6th Grade PE
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GOAL: MOTOR SKILL DEVELOPMENT
• Demonstrates competency in many movement forms and proficiency in a few movement forms.
• Applies movement concepts and principles to the learning and development of motor skills.
CONTENT STANDARDS BENCHMARKS
Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:
Skill
1. Apply the critical elements of opposition, balance, weight transfer, and fluid movement patterns for all manipulative and nonlocomotor skills in game situations.
Demonstrate swinging, twisting, turning, leaning, stretching, and curling in conditioning or in lead-up games.
Throw a variety of objects such as balls or disks for accuracy and distance.
Utilize rackets, paddles, hockey sticks, lacrosse sticks, feet, or hands to volley or strike an object.
2. Engage in developmentally appropriate practices for fitness and motor skill development.
Participate in fitness, sport, recreation, and dance activities according to personal preference.
Knowledge
3. Describe similarities and differences between manipulative skills and nonlocomotor skills in a game or sport.
Example: describing the similarities of transferring weight to strike a golf ball and to hit a softball
Use skill terminology of performance cues in comparing manipulative and nonlocomotor skills.
4. Identify offensive and defensive strategies as components of game objectives. Explain offensive strategies, including multiple ways to score.
Explain defensive strategies, describing techniques to prevent scoring.
GOAL: MOTOR SKILL DEVELOPMENT (CONTINUED)
• Demonstrates competency in many movement forms and proficiency in a few movement forms.
• Applies movement concepts and principles to the learning and development of motor skills.
CONTENT STANDARDS BENCHMARKS
Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:
Application
5. Design small-group activities involving offensive and defensive strategies in a cooperative setting.
Example: playing keep away, cage ball, or parachute play
Demonstrate ways to keep an object away from opponents when participating in innovative individual, dual, and team activities.
6. Demonstrate rhythms that combine traveling, balancing, and weight transfer into smooth sequences with intentional changes in direction, speed, and flow.
Examples: jumping rope individually, juggling, performing modern dances
Develop a dance sequence using sport-specific skills.
Demonstrate tumbling routines in gymnastics.
GOAL: HEALTH-ENHANCING ACTIVITY
• Exhibits a physically active lifestyle.
• Achieves and maintains a health-enhancing level of fitness.
CONTENT STANDARDS BENCHMARKS
Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:
Knowledge
7. Identify factors that affect physical activity and exercise preferences of participants.
List factors affecting physical activity, including personal challenge, physical benefits, socioeconomic status, motivation, available resources, and personal interest.
8. Contrast the differences between
warm-up, conditioning, and cool-down.
Examples: warm-up—stretching the hamstrings before running to prepare body for the activity, cool-down—walking after distance running to reduce the body’s heart rate to preactivity levels
Define warm-up, conditioning, and cool-down.
Describe a relationship between an activity and warm-up or cool-down.
9. Describe the critical aspects of a healthy lifestyle including, but not limited to, nutrition, exercise, and rest.
Identify healthy habits for nutrition, exercise, and rest.
Application
10. Assess the body’s response to exercise including, but not limited to, heart rate monitoring, fitness testing, respiration rate, and body composition.
Check for pulse following an exercise session to monitor heart rate.
Demonstrate activities that are examples of muscular strength training.
Demonstrate activities that develop cardio- respiratory functioning.
11. Utilize a fitness plan.
Select at-home exercises for additional involvement in physical activity.
Exercise using moderate-to-vigorous activities.
Maintain a fitness log.
GOAL: INTERACTIVE BEHAVIOR
• Demonstrates responsible personal and social behavior in physical activity settings.
• Demonstrates understanding and respect for differences among people in physical activity settings.
• Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
CONTENT STANDARDS BENCHMARKS
Students will: As a result of participating in a quality physical education program, it is reasonable to expect that the student will be able to:
Knowledge
12. Describe positive interactions of group members in numerous activity settings.
• Establishing leadership and service
• Collaborating cooperatively on efforts for individual benefit
• Establishing etiquette through adherence to rules
Participate in activities such as orienteering, team building, or cooperative games that contribute to positive social interaction in groups that include members with differences in gender, culture, ethnicity, and ability/disability.
13. Identify safety concerns for physical activities.
• Reducing risk of injury
• Identifying potential hazards
• Isolating environmental risks
• Making modifications for at-risk health conditions
Examples: asthma, diabetes, epilepsy''
Discuss methods of injury prevention.
Discuss environmental conditions that pose problems for people engaged in physical activities.
Application
14. Present a cooperative game or activity to a group with a set goal or task to be completed.
Assess peer presentations with a scoring rubric that includes planning, goal setting, and level of accomplishment.
15. Promote awareness of fitness benefits while working cooperatively with others in the school community.
Participate in a community service project such as Jump Rope for Heart, Special Olympics, Hoops for Heart, or Bicycle Safety Rodeo.
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