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Each of the 25 "Make It -Take It" Fitness Games starts with a teacher-friendly and visual overview and richly illustrated exercises. $30.00 (K-8)
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K-12 Curriculum Incentives for the NEW Physical Education is the product of 60+ years of teaching and supervising K-12 physical education programs. Written by Bud and Sue Turner, this is the latest book of this husband and wife writing team. The ideas in this new text offer a library of planned, purposeful, and exciting activities aimed at motivating all students.
$37.00 (K-12)
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A Complete Package: Project ACES is probably the most successful physical education promotional event to date. Hailed by the President's Council for Physical Fitness & Sports as the "world's largest exercise class," this event has generated interest from newspapers and television shows around the USA.
Blueprints for Success: Len Saunders, creator of Project ACES, shares the secrets of 15 successful physical education programs with you. This book contains step-by-step descriptions for innovative projects such as the Tri-Fit-A-Thon, The Great Country Fitness Challenge, The Best-Ever Fitness Fair, The Virtual Fitness Jamboree, Fitness Pen Pals, and much more! $25.00 (K-5)
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Looking for New Ideas? By using the theme-based PE Activity Stations found in this book, you will be able to implement a year-long selection of enjoyable fitness, sport skills, and team-building opportunities for your students!
This book provides over 200 physical eudcation station ideas with 12 fun-filled chapters. A great selection of flexible, adaptable, time-saving, and theme-based activities guaranteed to add more fun to your program! $30.00 (K-8)
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- "PE Power Standards" Issue-
November, 2010
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Greetings!:
In This Issue: Looking ways to use data to validate and strengthen your role as an educator? Need a few suggestions for applying 21st Century Learning Skills (e.g., using data to help guide instruction) within your PE program? How about using formative or summative assessments?
This entire issue is dedicated to helping teachers and school districts interested in learning more about model grade-by-grade student rubrics and grading models aligned to State Physical Education Standards.
In this issue, you will find:
- A list of suggested grade level "PE Power Standards,"
- Associated Assessment Rubrics, and a
- Suggested Grading Scale for elementary, middle, and high school students.
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 Overview: A New Way to Assess and Grade!
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Background: With the naming of the "Race to the Top" states and the 2010 PEP Grant winners, more and more states and school districts are looking for practical ways to assess, grade, and monitor their students in physical education.
12 Power Standards: To assist states and school districts, the following grade level "Power Standards" (12 per grade level) and assessment rubrics are being provided. These Power Standards align to NASPE, CDC-recommendations, and State PE Standards. Please feel free to edit as needed.
Grading Rubric: It is suggested that each of the 12 Power Standards be graded on a 0-4 scale as seen below:
- 4 - "Exceeds" - Performs at an outstanding level, far exceeding the required State Standard.
- 3 - "Consistently" - Meets the required State Standard, performs on grade level.
- 2 - "Sometimes" - Close to meeting the required State Standard, just below grade level.
- 1 - "Seldom" - While progressing towards the State Standard, performance is sporadic, uneven or infrequent.
- 0 - "Rarely" - Many/most key learnings are missing, does not always attempt/complete work, far below grade level.
Weighting Scale: It is suggested that each of the first 10 Power Standards have the following weight:
- 4 - "Exceeds" = 10 points
- 3 - "Consistently" (Meets Standard) = 9 points
- 2 - "Sometimes" = 8 points
- 1 - "Seldom" = 7 points
- 0 - "Rarely" = 6 points
The last two Power Standards are weighted in this manner:
- 4 - "Exceeds" = 5 points
- 3 - "Consistently" (Meets Standard) = 4 points
- 2 - "Sometimes" = 3 points
- 1 - "Seldom" = 2 points
- 0 - "Rarely" = 1 points
Elementary Grading Scales: Many elementary schools grade and assess physical education in the following manner: 4 = Outstanding [demonstrates 4's on the majority (50% or more) of the 12 standards], 3 = Satisfactory (demonstrates 3's on the majority of the 12 standards), 2 = Needs Improvement (demonstrates 2's on the majority of the 12 standards), and 1 = Unsatisfactory (demonstrates 1's on the majority of the 12 standards) scale.
Middle and High School Grading Scales: Most middle and high schools typically use the following point scale for grades:
A = 93-110
B = 86-93
C = 78-85
D = 70 - 77
F = 69 and below
Questions? If you have any questions or thoughts about moving towards standards-based grading and assessment in your K-12 physical education programs, please feel free to contact us.
We are currently working with numerous school districts across the county and would be happy to share our "success stories" as well as "lessons learned" with you!
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* Kindergarten Power Standards
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K.1 - Demonstrates a variety of locomotor (e.g., hop, jump, slide, gallop) skills.
(0) Rarely: Student rarely (or cannot) demonstrates a variety of locomotor skills.
(1) Seldom: Student seldom demonstrates a variety of locomotor skills. (2) Sometimes: Student sometimes demonstrates a variety of locomotor skills
(3) Consistently: Student consistently demonstrates a variety of locomotor skills.
(4) Exceeds: Student always demonstrates all 8 locomotor skills and verbalizes (when prompted) two or more of the essential elements of each.
K.2 - Applies locomotor movements in a variety of dances.
(0) Rarely: Student rarely (or cannot) applies the locomotor skills in a variety of dances.
(1) Seldom: Student seldom applies the locomotor skills in a variety of dances.
(2) Sometimes: Student sometimes applies the locomotor skills in a variety of dances.
(3) Consistently: Student consistently applies the locomotor skills in a variety of dances.
(4) Exceeds: Student always applies the locomotor skills in a variety of dances and verbalizes (when prompted) all of the different locomotor skills and movement concepts in each dance.
K.3 - Understands and uses the concepts of pathways (e.g., straight, curve, zig-zag), levels (e.g., low, medium, high), and directions (e.g., forward, backward, sideways, diagonal, up, down) with locomotor skills.
(0) Rarely: Student rarely (or cannot) understands and uses the concepts of pathways, levels, and directions with locomotor skills.
(1) Seldom: Student seldom understands and uses the concepts of pathways, levels, and directions with locomotor skills.
(2) Sometimes: Student sometimes understands and uses the concepts of pathways, levels, and directions with locomotor skills.
(3) Consistently: Student consistently understands and uses the concepts of pathways, levels, and directions with locomotor skills.
(4) Exceeds: Student always demonstrates all 8 locomotor skills in different pathways, levels, and directions and verbalizes (when prompted) all of the different pathways, levels, and directions.
K.4 - Demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble).
(0) Rarely: Student rarely (or cannot) demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble).
(1) Seldom: Student seldom demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble).
(2) Sometimes: Student sometimes demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble).
(3) Consistently: Student consistently demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble).
(4) Exceeds: Student always demonstrates the emerging manipulative skills (catch, throw, kick, strike, dribble) and can help others (when prompted) to correctly perform each.
K.5 - Understands one or more of the essential elements of each manipulative skill (e.g., role of finger tips in dribbling a ball, correct body position when catching a ball).
(0) Rarely: Student rarely (or cannot) understands any of the essential elements of each manipulative skill.
(1) Seldom: Student seldom understands one or more of the essential elements of each manipulative skill.
(2) Sometimes: Student sometimes understands one or more of the essential elements of each manipulative skill.
(3) Consistently: Student consistently understands one or more of the essential elements of each manipulative skill.
(4) Exceeds: Student always understands one or more of the essential elements of each manipulative skill and can help others (when prompted) to correctly perform each.
K.6 - Understands one or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(0) Rarely: Student rarely (or cannot) understands any of the health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility in a variety of muscle groups.
(1) Seldom: Student seldom understands one or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility in a variety of muscle groups.
(2) Sometimes: Student sometimes understands one or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility in a variety of muscle groups.
(3) Consistently: Student consistently understands one or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility in a variety of muscle groups.
(4) Exceeds: Student always understands one or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility in a variety of muscle groups and can help others (when prompted) to correctly perform each.
K.7 - Sustains moderate to vigorous physical activity (MVPA) for 10-15 minutes of time.
(0) Rarely: Student rarely (or cannot) sustains MVPA for 10-15 minutes of time.
(1) Seldom: Student seldom sustains MVPA for 10-15 minutes of time.
(2) Sometimes: Student sometimes sustains MVPA for 10-15 minutes of time.
(3) Consistently: Student consistently sustains MVPA for 10-15 minutes of time.
(4) Exceeds: Student always sustains MVPA for 10-15 minutes of time and consistently encourages other as well.
K.8 - Knows the physiological signs of moderate physical activity (e.g., increased breathing, heart rate).
(0) Rarely: Student rarely (or cannot) knows the physiological signs of moderate physical activity.
(1) Seldom: Student seldom knows the physiological signs of moderate physical activity.
(2) Sometimes: Student sometimes knows the physiological signs of moderate physical activity.
(3) Consistently: Student consistently knows the physiological signs of moderate physical activity.
(4) Exceeds: Student always knows the physiological signs of moderate physical activity and can tell (when prompted) the purpose behind these changes.
K.9 - Recognizes the two appropriate sites (e.g., radial and carotid arteries) on the body to monitor heart rate.
(0) Rarely: Student rarely (or cannot) recognizes the two appropriate sites on the body to monitor heart rate.
(1) Seldom: Student seldom recognizes the two appropriate sites on the body to monitor heart rate.
(2) Sometimes: Student sometimes recognizes the two appropriate sites on the body to monitor heart rate.
(3) Consistently: Student consistently recognizes the two appropriate sites on the body to monitor heart rate.
(4) Exceeds: Student always recognizes the two appropriate sites on the body to monitor heart rate and consistently checks at appropriate times.
K.10 - Understands one or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day).
(0) Rarely: Student rarely (or cannot) recognizes the two appropriate sites on the body to monitor heart rate.
(1) Seldom: Student seldom understands one or more obesity prevention health behaviors.
(2) Sometimes: Student sometime understands one or more obesity prevention health behaviors.
(3) Consistently: Student consistently understands one or more obesity prevention health behaviors.
(4) Exceeds: Student always understands one or more obesity prevention health behaviors and consistently explain (when prompted) all five behaviors as well.
K.11 - Understands that games have rules.
(0) Rarely: Student rarely (or cannot) understands that games have rules.
(1) Seldom: Student seldom understands that games have rules.
(2) Sometimes: Student sometimes understands that games have rules.
(3) Consistently: Student consistently understands that games have rules.
(4) Exceeds: Student always understands that games have rules and consistently encourages others' to follow game rules.
K.12 - Ability to make physical activity with others more fun and enjoyable.
(0) Rarely: Student rarely (or cannot) makes physical activity with others more fun and enjoyable.
(1) Seldom: Student seldom makes physical activity with others more fun and enjoyable.
(2) Sometimes: Student sometimes makes physical activity with others more fun and enjoyable.
(3) Consistently: Student consistently makes physical activity with others more fun and enjoyable.
(4) Exceeds: Student always makes physical activity with others more fun and enjoyable and consistently encourages others' efforts as well.
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* First Grade Power Standards
| 1.1 - Performs locomotor skills in different pathways, levels, and directions as directed.
(0) Rarely: Student rarely (or cannot) performs locomotor skills in different pathways, levels, and directions as directed.
(1) Seldom: Student seldom performs locomotor skills in different pathways, levels, and directions as directed.
(2) Sometimes: Student sometimes performs locomotor skills in different pathways, levels, and directions as directed.
(3) Consistently: Student consistently performs locomotor skills in different pathways, levels, and directions as directed.
(4) Exceeds: Student always performs locomotor skills in different pathways, levels, and directions as directed and consistently verbalizes (when prompted) all of the different locomotor skills and movement concepts.
1.2 - Imitates movement in response to rhythms and music.
(0) Rarely: Student rarely (or cannot) imitates movement in response to rhythms and music.
(1) Seldom: Student seldom imitates movement in response to rhythms and music.
(2) Sometimes: Student sometimes imitates movement in response to rhythms and music.
(3) Consistently: Student consistently imitates movement in response to rhythms and music.
(4) Exceeds: Student always imitates movement in response to rhythms and music and (when prompted) can assist others to be more successful.
1.3 - Understands and uses the concepts of pathways (e.g., straight, curve, zig-zag), levels (e.g., low, medium, high), and directions (e.g., forward, backward, sideways, diagonal, up, down) with equipment.
(0) Rarely: Student rarely (or cannot) understands the concepts of pathways, levels, and directions with equipment.
(1) Seldom: Student seldom understands the concepts of pathways, levels, and directions with equipment.
(2) Sometimes: Student sometimes understands the concepts of pathways, levels, and directions with equipment.
(3) Consistently: Student consistently understands the concepts of pathways, levels, and directions with equipment.
(4) Exceeds: Student consistently understands the concepts of pathways, levels, and directions with equipment and (when prompted) will conistently assist others to be more successful.
1.4 - Demonstrates throwing (e.g., underhand, overhand, two-handed), catching (self-toss and from a partner), kicking (stationary and gently rolled ball), striking (with hand and short-handle paddles), and dribbling (with foot and hand) to self and/or partner.
(0) Rarely: Student rarely (or cannot) demonstrates throwing, catching, kicking, striking, and dribbling to self and/or partner.
(1) Seldom: Student seldom demonstrates throwing, catching, kicking, striking, and dribbling to self and/or partner.
(2) Sometimes: Student sometimes demonstrates throwing, catching, kicking, striking, and dribbling to self and/or partner.
(3) Consistently: Student consistently demonstrates throwing, catching, kicking, striking, and dribbling to self and/or partner.
(4) Exceeds: Student always demonstrates throwing, catching, kicking, striking, and dribbling to self and/or partner and (when prompted) will conistently assist others to be more successful.
1.5 - Understands two or more essential elements of all five manipulative skills (e.g., knows how to align body and hands to catch a variety of objects, performs an overhand throw with hand/foot opposition and correct body alignment).
(0) Rarely: Student rarely (or cannot) understands 2 or more essential elements of all 5 manipulative skills.
(1) Seldom: Student seldom understands 2 or more essential elements of all 5 manipulative skills.
(2) Sometimes: Student sometimes understands 2 or more essential elements of all 5 manipulative skills.
(3) Consistently: Student consistently understands 2 or more essential elements of all 5 manipulative skills.
(4) Exceeds: Student always understands 2 or more essential elements of all 5 manipulative skills and (when prompted) will consistently assist others to be more successful.
1.6 - Understands two or more health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(0) Rarely: Student rarely (or cannot) understands two or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. (1) Seldom: Student seldom understands two or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(2) Sometimes: Student sometimes understands two or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(3) Consistently: Student consistently understands two or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(4) Exceeds: Student always understands two or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups and can help others (when prompted) to correctly perform each.
1.7 - Sustains moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(0) Rarely: Student rarely (or cannot) sustains moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(1) Seldom: Student seldom sustains moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(2) Sometimes: Student sometimes sustains moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(3) Consistently: Student consistently sustains moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(4) Exceeds: Student always sustains moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time and consistently encourages others' efforts as well.
1.8 - Knows the physiological signs of vigorous physical activity (e.g., sweating or breathing hard).
(0) Rarely: Student rarely (or cannot) knows the physiological signs of vigorous physical activity.
(1) Seldom: Student seldom knows the physiological signs of vigorous physical activity.
(2) Sometimes: Student sometimes knows the physiological signs of vigorous physical activity.
(3) Consistently: Student consistently knows the physiological signs of vigorous physical activity.
(4) Exceeds: Student always knows the physiological signs of vigorous physical activity and consistently encourages others' efforts as well.
1.9 - Notices changes in heart rate using radial/carotid arteries.
(0) Rarely: Student rarely (or cannot) notices changes in heart rate using radial/carotid arteries.
(1) Seldom: Student seldom notices changes in heart rate using radial/carotid arteries.
(2) Sometimes: Student sometimes notices changes in heart rate using radial/carotid arteries.
(3) Consistently: Student consistently notices changes in heart rate using radial/carotid arteries.
(4) Exceeds: Student always notices changes in heart rate using radial/carotid arteries and consistently encourages others' efforts as well.
1.10 - Understands two or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, and limiting sugar-added beverages).
(0) Rarely: Student rarely (or cannot) understands two or more obesity prevention health behaviors.
(1) Seldom: Student seldom understands two or more obesity prevention health behaviors.
(2) Sometimes: Student sometime understands two or more obesity prevention health behaviors.
(3) Consistently: Student consistently understands two or more obesity prevention health behaviors.
(4) Exceeds: Student always understands two or more obesity prevention health behaviors and consistently understand (when prompted) all five behaviors as well.
1.11 - Follows the rules of simple games.
(0) Rarely: Student rarely (or cannot) follows the rules of simple games and activities.
(1) Seldom: Student seldom follows the rules of simple games and activities.
(2) Sometimes: Student sometimes follows the rules of simple games and activities.
(3) Consistently: Student consistently follows the rules of simple games and activities.
(4) Exceeds: Student always follows the rules of simple games and activities and consistently encourages others' efforts as well.
1.12 - Demonstrate the benefits that accompany cooperation and sharing.
(0) Rarely: Student rarely (or cannot) recognizes the benefits that accompany cooperation and sharing.
(1) Seldom: Student seldom recognizes the benefits that accompany cooperation and sharing.
(2) Sometimes: Student sometimes recognizes the benefits that accompany cooperation and sharing.
(3) Consistently: Student consistently recognizes the benefits that accompany cooperation and sharing.
(4) Exceeds: Student always recognizes the benefits that accompany cooperation and sharing and consistently encourages others' efforts as well.
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* Second Grade Power Standards
| 2.1 - Combines locomotor skills (i.e., sliding and then jumping high) in different pathways, levels, and directions as directed.
(0) Rarely: Student rarely (or cannot) combines locomotor skills in different pathways, levels, and directions as directed.
(1) Seldom: Student seldom combines locomotor skills in different pathways, levels, and directions as directed.
(2) Sometimes: Student sometimes combines locomotor skills in different pathways, levels, and directions as directed.
(3) Meets: Student consistently combines locomotor skills in different pathways, levels, and directions as directed.
(4) Exceeds: Student always combines locomotor skills in different pathways, levels, and directions as directed and consistently verbalizes (when prompted) all of the different locomotor skills and movement concepts.
2.2 - Performs rhythmical sequences as found in simple folk dances.
(0) Rarely: Student rarely (or cannot) performs rhythmical sequences as found in simple folk dances.
(1) Seldom: Student seldom performs rhythmical sequences as found in simple folk dances.
(2) Sometimes: Student sometimes performs rhythmical sequences as found in simple folk dances.
(3) Consistently: Student consistently performs rhythmical sequences as found in simple folk dances.
(4) Exceeds: Student always performs rhythmical sequences as found in simple folk dances and consistently assists others (when prompted) to be more successful.
2.3 - Demonstrates the ability to use an overhand throwing pattern for distance.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to use an overhand throw for distance.
(1) Seldom: Student seldom demonstrates the ability to use an overhand throw for distance.
(2) Sometimes: Student sometimes demonstrates the ability to use an overhand throw for distance.
(3) Consistently: Student consistently demonstrates the ability to use an overhand throw for distance.
(4) Exceeds: Student always demonstrates the ability to use an overhand throw for distance and can help others (when prompted) to learn at a higher level.
2.4 - Performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through.
(0) Rarely: Student rarely (or cannot) performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through.
(1) Seldom: Student seldom performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through.
(2) Sometimes: Student sometimes performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through.
(3) Consistently: Student consistently performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through.
(4) Exceeds: Student always performs a variety of manipulative skills (e.g., throwing, kicking, striking) while maintaining good balance and follow-through and can help others (when prompted) to learn at a higher level.
2.5 - Demonstrates three or more of the key elements for all of the manipulative skills (e.g., in the overhand throw uses correct body position, steps with opposition, elbow leads the throw, rotates hips).
(0) Rarely: Student rarely (or cannot) demonstrates 3 or more of the key elements for all of the manipulative skills.
(1) Seldom: Student seldom demonstrates 3 or more of the key elements for all of the manipulative skills.
(2) Sometimes: Student sometimes demonstrates 3 or more of the key elements for all of the manipulative skills.
(3) Consistently: Student consistently demonstrates 3 or more of the key elements for all of the manipulative skills.
(4) Exceeds: Student always demonstrates 3 or more of the key elements for all of the manipulative skills and can help others (when prompted) to learn at a higher level.
2.6 - Understands three or more health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(0) Rarely: Student rarely (or cannot) understands three or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(1) Seldom: Student seldom understands three or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(2) Sometimes: Student sometimes understands three or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(3) Consistently: Student consistently understands three or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(4) Exceeds: Student always understands three or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups and can help others (when prompted) to correctly perform each.
2.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time during the school day.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(3) Consistently: Student consistently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for 15-20 minutes of accumulated time and consistently encourages others' efforts as well.
2.8 - Distinguishes moderate physical activity from vigorous physical activity.
(0) Rarely: Student rarely (or cannot) distinguishes moderate physical activity from vigorous physical activity.
(1) Seldom: Student seldom distinguishes moderate physical activity from vigorous physical activity.
(2) Sometimes: Student sometimes distinguishes moderate physical activity from vigorous physical activity.
(3) Consistently: Student consistently distinguishes moderate physical activity from vigorous physical activity.
(4) Exceeds: Student always distinguishes moderate physical activity from vigorous physical activity and consistently encourages others' efforts as well.
2.9 - Uses technology (i.e., pedometers, heart rate monitors) to measure physical activity.
(0) Rarely: Student rarely (or cannot) uses technology (i.e., pedometers, heart rate monitors) to measure physical activity.
(1) Seldom: Student seldom uses technology (i.e., pedometers, heart rate monitors) to measure physical activity.
(2) Sometimes: Student sometimes uses technology (i.e., pedometers, heart rate monitors) to measure physical activity.
(3) Consistently: Student consistently uses technology (i.e., pedometers, heart rate monitors) to measure physical activity.
(4) Exceeds: Student always uses technology (i.e., pedometers, heart rate monitors) to measure physical activity and can assist (when prompted) others to do so as well.
2.10 - Understands three or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, limiting drinking of sugar-added beverages, and eating 5-9 fruits/vegetables each day).
(0) Rarely: Student rarely (or cannot) understands three or more obesity prevention health behaviors.
(1) Seldom: Student seldom understands three or more obesity prevention health behaviors.
(2) Sometimes: Student sometime understands three or more obesity prevention health behaviors.
(3) Consistently: Student consistently understands three or more obesity prevention health behaviors.
(4) Exceeds: Student always understands three or more obesity prevention health behaviors and consistently understand (when prompted) all five behaviors as well.
2.11 - Explains why games have rules.
(0) Rarely: Student rarely (or cannot) explains why games have rules.
(1) Seldom: Student seldom explains why games have rules.
(2) Sometimes: Student sometimes explains explains why games have rules.
(3) Consistently: Student consistently explains explains why games have rules.
(4) Exceeds: Student consistently explains explains why games have rules and can encourage (when prompted) others to do so as well.
2.12 - Demonstrates respect for self, others, and game rules by participating positively in physical activity settings.
(0) Rarely: Student rarely (or cannot) demonstrates respect for self, others, and game rules by participating positively in physical activity settings.
(1) Seldom: Student seldom demonstrates respect for self, others, and game rules by participating positively in physical activity settings.
(2) Sometimes: Student sometimes demonstrates respect for self, others, and game rules by participating positively in physical activity settings.
(3) Consistently: Student consistently demonstrates respect for self, others, and game rules by participating positively in physical activity settings.
(4) Exceeds: Student always demonstrates respect for self, others, and game rules by participating positively in physical activity settings and consistently encourages others' efforts as well.
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* Third Grade Power Standards
| 3.1 - Demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed.
(0) Rarely: Student rarely (or cannot) demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed.
(1) Seldom: Student seldom demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed.
(2) Sometimes: Student sometimes demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed.
(3) Consistently: Student consistently demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed.
(4) Exceeds: Student always demonstrates proper form and smooth transitions during combinations of locomotor skills in different pathways, levels, and directions as directed and consistently assists (when prompted) others to do so.
3.2 - Performs with a partner in a line, circle, and folk dances.
(0) Rarely: Student rarely (or cannot) performs with a partner in a line, circle, and folk dances.
(1) Seldom: Student seldom performs with a partner in a line, circle, and folk dances.
(2) Sometimes: Student sometimes performs with a partner in a line, circle, and folk dances.
(3) Consistently: Student consistently performs with a partner in a line, circle, and folk dances.
(4) Exceeds: Student seldom performs with a partner in a line, circle, and folk dances and consistently assists (when prompted) others to do so.
3.3 - Demonstrates how to throw to a moving partner at varying distances.
(0) Rarely: Student rarely (or cannot) demonstrates how to throw to moving partner at varying distances.
(1) Seldom: Student seldom demonstrates how to throw to moving partner at varying distances.
(2) Sometimes: Student sometimes demonstrates how to throw to moving partner at varying distances.
(3) Consistently: Student consistently demonstrates how to throw to moving partner at varying distances.
(4) Exceeds: Student always demonstrates how to throw to moving partner at varying distances and consistently assists (when prompted) others to do so.
3.4 - Applies the five manipulative skills in small-sided lead up games.
(0) Rarely: Student rarely (or cannot) applies the five manipulative skills in small-sided lead up games.
(1) Seldom: Student seldom applies the five manipulative skills in small-sided lead up games.
(2) Sometimes: Student sometimes applies the five manipulative skills in small-sided lead up games.
(3) Consistently: Student consistently applies the five manipulative skills in small-sided lead up games.
(4) Exceeds: Student always applies the five manipulative skills in small-sided lead up games and consistently assists (when prompted) others to do so.
3.5 - Demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners.
(0) Rarely: Student rarely (or cannot) demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners.
(1) Seldom: Student seldom demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners.
(2) Sometimes: Student sometimes demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners.
(3) Consistently: Student consistently demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners.
(4) Exceeds: Student always demonstrates all of the essential elements of the five manipulative skills (catch, throw, kick, strike, dribble) with partners and consistently assists (when prompted) others to do so.
3.6 - Understands four or more health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(0) Rarely: Student rarely (or cannot) understands four or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(1) Seldom: Student seldom understands four or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(2) Sometimes: Student sometimes understands four or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(3) Consistently: Student consistently understands four or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(4) Exceeds: Student always understands four or more health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups and can help others (when prompted) to correctly perform each.
3.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(2) Sometimes: Student sometimes in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity. .
(3) Consistently: Student consistently in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day, understands the accumulative effect of physical activity and consistently encourages (when prompted) others' efforts as well.
3.8 - Demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity.
(0) Rarely: Student rarely (or cannot) demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity.
(1) Seldom: Student seldom demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity.
(2) Sometimes: Student sometimes demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity.
(3) Consistently: Student consistently demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity.
(4) Exceeds: Student always demonstrates an understanding of a simplified version of the Perceived Exertion Scale for determining levels of physical activity and consistently encourages(when prompted) others' efforts as well.
3.9 - Uses technology to measure changes in heart rate before, during, and after physical activity.
(0) Rarely: Student rarely (or cannot) uses technology to measure changes in heart rate before, during, and after physical activity.
(1) Seldom: Student seldom uses technology to measure changes in heart rate before, during, and after physical activity.
(2) Sometimes: Student sometimes uses technology to measure changes in heart rate before, during, and after physical activity.
(3) Consistently: Student consistently uses technology to measure changes in heart rate before, during, and after physical activity.
(4) Exceeds: Student always uses technology to measure changes in heart rate before, during, and after physical activity and consistently encourages others' efforts as well.
3.10 - Understands four or more obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, limiting drinking of sugar-added beverages, and eating 5-9 fruits/vegetables each day).
(0) Rarely: Student rarely (or cannot) understands four or more obesity prevention health behaviors.
(1) Seldom: Student seldom understands four or more obesity prevention health behaviors.
(2) Sometimes: Student sometime understands four or more obesity prevention health behaviors.
(3) Consistently: Student consistently understands four or more obesity prevention health behaviors.
(4) Exceeds: Student always understands four or more obesity prevention health behaviors and consistently provides (when prompted) reasons why.
3.11 - Demonstrates how words of praise can be used to encourage others.
(0) Rarely: Student rarely (or cannot) demonstrates how words of praise can be used to encourage others.
(1) Seldom: Student seldom demonstrates how words of praise can be used to encourage others.
(2) Sometimes: Student sometimes demonstrates how words of praise can be used to encourage others.
(3) Consistently: Student consistently demonstrates how words of praise can be used to encourage others.
(4) Exceeds: Student always demonstrates how words of praise can be used to encourage others and consistently helps (when prompted) others to do so as well.
3.12 - Demonstrates positive interactions with others.
(0) Rarely: Student rarely (or cannot) demonstrates positive interactions with others.
(1) Seldom: Student seldom demonstrates positive interactions with others.
(2) Sometimes: Student sometimes demonstrates positive interactions with others.
(3) Consistently: Student consistently demonstrates positive interactions with others.
(4) Exceeds: Student always demonstrates positive interactions with others and consistently helps (when prompted) others to do so as well. |
* Fourth Grade Power Standards
| 4.1 - Demonstrates changes in speed with different pathways, levels, and directions in game-like settings (e.g., catching a football pass on the run, spacing between offensive and defensive players).
(0) Rarely: Student rarely (or cannot) demonstrates changes in speed with different pathways, levels, and directions in game-like settings.
(1) Seldom: Student seldom demonstrates changes in speed with different pathways, levels, and directions in game-like settings.
(2) Sometimes: Student sometimes demonstrates changes in speed with different pathways, levels, and directions in game-like settings.
(3) Consistently: Student consistently demonstrates changes in speed with different pathways, levels, and directions in game-like settings.
(4) Exceeds: Student always demonstrates changes in speed with different pathways, levels, and directions in game-like settings and consistently helps others (with little prompting) to do so as well.
4.2 - Performs a series of basic square dance steps.
(0) Rarely: Student rarely (or cannot) performs a series of basic square dance steps.
(1) Seldom: Student seldom performs a series of basic square dance steps.
(2) Sometimes: Student sometimes performs a series of basic square dance steps.
(3) Consistently: Student consistently performs a series of basic square dance steps.
(4) Exceeds: Student always performs a series of basic square dance steps and consistently helps others (with little prompting) to do so as well.
4.3 - Demonstrates how to throw to a stationary partner, while moving, at varying distances.
(0) Rarely: Student rarely (or cannot) demonstrates how to throw to a stationary partner, while moving, at varying distances.
(1) Seldom: Student seldom demonstrates how to throw to a stationary partner, while moving, at
varying distances.
(2) Sometimes: Student sometimes demonstrates how to throw to a stationary partner, while moving, at varying distances.
(3) Consistently: Student consistently demonstrates how to throw to a stationary partner, while moving, at varying distances.
(4) Exceeds: Student always demonstrates how to throw to a stationary partner, while moving, at varying distances and consistently helps others (with little prompting) to do so as well.
4.4 - Demonstrates how to combine manipulative skills (i.e., catching a basketball, dribbing, and passing it to an open partner) with partners and in drills.
(0) Rarely: Student rarely (or cannot) demonstrates how to combine (i.e., catching a basketball, dribbing, and passing it to an open player) manipulative skills in small-sided lead-up games.
(1) Seldom: Student seldom demonstrates how to combine (i.e., catching a basketball, dribbing, and passing it to an open player) manipulative skills in small-sided lead-up games.
(2) Sometimes: Student sometimes demonstrates how to combine (i.e., catching a basketball, dribbing, and passing it to an open player) manipulative skills in small-sided lead-up games.
(3) Consistently: Student consistently demonstrates how to combine (i.e., catching a basketball, dribbing, and passing it to an open player) manipulative skills in small-sided lead-up games.
(4) Exceeds: Student always demonstrates how to combine (i.e., catching a basketball, dribbing, and passing it to an open player) manipulative skills in small-sided lead-up games and comsistently helps ohers (with little prompting) to do so as well.
4.5 - Demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games.
(0) Rarely: Student rarely (or cannot) demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games.
(1) Seldom: Student seldom demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games.
(2) Sometimes: Student sometimes demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games.
(3) Consistently: Student consistently demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games.
(4) Exceeds: Student always demonstrates the five manipulative skills showing all critical elements with partners, drills, and lead-up games and consistently helps others (with little prompting) to do so as well.
4.6 - Understands all five health related fitness assessments and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(0) Rarely: Student rarely (or cannot) understands all five health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(1) Seldom: Student seldom understands all five health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(2) Sometimes: Student sometimes understands all five health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups. (3) Consistently: Student consistently understands all five health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups.
(4) Exceeds: Student always understands all five health related fitness assessment and the associated exercises that develop muscular strength, endurance, and flexibility (e.g., arms, shoulders, abdomen, and legs) in a variety of muscle groups and can help others (when prompted) to correctly perform each.
4.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during and outside of school and understands the accumulative effect of physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(3) Consistently: Student consistently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >20 minutes of time during the school day and understands the accumulative effect of physical activity and (with little prompting) consistently encourages others' efforts as well.
4.8 - Utilizes a simplified version of the Perceived Exertion Scale (PES) while participating in a variety of selected MVPAs.
(0) Rarely: Student rarely (or cannot) utilizes a simplified version of the Perceived Exertion Scale while participating in a variety of selected MVPAs.
(1) Seldom: Student seldom utilizes a simplified version of the Perceived Exertion Scale while participating in a variety of selected MVPAs.
(2) Sometimes: Student sometimes utilizes a simplified version of the Perceived Exertion Scale while participating in a variety of selected MVPAs.
(3) Consistently: Student consistently utilizes a simplified version of the Perceived Exertion Scale while participating in a variety of selected MVPAs.
(4) Exceeds: Student always utilizes a simplified version of the Perceived Exertion Scale while participating in a variety of selected MVPAs and (with little prompting) consistently encourages others to do so as well.
4.9 - Demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(0) Rarely: Student rarely (or cannot) demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(1) Seldom: Student seldom demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(2) Sometimes: Student sometimes demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(3) Consistently: Student consistently demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(4) Exceeds: Student always demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals) and (with little prompting) consistently encourages others to do so as well.
4.9 - Demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(0) Rarely: Student rarely (or cannot) demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(1) Seldom: Student seldom demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(2) Sometimes: Student sometimes demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(3) Consistently: Student consistently demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals).
(4) Exceeds: Student always demonstrates the concept of target heart rate and how to monitor it with and without technology (e.g., calculates heart rate collected in 10-second and 15-second intervals) and (with little prompting) consistently encourages others to do so as well.
4.10 - Understands all five obesity prevention health behaviors (e.g., being physically active for 60 minutes or more each day, watching less than 60 minutes of TV/computer use each day, limiting drinking of sugar-added beverages, eating 5-9 fruits/vegetables each day, and getting adequate amounts of sleep each night).
(0) Rarely: Student rarely (or cannot) understands all five obesity prevention health behaviors.
(1) Seldom: Student seldom understands all five obesity prevention health behaviors.
(2) Sometimes: Student sometime understands all five obesity prevention health behaviors.
(3) Consistently: Student consistently understands all five obesity prevention health behaviors.
(4) Exceeds: Student always understands all five obesity prevention health behaviors and (with little prompting) consistently encourages others to do so as well.
4.11 - Uses praise and other types of encouragement appropriately.
(0) Rarely: Student rarely (or cannot) uses praise and other types of encouragement appropriately. (1) Seldom: Student seldom uses praise and other types of encouragement appropriately.
(2) Sometimes: Student sometimes uses praise and other types of encouragement appropriately.
(3) Consistently: Student consistently uses praise and other types of encouragement appropriately.
(4) Exceeds: Student always uses praise and other types of encouragement appropriately and consistently (with little prompting) encourages others to do so as well.
4.12 - Accepts responsibility for one's own performance without blaming others.
(0) Rarely: Student rarely (or cannot) accepts responsibility for one's own performance without blaming others.
(1) Seldom: Student seldom accepts responsibility for one's own performance without blaming others.
(2) Sometimes: Student sometimes accepts responsibility for one's own performance without blaming others.
(3) Consistently: Student consistently accepts responsibility for one's own performance without blaming others.
(4) Exceeds: Student always accepts responsibility for one's own performance without blaming others and consistently (with little prompting) encourages others to do so as well.
|
* Fifth Grade Power Standards
| 5.1 - Demonstrates the appropriate use of levels in drill and lead-up situations (e.g., jumping high for a rebound, lowering center of gravity when guarding an opponent).
(0) Rarely: Student rarely (or cannot) demonstrates the appropriate use of levels in drills and lead-up game situations.
(1) Seldom: Student seldom demonstrates the appropriate use of levels in drills and lead-up game situations.
(2) Sometimes: Student sometimes demonstrates the appropriate use of levels in drills and lead-up game situations.
(3) Consistently: Student consistently demonstrates the appropriate use of levels in drills and lead-up game situations.
(4) Exceeds: Student always demonstrates the appropriate use of levels in drills and lead-up game situations and can assist (without prompting as appropriate) others to do the same.
5.2 - Designs and performs a dance or other movement routine (e.g., jump rope) combining locomotor patterns.
(0) Rarely: Student rarely (or cannot) designs and performs a dance or other movement routine by combining locomotor patterns.
(1) Seldom: Student seldom designs and performs a dance or other movement routine by combining locomotor patterns.
(2) Sometimes: Student sometimes designs and performs a dance or other movement routine by combining locomotor patterns.
(3) Consistently: Student consistently designs and performs a dance or other movement routine by combining locomotor patterns. (4) Exceeds: Student always designs and performs a dance or other movement routine by combining locomotor patterns and can assist (without prompting as appropriate) others to do the same.
5.3 - Throws to a moving partner while moving/catches a ball while moving at varying distances.
(0) Rarely: Student rarely (or cannot) is able to throw to a moving partner while moving/catch a ball while moving at varying distances.
(1) Seldom: Student seldom is able to throw to a moving partner while moving/catch a ball while moving at varying distances.
(2) Sometimes: Student sometimes is able to throw to a moving partner while moving/catch a ball while moving at varying distances.
(3) Consistently: Student consistently is able to throw to a moving partner while moving/catch a ball while moving at varying distances.
(4) Exceeds: Student always is able to throw to a moving partner while moving/catch a ball while moving at varying distances and can assist (without prompting as appropriate) others to do the same.
5.4 - Applies combinations of manipulative skills (e.g., rebounding a basketball and passing it to an open player) in lead-up games.
(0) Rarely: Student rarely (or cannot) applies combinations of manipulative skills in lead-up games.
(1) Seldom: Student seldom applies combinations of manipulative skills in lead-up games.
(2) Sometimes: Student sometimes applies combinations of manipulative skills in lead-up games.
(3) Consistently: Student consistently applies combinations of manipulative skills in lead-up games.
(4) Exceeds: Student always applies combinations of manipulative skills in lead-up games and can assist (without prompting as appropriate) others to do the same.
5.5 - Uses and applies sport skill rubrics [e.g., B-E-E-F for shooting a basketball free throw: Balance (feet shoulder-width apart) Eye on intended spot or target, Elbows in and up, Follow through; identifies the following striking phases: preparation, application of force, follow through, and recovery] to increase skill development.
(0) Rarely: Student rarely (or cannot) uses and applies sport skill rubrics to increase skill development.
(1) Seldom: Student seldom uses and applies sport skill rubrics to increase skill development.
(2) Sometimes: Student sometimes uses and applies sport skill rubrics to increase skill development.
(3) Consistently: Student consistently uses and applies sport skill rubrics to increase skill development.
(4) Exceeds: Student always uses and applies sport skill rubrics to increase skill development and can assist (without prompting as appropriate) others to do the same.
5.6 - Understands all five health related fitness assessments and shows improvement on one or more self-selected items.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to assess the components of health-related fitness and shows improvement on one or more self-selected items.
(1) Seldom: Student seldom demonstrates the ability to assess the components of health-related fitness and shows improvement on one or more self-selected items.
(2) Sometimes: Student sometimes demonstrates the ability to assess the components of health-related fitness and shows improvement on one or more self-selected items.
(3) Consistently: Student consistently demonstrates the ability to assess the components of health-related fitness and shows improvement on one or more self-selected items.
(4) Exceeds: Student always demonstrates the ability to assess the components of health-related fitness, shows improvement on one or more self-selected items, and can help encourage others (when prompted) to increase their fitness levels.
5.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity.
(3) Consistently: Student consisently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the accumulative effect of physical activity and can assist (without prompting as appropriate) others to do the same.
5.8 - Demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitors recovery rate.
(1) Seldom: Student seldom demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitors recovery rate.
(2) Sometimes: Student sometimes demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate PES levels,levels, target heart rate zone, and monitors recovery rate.
(3) Consistently: Student consistently demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate PES levels, target heart rate zone, and monitors recovery rate.
(4) Exceeds: Student always demonstrates the ability to perform a self-paced aerobic activity by keeping in the appropriate PES levels, target heart rate zone, monitors recovery rate and can assist (without prompting as appropriate) others to do the same.
5.9 - Demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques. (1) Seldom: Student seldom demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques.
(2) Sometimes: Student sometimes demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques.
(3) Consistently: Student consistently demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques.
(4) Exceeds: Student always demonstrates the ability to distinguish between safe/effective or harmful/ineffective warm-up and cool-down techniques and can assist (without prompting as appropriate) others to do the same.
5.10 - Understands all five obesity prevention health behaviors and self-selects one or more behaviors to monitor over time.
(0) Rarely: Student rarely (or cannot) understands all 5 obesity prevention health behaviors and self-selects one or more behaviors to monitor over time.
(1) Seldom: Student seldom understands all 5 obesity prevention health behaviors and self-selects one or more behaviors to monitor over time.
(2) Sometimes: Student sometimes understands all 5 obesity prevention health behaviors and self-selects one or more behaviors to monitor over time.
(3) Consistently: Student consistently understands all 5 obesity prevention health behaviors and self-selects one or more behaviors to monitor over time.
(4) Exceeds: Student always understands all 5 obesity prevention health behaviors, self-selects one or more behaviors to monitor over time and can assist (without prompting as appropriate) others to do the same.
5.11 - Gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills.
(0) Rarely: Student rarely (or cannot) gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills.
(1) Seldom: Student seldom gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills.
(2) Sometimes: Student seldom gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills.
(3) Consistently: Student seldom gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, and other sport skills.
(4) Exceeds: Student always gives and accepts feedback from others to help improve performing striking, dribbling, throwing, catching, other sport skills and can assist (without prompting as appropriate) others to do the same.
5.12 - Gives and accepts feedback on sportsmanship issues appropriately.
(0) Rarely: Student rarely (or cannot) gives and accepts feedback on sportsmanship issues appropriately.
(1) Seldom: Student seldom gives and accepts feedback on sportsmanship issues appropriately.
(2) Sometimes: Student sometimes gives and accepts feedback on sportsmanship issues appropriately.
(3) Consistently: Student consistently gives and accepts feedback on sportsmanship issues appropriately.
(4) Exceeds: Student always gives and accepts feedback on sportsmanship issues appropriately and can assist (without prompting as appropriate) others to do the same.
|
* Sixth Grade Power Standards
| 6.1 - Combines locomotor and manipulative skills into specialized sport skills (e.g., dribble and passing the ball to a partner while being guarded) and applies these sequences to partner, small-group, and small-sided game situations.
(0) Rarely: Student rarely (or cannot) combines locomotor and manipulative skills into specialized sport skills and applies these sequences to partner, small-group, and small-sided game situations.
(1) Seldom: Student seldom combines locomotor and manipulative skills into specialized sport skills and applies these sequences to partner, small-group, and small-sided game situations.
(2) Sometimes: Student sometimes combines locomotor and manipulative skills into specialized sport skills and applies these sequences to partner, small-group, and small-sided game situations.
(3) Consistently: Student consistently combines locomotor and manipulative skills into specialized sport skills and applies these sequences to partner, small-group, and small-sided game situations.
(4) Exceeds: Student always combines locomotor and manipulative skills into specialized sport skills and applies these sequences to partner, small-group/small-sided game situations and can assist (without prompting as appropriate) others to do the same.
6.2 - Develops, refines, and demonstrates movement routines (e.g., aerobic dance, jump rope, folk dance, line dance) to music.
(0) Rarely: Student rarely (or cannot) develops, refines, and demonstrates movement routines to music.
(1) Seldom: Student seldom develops, refines, and demonstrates movement routines to music.
(2) Sometimes: Student sometimes develops, refines, and demonstrates movement routines to music.
(3) Consistently: Student consistently develops, refines, and demonstrates movement routines to music.
(4) Exceeds: Student always develops, refines, and demonstrates movement routines to music and can assist (without prompting as appropriate) others to do the same.
6.3 - Performs a variety of skills with power/distance for accuracy (e.g., throwing and catching a ball with accuracy and force while guarded by like-skilled opponent).
(0) Rarely: Student rarely (or cannot) performs a variety of skills (e.g., throwing and catching a ball with accuracy and force while guarded by like-skilled opponent) with power/distance for accuracy.
(1) Seldom: Student seldom performs a variety of skills (e.g., throwing and catching a ball with accuracy and force while guarded by like-skilled opponent) with power/distance for accuracy.
(2) Sometimes: Student sometimes performs a variety of skills (e.g., throwing and catching a ball with accuracy and force while guarded by like-skilled opponent) with power/distance for accuracy.
(3) Consistently: Student consistently performs a variety of skills (e.g., throwing and catching a ball with accuracy and force while guarded by like-skilled opponent) with power/distance for accuracy.
(4) Exceeds: Student seldom performs a variety of skills with power/distance for accuracy (e.g., throwing and catching a ball with accuracy and force while guarded by like-skilled opponent) and can assist (without prompting as appropriate) others to do the same.
6.4 - Understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities.
(0) Rarely: Student rarely (or cannot) understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities.
(1) Seldom: Student seldom understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities.
(2) Sometimes: Student sometimes understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities.
(3) Consistently: Student consistently understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities.
(4) Exceeds: Student always understands and applies basic offensive and defensive strategies in small group cooperative or competitive activities can assist (without prompting as appropriate) others to do the same.
6.5 - Knows and applies a variety of sport skill rubrics.
(0) Rarely: Student rarely (or cannot) knows and applies a variety of sport skill rubrics. (1) Seldom: Student seldom knows and applies a variety of sport skill rubrics.
(2) Sometimes: Student sometimes knows and applies a variety of sport skill rubrics.
(3) Consistently: Student consistently knows and applies a variety of sport skill rubrics.
(4) Exceeds: Student always knows and applies a variety of sport skill rubrics and the essential elements of the manipulative skills and can assist (without prompting as appropriate) others to do the same.
6.6 - Understands and uses health related fitness assessments (e.g., abdominal strength and endurance, upper body strength and endurance, cardiovascular fitness, lower back flexibility, and body composition) and other data (e.g., heart rate monitors, pedometers, skinfold calipers) to show improvement on two or more self-selected items.
(0) Rarely: Student rarely (or cannot) understands and uses health related fitness assessments and other data to show improvement on two or more self-selected items.
(1) Seldom: Student seldom understands and uses health related fitness assessments and other data to show improvement on two or more self-selected items.
(2) Sometimes: Student sometimes understands and uses health related fitness assessments and other data to show improvement on two or more self-selected items.
(3) Consistently: Student consistently understands and uses all five health related fitness assessments and other data to show improvement on two or more self-selected items.
(4) Exceeds: Student always understands and uses health related fitness assessments and other data to show improvement on two or more self-selected items and can help encourage others (when prompted) to increase their fitness levels.
6.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the Centers for Disease Control's (CDC) recommendations for physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the Centers for Disease Control's (CDC) recommendations for physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the Centers for Disease Control's (CDC) recommendations for physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the Centers for Disease Control's (CDC) recommendations for physical activity.
(3) Consistently: Student consisently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and understands the Centers for Disease Control's (CDC) recommendations for physical activity.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school, understands the Centers for Disease Control's (CDC) recommendations for physical activity, and can assist (without prompting as appropriate) others to do the same.
6.8 - Demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(1) Seldom: Student seldom demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(2) Sometimes: Student sometimes demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate PES levels,levels, target heart rate zone, and monitors recovery rate.
(3) Consistently: Student consistently demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate PES levels,levels, target heart rate zone, and monitors recovery rate.
(4) Exceeds: Student always demonstrates the ability to participate in numerous bouts of self-paced aerobic activity by keeping in the appropriate PES levels,levels, target heart rate zone, monitors recovery rate and can assist (without prompting as appropriate) others to do the same.
6.9 - Uses and applies basic principles of training (e.g., FITT, overload, progression) and their relationship to implementing safe and appropriate personal fitness programs.
(0) Rarely: Student rarely (or cannot) uses and applies basic principles of training and their relationship to implementing safe and appropriate personal fitness programs.
(1) Seldom: Student seldom uses and applies basic principles of training and their relationship to implementing safe and appropriate personal fitness programs.
(2) Sometimes: Student sometimes uses and applies basic principles of training and their relationship to implementing safe and appropriate personal fitness programs.
(3) Consistently: Student consistently uses and applies basic principles of training and their relationship to implementing safe and appropriate personal fitness programs.
(4) Exceeds: Student always uses and applies basic principles of training and their relationship to implementing safe and appropriate personal fitness programs and can assist (without prompting as appropriate) others to do the same.
6.10 - Understands all five obesity prevention health behaviors and self-selects two or more behaviors to monitor over time.
(0) Rarely: Student rarely (or cannot) understands all 5 obesity prevention health behaviors and self-selects two or more behaviors to monitor over time.
(1) Seldom: Student seldom understands all 5 obesity prevention health behaviors and self-selects two or more behaviors to monitor over time.
(2) Sometimes: Student sometimes understands all 5 obesity prevention health behaviors and self-selects two or more behaviors to monitor over time.
(3) Consistently: Student consistently understands all 5 obesity prevention health behaviors and self-selects two or more behaviors to monitor over time.
(4) Exceeds: Student always understands all 5 obesity prevention health behaviors, self-selects two or more behaviors to monitor over time and can assist (without prompting as appropriate) others to do the same.
6.11 - Demonstrates and identifies the social, emotional and physical benefits of participation in physical activities.
(0) Rarely: Student rarely (or cannot) demonstrates and identifies the social, emotional and physical benefits of participation in physical activities.
(1) Seldom: Student seldom demonstrates and identifies the social, emotional and physical benefits of participation in physical activities.
(2) Sometimes: Student sometimes demonstrates and identifies the social, emotional and physical benefits of participation in physical activities.
(3) Consistently: Student consistently demonstrates and identifies the social, emotional and physical benefits of participation in physical activities.
(4) Exceeds: Student always demonstrates and identifies the social, emotional and physical benefits of participation in physical activities and can assist (without prompting as appropriate) others to do the same.
6.12 - Works productively in a group to accomplish a set goal in both cooperative and competitive settings.
(0) Rarely: Student rarely (or cannot) works productively in a group to accomplish a set goal in both cooperative and competitive settings.
(1) Seldom: Student seldom works productively in a group to accomplish a set goal in both cooperative and competitive settings.
(2) Sometimes: Student sometimes works productively in a group to accomplish a set goal in both cooperative and competitive settings.
(3) Consistently: Student consistently works productively in a group to accomplish a set goal in both cooperative and competitive settings.
(4) Exceeds: Student always works productively in a group to accomplish a set goal in both cooperative and competitive settings and can assist (without prompting as appropriate) others to do the same.
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* Seventh Grade Power Standards
| 7.1 - Demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities.
(0) Rarely: Student rarely (or cannot) demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities.
(1) Seldom: Student seldom demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities.
(2) Sometimes: Student sometimes demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities.
(3) Consistently: Student sometimes demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities.
(4) Exceeds: Student always demonstrates mature sport skill combinations competently with players in modified versions of individual/dual/team activities and can assist (without prompting as appropriate) others to do the same.
7.2 - Performs a variety of multicultural dances and/or rhythmic activities competently (e.g., international folk dances, tininkling, jump rope).
(0) Rarely: Student rarely (or cannot) performs a variety of multicultural dances and/or rhythmic activities competently.
(1) Seldom: Student seldom performs a variety of multicultural dances and/or rhythmic activities competently.
(2) Sometimes: Student sometimes performs a variety of multicultural dances and/or rhythmic activities competently.
(3) Consistently: Student consistently performs a variety of multicultural dances and/or rhythmic activities competently.
(4) Exceeds: Student always performs a variety of multicultural dances and/or rhythmic activities competently and can assist (without prompting as appropriate) others to do the same.
7.3 - Transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike).
(0) Rarely: Student rarely (or cannot) transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike).
(1) Seldom: Student seldom transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike).
(2) Sometimes: Student sometimes transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike).
(3) Consistently: Student consistently transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike).
(4) Exceeds: Student always transfers throwing and other manipulative skills from one sport/activity to another (e.g., able to transfer the mechanics of the overhand throw to a tennis serve or volleyball spike) and can assist (without prompting as appropriate) others to do the same.
7.4 - Uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities (e.g., keeps between the player with the ball and the goal).
(0) Rarely: Student rarely (or cannot) uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities.
(1) Seldom: Student seldom uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities.
(2) Sometimes: Student sometimes uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities.
(3) Consistently: Student consistently uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities.
(4) Exceeds: Student always uses skill combinations competently with basic offensive and defensive strategies in small group cooperative or competitive activities and can assist (without prompting as appropriate) others to do the same.
7.5 - Knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments.
(0) Rarely: Student rarely (or does not) knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments.
(1) Seldom: Student seldom knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments.
(2) Sometimes: Student sometimes knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments.
(3) Consistently: Student consistently knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments.
(4) Exceeds: Student always knows and applies rubrics to improve the quality of player response (both offensive and defensive) to dynamic, interactive environments and can assist (without prompting as appropriate) others to do the same.
7.6 - Uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on at least three or more self-selected items.
(0) Rarely: Student rarely (or does not) uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on three or more self-selected items.
(1) Seldom: Student seldom uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on three or more self-selected items.
(2) Sometimes: Student sometimes uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on three or more self-selected items.
(3) Consistently: Student consistently uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on three or more self-selected items.
(4) Exceeds: Student always uses data from 6th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on three or more self-selected items, and can help encourage others (when prompted) to increase their fitness levels.
7.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of the Centers for Disease Control's (CDC) recommendations for physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of CDC's recommendations for physical activity. (1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of CDC's recommendations for physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of CDC's recommendations for physical activity.
(3) Consistently: Student consisently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of CDC's recommendations for physical activity. (4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 1-2 of CDC's recommendations for physical activity and can assist (without prompting as appropriate) others to do the same.
7.8 - Demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(1) Seldom: Student seldom demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(2) Sometimes: Student sometimes demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate. (3) Consistently: Student consistently demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate. (4) Exceeds: Student always demonstrates the ability to perform numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate and can assist (without prompting as appropriate) others to do the same.
7.9 - Describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods.
(0) Rarely: Student rarely (or cannot) describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods.
(1) Seldom: Student seldom describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods.
(2) Sometimes: Student sometimes describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods.
(3) Consistently: Student consistently describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods.
(4) Exceeds: Student always describes and demonstrates a variety of training methods including, but not limited to isotonic, isometric, interval, and circuit methods and can help others (when prompted) to correctly perform each.
7.10 - Understands all five obesity prevention health behaviors and self-selects three or more behaviors to monitor over time.
(0) Rarely: Student rarely or (does not) understands all five obesity prevention health behaviors and self-selects three or more behaviors to monitor over time.
(1) Seldom: Student seldom understands all five obesity prevention health behaviors and self-selects three or more behaviors to monitor over time.
(2) Sometimes: Student sometimes understands all five obesity prevention health behaviors and self-selects three or more behaviors to monitor over time.
(3) Consistently: Student consistently understands all five obesity prevention health behaviors and self-selects three or more behaviors to monitor over time. (4) Exceeds: Student always understands all five obesity prevention health behaviors, self-selects three or more behaviors to monitor over time, and (without prompting as appropriate) others to do the same.
7.11 - Participates in competitive and cooperative activities that require the development of strategies and teamwork.
(0) Rarely: Student rarely (or cannot) participates in competitive and cooperative activities that require the development of strategies and teamwork.
(1) Seldom: Student seldom participates in competitive and cooperative activities that require the development of strategies and teamwork.
(2) Sometimes: Student sometimes participates in competitive and cooperative activities that require the development of strategies and teamwork.
(3) Consistently: Student consistently participates in competitive and cooperative activities that require the development of strategies and teamwork.
(4) Exceeds: Student always participates in competitive and cooperative activities that require the development of strategies and teamwork and consistently encourages others' efforts as well.
7.12 - Demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.
(0) Rarely: Student rarely (or cannot) demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.
(1) Seldom: Student seldom demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.
(2) Sometimes: Student sometimes demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.
(3) Consistently: Student consistently demonstrates respect for differences, fair play, and sportsmanship in physical activity settings.
(4) Exceeds: Student always demonstrates respect for differences, fair play, and sportsmanship in physical activity settings and consistently encourages others' efforts as well.
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* Eighth Grade Power Standards
| 8.1 - Combines and applies movement skills to demonstrate proficiency in at least one lifetime sport such as aquatics (where available), individual and dual sports (e.g., demonstrates the the basic skills needed to play tennis at the local recreation center).
(0) Rarely: Student rarely (or cannot) combines and applies movement skills to demonstrate proficiency in at least one lifetime sport.
(1) Seldom: Student seldom combines and applies movement skills to demonstrate proficiency in at least one lifetime sport.
(2) Sometimes: Student sometimes combines and applies movement skills to demonstrate proficiency in at least one lifetime sport.
(3) Consistently: Student consistently combines and applies movement skills to demonstrate proficiency in at least one lifetime sport.
(4) Exceeds: Student always combines and applies movement skills to demonstrate proficiency in at least one lifetime sport and consistently encourages others' efforts as well.
8.2 - Demonstrates an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music.
(0) Rarely: Student rarely (or cannot) demonstrates an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music.
(1) Seldom: Student seldom demonstrates an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music.
(2) Sometimes: Student sometimes an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music.
(3) Consistently: Student consistently demonstrates an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music.
(4) Exceeds: Student seldom demonstrates an understanding of square and folk dance steps, positions, and patterns as to create and perform a dance to music and consistently encourages others' efforts as well.
8.3 - Monitors and sets goals to improve performance in one lifetime sport or dance activity.
(0) Rarely: Student rarely (or cannot) monitors and sets goals to improve performance in at least one lifetime sport or dance activity.
(1) Seldom: Student seldom monitors and sets goals to improve performance in at least one lifetime sport or dance activity.
(2) Sometimes: Student sometimes monitors and sets goals to improve performance in at least one lifetime sport or dance activity.
(3) Consistently: Student consistently monitors and sets goals to improve performance in at least one lifetime sport or dance activity.
(4) Exceeds: Student always monitors and sets goals to improve performance in at least one lifetime sport or dance activity and consistently encourages others' efforts as well.
8.4 - Applies combinations of skills with appropriate court/game awareness skills (e.g., rebounding a basketball, looks for an open player, but not finding one, dribbles the ball upcourt;) in lead-up games.
(0) Rarely: Student rarely (or cannot) applies combinations of skills with appropriate court/game awareness skills in lead-up games.
(1) Seldom: Student seldom applies combinations of skills with appropriate court/game awareness skills in lead-up games.
(2) Sometimes: Student sometimes applies combinations of skills with appropriate court/game awareness skills in lead-up games.
(3) Consistently: Student consistently applies combinations of manipulative skills with appropriate court/game awareness in lead-up games.
(4) Exceeds: Student always applies combinations of manipulative skills with appropriate court/game awareness in lead-up games and can assist (without prompting as appropriate) others to do the same.
8.5 - Knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or dance activity.
(0) Rarely: Student rarely (or cannot) knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or dance activity.
(1) Seldom: Student seldom knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or dance activity.
(2) Sometimes: Student sometimes knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or dance activity.
(3) Consistently: Student consistently knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or dance activity.
(4) Exceeds: Student always knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in one lifetime sport or dance activity and can assist (without prompting as appropriate) others to do the same.
8.6 - Uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on four self-selected items.
(0) Rarely: Student rarely (or does not) uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(1) Seldom: Student seldom uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(2) Sometimes: Student sometimes uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(3) Consistently: Student consistently uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(4) Exceeds: Student always uses data from 7th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items and can help others (when prompted) to correctly do the same.
8.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of the Centers for Disease Control's (CDC) recommendations for physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of CDC's recommendations for physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of CDC's recommendations for physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of CDC's recommendations for physical activity.
(3) Consistently: Student consisently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of CDC's recommendations for physical activity. (4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 2-3 of CDC's recommendations for physical activity and can assist (without prompting as appropriate) others to do the same.
8.8 - Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(1) Seldom: Student seldom demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(2) Sometimes: Student sometimes demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate.
(3) Consistently: Student consistently demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate.
(4) Exceeds: Student always demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate and can assist (without prompting as appropriate) others to do the same.
8.9 - Understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat.
(0) Rarely: Student rarely (or does not) understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat.
(1) Seldom: Student seldom understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat.
(2) Sometimes: Student sometimes understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat.
(3) Consistently: Student consistently understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat.
(4) Exceeds: Student always understands the legal, ethical, and physical consequences (e.g., use of steroids) for gaining strength and/or decreasing body fat and consistently encourages others' efforts as well.
8.10 - Determines any relationships between data collected on four self-selected obesity prevention behaviors and the four health-related fitness results.
(0) Rarely: Student rarely (or cannot) determines any relationships between data collected on four self-selected obesity prevention behaviors and the four health-related fitness results.
(1) Seldom: Student seldom determines any relationships between data collected on four self-selected obesity prevention behaviors and the four health-related fitness results.
(2) Sometimes: Student sometimes determines any relationships between data collected on four self-selected obesity prevention behaviors and the four health-related fitness results.
(3) Consistently: Student consistently determines any relationships between data collected on four self-selected obesity prevention behaviors and the four health-related fitness results.
(4) Exceeds: Student always determines any relationships between data collected on four self-selected obesity prevention behaviors, the four health-related fitness results and can assist (without prompting as appropriate) others to do the same.
8.11 - Demonstrates fair play and acts responsibly in physical activity settings.
(0) Rarely: Student rarely (or cannot) demonstrates fair play and acts responsibly in physical activity settings.
(1) Seldom: Student seldom demonstrates fair play and acts responsibly in physical activity settings.
(2) Sometimes: Student sometimes demonstrates fair play and acts responsibly in physical activity settings.
(3) Consistently: Student consistently demonstrates fair play and acts responsibly in physical activity settings.
(4) Exceeds: Student always demonstrates fair play and acts responsibly in physical activity settings and consistently encourages others' efforts as well.
8.12 - Analyzes the role of self-responsibility for personal safety and safety of others during physical activity.
(0) Rarely: Student rarely (or cannot) analyzes the role of self-responsibility for personal safety and safety of others during physical activity.
(1) Seldom: Student seldom analyzes the role of self-responsibility for personal safety and safety of others during physical activity.
(2) Sometimes: Student sometimes analyzes the role of self-responsibility for personal safety and safety of others during physical activity.
(3) Consistently: Student consistently analyzes the role of self-responsibility for personal safety and safety of others during physical activity.
(4) Exceeds: Student seldom analyzes the role of self-responsibility for personal safety and safety of others during physical activity and consistently encourages others' efforts as well.
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* Ninth Grade Power Standards (High School Course 1)
| 9.1 - Combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), individual and dual sports.
(0) Rarely: Student rarely (or cannot) combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), individual and dual sports.
(1) Seldom: Student seldom combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), individual and dual sports.
(2) Sometimes: Student sometimes combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), individual and dual sports.
(3) Consistently: Student consistently combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), individual and dual sports.
(4) Exceeds: Student always combines and applies movement skills to demonstrate proficiency in at least two lifetime sports such as aquatics (where available), individual and dual sports and consistently encourages others' efforts as well.
9.2 - Combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music.
(0) Rarely: Student rarely (or cannot) combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music.
(1) Seldom: Student seldom combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music.
(2) Sometimes: Student sometimes combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music.
(3) Consistently: Student consistently combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music.
(4) Exceeds: Student always combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music and consistently encourages others' efforts as well.
9.3 - Monitors and sets goals to improve performance in two lifetime sport or dance activities.
(0) Rarely: Student rarely (or cannot) monitors and sets goals to improve performance in two lifetime sport or dance activities.
(1) Seldom: Student seldom monitors and sets goals to improve performance in two lifetime sport or dance activities.
(2) Sometimes: Student sometimes monitors and sets goals to improve performance in two lifetime sport or dance activities.
(3) Consistently: Student consistently monitors monitors and sets goals to improve performance in two lifetime sport or dance activities.
(4) Exceeds: Student always monitors and sets goals to improve performance in two lifetime sport or dance activities and consistently encourages others' efforts as well.
9.4 - Explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(0) Rarely: Student rarely (or cannot) explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(1) Seldom: Student seldom explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(2) Sometimes: Student sometimes explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(3) Consistently: Student consistently explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(4) Exceeds: Student always explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports and consistently encourages others' efforts as well.
9.5 - Knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(0) Rarely: Student rarely (or does not) knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in two lifetime sports.
(1) Seldom: Student seldom knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in two lifetime sports.
(2) Sometimes: Student sometimes knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in two lifetime sports.
(3) Consistently: Student consistently knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in two lifetime sports.
(4) Exceeds: Student always knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in two lifetime sports and can assist (without prompting as appropriate) others to do the same.
9.6 - Uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(0) Rarely: Student rarely (or does not) uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(1) Seldom: Student seldom uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(2) Sometimes: Student sometimes uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(3) Consistently: Student consistently uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(4) Exceeds: Student always uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items and can help others (when prompted) to correctly do the same.
9.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of the Centers for Disease Control's (CDC) recommendations for physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of CDC's recommendations for physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of CDC's recommendations for physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of CDC's recommendations for physical activity.
(3) Consistently: Student consisently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of CDC's recommendations for physical activity.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of CDC's recommendations for physical activity and can assist (without prompting as appropriate) others to do the same.
9.8 - Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(1) Seldom: Student seldom demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(2) Sometimes: Student sometimes demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate.
(3) Consistently: Student consistently demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate.
(4) Exceeds: Student always demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate and can assist (without prompting as appropriate) others to do the same.
9.9 - Evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
(0) Rarely: Student rarely (or cannot) evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
(1) Seldom: Student seldom evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
(2) Sometimes: Student sometimes evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
(3) Consistently: Student consistently evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
(4) Exceeds: Student always evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services and can help others (when prompted) to do so as well.
9.10 - Collects and compiles individual and class data to determine the effect of obesity prevention behaviors on academic achievement (e.g., do students who are physically active for 60 minutes or more each day score higher on academic achievement tests?).
(0) Rarely: Student rarely (or does not) collects and compiles individual and class data to determine the effect of obesity prevention behaviors on academic achievement (e.g., what effect does being physically active for 60 minutes or more each day have on academic success?).
(1) Seldom: Student seldom collects and compiles individual and class data to determine the effect of obesity prevention behaviors on academic achievement (e.g., what effect does being physically active for 60 minutes or more each day have on academic success?).
(2) Sometimes: Student sometimes collects and compiles individual and class data to determine the effect of obesity prevention behaviors on academic achievement (e.g., what effect does being physically active for 60 minutes or more each day have on academic success?).
(3) Consistently: Student consistently collects and compiles individual and class data to determine the effect of obesity prevention behaviors on academic achievement (e.g., what effect does being physically active for 60 minutes or more each day have on academic success?).
(4) Exceeds: Student always collects and compiles individual and class data to determine the effect of obesity prevention behaviors on academic achievement (e.g., what effect does being physically active for 60 minutes or more each day have on academic success?) and can assist (without prompting as appropriate) others to do the same.
9.11 - Acts independent of negative peer pressure during physical activity.
(0) Rarely: Student rarely (or cannot) acts independent of negative peer pressure during physical activity.
(1) Seldom: Student seldom acts independent of negative peer pressure during physical activity.
(2) Sometimes: Student sometimes acts independent of negative peer pressure during physical activity.
(3) Consistently: Student consistently acts independent of negative peer pressure during physical activity.
(4) Exceeds: Student seldom always independent of negative peer pressure during physical activity and consistently encourages others' efforts as well.
9.12 - Recognizes and resolves conflicts during physical activity.
(0) Rarely: Student rarely (or cannot) recognizes and resolves conflicts during physical activity.
(1) Seldom: Student seldom recognizes and resolves conflicts during physical activity.
(2) Sometimes: Student sometimes recognizes and resolves conflicts during physical activity.
(3) Consistently: Student consistently recognizes and resolves conflicts during physical activity.
(4) Exceeds: Student always recognizes and resolves conflicts during physical activity and consistently encourages others' efforts as well.
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* Tenth Grade Power Standards (High School Course 2)
| 10.1 - Combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(0) Rarely: Student rarely (or cannot) combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(1) Seldom: Student seldom combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(2) Sometimes: Student sometimes combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(3) Consistently: Student consistently combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(4) Exceeds: Student always combines and applies movement skills to demonstrate proficiency in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports and can help others (when prompted) to do so as well.
10.2 - Combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music.
(0) Rarely: Student rarely (or cannot) combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music.
(1) Seldom: Student seldom combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music.
(2) Sometimes: Student sometimes combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music.
(3) Consistently: Student consistently combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music.
(4) Exceeds: Student always combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music and consistently encourages others' efforts as well.
10.3 - Monitors and sets goals to improve performance in three lifetime sport or dance activities.
(0) Rarely: Student rarely (or cannot) monitors and sets goals to improve performance in two lifetime sport or dance activities.
(1) Seldom: Student seldom monitors and sets goals to improve performance in two lifetime sport or dance activities. (2) Sometimes: Student sometimes monitors and sets goals to improve performance in two lifetime sport or dance activities.
(3) Consistently: Student consistently monitors monitors and sets goals to improve performance in two lifetime sport or dance activities.
(4) Exceeds: Student always monitors and sets goals to improve performance in two lifetime sport or dance activities and consistently encourages others' efforts as well.
10.4 - Explains and demonstrates advanced offensive, defensive, and transition strategies in three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(0) Rarely: Student rarely (or cannot) explains and demonstrates advanced offensive, defensive, and transition strategies in three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(1) Seldom: Student seldom explains and demonstrates advanced offensive, defensive, and transition strategies in three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports. (2) Sometimes: Student sometimes explains and demonstrates advanced offensive, defensive, and transition strategies in at least two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(3) Consistently: Student consistently explains and demonstrates advanced offensive, defensive, and transition strategies in at least two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(4) Exceeds: Student always explains and demonstrates advanced offensive, defensive, and transition strategies in at least two lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports and consistently encourages others' efforts as well.
10.5 - Knows and applies rubrics to assess and improve the quality of a player's skills, game awareness (both offensive and defensive) in at least three lifetime sports such as aquatics (where available), rhythms/dance, and individual and dual sports.
(0) Rarely: Student rarely (or cannot) knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in at least three lifetime sports.
(1) Seldom: Student seldom knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in at least three lifetime sports.
(2) Sometimes: Student sometimes knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in at least three lifetime sports.
(3) Consistently: Student consistently knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in at least three lifetime sports.
(4) Exceeds: Student always knows and applies rubrics to assess and improve the quality of a player's skills, game awareness in at least three lifetime sports and can assist (without prompting as appropriate) others to do the same.
10.6 - Uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(0) Rarely: Student rarely (or does not) uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(1) Seldom: Student seldom uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(2) Sometimes: Student sometimes uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(3) Consistently: Student consistently uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items.
(4) Exceeds: Student always uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve on 5 self-selected items and can help others (when prompted) to correctly do the same.
10.7 - Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of the Centers for Disease Control's (CDC) recommendations for physical activity.
(0) Rarely: Student rarely (or cannot) participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of CDC's recommendations for physical activity.
(1) Seldom: Student seldom participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of CDC's recommendations for physical activity.
(2) Sometimes: Student sometimes participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of CDC's recommendations for physical activity.
(3) Consistently: Student consisently participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of CDC's recommendations for physical activity.
(4) Exceeds: Student always participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of CDC's recommendations for physical activity and can assist (without prompting as appropriate) others to do the same.
10.8 - Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(0) Rarely: Student rarely (or cannot) demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(1) Seldom: Student seldom demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
(2) Sometimes: Student sometimes demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate.
(3) Consistently: Student consistently demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate.
(4) Exceeds: Student always demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate PES levels, target heart rate zone, and monitoring recovery rate and can assist (without prompting as appropriate) others to do the same.
10.9 - Identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
(0) Rarely: Student rarely (or cannot) identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
(1) Seldom: Student seldom identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
(2) Sometimes: Student sometimes identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
(3) Consistently: Student consistently identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
(4) Exceeds: Student always identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance and can help others (when prompted) to correctly perform each.
10.10 - Collects and compiles individual and class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being (e.g., do students who are physically active for 60 minutes or more each day have better school attendance?).
(0) Rarely: Student rarely (or does not) collects and compiles individual and class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being.
(1) Seldom: Student seldom collects and compiles individual and class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being.
(2) Sometimes: Student sometimes collects and compiles individual and class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being.
(3) Consistently: Student consistently collects and compiles individual and class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being.
(4) Exceeds: Student always collects and compiles individual and class data to determine the effect of obesity prevention behaviors on one's emotional, social, or physical well-being and can assist (without prompting as appropriate) others to do the same.
10.11 - Explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
(0) Rarely: Student rarely (or cannot) explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
(1) Seldom: Student seldom explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
(2) Sometimes: Student sometimes explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
(3) Consistently: Student consistently explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
(4) Exceeds: Student always explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities and can help others (when prompted) to do so as well.
10.12 - Resolves conflicts and accept decisions or judgments in a mature manner.
(0) Rarely: Student rarely (or cannot) resolves conflicts and accept decisions or judgments in a mature manner.
(1) Seldom: Student seldom resolves conflicts and accept decisions or judgments in a mature manner.
(2) Sometimes: Student sometimes resolves conflicts and accept decisions or judgments in a mature manner.
(3) Consistently: Student consistently resolves conflicts and accept decisions or judgments in a mature manner.
(4) Exceeds: Student always resolves conflicts and accept decisions or judgments in a mature manner and can help others (when prompted) to do so as well.
* Copyright, 2010 by the Great Activities Publishing Company.
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New & Updated! Virtual PE Administrator 2.0!
|  Background: The Virtual PE Administrator has just gotten better! In addition to having the ability for teachers to assess students on your State Standards, we have made an assortment of enhancements including the ability to gather pedometer data; BMI, fitness data, and more! iPhone, iTouch, and iPad apps! Perform your data collection and assessments in "real time."
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Online "Paperless" 3DPAR Student Surveys
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Background: All of the 2010 PEP Grant winners are required to collect data related to the 3 Day Physical Activity Recall Survey. We have recently designed a "paperless" online student survey where PE teachers do not have to handle, hand-score, total, and aggregate their students' data.
The surveys are instantly scored, stored, and archived for your PEP Grant evaluator! Fees for this service are less than $1 per student per survey. Call us at (800) 927-0682 for more information.
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