Physical Education PED-08 Targeted Standards
Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns.
Cluster: Invasion games

PED-08.S1.IG.01 Throws with a mature pattern for distance or power appropriate to the activity during small-sided game play.

•  Demonstrates all five components needed for a score of 3.
• Throws to target accurately and consistently.

• Student has proper foot forward.
• Steps towards target.
• Hand over shoulder.
• Follow through with throwing hand while rotating trunk,
• Uses appropriate velocity and trajectory to reach desired target.

• Football

• Softball

• Partner practice

• Running Routes

• Relay drill (from outfield to infield)

• Flag Football

• Ultimate Football

• Softball Games

• Frisbee activities

• Demonstrates four of five throwing components.

•  Demonstrates three of five throwing components.

•  Demonstrates two of five throwing components.

Physical Education PED-08 Targeted Standards
Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns.
Cluster: Net Wall games

PED-08.S1.NW.02 Strikes, with a mature overarm pattern, in a modified game for net/wall games (e.g., volleyball, handball, badminton or tennis).

•  Consistently strikes object.
• Strikes object with control and placement.
• Uses proper striking form.

•  

  • Demonstrates  proper striking form:

    • Proper stance.

    • Proper grip.

    • Step forward with foot opposite dominant hand.

    • Follow through with hips and arm.

    • Contact point out in front of the body.

• Racquet Sports

• Nitro Ball

• Volleyball

•  Can strike object using two out of the four proper throwing form components.

•  Can strike object using one out of the four proper throwing form components.

Physical Education PED-08 Targeted Standards
Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns.
Cluster: Net Wall games

PED-08.S1.NW.06 Two-hand - volleys with control in a small-sided game

•  Volleys with consistency and control.
• Demonstrates proper hitting technique.
• Uses appropriate hitting type based on game situation.

• Demonstrates proper hitting technique:
  • Stance.
  • Proper footwork.
  • Follow through.
  • Contact point.
• Uses appropriate hitting type based on game situation.

• Executes 3 of the 4 hitting techniques properly.

• Uses appropriate hitting type based on game situation.

•  Executes 2 of the 4 hitting techniques properly.
• Uses appropriate hitting type based on game situation.

•  Executes 2 of the 4 hitting techniques properly

Physical Education PED-08 Targeted Standards
Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns. 
Cluster: Outdoor pursuits

PED-08.S1.OP.01 Demonstrates correct technique for basic skills in at least two self-selected Activities might include, but are not limited to recreational boating outdoor activities. (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water skiing, snowboarding, snowshoeing, bouIdering/traversing/climbing, mountain biking, adventure activities and ropes courses

• The student can:

  - perform numerous lifts with the correct technique

  • more than 2
   

• -The student can:

  - choose two lifts and perform the lift with the correct technique

  • appropriate amount of weight

                    -choose a weight you can lift 12 to 15           

                    times

  • proper form

                   - less likely to get hurt

  • breath

                    -don’t hold your breath, breath out as

                      you lift and in as you lower

  • seek balance

                    -work all major muscles, strengthen

                    opposing muscles

  • rest

                    -avoid exercising the same muscles two  

                    days in a row  

•  The student can:

  - demonstrate correct technique on one lift with the correct technique 

• no participation
   

Physical Education PED-08 Targeted Standards
Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance.
Cluster: Invasion games

PED-08.S2.IG.02 Executes at least three of the following offensive tactics to create open spaces - moves to create open space on and off the ball - uses a variety of passes, fakes, and pathways - give and go.

•  Executes multiple offensive tactics to create open space consistently and successfully.

•  Shows the ability to execute at least three offensive tactics to create open space.

  • • Moves to create open space.

    • Uses a variety of passes.

    • Uses fakes.

    • Uses correct pathways.

    • Give and go.

•  Shows the ability to execute at least two offensive tactics to create open space.

•  Rarely executes offensive tactics to create open space.

Physical Education PED-08 Targeted Standards
Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance.
Cluster: Invasion games

PED-08.S2.IG.03 Creates open space by staying spread on offense, cutting and passing quickly, and using fakes off the ball.

•  Consistently and successfully shows the ability to create and maintain open space using the concepts listed for a 3.0 and is able to guide teammates to do the same.

•  Often shows the ability to create and maintain open space using the following concepts

  • • Moves to open area.

    • Cutting and passing quickly.

    • Uses fakes off the ball.

    • Uses tactics to open other teammates.

      • screening, replacing positions to maintain field or court balanced.

• Show partial ability of level three.

•   Shows the ability to create and maintain open space but is inconsistent.

•  Rarely shows the ability to create and maintain open space.

Physical Education PED-08 Targeted Standards
Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance.
Cluster: Invasion games

PED-08.S2.IG.06 Transitions from offense to defense or defense to offense by recovering Transitions quickly, communicating with teammates and capitalizing on an advantage.

•  Consistently and successfully transitions from offense to defense, or defense to offense and is able to guide teammates to do the same.

•  Transitions from offense to defense, or defense to offense using the following concepts:

  • • Reacts to change of possession.

    • Attempts to find open space.

    • Attempts to get to defensive position.

    • Quickly recognizes offensive opportunities.

    • Communicates with teammates.

• Shows partial ability of level 3.0.

•  Shows the ability to transition from offense to defense, or defense to offense but is inconsistent.

•  Rarely show the ability to transition from offense to defense, or defense to offense.

Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Engages in Physical Activity

PED-08.S3.AE.03 Plans and implements a program of cross-training to include aerobic, strength endurance and flexibility training.

• The student can:

  • create their own plan to lead a class in a series of cross-training exercises that will include aerobic strength, aerobic endurance, and improving flexibility for students (S3.M4.8) 

•  create a lesson plan to implement programs of cross-training, including:
  • aerobic strength
  • aerobic endurance
  • a flexibility routine

-Students will need to create plans for the 3 categories, do not need to implement to the class

-Written assignment

-Cross Training Rubric

•  complete at least 50% of the plan
  • 50% completion on aerobic strength work out plan
  • 50% completion on aerobic endurance plan
  • 50% completion on flexibility routine
  • Or includes at least 50% of these categories combined

• no participation, turned in but less than 50% completed 

Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness Knowledge

PED-08.S3.FK.04 Employs a variety of appropriate static and dynamic stretching techniques for all major muscle groups.

• The student can:

  - lead a class stretch, using proper stretching technique and cues to assist classmates. (S3. M9. 8)  

• The student can:

  demonstrate proper stretching technique using correct form and pace (S3.M9.8)

  • hold each stretch for required amount of time

  • follows established routines to stretch all muscle groups

  identify the benefits related to flexibility training (S3.M10.8)

  • increased range of motion

  • less back pain

  • less stress, tension

  • improved posture

  identify exercises that will be beneficial to the body both before and after exercise/workout (S3.M12.8)  

•  The student can:

  - demonstrate stretching techniques with errors (S3.M9.8)

   (not using full range of motion, rushing, losing balance)

  -identify some of the benefits of flexibilty training with assistance (S3.M10.8)

  -demonstrate partial understanding of appropriate exercises for warm up and cool down before and after exercise (S3.M12.8)  

• -no participation
   

Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness Knowledge

PED-08.S3.FK.05  Describes the role of flexibility in injury prevention.

•  identify the benefits related to flexibility training (S3.M10.8)

  • increased range of motion

  • less back pain

  • less stress, tension

  • improved posture

• -identify some of the benefits of flexibilty training with assistance (S3.M10.8)
   

•  no participation

Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness Knowledge

PED-08.S3.FK.06 Uses the FITT formula (overload principle) in preparing a personal workout.

•  Student can create a personal workout using all four of the FITT formula as well as explain the importance and significance of each of the concepts.

•  Student can create a personal workout using all four of FITT formula concepts.

  • • Frequency.

    • Intensity.

    • Type.

    • Time.

-Fitness Room.

-Fitness Unit.

•  The student can create a personal workout using three of the four FITT formula concepts.

•  The student can create a personal workout program but only uses 2 or less of the FITT formula concepts.

Physical Education PED-08 Targeted Standards
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Cluster: Fitness Knowledge

PED-08.S3.FK.07 • Designs and implements a warm-up/cool-down regimen for a self-selected physical activity.

• identify exercises that will be beneficial to the body both before and after exercise/workout (S3.M12.8)
   

•  demonstrate partial understanding of appropriate exercises for warm up and cool down before and after exercise (S3.M12.8)
  

• no participation 

Physical Education PED-08 Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
Cluster: Accepting Feedback

PED-08.S4.AF.01 Provides encouragement and feedback to peers without prompting from the teacher.

• The student can:

  -teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)  

• The student can:

  - recognize proper and improper lifting techniques in order to provide feedback to their peers (S4.M3.8, S5. M6.8)

  -communicate feedback in an appropriate manner (S4.M3.8)

  -follow established rules and safety guidelines for weight room facilities (S5.M7.8)

  • putting away equipment after each use

  • using spotters and weight clamps

  • cleaning/disinfecting equipment

  • proper language

  • stay on task, do not distract anyone who is lifting

  • proper shoes and clothing worn at all times

  • no jewelry

  • proper use of equipment
   

• The student:

  -occasionally recognizes improper techniques. (S4.M3.8)

  -provides limited and infrequent feedback to peers.  (S4.M3.8)

  -follows some, but not all, of the established rules and safety procedures during exercise.  (S5.M7.8)

  -is able to determine activities requiring partner assistance or a spotter with assistance from the teacher (S5.M6.8)  

• no participation
   

Physical Education PED-08 Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
Cluster: Safety

PED-08.S4.S.01 Independently uses physical activity and fitness equipment appropriately, and identifies, specific safety concerns, precautions, and consequences associated with the activity.

• The student can:

  -teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)  

• The student can:

   

  -follow established rules and safety guidelines for weight room facilities (S5.M7.8)

   

  • putting away equipment after each use

  • using spotters and weight clamps

  • cleaning/disinfecting equipment

  • proper language

  • stay on task, do not distract anyone who is lifting

  • proper shoes and clothing worn at all times

  • no jewelry

  • proper use of equipment

   

• The student:

  -follows some, but not all, of the established rules and safety procedures during exercise.  (S5.M7.8)  

• no participation
   

Physical Education PED-08 Targeted Standards
Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Cluster: Health

PED-08.S5.H.01 Identifies and explains the connection between the five components of health-related fitness (muscle strength, muscle endurance, flexibility, cardiovascular endurance and body composition) and overall physical and mental health.

•  Identify and explain all five components of health-related fitness and give specific examples on how each have an effect on physical and mental health.

•  Identify the five components of health-related fitness and give an example of each:

  • • Muscular strength.

    • Muscular endurance.

    • Flexibility.

    • Cardiorespiratory endurance.

    • Body composition.

• Explain two ways of how physical health impacts mental health.

• Fitness Room.

• Fitness Testing.

• Fitness Unit.

•  Can identify at least three of the five components of health-related fitness and give an example of each.
• Can give an example of how good physical health impacts mental health.

• Can identify 2 or fewer of the five components of health-related fitness and give an example of each.

Physical Education PED-08 Targeted Standards
Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Cluster: Social interaction

PED-08.S5.M06 Demonstrates respect for self by asking for help and helping others in various physical activities.

• The student can:

  -teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)  

• The student can:

  - recognize proper and improper lifting techniques in order to provide feedback to their peers (S4.M3.8, S5. M6.8)

       -distinguish which activities require a spotter or partner assistance and which activities do not (S5.M6.8)
 

•  -is able to determine activities requiring partner assistance or a spotter with assistance from the teacher (S5.M6.8)
  

• no participation