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BPS Physical Education Standards Book

PE Grade Levels

Grade 06

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Young children arrive in 6th Grade with widely varying knowledge in ....

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Standard 1: Movement Patterns

PED-06.S1 Student demonstrates competency in a variety of motor skills and movement patterns.
  • (DR) Cluster Dance and Rhythms
    • PED-06.S1.DR.01: Demonstrates correct rhythm and pattern for one of the following dance/rhythmic forms: folk, social, creative line or world dance.
  • (IG) Cluster Invasion Games
    • PED-06.S1.IG.01: Throws with a mature pattern for distance or power appropriate to the Throwing practice task (e.g., distance = outfield to home plate; power = 2nd base to 1st base).
    • PED-06.S1.IG.02: Catches with a mature pattern from a variety of trajectories using different catching objects in varying practice tasks (e.g., self-toss and catch, partner toss and catch, small group toss and catch).
    • PED-06.S1.IG.03: Passes and receives with hands in combination with loco-motor patterns of Passing and receiving running and change of direction and speed with competency in invasion games (e.g., basketball, flag football, speedball or team handball).
    • PED-06.S1.IG.04: Throws, while stationary, a leading pass to a moving receiver.
    • PED-06.S1.IG.05: Performs pivot, fakes and jab steps designed to create open space during Offensive skills Practice tasks.
    • PED-06.S1.IG.06: Performs the following offensive skills without defensive pressure: pivot, give and go fakes.
    • PED-06.S1.IG.07: Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks.
    • PED-06.S1.IG.08: Foot dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks.
    • PED-06.S1.IG.09: Shoots on goal with power in a dynamic environment as appropriate to the activity (e.g., slap shot in hockey, penalty kick in soccer).
    • PED-06.S1.IG.10: Maintains defensive ready position, with weight on balls of feet, arms, extended and eyes on midsection of the offensive player.
  • (NW) Cluster Net and wall games
    • PED-06.S1.NW.01: Performs an underhand serve with mature form and control for net/wall games such as badminton, volleyball or pickleball.
    • PED-06.S1.NW.02: Strikes, with a mature overarm pattern, in a non-dynamic environment for net/wall games (e.g., volleyball, handball, badminton or tennis).
    • PED-06.S1.NW.03: Demonstrates the mature form of the forehand and backhand strokes with a short-handled implement in net games such as paddle ball, pickleball or short-handled racket tennis.
    • PED-06.S1.NW.04: Transfers weight with correct timing for the striking pattern (e.g., volleyball attack approach, racquet forehand/backhand footwork).
    • PED-06.S1.NW.05: Forehand volley with a mature form and control using a short-handled implement.
    • PED-06.S1.NW.06: Two-hand volleys with control in a variety of practice tasks (e.g., against a wall, with a partner).
  • (TG)Cluster Target games
    • PED-06.S1.TG.01: Executes consistently a mature underhand pattern for target games (e.g., bowling, bocci or horseshoes).
    • PED-06.S1.TG.02: Strikes, with an implement, a stationary object for accuracy in activities (e.g., croquet, shuffleboard or golf).
    • PED-06.S1.TG.03: Strikes a pitched ball with an implement with force in a variety of practice tasks.
    • PED-06.S1.TG.04: Catches with mature form, from different trajectories, using a variety of objects in varying practice tasks.
  • (OP) Cluster Outdoor Pursuits
    • PED-06.S1.OP.01: Demonstrates correct technique for basic skills in one self-selected outdoor activity.
  • (AQ) Cluster Aquatics
    • PED-06.S1.AQ.01: Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.
  • (IP) Cluster Individual-performance activities
    • PED-06.S1.IP.01: Demonstrates correct technique for basic skills in one self-selected individual-performance activity.

Standard 2: Movement Concepts

PED-06.S2 Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • (IG) Cluster Invasion Games
    • PED-06.S2.IG.01: Creates open space by using locomotor movements (e.g., walking, running, jumping and landing) in combination with movement (e.g., varying pathways; changes of speed, direction or pace).
    • PED-06.S2.IG.02: Executes at least one of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes; uses pivot, fake or give and go.
    • PED-06.S2.IG.03: Creates open space by using the width and length of the field/court on offense.
    • PED-06.S2.IG.04: Reduces open space on defense by making the body larger and reducing passing angles.
    • PED-06.S2.IG.05: Reduces open space by not allowing the catch (denial) or by allowing the catch but not the return pass.
    • PED-06.S2.IG.06: In short-handled implement net/wall games, creates open space by varying speed and direction.
  • (NW) Cluster Net and wall games
    • PED-06.S2.NW.01: Creates open space in net/wall games with a short-handled implement by varying force and direction.
    • PED-06.S2.NW.02: Reduces offensive options for opponents by returning to mid-court position.
    • PED-06.S2.NW.03: Selects appropriate shot/club based on location of the object in relation to the target.
    • PED-06.S2.NW.04: Identifies open spaces and attempts to strike object into that space.
  • (DR) Cluster Dance and Rhythms
    • PED-06.S2.DR.01: Varies application of weight transfer and balance during dance or gymnastic activities.
  • (OP)Cluster Outdoor Pursuits
    • PED-06.S2.OP.01: Makes appropriate decisions based on the weather, level of difficulty due to conditions or ability to ensure safety of self and others.

Standard 3: Physical Activity

PED-06.S3 Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  • (AK) Cluster Physical activity knowledge
    • PED-06.S3.AK.01: Describes how being physically active leads to a healthy body.
  • (AE) Cluster Engages in physical activity
    • PED-06.S3.AE.01: Participates in self-selected physical activity outside of physical education class.
    • PED-06.S3.AE.02: Participates in a variety of aerobic fitness activities (e.g., cardio kick, step aerobics and/or aerobic dance).
    • PED-06.S3.AE.03: Participates in a variety of aerobic fitness activities using technology (e.g., Dance, Dance Revolution Æ or Wii FitÆ).
    • PED-06.S3.AE.04: Identifies and participates in a variety of lifetime recreational team sportsoutdoor pursuits or dance activities (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).
  • (FK) Cluster Fitness knowledge
    • PED-06.S3.FK.01: Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day.
    • PED-06.S3.FK.02: Identifies the components of skill-related fitness.
    • PED-06.S3.FK.03: Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level.
    • PED-06.S3.FK.04: Employs correct techniques and methods of stretching.
    • PED-06.S3.FK.05: Differentiates between aerobic and anaerobic capacity, and muscle strength and endurance.
    • PED-06.S3.FK.06: Identifies each of the components of the overload principle (FITT formula) for different types of physical activity (aerobic, muscle fitness and flexibility).
    • PED-06.S3.FK.07: Describes the role of warm-ups and cool-downs before and after physical activity.
    • PED-06.S3.FK.08: Defines resting heart rate (RHR) and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale.
    • PED-06.S3.FK.09: Identies major muscles used in selected physical activities.
  • (PP) Cluster Program Planning
    • PED-06.S3.PP.01: Designs and implements a program of remediation for any areas of weakness based on the results of health-related fitness assessment (e.g., Presidential Youth Fitness Program/Fitness program).
    • PED-06.S3.PP.02: Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log.
  • (N) Cluster Nutrition
    • PED-06.S3.N.01: Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels.
  • (SM) Cluster Stress management
    • PED-06.S3.SM.01: Identifies positive and negative results of stress and appropriate ways for dealing with each.

Standard 4: Behavior in PE

PED-06.S4 Exhibits responsible personal and social behavior that respects self and others.
  • (PR) Cluster Personal responsibility
    • PED-06.S4.PR.01: Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities and exhibiting safe behaviors.
    • PED-06.S4.PR.02: Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk.
  • (AF) Cluster Accepting Feedback
    • PED-06.S4.AF.01: Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.
  • (WO) Cluster Working with others
    • PED-06.S4.WO.01: Accepts differences among class-mates in physical development, maturation and varying skill levels by providing encouragement and positive feedback.
    • PED-06.S4.WO.02: Cooperates with a small group of classmates during adventure activities, game play or team-building activities.
  • (RE) Cluster Rules and etiquette
    • PED-06.S4.RE.01: Identifies the rules and etiquette for physical activities/games and dance/rhythmic activities.
  • (S) Cluster Safety
    • PED-06.S4.S.01: Uses physical activity and fitness equipment appropriately and safely, with the teacher's guidance.
    • PED-06.S4.S.02: Demonstrates competency in performing basic hands only CPR and associated skills.

Standard 5: Fitness Concepts

PED-06.S5 Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
  • (H) Cluster Health
    • PED-06.S5.H.01: Describes how being physically active leads to a healthy body.
    • PED-06.S5.H.02: Identifies components of physical activity that provide opportunities for reducing stress and other Social interaction.
  • (CH) Cluster Challenge
    • PED-06.S5.CH.01: Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help/feedback and/or modifying the tasks.
  • (SE) Cluster Self expression and enjoyment
    • PED-06.S5.SE.01: Describes how moving competently in a physical activity setting creates enjoyment.
    • PED-06.S5.SE.02: Identifies how self-expression and physical activity are related.
  • (SI) Cluster Social Interaction
    • PED-06.S5.SI.01: Demonstrates respect for self and others in activities and games by following the rules, encouraging others and playing within the spirit of the game or activity.