “W”, 2) stepping toward the thrower as the ball is released, extending arms and hands to meet the ball, and connecting 19
thumbs (above)/ pinkies (below), 3) using only fingers and thumbs to catch the ball without trapping the ball against the body, 4) and absorbing the force of the ball by bringing the arms back toward the body with 75% proficiency. 9. Kick a ball: 1) with body standing behind the ball, 2) stepping forward on the non-kicking foot, 3) contacting the object at or slightly below its center, 4) and the kicking foot continuing forward towards the target (follow-through) with 75% proficiency.
Essential Questions: 1. How can I control my body while moving? 2. How can I keep my body safe while moving? 3. How can I keep other students safe while moving?
Key Words: Balance, control, follow through, hop, horizontal, gallop, general space, jump, kick, plant, inside/outside of foot, release, run, safety, self-space, target, throw, underhand, vertical, waist
Assessments: WaKIDS: TS GOLD Assessment Objective 4: Demonstrates Traveling Skills
Objective 5: Demonstrates Balancing Skills
Objective 6: Demonstrates Gross-Motor Manipulative Skills
Highline’s CMSA 1. 2. 3. 1. 2. 3. 1. 2. 3.
Galloping Walking Up/Down Stairs Running Low Beam Walk Hopping Vertical Jump Underhand Throw a Ball Catching a Ball Above or Below the Waist Kicking a Ball
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KINDERGARTEN SHAPE National Standards: Standard 2-The physically literate individual applies knowledge and concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
Cognitive Grade/Course Level Benchmark: The student will identify key movement concepts. Learning Outcomes: The students will be able to respond appropriately and safely from verbal prompts of movement concept.
Washington State Standards: 1.1.5- Recognizes movement concepts. Essential Questions: 1. Why is moving my body important? 2. Why do I need to know how to move my body?
Key Words: Directions (forward, backwards, right, left, up, down), Levels (high, medium, low), Pathways (curvy, straight, diagonal, zigzag, twisted), Relationship Awareness (above/below, apart/together, behind, in front of, near/far, over/under, following/leading), Speed (fast, slow, speed up, slow down)
Assessments: Movement Concepts - Anecdotal Movement Concept Checklist
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KINDERGARTEN SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Affective Grade/Course Level Benchmark: The students will demonstrate safe and responsible personal behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Describe rules and procedures in the physical activity setting. 2. Accept responsibility for personal behavior in a physical activity setting.
Washington State Standards: 1.2.1- Understands safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment. Essential Questions: 1. Why is it important to keep my body safe during an activity? 2. Why do I need to follow rules?
Key Words: Awareness, General Space, Respect, Responsibility, Safety, Self-Space, Space
Assessments: Safety in Movement - Code of Conduct (CC)
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First Grade
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FIRST GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies locomotor, non-locomotor, and manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.
Essential Questions: 1. How can I control my body while hopping? 2. How can I keep my body safe while hopping? 3. How can I keep other students safe while hopping?
Psychomotor Grade/Course Level Benchmark: Hopping The student will be able to hop on either foot and perform one movement combination in a smooth, rhythmic motion. Learning Outcomes: The students will be able to: Hop: 1) with eyes focused in the direction of travel and body in an upright position, 2) taking off and landing on the same foot while bending the knee on landing, 3) swinging knee is bent and swings forward while elbows are bent with the arm opposite the swing leg moving forward, 4) body moving with a smooth, rhythmic motion, 5) on either foot and perform one movement combination with 75% proficiency. Key Words: Balance, control, feet, flight, glide, hop, jump, knee, safety
Assessments: Hopping - Critical Motor Skill Assessment (CMSA)
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FIRST GRADE SHAPE National Standards: Standard 2:-The physically literate individual applies knowledge and concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
Cognitive Grade/Course Level Benchmark: Health-Related Fitness Components The student will identify all health-related fitness components. Learning Outcomes: The students will be able to connect health-related fitness components to variety of movements.
Washington State Standards: 1.3.1- Recognizes basic vocabulary and components of healthrelated fitness. Essential Questions: 1. Why do I need to know the health-related fitness components? 2. Why are the health-related fitness components important in my life?
Key Words: Body Composition, Cardiovascular Endurance, Flexibility, Muscular Endurance, and Muscular Strength, Physical Activity, Exercise, Moderate Activity and Vigorous Activity
Assessments: Health-Related Fitness Components - Critical Concepts Assessment (CCA)
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FIRST GRADE SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Affective Grade/Course Level Benchmark: The students will demonstrate respectful behavior towards others in the physical activity setting. Learning Outcomes: The students will be able to cooperate with other students in a variety of group settings.
Washington State Standards: 1.2.2- Applies social skills necessary for effective participation in physical activity. Essential Questions: 1. Why do I need to work with others? 2. Is it better to work alone? Or with others?
Key Words: Attitude, Cooperation, Feelings, Friend, Group, Kind, Partner, Respect, Role, Teamwork
Assessments: Respect - Code of Conduct (CC)
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Second Grade
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SECOND GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies locomotor, non-locomotor, and manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.
Psychomotor Grade/Course Level Benchmark: Skipping The student will be able to skip in a smooth, rhythmic motion while alternating feet. Learning Outcomes: The students will be able to: Skip: 1) with eyes forward in direction of travel and an upright body position, 2) step and hop on the same foot, arms moving in opposition, 3) both feet temporarily off the ground, 4) and glide with a smooth, rhythmic motion with 75% proficiency.
1.1.4- Demonstrates balance and rhythmic movement skills in traditional and non-traditional activities. Essential Questions: 1. How can I control my body while skipping? 2. How can I keep my body safe while skipping? 3. How can I keep other students safe while skipping? 4. What is the difference between skipping and hopping?
Key Words: Balance, control, feet, flight, gallop, glide, hop, jump, knee, opposition, safety, skip, step and hop
Assessments: Skipping - Critical Motor Skill Assessment (CMSA)
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SECOND GRADE SHAPE National Standards: Standard 2:-The physically literate individual applies knowledge and concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
Cognitive Grade/Course Level Benchmark: Skill-Related Fitness Components The students will identify all skill-related fitness components. Learning Outcomes: The students will be able to list and define skill-related fitness components.
Washington State Standards: 1.4.1- Understands basic vocabulary of the components of skillrelated fitness. Essential Questions: 1. Why do I need to know the skill-related fitness components? 2. Why are the skill-related fitness components important in my life?
Key Words: Agility, Balance, Coordination, Power, Reaction Time, Speed
Assessments: Nutrition and Performance - Critical Concepts Assessment (CCA)
29
SECOND GRADE SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Affective Grade/Course Level Benchmark: The students will apply safe, responsible personal and social behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Demonstrate safe and responsible use of equipment in a physical activity setting. 2. Demonstrate safe and responsible use of body in a physical activity setting.
Washington State Standards: 1.2.1- Applies safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment. Essential Questions: 1. Why do I need to keep my body safe? 2. Why is it important to use equipment properly?
Key Words: Environment, Equipment, Injury, Responsibility, Safety, Spatial Awareness, Surroundings
Assessments: Responsibility - Code of Conduct (CC)
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Third Grade
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THIRD GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies locomotor, non-locomotor, and manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency. Essential Questions: 1. How can I control my body while leaping? 2. How can I keep my body safe while leaping? 3. How can I keep other students safe while leaping? 4. What is the difference between leaping and jumping? 5. What can I do with my body to leap a farther distance? 6. How can I leap and land safely?
Psychomotor Grade/Course Level Benchmark: Leaping The student will be able to run and leap taking off with one foot, landing on the other, and continuing to run. Learning Outcomes: The students will be able to: Leap: 1) by running and taking off with one foot, 2) having both feet temporarily off the ground, 3) landing on their other foot, 4) and continuing to run with 75% proficiency. Key Words: Balance, control, feet, flight, jump, landing, leaping, safety, take-off
Assessments: Leaping - Critical Motor Skill Assessment (CMSA)
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THIRD GRADE SHAPE National Standards: Standard 2:-The physically literate individual applies knowledge and concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.1.5- The student will be able to respond appropriately and safely from visual prompts of movement concept.
Cognitive Grade/Course Level Benchmark: Movement Concepts, Health-Related Fitness Components 1. The student will be able to respond appropriately and safely from visual prompts of movement concept. 2. The student will be able to recognize the components of health-related fitness. Learning Outcomes: The students will be able to: 1. Identify movement concepts (directions, effort, levels, pathways, personal and general space, relationships, and static and dynamic balance) 2. Connect health-related components of fitness to fitness assessments and daily activities.
1.3.1- The student will be able to recognize the components of health-related fitness. Essential Questions: 1. How does movement affect my performance in physical activities? 2. How does my movement affect others around me? 3. How does cardio-respiratory endurance help me in life? 4. How does muscular endurance help me in life? 5. How does muscular strength help me in life? 6. How does flexibility help me in life? 7. How does body composition affect my life?
Key Words: Body Composition, Body Control, CardioRespiratory, Curl Ups, Daily Activities, Directions, Dynamic Balance, Effort, Endurance, Flexibility, General Space, Heart, Horizontal, Levels, Lungs, Movement Concepts, Muscular Endurance, Muscular Strength, PACER, Pathways, Performance, Personal Space, Push-ups, Relationships, Sit and Reach, Spatial Awareness, Static Balance, Vertical
Assessments: Health-Related Concepts - Critical Concepts Assessment (CCA), Applying Movement Concepts
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THIRD GRADE SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction. Washington State Standards:
Affective Grade/Course Level Benchmark: The students will understand basic strategies to participate effectively in physical activities. Learning Outcomes: The students will be able to: 1. Understand offensive and defensive concepts in physical activities. 2. Understand how to use spatial awareness as an effective strategy while moving around others in physical activities.
1.2.3- Understands strategies necessary for effective participation in physical activities. Essential Questions: 1. Why is it important to have strategies when participating in activities? 2. Why do I need space while moving?
Key Words: Defense, Guarding, Offense, Open Space, Protecting, Spatial Awareness, Strategies
Assessments: Safety Strategies - Code of Conduct (CC)
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Fourth Grade
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FOURTH GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies locomotor, non-locomotor, and manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.
Essential Questions: 1. How can I control my body while kicking? 2. How can I keep my body safe while kicking? 3. How can I keep other students safe while kicking? 4. How can I be more aware of the environment while kicking a ball? 5. What can I do with my body to kick a ball farther? 6. What can I do with my body to kick a ball low to the ground? 7. What can I do with my body to kick a ball high in the air?
Psychomotor Grade/Course Level Benchmark: Kicking a Moving Ball The student will be able to kick a moving ball using their dominant foot. Learning Outcomes: The students will be able to: Kick a moving ball: 1) standing behind the ball with eyes focused on the ball, 2) step forward on the non-kicking foot, leap forward on the non-kicking foot placing toes beside the ball, and lean forward with the kicking foot off the ground, 3) contact the ball at or slightly below the center using the laces of the shoe or the inside of the foot, 4) and arm opposite of kicking leg swinging forward with kicking foot continuing forward towards target with 75% proficiency. Key Words: Accuracy, balance, control, dominant foot, feet, follow through, inside/outside foot, non-dominant foot, opposition, plant, target
Assessments: Kicking a Moving Ball - Critical Motor Skill Assessment (CMSA)
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FOURTH GRADE SHAPE National Standards: Standard 2:-The physically literate individual applies knowledge and concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.4.1- The student will be able to relate components of skillrelated fitness in a variety of physical activities 1.5.1- The student will be able to classify food nutrients, explain information on food labels, and understand the relationship between energy consumption and energy expenditure.
Essential Questions: 1. How does agility affect/improve my performance? 2. How does coordination affect/improve my performance? 3. How does speed affect/improve my performance? 4. How does reaction time affect/improve my performance? 5. How does power affect/improve my performance? 6. How does balance affect/improve my performance? 7. How does nutrition affect/improve my performance?
Cognitive Grade/Course Level Benchmark: Skill-Related Fitness Components, Nutrition Improving Performance 1. The student will be able to relate components of skill-related fitness in a variety of physical activities. 2. The student will be able to classify food nutrients, explain information on food labels, and understand the relationship between energy consumption and energy expenditure. Learning Outcomes: The students will be able to: 1. Identify skill-related fitness components and connect them to physical activities. 2. Identify food nutrients with food groups. 3. Understands that excess calories without regular exercise leads to weight gain. 4. Understands the importance of calories and how it affects body composition and function. 5. Describe how each element on food labels affect body health and performance. Key Words: Agility, Balance, Body Composition, Body Mass Index (BMI), Basil Metabolic Rate (BMR), Calcium, Calories, Carbohydrates, Cholesterol, Coordination, Cups, Daily Percentages, Daily Values (DV), Dairy, Dietary Fiber, Eating Disorder, Energy Expenditure, Exercise, Fat, Food Guide Pyramid, Food Plate, Fruit, Grains, Grams, Nutrients, Nutrition, Oils, Ounces, Power, Protein, Reaction Time, Saturated Fat, Serving Size, Skill-Related Fitness Components, Sodium, Speed, Sugar, Trans Fat, Vegetables, Vitamin A, Vitamin B, Vitamin C, Vitamin D, Water, Weight Gain
Assessments: Improving Performance - Critical Concepts Assessment (CCA) 37
FOURTH GRADE SHAPE National Standards: Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 4.2.1- Applies goals for improvement health and fitness practices.
Essential Questions: 1. How do I know I am setting reasonable goals in life? 2. Why is setting goals important in fitness? 3. Why do I need a plan in life?
Fitness Grade/Course Level Benchmark: The students will create goals and design plans to improve personal health and fitness. Learning Outcomes: The students will be able to: 1. Monitor personal practices and plans for both health and fitness. 2. Create appropriate goals and plans based on prior personal information to improve and maintain health and fitness. Key Words: Self-reflection, Improvement Goals, Goal Setting, Fitness Log, Goal, Fitness Goals, Resistance, Habit, F.I.T.T, FitnessGram, Diabetes, Asthma, Heart Disease, Obesity, Lifetime Activities, Body Composition, Quality of Life, Longevity, Life Expectancy, Physical Activity, Recreation, Sedentary, Leisure, Water, Health-Related Components, Leisure Activity, Physical Fitness, Physical Fitness, 10,000 steps, moderate-tovigorous, heart rates, heredity, prevention, and 60 minutes.
Assessments: PACER (W), Push-Ups (W), Curl-Ups (W), & Sit & Reach (W). Fitness Plans.
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FOURTH GRADE SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Affective Grade/Course Level Benchmark: The students will apply sportsmanship when working with others in a variety of group settings. Learning Outcomes: The students will be able to: 1. Demonstrate cooperation when working to achieve a common goal. 2. Demonstrate etiquette and application of rules in physical activities.
Washington State Standards: 1.2.2- Applies social skills necessary for effective participation in physical activities. Essential Questions: 1. Why do I need to work with others? 2. Why do I need to show etiquette in physical activities?
Key Words: Attitude, Common Goal, Cooperation, Etiquette, Role, Rules, Sportsmanship, Teamwork
Assessments: Sportsmanship - Code of Conduct (CC)
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Fifth Grade
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FIFTH GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies locomotor, non-locomotor, and manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.
Essential Questions: 1. How can I control my body while dribbling a ball with my feet? 2. How can I keep my body safe while dribbling a ball with my feet? 3. How can I keep other students safe while dribbling a ball with my feet? 4. How can I be more aware of the environment while dribbling a ball with my feet? 5. What can I do with my body to keep a ball close to me while moving at a fast speed? 6. How is dribbling a ball with your feet similar to and different from dribbling a ball with your hands? 7. How can I use my body to dribble while maintaining a safe playing environment?
Psychomotor Grade/Course Level Benchmark: Dribbling Ball with Feet The student will be able to dribble a ball with alternating feet. Learning Outcomes: The students will be able to: Feet dribble: 1) with object on ground directly below head, feet shoulder-width apart, and bent knees, 2) tapping object with inside or outside of the foot (not toe), 3) object staying on the ground directly below the head, eyes forward, and object within two to four feet, 4) and performed at a speed faster than a walk with 75% proficiency. Key Words: Accuracy, alternating feet, balance, control, dominant foot, inside/outside foot, non-dominant foot, proximity, speed
Assessments: Feet Dribbling - Critical Motor Skill Assessment (CMSA)
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FIFTH GRADE SHAPE National Standards: Standard 2:-The physically literate individual applies knowledge and concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
Cognitive Grade/Course Level Benchmark: Fitness Concepts The students will continue to demonstrate mastery of previous grade level benchmarks. Learning Outcomes: See previous grade level
Washington State Standards: 1.1.5- Evaluates movement concepts. 1.3.1- Analyzes components of health related fitness. 1.4.1- The student will be able to relate components of skillrelated fitness in a variety of physical activities 1.5.1- The student will be able to classify food nutrients, explain information on food labels, and understand the relationship between energy consumption and energy expenditure. Essential Questions: See previous grade level
Key Words: See previous grade levels
Assessments: Fitness Concepts - Critical Concept Assessment (CCA)
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FIFTH GRADE SHAPE National Standards: Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 4.1.1- Analyzes daily health and fitness habits.
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to analyze personal health and fitness information. Learning Outcomes: The students will be able to: 1. Compare personal fitness status to the Healthy Fitness Zones (HFZ) and set individual goals to reach or maintain a healthy fitness status. 2. Identify benefits and consequences of health and fitness habits.
Essential Questions: 1. How do I know I am setting reasonable goals in life? 2. Why is setting goals important in fitness? 3. Why do I need a plan in life?
Key Words: Diabetes, Heart Disease, Obesity, Lifetime Activities, Body Composition, Quality of Life, Longevity, Life Expectancy, Physical Activity, Recreation, Sedentary, Leisure, Leisure Activity, Physical Fitness, Physical Fitness, 10,000 steps, moderate-to-vigorous, heart rates, and 60 minutes.
Assessments: PACER (W), Push-Ups (W), Curl-Ups (W), & Sit & Reach (W). Fitness Plans.
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FIFTH GRADE SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Affective Grade/Course Level Benchmark: The students will demonstrate safe, responsible personal and social behavior with others in a team setting. Learning Outcomes: The students will be able to: 1. Integrate cooperation in a variety of competitive and non-competitive physical activities. 2. Integrate problem solving strategies in a variety of physical activities.
Washington State Standards: 1.2.2- Applies social skills necessary for effective participation in physical activities. Essential Questions: 1. Why is it important to work as a team? 2. How can I be an individual and still be part of a team? 3. Why should I sacrifice my own personal for the goals of the team? 4. How can problem solving help me in life?
Key Words: Accountability, Competition, Communication, Compromise, Encouragement, Non-competitive, Individual, Problem Solving, Responsibility, Social Skills, Solution, Strategies, Supportive, Teamwork
Assessments: Teamwork - Code of Conduct (CC)
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Elementary Motor Skills and Critical Elements Grade Level K
Motor Skill 1
Motor Skill 2 (2015-2016) Catching a Ball Above or Below the Waist Galloping Hopping Kicking a Ball Low Beam Walk Running Underhand Throw a Ball Vertical Jump Walking Up/Down Stairs
Motor Skill 3 (2017-18)
1
Hopping
Sliding
Galloping
2
Skipping
Underhand Throwing
3
Leaping
Weight Transfer Throwing
4
Kicking
Catching Above or Below the Waist
5
Feet Dribbling
Overhand Throw
Running Curling & Stretching Twisting & Bending Jumping & Landing: Jump Rope Balance (Gym) Underhand Volley Striking with Short Implement Hand Dribbling Jumping & Landing: Spring & Step Rolling Dribbling w/implement Striking with a long implement
Motor Skills Catching a Ball Above or Below the Waist Galloping Hopping Kicking a Ball Low Beam Walk
Critical Element 1 Ready Position
Critical Element 2 Step & Reach
Critical Element 3 Fingers
Critical Element 4 Give
Head & Body Head & Body Ready Position
Flight Flight Step
Arms Arms & Knee Kick
Head & Body
Arms
Feet
Glide Glide FollowThrough Traveling 45
Running Underhand Throw a Ball Vertical Jump Walking Up/Down Stairs Hopping
Head & Body Ready Position
Flight Arm Back
Arms Step & Throw
Ready Position Head & Body
Arms Flight
Legs Legs
Knees FollowThrough Landing Arms
Eyes & Body
Knee & Arms
Glide
Skipping
Eyes & Body
Flight
Glide
Leaping Catching Above the Waist Feet Dribbling
Run Ready Position
Flight (Foot & Takeoff Leg) Step, Hop, & Arms Takeoff Step & Reach
Flight Fingers Only
Landing Give
Ready Position
Foot Taps
Keep Ball Close
Move with Ball
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Middle School Level Physical Education Outcomes “By the end of middle school (8th grade), the learner will apply tactics and strategies to modified game play, demonstrate fundamental motor skills in a variety of contexts, design and implement a health-enhancing fitness program, participate in selfselected physical activity, cooperate with and encourage classmates, accept individual differences and demonstrate inclusive behaviors, and engage in physical activity for enjoyment and self-expression.” (Society of Health and Physical Education, 2014)
Sixth Grade provides middle school learners a foundation to which build upon in order to prepare for college, career, and life readiness. “Students in grade six will combine fundamental skills into more complex movement forms in modified game, dance, and recreational activities. Cooperative and competitive small-group games are appropriate, emphasis being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment. Students in grade six develop more sophistication in understanding health issues and practicing health skills. They apply health skills and strategies to improve or maintain personal and family health. Students begin to understand adolescent health issues and concerns and the relationship between choices and consequences. They understand how to be a positive role model and the impact of positive and negative peer pressure. Students demonstrate injury-prevention behaviors at school and elsewhere. They are resourceful in accessing and critiquing health information.” (Office of Superintendent of Public Instruction, 2014)
Seventh Grade allows for middle school learners to build on the knowledge and concepts learned in sixth grade, further developing the skills desired for college, career, and life readiness. “In grade seven, students continue to develop competence in modified versions of various games, rhythmic, and recreational activities. They can apply similar concepts from one sport or movement setting to another. Students continue to develop responsible personal and social behaviors by demonstrating decision-making skills, conflict-resolution skills, appropriate etiquette, and respect for others. Students achieve and maintain personal fitness standards and set reasonable and appropriate goals for improvement or maintenance of health-related fitness. Students learn to refine their critical-thinking skills to avoid unsafe situations, analyze health information and 47
products, and maintain healthy relationships. Students exhibit a healthy lifestyle, interpret health information, and promote good health.” (Office of Superintendent of Public Instruction, 2014)
Eighth Grade allows for middle school learners to build on the knowledge and concepts learned in seventh grade, preparing the learners for success in high school, college, career, and life readiness. “In grade eight, students demonstrate competence in skillful movement in modified game situations and in a variety of rhythmic and recreational activities. They transition from modified versions of movement forms to more complex applications across all types of activities. Students demonstrate the ability to assume responsibility for guiding their own learning as they apply their knowledge and abilities to create a practice plan to improve performance in selected physical activities. Students are able to set goals, track progress, and participate in these activities to improve health-related fitness. Students in grade eight have an understanding of the origins and causes of diseases, including the relationship between family history and certain health risks. They begin to relate short and long-term consequences of health choices and apply health skills to specific personal, family, and community health concerns. Students learn to refine critical-thinking skills to avoid unsafe situations, analyze health information and products, and maintain healthy relationships. Students begin to investigate health in the broader context of community.” (Office of Superintendent of Public Instruction, 2014)
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Sixth Grade
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SIXTH GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.3.1- Understands the components of health-related fitness. 1.4.2- Explains how movement skills contribute to active living for lifetime health. Essential Questions: 1. How does your diet impact your level of physical performance? 2. How can learning a variety of sports/activities contribute to healthy living? 3. How can learning a variety of sports/activities contribute to athletic performance? 4. How does each component of fitness contribute to your overall health and fitness?
Psychomotor Grade/Course Level Benchmark: The students will perform a variety of complex motor skills in a variety of activities. Learning Outcomes: The students will be able to: 1. Demonstrate appropriate skills as they apply to a specific activity 2. Demonstrate proper form as it applies to a specific activity Key Words: Agility, balance, coordination, power, speed, reaction time, energy, calories
Assessments: Critical Motor Skill Assessment (CMSA) 1 – Striking with Implement, Critical Motor Skill Assessment (CMSA) 2 – Ready Position
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SIXTH GRADE SHAPE National Standards: Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Washington State Standards: 1.3.1- Applies the components of health-related fitness.
Cognitive Grade/Course Level Benchmark: The students will demonstrate an understanding of the components of fitness as it applies to daily fitness habits. Learning Outcomes: The students will be able to: 1. Begin collecting and monitoring personal fitness 2. Begin using personal fitness data to set fitness goals 3. Begin to understand the components of health-related fitness
4.1.1- Analyzes daily health and fitness habits. 4.2.1- Creates personal health and fitness data and sets goals. Essential Questions: 1. What are the benefits of monitoring personal fitness? 2. Why is it necessary to have five distinct fitness components?
Key Words: Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition
Assessments: Fitness scores handout (including goal setting), Fitness rubric
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SIXTH GRADE SHAPE National Standards: Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.3.1- Applies the components of health-related fitness. 4.1.1- Analyzes daily health and fitness habits.
Essential Questions: 1. How can goal-setting activities help me maintain an active lifestyle? 2. How can I maintain a healthy fitness level throughout my life? 3. Why should I assess my fitness?
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to maintain a healthenhancing level of physical fitness. Learning Outcomes: The students will be able to: 1. Participate daily in all aspects of the required classroom activities 2. Collect and track personal fitness data 3. Compare personal fitness status to national standards and set goals based upon fitness status Key Words: Muscular Strength, Muscular Endurance, Cardiorespiratory Endurance, Flexibility, Body Composition
Assessments: Mile (W), PACER (W), Push-Ups (W), Curl-Ups (W), Sit & Reach (W)
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SIXTH GRADE SHAPE National Standards: Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others. Washington State Standards: 1.2.1- Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Essential Questions: 1. What are the characteristics of a successful team member? 2. What role does safety and sportsmanship play in PE? 3. How do you demonstrate good sportsmanship?
Affective Grade/Course Level Benchmark: The students will demonstrate responsible personal and social behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Follow established rules as they apply to a specific game/sport 2. Participate in group activities that require teamwork & cooperation amongst team members. 3. Recognize personal space of self and others Key Words: sportsmanship, cooperation, teamwork, space, position, etiquette
Assessments: Participation rubric
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Seventh Grade
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SEVENTH GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.4.1- Understands the components of skill-related fitness to physical activity.
Essential Questions: 1. How does your diet impact your level of physical performance? 2. How can learning a variety of sports/activities contribute to healthy living? 3. How can learning a variety of sports/activities contribute to athletic performance? 4. How does each component of fitness contribute to your overall health and fitness?
Psychomotor Grade/Course Level Benchmark: The students will perform a variety of complex motor skills in a variety of activities. Learning Outcomes: The students will be able to: 1. Demonstrate appropriate skills as they apply to a specific activity 2. Demonstrate proper form as it applies to a specific activity 3. Identify the relationship between nutrition and physical fitness Key Words: Agility, balance, coordination, power, speed, reaction time, energy, calories
Assessments: Critical Motor Skill Assessment (CMSA) 1 – Volley, Critical Motor Skill Assessment (CMSA) 2 – Receiving pass from teammate (move to receive a pass from a teammate or opponent)
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SEVENTH GRADE SHAPE National Standards: Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Washington State Standards: 1.3.1- Applies the components of health-related fitness. 4.1.1- Analyzes daily health and fitness habits.
Cognitive Grade/Course Level Benchmark: The students will demonstrate an understanding of the FITT principle as it applies to daily fitness habits. Learning Outcomes: The students will be able to: 1. Differentiate types of exercise to achieve specific fitness goals 2. Begin to understand the concepts of the FITT principle 3. Identify the relationship between daily health habits and physical fitness
4.2.1- Creates personal health and fitness data and sets goals. Essential Questions: 1. What are ways to improve specific components of health-related fitness? 2. How does the FITT principle help you improve specific fitness goals?
Key Words: Frequency, Intensity, Time, Type, specificity
Assessments: Fitness scores handout (including goal setting), Fitness rubric
56
SEVENTH GRADE SHAPE National Standards: Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.3.1- Applies the components of health-related fitness. 4.1.1- Analyzes daily health and fitness habits.
Essential Questions: 1. How can goal-setting activities help me maintain an active lifestyle? 2. Why is it necessary to maintain a healthy level of cardiorespiratory fitness? 3. How can I maintain a healthy fitness level throughout my life? 4. Why should I assess my fitness?
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to maintain a healthenhancing level of physical fitness. Learning Outcomes: The students will be able to: 1. Participate daily in all aspects of the required classroom activities 2. Collect and track personal fitness data 3. Compare personal fitness status to national standards and set goals based upon fitness status Key Words: Aerobic Exercise, Anaerobic Exercise, Muscular Strength, Muscular Endurance, Cardiorespiratory Endurance, Flexibility, Body Composition
Assessments: Mile (W), PACER (W), Push-Ups (W), Curl-Ups (W), Sit & Reach (W)
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SEVENTH GRADE SHAPE National Standards: Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others. Washington State Standards: 1.2.1- Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Essential Questions: 1. What are the characteristics of a successful team? 2. What role does safety and sportsmanship play in PE? 3. What are the benefits of a team demonstrating good sportsmanship?
Affective Grade/Course Level Benchmark: The students will demonstrate responsible personal and social behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Follow established rules as they apply to a specific game/sport 2. Demonstrate sportsmanship, cooperation, and teamwork in a variety of activities. Key Words: sportsmanship, cooperation, teamwork
Assessments: Participation rubric
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Eighth Grade
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EIGHTH GRADE SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5- Applies understanding of movement concepts. 1.2.2- Applies skills and strategies necessary for effective participation in physical activities.
Psychomotor Grade/Course Level Benchmark: The students will perform a variety of complex motor skills in a variety of activities. Learning Outcomes: The students will be able to: 1. Demonstrate appropriate skills as they apply to a specific game/sport 2. Demonstrate proper form as it applies to a specific game/sport skill 3. Demonstrate offensive and defensive skills as they apply to individual/team activities
1.3.1- Applies the components of health-related fitness. Essential Questions: 1. Why is skill development important for developing proficiency in sport? 2. How can learning a variety of sports/activities contribute to healthy living? 3. How can learning a variety of sports/activities contribute to athletic performance?
Key Words: Offense, defense, ready-position, court/field position, rally, volley, strategy, target, follow-through, balance, weight transfer, center of gravity
Assessments: Critical Motor Skill Assessment (CMSA) 1 – Basic offensive and defensive strategies, Critical Motor Skill Assessment (CMSA) 2 – Catching/receiving while moving in various speeds and directions
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EIGHTH GRADE SHAPE National Standards: Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Washington State Standards: 1.3.1- Applies the components of health-related fitness. 4.1.1- Analyzes daily health and fitness habits.
Cognitive Grade/Course Level Benchmark: The students will demonstrate an understanding of the relationship between the components of fitness and the FITT principle as it applies to daily fitness habits. Learning Outcomes: The students will be able to: 1. Understand the relationship between the concepts of the FITT principle and components of health-related fitness 2. Appropriately apply personal fitness habits and the subsequent fitness goals in daily activities
4.2.1- Creates personal health and fitness data and sets goals. Essential Questions: 1. What is the relationship between components of healthrelated fitness and the FITT principle? 2. How do you forecast the use of the FITT principle in the future? 3. Based on your overall fitness improvements in middle school, what are some fitness goals that you still have moving forward?
Key Words: Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition, Frequency, Intensity, Time, Type
Assessments: Fitness scores handout (including goal setting), Fitness rubric, 8th Grade Critical Concepts Assessment (CCA)
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EIGHTH GRADE SHAPE National Standards: Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.3.1- Applies the components of health-related fitness. 4.1.1- Analyzes daily health and fitness habits.
Essential Questions: 1. How can goal-setting activities help me maintain an active lifestyle? 2. How will improving my muscular strength and endurance affect my everyday life? 3. Why is it necessary to maintain a healthy level of cardiorespiratory fitness? 4. How can I maintain a healthy fitness level throughout my life? 5. Why should I assess my fitness?
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to maintain a healthenhancing level of physical fitness. Learning Outcomes: The students will be able to: 1. Participate daily in all aspects of the required classroom activities 2. Collect and track personal fitness data 3. Compare personal fitness status to national standards and set goals based upon fitness status Key Words: Aerobic Exercise, Anaerobic Exercise, Muscular Strength, Muscular Endurance, Cardiorespiratory Endurance, Flexibility, Body Composition
Assessments: Mile (W), PACER (W), Push-Ups (W), Curl-Ups (W), Sit & Reach (W)
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EIGHTH GRADE SHAPE National Standards: Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others. Washington State Standards: 1.2.1- Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Essential Questions: 1. What are the characteristics of a successful team? 2. What role does safety and sportsmanship play in daily life? 3. What are the benefits of being a good team player outside of PE?
Affective Grade/Course Level Benchmark: The students will demonstrate responsible personal and social behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Follow established rules as they apply to a specific game/sport 2. Demonstrate sportsmanship, cooperation, and teamwork in a variety of activities. Key Words: sportsmanship, cooperation, teamwork, attitude, positive outlook
Assessments: Participation rubric
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Middle School Motor Skills and Critical Elements Grade Level 6
Motor Skill 1 Striking with Implement
Motor Skill 2 Ready Position
7
Volley
Receive pass from teammate (move to receive pass from teammate)
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Basic Offensive and Defensive Strategies
Catching/Receiving while moving in various speeds and directions
Motor Skill Striking with Implement
Ready Position Volley
Critical Element 1 Eyes on object to be struck Feet are shoulder width apart Eyes on the object
Critical Element 2 Contact with object is on designed area of implement Knees bent
Critical Element 3 Object is struck in-line with, or in front of body
Critical Element 4 Follow through
Weight forward
Body squared to target
Move to the object
Strikes/hits object with appropriate speed/force Arms extend, hands open
Follows through in direction of target Secure object with two hands or body Move with offense (Def)
Receive pass from teammate
Move to open space
Eyes follow object to be caught
Basic Off./Def. Strategies
Pass to undefended teammates (Off) Eyes follow object to be caught
Move to avoid defenders (Off)
Catching while moving in various speeds/directions
Move body with same speed and in same direction as object to be caught
Position self between object and goal (Def) Arms extend, hands open
Secure object with two hands or body
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High School Level Physical Education Outcomes “By the end of high school, the learner will be college/career-ready, as demonstrated by the ability to plan and implement different types of personal fitness programs; demonstrate competency in two or more lifetime activities; describe key concepts associated with successful participation in physical activity; model responsible behavior while engaged in physical activity; and engage in physical activities that meet the need for self-expression, challenge, social interaction and enjoyment. High school outcomes have been organized into two levels.” (Society of Health and Physical Education, 2014) Level 1 indicates the minimum knowledge and skills that students must attain to be college, career, and life ready at graduation. “In year one of fitness education, students complete the transition from modified versions of movement forms to more complex applications across all types of physical activities. Students demonstrate more specialized knowledge in identifying and applying key movement motor skills and movement concepts. They assess their skill performance and develop a personal health and fitness plan. Students demonstrate the ability to plan for and improve components of health-related fitness to achieve and maintain a health-enhancing level of personal fitness.” (Office of Superintendent of Public Instruction, 2014)
Level 1 course PE5300
Fitness Foundations
This course is designed to teach students how to identify and apply key motor skills and movement concepts necessary for a variety of physical activities. Students will learn the specialized skills necessary to participate in a variety of physical activities and understand the concepts necessary to design and implement a personal fitness plan. Note: This course is a pre-requisite for all other Physical Education Courses.
Level 2 allows students to build on Level 1 competencies by augmenting knowledge and skills considered desirable for college, career, and life readiness.
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“Students in year two of fitness education are proficient in all fundamental movement skills and skill combinations and are competent in self-selected physical activities that they are likely to be involved with throughout life. They understand and apply key movement and fitness concepts for all activities in which they demonstrate competence. Students are good leaders and good followers, respect others, and anticipate and avoid unsafe physical activity situations. They develop the ability to understand and anticipate how physical activity interests and abilities change across a lifetime. Students demonstrate competency to plan, implement, self-assess, and modify a personal health and fitness plan. Students are prepared to lead a physically active lifestyle and practice health-enhancing behaviors that promote wellness throughout life.” (Office of Superintendent of Public Instruction, 2014)
Level 2 courses are Physical Education electives that students can choose to take after completing Fitness Foundations. Each school may have a different selection of level 2 courses. Some of the level 2 courses offered are: PE5100
Aerobic Conditioning
Aerobic Conditioning emphasizes different intensity conditioning activities that primarily help to develop cardiovascular fitness. Activities include walking, jogging, circuit-training, and fitness-video workouts.
PE5120
Dance Conditioning
Dance Conditioning helps develop students’ flexibility, strength, and cardiovascular fitness through a variety of dance related activities (without an emphasis on particular dance forms or on developing specific dance techniques). This class emphasizes physical fitness with exercises that dancers use to train their bodies.
PE5600
Sports Physical Education
Physical Education provides students with knowledge, experience, and an opportunity to develop skills in more than one of the following sports or activities: team sports, individual/dual sports, recreational sports, and fitness/conditioning activities.
PE5700
Weight Training 1
Weight Training 1 helps students develop knowledge and skills with free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy and conditioning.
PE5720
Weight Training 2
Weight Training 2 is designed for students interested in an advanced and rigorous physical education course. The units will emphasize overall body strength and physical fitness. Weight lifting, endurance activities, cardiovascular games, and aerobic activities will be incorporated into the class. You will be expected to maintain a high level of participation throughout the course to improve your strength and fitness levels.
PE5800
Yoga
Yoga develops and practices fitness principles including: strength, flexibility, coordination, endurance, balance, core strength, alignment and body awareness through the daily practice of Yoga. Through Yoga, students will learn about healthy life choices including: proper relaxation, skills for dealing with stress, proper diet and proper exercise.
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High School Level 1: Fitness Foundations
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FITNESS FOUNDATIONS SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies complex motor skills and concepts to activities to enhance a physically active life.
Essential Questions: 1. How can motor skill proficiency benefit a healthy lifestyle? 2. How can motor skills enhance the health-related components of fitness? 3. What motor skills are essential to participating in a variety of activities? 4. How can you enhance your motor skills?
Psychomotor Grade/Course Level Benchmark: The students will perform a variety of movement skills in diverse physical activities. Learning Outcomes: The students will be able to: 1. Demonstrate proper technique for specified movement activities. 2. Understand how movement skills transfer between various activities. Key Words: cues, follow-through, stance, tracking, motor skills, drills
Assessments: Critical Motor Skill Assessment (CMSA) 1 – Walking Lunge, Critical Motor Skill Assessment (CMSA) 2 – Air Squats
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FITNESS FOUNDATIONS SHAPE National Standards: Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Washington State Standards: 1.3.1- Analyzes the components of health-related fitness. 1.3.2- Analyzes the progress of a personal fitness plan. 4.1.1- Analyzes daily health and fitness habits. 4.2.2- Understands barriers to physical activity and a healthy lifestyle.
Essential Questions: 1. What are some barriers to having a healthy fitness level that I might encounter at some point during my life? 2. How can I overcome barriers to maintaining a healthy fitness level throughout my life? 3. What strategies and resources can I use to maintain an active lifestyle? 4. What role does the FITT principle play in developing a fitness plan? 5. What are potential health consequences associated with poor fitness levels? 6. What are potential health consequences associated with poor nutritional choices?
Cognitive Grade/Course Level Benchmark: The students will demonstrate the ability to apply fitness concepts in developing a fitness plan. Learning Outcomes: The students will be able to: 1. Demonstrate knowledge of the FITT principle by applying fitness concepts to a plan. 2. Demonstrate knowledge of training for all components of health-related fitness. 3. Identify fitness deficiencies and potential health consequences in order to develop plans for improving physical fitness levels. 4. Evaluate nutritional needs in order to reduce risk for diseases. 5. Identify a variety of benefits associated with a high level of physical fitness Key Words: barriers, calories, frequency, intensity, time, type, strategies, target heart rate zone, resting heart rate, aerobic, anaerobic, range of motion, resistance training
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7. How can my physical fitness benefit all aspects of my life? Assessments: High School Critical Concepts Assessment (CCA)
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FITNESS FOUNDATIONS SHAPE National Standards: Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.3.1- Analyzes and evaluates the components of health-related fitness. 1.3.2- Analyzes and evaluates the progress of a personal health and fitness plan. Essential Questions: 1. How will improving my muscular strength and endurance affect my everyday life? 2. Why is it necessary to maintain a healthy level of cardiorespiratory fitness? 3. Why should I assess my fitness? 4. How can I self-assess my fitness throughout my life in order to maintain a healthy lifestyle? 5. What can I do to ensure that I meet healthy fitness standards?
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to maintain a healthenhancing level of physical fitness. Learning Outcomes: The students will be able to: 1. Participate daily in all activities in order to maintain/improve current fitness. 2. Develop a specific exercise plan that is tailored to their personal health-related fitness needs. 3. Compare personal fitness status to healthy standards and set personal fitness goals. Key Words: cardiorespiratory fitness, muscular endurance, flexibility, muscular strength, body composition, health-related fitness, exercise, physical activity, goals, standards
Assessments: Mile (W), PACER (W), Push-Ups (W), Curl-Ups (W), Sit & Reach (W)
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FITNESS FOUNDATIONS SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Washington State Standards: 1.2.1- Applies how to perform activities and tasks safely and appropriately.
Essential Questions: 1. What importance do safety, communication, and sportsmanship play in any given activity? 2. How do rules enhance the level of participation? 3. How can communication and cooperation with others promote success in all activities? 4. How does my behavior impact others’ participation and enjoyment of activities?
Affective Grade/Course Level Benchmark: The students will demonstrate responsible personal and social behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Demonstrate responsible personal behavior and leadership skills to accomplish group and individual goals. 2. Participate in group activities that require teamwork and cooperation among team members. 3. Demonstrate knowledge of rules and safety procedures for participating in an active environment Key Words: spatial awareness, sportsmanship, equity, prevention, communication
Assessments: participation rubric, peer assessments, self-assessments of participation
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High School Level 2: Sports Physical Education
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SPORTS PHYSICAL EDUCATION SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies complex motor skills and concepts to activities to enhance a physically active life. 1.1.5- Evaluates understanding of movement concepts. Essential Questions: 1. How does the ability to use sport-specific skills impact game play? 2. What skills are important to participate successfully in physical activities? 3. How does the ability to use sport-specific skills impact your fitness? 4. How does practice impact your performance? 5. What are some strategies that you can use to improve a skill?
Psychomotor Grade/Course Level Benchmark: The students will execute a variety of movement skills in various physical activities. Learning Outcomes: The students will be able to: 1. Demonstrate a variety of sport-specific skills at a proficient level. 2. Evaluates the impact of practice on improving performance. 3. Evaluate how skills impact gameplay and physical activity Key Words: cues, sport-specific skills, practicing, performance, movement concepts
Assessments: team sport rubric, sport skill rubric (peer and self-assessment)
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SPORTS PHYSICAL EDUCATION SHAPE National Standards: Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Washington State Standards: 1.3.1- Analyzes the components of health-related fitness. 1.3.2- Analyzes the progress of a personal fitness plan. 4.2.1- Creates a plan and monitoring system using health, fitness, and nutrition, based on life and employment goals. Essential Questions: 1. What strategies and resources can I use to maintain an active lifestyle? 2. How can I use the principles of training in developing my fitness plan? 3. What training strategies can I use to improve/maintain each health-related component of fitness? 4. How do my nutritional choices affect my fitness goals? 5. What are the necessary steps in designing an effective health and fitness plan?
Cognitive Grade/Course Level Benchmark: The students will demonstrate the ability to apply the principles of trainings in developing a personal fitness plan. Learning Outcomes: The students will be able to: 1. Develop and follow a personal fitness plan using the FITT principle and personal goals 2. Analyze and apply different training strategies for all components of health-related fitness. 3. Evaluate nutritional needs in order to meet fitness goals.
Key Words: progression, overload, specificity, frequency, intensity, time, type, strategies, target heart rate zone, resting heart rate, aerobic, anaerobic, resistance training, calories
Assessments: Course specific vocabulary test
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SPORTS PHYSICAL EDUCATION SHAPE National Standards: Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.3.1- Analyzes and evaluates the components of health-related fitness. 1.3.2- Analyzes and evaluates the progress of a personal health and fitness plan. 1.4.1- Analyzes the components of skill related fitness to physical activity.
Essential Questions: 1. What can I do to ensure that I meet healthy fitness standards? 2. How can improving skill-related components of fitness impact my health-related components of fitness? 3. How does knowledge and skills in a variety of sports and activities lead to promoting a lifetime of health? 4. What activities can I do on a consistent basis to help maintain/improve my fitness level?
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to maintain a healthenhancing level of physical fitness. Learning Outcomes: The students will be able to: 1. Participate daily in all activities in order to maintain/improve current fitness. 2. Develop a specific exercise plan that is tailored to their personal health-related fitness needs. 3. Compare personal fitness status to healthy standards and set personal fitness goals. 4. Develop and monitor personal progress based on individual fitness scores 5. Compare and contrast a variety of activities to enhance their fitness levels 6. Apply personal skills and strategies in games and activities 7. Develop and maintain progress on individual fitness goals based on fitness profiles and National guidelines in relation to work, activities and leisure. Key Words: cardiorespiratory fitness, muscular endurance, flexibility, muscular strength, body composition, health-related fitness, exercise, physical activity, goals, standards, game rules, lead up activities, progression
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5. What motivates me to participate in fitness-enhancing physical activity? Assessments: Mile (W), PACER (W), Push-Ups (W), Curl-Ups (W), Sit & Reach (W)
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SPORTS PHYSICAL EDUCATION SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Washington State Standards: 1.2.1- Applies how to perform activities and tasks safely and appropriately. 1.2.4- Analyzes safety and the importance of fitness in the work environment.
Essential Questions: 1. How does the risk of one given sport compare to another? 2. How can my fitness level impact my job performance? 3. What are characteristics of an effective leader? 4. What strategies can you use to solve a conflict during a game or practice?
Affective Grade/Course Level Benchmark: The students will demonstrate understanding of how performing activities safely in any environment impacts themselves and others Learning Outcomes: The students will be able to: 1. Compare the risk level of various activities. 2. Analyze how fitness levels can impact job performance and safety 3. Demonstrate leadership and cooperative characteristics including trust, respect for others, self-confidence, selfesteem, and responsible behavior. 4. Demonstrate problem-solving and conflict management skills through a variety of group strategies. Key Words: risk, sportsmanship, strategies, health and fitness plan, training principles, occupation, cooperative characteristics, obstacles
Assessments: peer assessments, self-assessment
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High School Level 2: Weight Training-1
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WEIGHT TRAINING- 1 SHAPE National Standards: Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Washington State Standards: 1.1.1- Applies complex motor skills and concepts to activities to enhance a physically active life.
Essential Questions: 1. What specific muscles are used while performing weight lifting exercises? 2. What are common errors in weight training technique and their consequences? 3. How does an in-depth knowledge of muscles and their movements improve a resistance training program? 4. Why must a variety of lifts be performed in order to maintain muscular and skeletal health?
Psychomotor Grade/Course Level Benchmark: The students will perform a variety of resistance training activities. Learning Outcomes: The students will be able to: 1. Demonstrate proper technique for specified weight training exercises. 2. Identify common errors in weight training and their consequences. 3. Identify and demonstrate basic muscle movements. Key Words: Isometric, Concentric, Eccentric, Agonist, Antagonist, Flexion, Extension, Abduction, Adduction, Lateral, Range of Motion, Recruitment, Primary Muscle, Assisting Muscle, Repetitive Stress Injury, Dynamic Lifts, Core Lifts, Assistance Lifts, Form
Assessments: Squat Check-Off (W),Bench Press Check-Off, Lift Demonstration Quiz
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WEIGHT TRAINING- 1 SHAPE National Standards: Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Washington State Standards: 1.3.1- Analyzes the components of health-related fitness. 1.3.2- Analyzes the progress of a personal fitness plan. 1.5.1- Analyzes the relationship of nutrition planning to physical performance and body composition. 4.2.1- Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
Essential Questions: 1. How do nutrition and physical activity behaviors affect body composition? 2. How do daily nutrition choices affect my exercise performance? 3. How do my fitness goals affect my weight training program? 4. What are the benefits of a circuit training workout? 5. What are the necessary steps to designing an effective weight training routine?
Cognitive Grade/Course Level Benchmark: The students will be able to apply weight training, nutrition, and fitness concepts to daily workouts. Learning Outcomes: The students will be able to: 1. Design and implement an individual weight training program based upon the principles of training and current fitness status 2. Analyze a variety of workouts based upon the principles of training, weight-training concepts, and the FITT principle. 3. Demonstrate knowledge of lifts and their role in improving physical fitness 4. Demonstrate knowledge of training for all components of health-related fitness 5. Demonstrate knowledge of various weight-training routine structures 6. Demonstrate knowledge for maintaining a healthy weight Key Words: Plyometric Training, Circuit Training, Resistance Training, Overload, Progression, Specificity, Calorie, Body Composition, Split-Muscle Group Routine, Total Body Routine, Split Upper & Lower Body Routine, Plateau, Overtraining, Regression, Push-pull Training, Free Weights, Machine Weights, Hypertrophy, Atrophy, One Rep Max
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6. How can applying the principles of training affect physical fitness? Assessments: Muscle Group Test and Weight Training 1 Final Exam
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WEIGHT TRAINING- 1 SHAPE National Standards: Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness. Washington State Standards: 1.3.1- Analyzes and evaluates the components of health-related fitness. 1.3.2- Analyzes and evaluates the progress of a personal health and fitness plan. Essential Questions: 1. How can goal-setting activities help me maintain/improve my fitness levels? 2. How will improving my muscular strength and endurance affect my everyday life? 3. Why is it necessary to maintain a healthy level of cardiorespiratory fitness? 4. How can I maintain a healthy fitness level throughout my life? 5. Why should I assess my fitness?
Fitness Grade/Course Level Benchmark: The students will demonstrate the ability to maintain a healthenhancing level of physical fitness. Learning Outcomes: The students will be able to: 1. Participate daily in all aspects of the weight training and conditioning program 2. Compare personal fitness status to national standards and set goals based upon fitness assessments 3. Evaluate their weight training and conditioning program based upon fitness assessment improvement Key Words: Aerobic Exercise, Anaerobic Exercise, Muscular Strength, Muscular Endurance, Cardiorespiratory Endurance, Flexibility, Interval Training
Assessments: Mile (W), PACER (W), Push-Ups (W), Curl-Ups (W), Sit & Reach (W), Modified Pull-Ups
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WEIGHT TRAINING- 1 SHAPE National Standards: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Washington State Standards: 1.2.1- Applies how to perform activities and tasks safely and appropriately.
Essential Questions: 1. What makes for a safe weight lifting environment and experience? 2. How can a fitness leader motivate others? 3. How does spotting enhance workout performance?
Affective Grade/Course Level Benchmark: The students will demonstrate responsible personal and social behavior in the physical activity setting. Learning Outcomes: The students will be able to: 1. Follow proper weight-room/gym etiquette and safety procedures 2. Demonstrate teamwork, cooperation, and leadership skills in group activities 3. Demonstrate proper spotting techniques for both safety and a partner’s workout enhancement. Key Words: weight-room/gym etiquette, spotting
Assessments: Spotting Check-off, Self-Assessment Checklist, Peer-Assessment Checklist
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High School Motor Skills and Critical Elements Grade Level High School
Motor Skill Squat
Walking Lunge
Motor Skill 1 Walking Lunge
Critical Element 1 Eyes ahead and head tilted slightly back
Head facing forward
Critical Element 2 Feet between hip-and shoulder-width apart and weight balanced on middle of feet and heel area Lead ankle, knee, and hip are in one vertical plane
Motor Skill 2 Squat
Critical Element 3 Knees flex to 90 and aligned over feet
Critical Element 4 Shoulders Back & Chest Up
Lead leg is flexed at 90 degrees, knee does not extend past toes
Torso erect and shoulders back
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Grading Policies
Physical Education Grading Policy……………………………………………….....………87 Elementary Grading Procedures……………………………………………………………..88 Secondary Grading Procedures…………………………………………………...…………89 Elementary Fitness Standards…………………………………………………………….…90 Middle School Fitness Standards……………………………………………………………94 High School Fitness Standards………………………………………………………………96
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Physical Education Grading Policy Students will be graded based on the four learning domains that are aligned to the state and national standards. The grading categories are weighted equally in order to determine a student’s overall grade in Physical Education. The table displays the connection between the learning domains, grading criteria, and standards. LEARNING DOMAIN GRADING CRITERIA STATE STANDARDS
PSYCHOMOTOR
COGNITIVE
AFFECTIVE
FITNESS
Motor Skills
Academic Concepts
Safe Participation
Fitness
EALR 1.1- Develops motor skills and movement concepts as developmentally appropriate.
EALR 1.2- Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities
EALR 4.1Analyzes personal health and fitness information.
Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 3The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
EALR 1.1Develops motor skills and movement concepts as developmentally appropriate.
EALR 1.3- Understands the concepts of healthrelated fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
EALR 4.2Develops and monitors a health and fitness plan.
EALR 1.4- Understands the concepts of skillrelated fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
NATIONAL STANDARDS
Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
EALR 1.5- Understands relationship of nutrition and food nutrients to body composition and physical performance. Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 5- The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
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Elementary Physical Education Grading Procedures STANDARD-BASED ASSESSMENTS All standard-based assessments are founded on a 4-point grading rubric displayed in the evaluation key below. Students may have several opportunities to demonstrate that they have met the standard for a variety of assessments.
EVALUATION KEY
Elementary Schools 4
Exemplary (above grade level standards)
3
Proficient (meets grade level standards)
2 Progressing (meets some grade level standards) 1
Beginning (rarely meets grade level standards)
X Not evaluated at this time M Modified (see IEP) There are district-wide assessments that students will be taking at each grade level and benchmark assessments at grades 5. Each learning domain has established assessments to determine if students are meeting the standards. The following list contains the assessments that will be used for each learning domain. Critical Concepts Assessment (CCA) – Cognitive Domain A written test (verbal with Kindergarten) on key academic concepts in physical education. Critical Motor Skills Assessment (CMSA) – Psychomotor Domain A performance test on either locomotor, non-locomotor, manipulative, or specialized skills. Code of Conduct (CC) – Affective Domain Students will be assessed by a written test and/or a cumulative of daily assessments on four key behavior expectations for success in Physical Education (Safety, Respect, Responsibility, and Sportsmanship). Critical Fitness Assessments (CFA) – Fitness Domain Students will be assessed on their fitness goals, habits, and plans.
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Secondary Physical Education Grading Procedures STANDARD-BASED ASSESSMENTS All standard-based assessments are founded on a 4-point grading rubric displayed in the evaluation key below. Students may have several opportunities to demonstrate that they have met the standard for a variety of assessments.
Secondary Schools 4=A (90, 95 or 100%) exceeding standard 3=B (80 or 85%) meeting standard 2=C (70 or 75%) approaching standard 1=D (60 or 65%) beginning standard 0=F (50%) did not take assessment There are district-wide assessments that students will be taking at each grade level. Each learning domain has established assessments to determine if students are meeting the standards. The following list contains the assessments that may be used for each learning domain. Cognitive Domain Written assignments over course content Learning logs Critical Concepts Assessment (CCA): the grade level/course assessment over critical concepts Psychomotor Domain Peer assessment of selected motor skills Self-assessment and reflection of selected motor skills Critical Motor Skills Assessment (CMSA): selected motor skills for each grade level/course Affective Domain Daily performance assessment rubric Self-assessment and reflection of performance Fitness Domain FITT Plan and Physical Activity Logs Critical Fitness Assessments (CFA): district-mandated fitness tests for each grade level/course 89
Elementary School Fitness: Standards-Based Grading CARDIORESPIRATORY ENDURANCE TEST MALES Pacer Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
N/A
N/A
N/A
N/A
N/A
≥ 62
≥ 73
≥ 73
≥ 84
3 Meeting Healthy Standard
N/A
N/A
N/A
N/A
N/A
23-61
23-72
32-72
41-83
2 Approaching Healthy Standard
N/A
N/A
N/A
N/A
N/A
18-22
18-22
23-31
32-40
1 Needs Improvement
N/A
N/A
N/A
N/A
N/A
≤ 17
≤ 17
≤ 22
≤ 31
Pacer Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
N/A
N/A
N/A
N/A
N/A
≥ 42
≥ 42
≥ 42
≥ 52
3 Meeting Healthy Standard
N/A
N/A
N/A
N/A
N/A
7 - 41
15 - 41
15 - 41
23 - 51
2 Approaching Healthy Standard
N/A
N/A
N/A
N/A
N/A
3-6
7 - 14
7 - 14
15 - 22
1 Needs Improvement
N/A
N/A
N/A
N/A
N/A
≤ 2
≤ 6
≤ 6
≤ 14
FEMALES
90
MUSCULAR STRENGTH/MUSCULAR ENDURANCE TESTS MALES Push-Ups Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
≥ 9
≥ 9
≥ 11
≥ 14
≥ 16
≥ 21
≥ 21
≥ 21
≥ 26
3 Meeting Healthy Standard
3-8
3–8
4 - 10
5 - 13
6 - 15
7 - 20
8 - 20
10 - 20
12 -25
2 Approaching Healthy Standard
1-2
1-2
2-3
2-4
3-5
3-6
4-7
4-9
6-11
1 Needs Improvement
0
0
≤ 1
≤ 1
≤ 2
≤ 2
≤ 3
≤ 3
≤ 5
Push-Ups Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
≥ 9
≥ 9
≥ 11
≥ 14
≥ 16
≥ 16
≥ 16
≥ 16
≥ 16
3 Meeting Healthy Standard
3-8
3-8
4 - 10
5 - 13
6 - 15
7 - 15
7 - 15
7 - 15
7 - 15
2 Approaching Healthy Standard
2
2
2-3
3-4
4-5
5-6
5-6
5-6
5-6
1 Needs Improvement
≤ 1
≤ 1
≤ 1
≤ 2
≤ 3
≤ 4
≤ 4
≤ 4
≤ 4
FEMALES
91
MALES Curl-Ups Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
≥ 11
≥ 11
≥ 15
≥ 21
≥ 25
≥ 25
≥ 29
≥ 37
≥ 41
3 Meeting Healthy Standard
2 - 10
2 - 10
4 - 14
6 - 20
9 - 24
12 - 24
15 - 28
18 - 36
21 - 40
2 Approaching Healthy Standard
1
1
2-3
4-5
6-8
9-11
12-14
15-17
18-20
1 Needs Improvement
0
0
≤ 1
≤ 3
≤ 5
≤ 8
≤ 11
≤ 14
≤ 17
Curl-Ups Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
≥ 11
≥ 11
≥ 15
≥ 21
≥ 23
≥ 27
≥ 30
≥ 33
≥ 33
3 Meeting Healthy Standard
2 - 10
2 - 10
4 - 14
6 - 20
9 - 22
12 - 26
15 - 29
18 - 32
18 - 32
2 Approaching Healthy Standard
1
1
2-3
4-5
6-8
9 - 11
12 - 14
15 - 17
15 - 17
1 Needs Improvement
0
0
≤ 1
≤ 3
≤ 5
≤ 8
≤ 11
≤ 14
≤ 14
FEMALES
92
FLEXIBILITY TEST MALES Sit & Reach Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
≥ 9
≥ 9
≥ 9
≥ 9
≥ 9
≥ 9
≥ 9
≥ 9
≥ 9
3 Meeting Healthy Standard
8
8
8
8
8
8
8
8
8
2 Approaching Healthy Standard
3-7
3-7
4-7
4-7
5-7
5-7
6-7
6-7
6-7
1 Needs Improvement
≤ 2
≤ 2
≤ 3
≤ 3
≤ 4
≤ 4
≤ 5
≤ 5
≤ 5
Sit & Reach Standards Scoring
Age: 5
6
7
8
9
10
11
12
13
4 Exceeding Healthy Standard
≥ 10
≥ 10
≥ 10
≥ 10
≥ 10
≥ 10
≥ 11
≥ 11
≥ 11
3 Meeting Healthy Standard
9
9
9
9
9
9
10
10
10
2 Approaching Healthy Standard
5-8
5-8
6-8
6-8
7-8
7-8
8-9
8-9
8-9
1 Needs Improvement
≤ 4
≤ 4
≤ 5
≤ 5
≤ 6
≤ 6
≤ 7
≤ 7
≤ 7
FEMALES
93
Middle School Fitness: Standards-Based Grading CARDIORESPIRATORY ENDURANCE TESTS Standards Scoring
Mile Time: Males
Mile Time: Females
Pacer Score: Males
Pacer Score: Females
4 Exceeding Healthy Standard
51
3 Meeting Healthy Standard
7:30-10:00
9:00-11:30
41-65
23-51
2 Approaching Healthy Standard
10:01-12:00
11:31-13:30
20-40
14-22
1 Needs Improvement
>12:00
>13:30
15
>40
>32
3 Meeting Healthy Standard
12-25
7-15
21-40
18-32
2 Approaching Healthy Standard
6-11
3-6
12-20
10-17
1 Needs Improvement
48
36
3 Meeting Healthy Standard
16-35
7-15
24-47
18-35
2 Approaching Healthy Standard
9-15
3-6
20-23
10-17
1 Needs Improvement
