Saturday, May 4, 2024, 5:23 AM
Site: Learnbps
Class: BPSS (PED) Physical Education Standards (S-PED)
Glossary: Archived PED Gr06 Standards "I can...statements"
STANDARD 2: MOVEMENT CONCEPTS
PED-06.2.01
Physical Education PED-06 Targeted Benchmarks Standard 2: Movement Concepts Students understand and apply movement concepts, principles, strategies, and tactics to learn and perform physical.
PED-06.2.01 Provide feedback (e.g., verbal, nonverbal, and constructive) to self and others on a variety of motor skills to improve motor performance.
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Student Learning Targets:
Knowledge Targets
- I can describe the individual components of a skill.
Reasoning Targets
- I can evaluate the properly performed movement skills of peers.
- I can evaluate my own properly performed movement skills.
Skills (Performance) Targets
- I can provide feedback to self and others on a variety of motor skills to improve motor performance.
Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
The student:
- evaluate the properly performed movement skills of self, teacher, and can provide activities to help improve movement skills.
- evaluate the properly performed movement skills of self, teacher, and can provide corrections to improperly performed movement skills
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3.5 |
Student can evaluate the properly performed movement skills of self, teacher, and can provide corrections to improperly performed movement skills. |
3.0 |
The student:
- evaluates the properly performed movement skills of the teacher.
- evaluates his/her own properly performed movement skills.
- provides feedback to self and others on a variety of motor skills to improve motor performance.
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2.5 |
The student evaluates his/her own properly performed movement skills. |
2.0 |
The student:
- provides some feedback to self and teacher on a variety of motor skills to improve motor performance.
- describes the individual components of a skill.
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1.5 |
The student provides some feedback on self to improve motor performance. |
1.0 |
The student:
- provides inadequate or inaccurate feedback to self and teacher on a variety of motor skills to improve motor performance.
- only partially describes the individual components of a skill.
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0.5 |
Student can only describe one component of a skill. |
Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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STANDARD 3: PHYSICAL ACTIVITY
PED-06.3 Under Development Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark names below each Standard to access the learning targets and proficiency scales for each Standard's related benchmark.
Standard 3:
Physical Activity
Students participate in regular physical activity.
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In the future this will contain narratives and other information about the Standard. |
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PED-06.3.01
Physical Education PED-06 Targeted Benchmarks Standard 3: Physical Activity Students participate in regular physical activity.
PED-06.3.01 Identify health benefits (e.g., disease prevention) and risks (e.g., obesity) associated with the effect of physical activity on body composition.
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Student Learning Targets:
Knowledge Targets
- I can create a list of the risks of not exercising and the benefits of exercising.
- I can list exercises that will improve my body composition.
Reasoning Targets
- I can evaluate how exercise affects my body composition.
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Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
The student:
- The student can list more than three benefits of exercising, three risks of not exercising, and three exercises that improve body composition.
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3.5 |
The student can list three benefits of exercising, three risks of not exercising, and three exercises that improve body composition. |
3.0 |
The student:
- The student can list more than two benefits of exercising, two risks of not exercising, and two exercises that improve body composition.
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2.5 |
The student can list more than 2 benefits of exercising and two risks of not exercising. |
2.0 |
The student:
- The student can list two benefits of exercising and one risk of not exercising.
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1.5 |
The student can list more than two benefits of exercising. |
1.0 |
The student:
- The student can list at least one benefit of exercising.
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0.5 |
The student:
- The student provides no list of benefits of exercising.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
Proficiency Scale Physical Fitness 6
Score |
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Description |
Sample Activity
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4.0 |
-The student can:
-explain the benefits of participation in physical activity and apply this knowledge to assist others in maintaining a healthy lifestyle.
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3.0 |
-The student can:
- explain the benefits of participating in activities that target various fitness components.
-explain the health risks associated with an inactive lifestyle.
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2.0 |
- The student can:
-identify some of the benefits of participating in physical activity, but cannot explain why they important.
-identify risks of inactivity, but cannot explain or give detail to what each of these risks involves. |
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1.0 |
The student can:
-identify benefits of activity with assistance.
-identify risks of activity with assistance.
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0.5 |
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0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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PED-06.3.02
Physical Education PED-06 Targeted Benchmarks Standard 3: Physical Activity Students participate in regular physical activity.
PED-06.3.02 Participate regularly in moderate to vigorous physical activity (e.g., during school day, before and after school, organized outside school activity).
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Student Learning Targets:
Knowledge Targets
- I can follow established rules and guidelines. (Physical Fitness)
Skills (Performance) Targets
- I can participate in moderate to vigorous activity independently.
- I can participate in and sustain moderate to physical activity in a variety of settings. (Physical Fitness)
- I can demonstrate proper stretching technique using correct form and pace. (Physical Fitness)
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Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
The student:
- participates in vigorous activity with no prompting.
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3.0 |
The student:
- participates in moderate to vigorous activity with no prompting.
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2.0 |
The student:
- participates in moderate to vigorous activity with some prompting.
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1.0 |
The student:
- participates in moderate activity inconsistently.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
PASTE
Proficiency Scale Physical Fitness 6
Score |
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Description |
Sample Activity
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4.0 |
-The student can:
- lead a class stretch, using proper stretching technique and cues to assist classmates.
-assist other students in following rules and established guidelines for participation in activities and games.
-sustain appropriate activity levels at all times during games and activities.
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3.0 |
-The student can:
-demonstrate proper stretching technique using correct form and pace
-participate in and sustain moderate to vigorous physical activity in a variety of settings
-follow established rules and guidelines
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2.0 |
- The student can:
- demonstrate stretching techniques with errors
(not using full range of motion, rushing, losing balance)
-participate in physical activity in a variety of settings
(occasional inactivity/standing, partial awareness of activity situations)
-The student is off task, does not always follow rules/guidelines
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1.0 |
-no participation |
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Resources
Websites
Vocabulary |
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STANDARD 4: FITNESS CONCEPTS
PED-06.4 Under Development Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmark.
Standard 4:
Fitness Concepts
Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.
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In the future this will contain narratives and other information about the Standard. |
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PED-06.4.01
Physical Education PED-06 Targeted Benchmarks Standard 4: Fitness Concepts Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.
PED-06.4.01 Demonstrate ways to monitor the body’s response to physical activity (e.g., checking pulse with fingers, using a heart rate monitor).
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Student Learning Targets:
Knowledge Target
- I can identify and explain the difference between resting and target heart rates. (Physical Fitness)
- I can demonstrate proper stretching technique using correct form and pace. (Physical Fitness)
Reasoning Targets
- I can monitor my heart rate during activity. (Physical Fitness)
Skills (Performance) Targets
- I can modify my activity level based on my heart rate level during activity. (Physical Fitness)
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Rubric - Resources |
PASTE
Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
The student can:
-apply the results of a heart rate or exercise assessment to create a personalized fitness program achieving desired heart rate levels within each activity.
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3.0 |
-The student can:
- identify and explain the difference between resting and target heart rates.
-locate their pulse accurately and consistently.
-monitor their heart rate during activity.
-modify their activity level based on their heart rate level during activity.
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2.0 |
- The student can:
-identify resting and target heart rates, but cannot explain the difference.
-locate their pulse inconsistently.
-check their heart rate during activity but is unable to apply the results to their activity level.
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1.0 |
The student can:
-locate their pulse with assistance.
-can identify either resting or target heart rates
-with assistance, the student can check their heart rate during activity. |
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0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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PED-06.4.02
Physical Education PED-06 Targeted Benchmarks Standard 4: Fitness Concepts Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.
PED-06.4.02 Set goals related to personal fitness assessments (e.g., use the results of fitness assessment to set specific goals, such as increasing the number of sit-ups completed in one minute).
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Student Learning Targets:
Knowledge Targets
- I can define fitness level by looking at a Fit Stats report.
- I can identify which activities/exercises will help increase physical fitness level.
Reasoning Targets
- I can correctly categorize my Fit Stat Scores, write a goal that is somewhat realistic, and succeed in meeting my goal in a few areas.
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Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
The student:
- Exceeds the Healthy Fit Zone in three or more areas and met all goals.
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3.5 |
The student:
- Exceeds the Healthy Fit Zone in at least two areas and have met all all goals.
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3.0 |
The student:
- Correctly categorizes his/her Fit Stat Scores, writes a realistic goal and succeeds in meeting his/her goal in at least two areas.
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2.5 |
The student:
- Correctly categorizes his/her Fit Stat Scores in at least two areas, writes a goal that is somewhat realistic, and succeeds in meeting his/her goals in even fewer areas.
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2.0 |
The student:
- Incorrectly categorizes his/her Fit Stats data, writes an unrealistic goal, and did not succeed in meeting his/her goals.
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1.5 |
The student
- Incorrectly categorizes his/her Fit Stats data.
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1.0 |
The student
- Participates with a low effort level and did not write the goals.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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PED-06.4.03
Physical Education PED-06 Targeted Benchmarks Standard 4: Fitness Concepts Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.
PED-06.4.03 Identify physical activities (e.g., swimming, jogging for cardio respiratory fitness) for the development and maintenance of each component of health-related fitness.
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Student Learning Targets:
Knowledge Targets
- I can identify three components of health related physical fitness (cardiovascular endurance, muscular strength, body composition).
- I can identify three (3) or more activities to improve fitness component areas. (Physical Fitness)
- I can explain three (3) or more reasons why physical fitness is important to me. (Physical Fitness)
- I can identify three (3) or more activities to participate in for various settings and environments. (Physical Fitness)
Product Targets
- I can list an exercise for each of these fitness components.
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Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
- Identifies five health related fitness components and one exercise for each of the components identified.
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3.5 |
Identifies four health related fitness components and one exercise for each of the components identified. |
3.0 |
The student:
- Identifies three health related fitness components and one exercise for each of the components identified.
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2.5 |
Identifies two health related fitness components and one exercise for each of the components identified. |
2.0 |
The student:
- Identifies two health related fitness components and one exercise that helps achieve one of the identified components.
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1.5 |
Identifies one health related fitness component and one exercise that helps achieve the component. |
1.0 |
The student:
- Identifies one health related fitness component.
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0.5 |
The student:
- Does not identify any health related fitness components.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
PASTE
Proficiency Scale Physical Fitness 6
Score |
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Description |
Sample Activity
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4.0 |
-The student can:
- develop a fitness program to improve their own personal fitness in each fitness component area.
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3.0 |
-The student can:
-identify 3 or more activities to improve fitness component areas.
-identify 3 or more activities in which they can participate in various settings.
-explain 3 or more reasons why physical fitness is important to them.
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2.0 |
- The student can:
- identify 2 activities to improve fitness component areas
-identify 2 activities in which they can participate in various settings
-explain 2 reasons why physical fitness is important to them.
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1.0 |
The student can:
-identify 1 or no physical activities without help to improve fitness component areas.
-identify 1 or no physical activities in which they can participate in various settings.
-explain 1 or no reasons why physical fitness is important to them.
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0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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STANDARD 5: BEHAVIOR IN PHYSICAL ACTIVITY
PED-06.5 Under Development Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmark.
Standard 5:
Behavior in Physical Activity
Students exhibit responsible personal and social behavior in physical activity settings.
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In the future this will contain narratives and other information about the Standard. |
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PED-06.5.01
Physical Education PED-06 Targeted Benchmarks Standard 5: Behavior in Physical Activity Students exhibit responsible personal and social behavior in physical activity settings.
PED-06.5.01 Use safety precautions and procedures (e.g., safety gear, appropriate use of equipment, spotting techniques) in physical activity settings.
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Student Learning Targets:
Reasoning Targets
- I can distinguish between following and not following rules/procedures.
- I can provide feedback to self and others on a variety of motor skills to improve motor performance.
Skills (Performance) Targets
- I can participate in all physical education activities.
- I can demonstrate good sportsmanship by playing fair and by the rules.
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Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
The student:
- distinguishes between following and not following rules/procedures.
- participates in all physical education activities.
- demonstrates good sportsmanship by playing fair and by the rules.
- provides feedback to self and others on a variety of motor skills to improve motor performance.
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3.5 |
Student shows the quality of a 3.0 and in addition is able to sometimes distinguish between following and not following rules/procedures |
3.0 |
The student:
- participates in all physical education activities.
- demonstrates good sportsmanship by playing fair and by the rules.
- provides feedback to self and others on a variety of motor skills to improve motor performance.
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student:
- participates in some physical education activities.
- sometimes demonstrates good sportsmanship by playing fair and by the rules.
- provides some feedback to self and others on a variety of motor skills to improve motor performance.
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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