Anchor Standard 1: Motor Skills and Movement Patterns: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
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1.1
Locomotor | |||||||||||
Dance and rhythms
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6-1.1) Recognize and identify correct rhythmic activities and sequences of steps for various dance forms. Examples: folk, social, creative, line, world dance, hip-hop, stomp, haka APE accommodation suggestions: slower music, poly spots and/or arrows on floor for direction, break the dance steps/ movements down into small parts, review/practice, peer assistance and modeling |
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1.2
Manipulative | |||||||||||
Throwing
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6-1.2) Throw using the proper form for distance or power appropriate to the practice task. Examples: bocce, horseshoes, baseball, softball APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers. |
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1.3
Manipulative | |||||||||||
Catching
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6-1.3) Catch using the proper form from a variety of trajectories using various objects and tasks. APE accommodation suggestions: Decrease distance ball is tossed, rolled or bounced; provide students the opportunity to catch an object using a bucket or a basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies). |
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1.4
Manipulative | |||||||||||
Passing and receiving
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6-1.4) Pass and receive in a stationary position, using hands and feet with proficiency. Examples: passes in games of basketball, flag football, speedball, team handball, or soccer APE accommodation suggestions: Use a larger ball or slightly deflated ball. |
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1.5
Manipulative | |||||||||||
Offensive skills
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6-1.5) Utilize a variety of offensive skills to create open space during practice tasks without defensive pressure. Examples: pivots, fakes, give and go, jab steps, hitting to an open space APE accommodation suggestions: Peer assistance; verbal cues; modeling |
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1.6
Manipulative | |||||||||||
Dribbling and ball control
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6-1.6) Dribble with dominant and non-dominant hand, foot, or implement while changing speed and/or direction in a variety of tasks. APE accommodation suggestions: Use a larger ball or slightly deflated ball. |
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1.7
Manipulative | |||||||||||
Shooting on goal
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6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity. Examples: hockey (floor, field, ice), lacrosse, basketball, soccer APE accommodation suggestions: Peer assistance; verbal cues; modeling |
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1.8
Manipulative | |||||||||||
Defensive skills
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6-1.8) Demonstrate defensive readiness and movement in all directions while maintaining correct position. Examples: weight on balls of feet, arms extended and eyes on midsection of the offensive player APE accommodation suggestions: Peer assistance; verbal cues; modeling |
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1.9
Manipulative | |||||||||||
Serving
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6-1.9) Perform a serve using correct technique with control for net and wall games. Examples: volleyball, pickleball, racquetball, handball APE accommodation suggestions: Use larger ball, smaller or shorter net, bigger target. Hand over hand assistance and modeling. |
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1.10
Manipulative | |||||||||||
Striking
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6-1.10) Strike with proper form in a stationary environment for a variety of games. Examples: overhead volley in tennis, pass in volleyball, drive/putt in golf, pass in soccer APE accommodation suggestions: Use longer or shorter implements for student success in controlling the implement. |
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1.11
Manipulative | |||||||||||
Volley
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6-1.11) Forehand-volley with a mature form and control using a short- or long-handled implement. Examples: pickleball, tennis, badminton APE accommodation suggestions: Use a balloon or beach ball. |
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Anchor Standard 2: Movement and Performance: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
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2.1
Movement Concepts | |||||||||||
Rules
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6-2.1) Demonstrate a basic knowledge of the rules and regulations for a variety of games and activities. Examples: modified game play, formative and summative assessments APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity. |
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2.2
Movement Concepts | |||||||||||
Sporting behavior
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6-2.2) Identify appropriate sporting behavior and etiquette related to a variety of games and activities. Examples: quiet during tennis rally, dealing with confrontational opponents APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity. |
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2.3
Movement Concepts | |||||||||||
Safety
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6-2.3) Identify appropriate safety behaviors related to a variety of games and activities. APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity. |
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2.4
Movement Concepts | |||||||||||
Creating space
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6-2.4) Identify offensive and defensive tactics to create or reduce open space in a variety of activities. Examples: running in various directions or paces, reducing the angle in the space APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots |
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2.5
Movement Concepts | |||||||||||
Transitions
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6-2.5) Demonstrate a quick recovery when transitioning from offense to defense or defense to offense. APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots |
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2.6
Movement Concepts | |||||||||||
Offensive strategies
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6-2.6) Identify the skills or strategies necessary to score. Examples: open spaces, spreading the field, passing to create space APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots |
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2.7
Movement Concepts | |||||||||||
Defensive strategies
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6-2.7) Identify the skills or strategies necessary to prevent the opponent from scoring. Examples: pressure the ball, on and off ball defense APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots |
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2.8
Movement Concepts | |||||||||||
Speed, direction, force
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6-2.8) Vary application of movement concepts during physical activity. Examples: force, time, space flow APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots |
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Anchor Standard 3: Physical Activity and Fitness: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
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3.1
Physical Activity and Fitness | |||||||||||
Physical activity knowledge
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6-3.1) Identify positive influences of and the barriers to participating in physical activity. Examples: school, family and peers, community offerings, policy APE accommodation suggestions: Visual aids and cues |
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3.2
Physical Activity and Fitness | |||||||||||
In classroom setting
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6-3.2) Participate in a variety of moderate to vigorous activities. APE accommodation suggestions: Visual aids and cues |
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3.3
Physical Activity and Fitness | |||||||||||
In non-school settings
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6-3.3) Identify a variety of activities to perform outside of class. APE accommodation suggestions: Visual aids and cues |
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3.4
Physical Activity and Fitness | |||||||||||
Incorporating technology
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6-3.4) Identify available technology to enhance physical activity. APE accommodation suggestions: Visual aids and cues |
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3.5
Physical Activity and Fitness | |||||||||||
Fitness knowledge
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6-3.5) Identify the components of health-related and skill-related fitness. APE accommodation suggestions: Visual aids and cues |
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3.6
Physical Activity and Fitness | |||||||||||
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6-3.6) Set and monitor an individual goal for health-related fitness based on current fitness level. APE accommodation suggestions: Visual aids and cues |
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3.7
Physical Activity and Fitness | |||||||||||
Engagement in physical activity
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6-3.7) Explain the role of warm-ups and cool-downs before and after physical activity and show correct techniques and methods of stretching. Examples: dynamic and static stretching APE accommodation suggestions: Visual aids and cues |
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3.8
Physical Activity and Fitness | |||||||||||
Fitness knowledge
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6-3.8) Recall each component of the FITT formula (frequency, intensity, time, type) for physical fitness. APE accommodation suggestions: Visual aids and cues |
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3.9
Physical Activity and Fitness | |||||||||||
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6-3.9) Define resting heart rate and describe its relationship to moderate and vigorous activity. APE accommodation suggestions: Visual aids and cues |
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3.10
Physical Activity and Fitness | |||||||||||
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6-3.10) Identify and locate major muscles used in selected physical activities. APE accommodation suggestions: Visual aids and cues |
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3.11
Physical Activity and Fitness | |||||||||||
Assessment and program planning
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6-3.11) Identify a variety of ways to track fitness and nutrition. Examples: apps, spreadsheets, journals APE accommodation suggestions: Visual aids and cues |
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Anchor Standard 4: Personal and Social Behavior: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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4.1
Personal and Social Behavior | |||||||||||
Personal responsibility
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6-4.1) Display personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors. APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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4.2
Personal and Social Behavior | |||||||||||
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6-4.2) Identify and use appropriate strategies to self-evaluate positive behaviors. Examples: positive self-talk, "I can" statements APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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4.3
Personal and Social Behavior | |||||||||||
Accepting feedback
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6-4.3) Develop personal responsibility by accepting feedback to improve performance. APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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4.4
Personal and Social Behavior | |||||||||||
Working with others
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6-4.4) Accept differences among classmates by providing encouragement and positive feedback. Example: physical development, maturation, varying skill levels APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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4.5
Personal and Social Behavior | |||||||||||
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6-4.5) Cooperate with a small group of classmates during a variety of physical activities. APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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4.6
Personal and Social Behavior | |||||||||||
Rules and etiquette
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6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games. APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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4.7
Personal and Social Behavior | |||||||||||
Safety
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6-4.7) Use equipment appropriately and safely, using teacher guidelines. APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors |
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Anchor Standard 5: Values Physical Activity: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
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5.1
Values Physical Activity | |||||||||||
Health
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6-5.1) Describe how being physically active leads to stress reduction, social interaction, and an overall healthy body. APE accommodation suggestions: peer assistance and modeling |
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5.2
Values Physical Activity | |||||||||||
Challenge
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6-5.2) Acknowledge individual challenges in order to handle them in a positive way. Examples: extending effort, asking for help or feedback, modifying the tasks APE accommodation suggestions: peer assistance and modeling |
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5.3
Values Physical Activity | |||||||||||
Self-expression & enjoyment
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6-5.3) Describe how moving proficiently in a physical activity setting creates enjoyment. APE accommodation suggestions: peer assistance and modeling |
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5.4
Values Physical Activity | |||||||||||
Social interaction
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6-5.4) Identify strategies for respecting self and others through activities and games. Examples: following the rules, encouraging others, playing in the spirit of the game or activity APE accommodation suggestions: peer assistance and modeling |