MS PE Instructional Guide

Instructional Guide

Middle School Physical Education

What’s New and Updated in Middle School Physical Education

What’sNew This section contains a listing of pages in the map that are new this year. Page Number Description

PE Resource List Expanded Strands General PE Unit Template What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Page Number Description

Updated PD Opportunities

Updated Resources and Tabs

Middle School PE

TABLE OF CONTENTS Physical Education Overview DWBSA Information 6th Grade PE Standards

Beginning Team Sports Standards Intermediate Team Sports Standards 6th Grade Sport and Standard Crosswalk Sport Specifc Prioritized Vocabulary and DWBSA Questions Volleyball Flag Football Basketball Handball Hockey Ultimate Frisbee Badminton Softball Pickleball Invasion Games Lacrosse Fitness

Strand4 Strand5

Physical Education Overview

Active Healthy Lifestyle for All Students

The goal of Physical Education (PE) is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle (2016 Utah Health Standards).” In essence PE develops the positive practices of physical and mental health that students learn in health class. In a quality PE class students should be engaging in movement, exercise, playing games, and applying social skills such as following rules, navigating disputes, and encouraging others. Recommendations from physician organizations and from Center for Disease Control suggest that students should be active for at least 60 minutes per day in order to be healthy. A large body of research indicates that what is good for the heart is also good for the brain. Building healthy habits of exercise and physical recreation yields dividends in terms of cognitive acuity, emotional regulation, social integration, as well as physical ftness. 5 Strands of Physical Education Standards 1. Physical Skills: Competency in motor skills and movement patterns 2. Physical Training Knowledge & Application : Application of knowledge to attain effcient movement and performance 3. Understanding: Understanding of components necessary to maintain healthy levels of ftness to support physical activity 4. Social Skills: Developing cooperative skills and positive personal behavior through communication and respect for self and others 5. Values: Appraising the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family

Physical Education Opportunities

PD Opportunities

Links to Additional Resources

● District

● CSD District Day - August ● District (Early Out) Collaboration Meetings: ○ Middle School ○ High School ● Canyons U Link

○ Shared Google Drive Resources ○ PE Resource links ○ USBE Physical Education site ○ USBE PE Core Standards ○ Adapted PE Guidebook ○ Department of Wildlife - contacts for individual lifetime activities such as archery and fshing.

● State Resources

○ Microcredentials ○ Targeted Learning ○ Knowledge Base) SHAPE Utah - Spring 2025

● NFHS Learning Center ● OPEN - courses ● Masters In Sport Coaching Leadership Weber State Classes

● National Resources

○ SHAPE America

DWSBA for Physical Education For the administration of the DWBSA in Physical Education, a bank of questions connected with standards has been created for individual sports and activities taught in the middle schools. Teachers will administer those questions for the sports and activities which pertain to their school. There are multiple options to administer the DWBSA, including the following: ● A pre-assessment and post-assessment at the beginning and ending of the course ● An assessment using DWBSA questions at the end of each unit/sport ● A mid-course/end of quarter assessment covering the frst units/sports taught and an end of course/end of semester assessment covering the last units/sports taught ● A pre-assessment, mid-course assessment, and post-assessment

As such, DWBSA window dates will be determined at the building level.

Physical Education Best Practices

What Teachers Do

What Students Do

Skill

Teachers activate prior knowledge to determine misconceptions prior to teaching new content. Helping students uncover their misconceptions and then compare their misconceptions with new learning forces students to address their misconceptions.

Students will compare their beginning knowledge on a topic to their new knowledge, and will be able to discuss/ write how their knowledge on the subject changed over time. Students move their bodies, participating in activities, cooperating with others in class. Students interact cooperatively and positively with each other. Students follow routines and procedures set up by their PE teacher.

Combat Misconceptions

Teachers structure opportunities for ALL students to be actively engaged.

Achieve Engagement

Teachers have frequent positive interactions with students: high fves, thumbs up, “nice catch”, “great job - but remember to dribble waist high.” Teacher has established routines and procedures. • Sets up equipment before class or at the beginning of the day

Create Positive Environment

Effcient Transitions

• Sets up an activity for students to engage in as they are assembling, e.g. stretching/warm up • Attendance is taken as the class is participating. • Has pre-taught signal to bring students back together (e.g. a whistle)

Teacher actively supervises students by being positioned to see all students and by circulating throughout the space. Teacher delivers clear explicit instructions for skills prior to releasing students into that activity. An “I do”, “we do”, “ya’ll do” format is frequently a good choice for effciency and effectiveness in a PE classroom

Students have defned boundaries for activities.

Active Supervision Clear Instructions

Students understand what they are supposed to bedoing and why they are doing it.

PE SEMESTER AT-A-GLANCE

PE

Module Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Volleyball

Badminton

Handball

Hockey

KinBall

Fitness

Rugby

Ultimate

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

3-4days

Suggested

Unit topics may be substituted, and non-unit days such as Work-out Wednesdays and Friday Fun Days may be incorporated. Refer to the Unit Outline Template on the next page for step-by-step instructions on teaching PST and other sports/ftness units.

Pacing

See Sport and Standard Crosswalk Under Resources

General PE Unit Outline: Use This Template For Teaching a Sport/Fitness Unit

1. Introduce Sport and Skills (Strands 1, 2, and 3) : a. Culture: Describe the history where the sport originated and current significance. b. Key Terminology: List and define essential terms. c. Rules: Outline the basic rules of the sport. d. Safety Guidelines: Explain safety measures and precautions. e. Sportsmanship & Etiquette: Discuss appropriate behavior and sportsmanship. f. Define Outcomes for Unit: (See outcomes in unpacked standards) 2. Present & Model Skills, Cues, and Critical Elements (Strands 1, 2, and 3) : a. Skill Progressions Using Cues: basic to advanced using cues to improve technique. b. Strategy: Offensive, Defensive, Teamwork, Communication. c. Fitness applications: Components of health and skill related fitness. 3. Skill Practice and Feedback (Strands 1, 2, and 3) a. Skills Practice: Conduct practice sessions with continuous feedback. b. Modified Games: Create simplified versions of the sport for practice. c. Feedback Methods: H ow feedback will be given, use rubrics for peer feedback and self analysis to refine skills. d. Technology: Use technology for self-analysis and improvement (video analysis). 4. Concept Practice and Feedback (Teamwork and Communication Strand 4 ) : Examples: Starter, bellringer, small group discussion, debrief discussion, assignment etc. while practicing these skills during modified games, tournaments etc. a. Teamwork: Highlight the importance of teamwork in the sport. b. Strategy: Discuss strategic elements of the game. c. Communication: Emphasize effective communication techniques. d. Conflict Resolution: Provide strategies for resolving conflicts within a team. 5. Formative Assessment (Fitness Strand 3 and Personal Reflections of PA Strand 5) Examples: self-reflection assignment, quiz, think-pair-share, etc. a. Self-Assessment: Rate how personally rewarding the activity is. b. Stress Reduction: Evaluate the level of stress reduction achieved through the activity. c. Barriers: Identify potential barriers to participating in this activity regularly. d. Mental Health: Explore the mental health benefits of participating in the sport. e. Social Health: Discuss the social advantages and opportunities for connection. f. Psychological Benefits: Examine effects and overall well-being improvements. g. Health Benefits Analysis: Compare the health benefits derived from this sport with other activities. h. Elements of Fitness: Discuss both physical fitness and skill-related fitness i. Heart Rate Analysis: Measure and analyze heart rates during activities. 6. Summative Assessment and Evaluation (Strands 1-5) : Examples: Students may be assessed during tournament play or an end of unit activity: a. Instructor Evaluation: Rubric or criteria for evaluating student performance and understanding of unit, may include self-reflections from above.

PE6th Grade

Strand 1: Motor Skills and Movement Patterns

STRAND 1: MOTOR SKILLS AND MOVEMENT PATTERNS

Students in sixth grade are working on skill development, including locomotor and non-locomotor skills, mastering basic manipulative skills, and after practice engaging in small group games or lead-up games. Competency progresses into manipulative skills such as catching, throwing, and dribbling with hands and feet. Students will apply skills in modifed games. Instruction includes an introduction to training principles and activities that can enhance health-related ftness as students pursue personal ftness goals.

STANDARDS: G6.1.1 - G6.1.14

Students will achieve a level of competency in motor skills and movement patterns.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (14 Standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade5

PE 7 - Beginning Team Sports

Locomotor skill development (such as walking, hopping, galloping, running, sliding, skipping, leaping, and jumping) Non locomotor skill development (such as balance, weight transfer, curling, stretching, twisting, and bending) Manipulative skill development (such as catching, rope jumping, underhand and overhand throwing, dribbling, passing/receiving a ball w/hands or feet)

Students will be introduced to regulation rules and game play.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will demonstrate competency of applied skills such as throwing with a mature pattern for distance and power, catching, and creating open space using pivots, faces, and jab steps in a modifed ultimate frisbee game. (Competency includes nouns, verbs, and key words)

PE6th Grade

Strand 1: Motor Skills and Movement Patterns

STANDARDS

● G6.1.1 Throw with mature pattern for distance or power (e.g., throw from outfeld tohome) ● G6.1.2 Catch with mature pattern from a variety of trajectories using different equipment (e.g. softball, basketball, Frisbee, team handball). ● G6.1.3 Perform correct rhythm and pattern for dance (e.g. folk, social, creative, line, or original) ● G6.1.4 Create open space using pivots, fakes, and jab steps during a practice. ● G6.1.5 Dribble with dominant hand, changing speed and direction. ● G6.1.6 Shoot using power in a dynamic setting to score a goal (e.g., basketball or soccer). ● G6.1.7 Serve underhand with control over a net (e.g., volleyball, badminton, pickleball). ● G6.1.8 Demonstrate the ready position for defense in a small game setting. ● G6.1.9 Demonstrate the mature forehand and backhand stoke using a short-handled implement in net games (e.g., paddle ball, pickleball, or short-handled tennis). ● G6.1.10 Demonstrate correct weight transfer for striking pattern. ● G6.1.11 Perform a two-hand volley with control to a target in a variety of practice settings. ● G6.1.12 Execute a mature underhand pattern for target games succeeding 70% of the time (e.g., bowling, bocci, horseshoes). ● G6.1.1.13 Strike a stationary object with an implement (e.g., croquet, shuffeboard, golf). ● G6.1.14 Strike a pitched ball with force in a practice setting.

CONCEPTS & KEY TERMS (nouns)

SKILLS (verbs)

● Distance, power (throw) ● Trajectory, equipment (catch) ● Rhythm & pattern (dance) ● Open space, pivot, fake, jab step ● Dominant hand, speed, direction (dribble) ● Shot, power, score, goal ● Control, net (serve underhand) ● Ready position, defense ● Forehand & backhand stroke

● Throw ● Catch ● Perform dance ● Create space pivot, fake, jab-step ● Dribble

● Shoot ● Serve ● Play defense

● Demonstrate forehand/backhand stroke ● Demonstrate weight transfer for striking

PE6th Grade

Strand 1: Motor Skills and Movement Patterns

● Weight transfer (strike) ● Control, target (two-handed volley) ● Target (underhand toss) ● Stationary object (strike with implement) ● Force (strike pitched ball) *See unit related prioritized vocabulary and assessment questions.

● Perform volley ● Execute underhand Throw/Toss ● Strike

○ stationary object with implement ○ pitched ball (moving object) ○ with force

LEARNING PROGRESSIONS

1. Skill development

a. locomotor movements (running, shuffing, etc.) b. non locomotor movements (twisting, pivoting, etc.) c. manipulative skills (throwing, catching, etc.)

2. Apply skills in modifed games a. may introduce training principles that can enhance health-related ftness

LEARNING INTENTION (example)

SUCCESS CRITERIA (example)

● I am learning about throwing for distance and power. ● I am learning to correctly catch from various trajectories.

● I can throw a 30 yard frisbee backhand pass successfully to a partner. ● I can catch at least 7 out of 10 frisbee passes from 30 yards away.

PE6th Grade

Strand 2: Effcient Movement & Performance

STRAND 2: EFFICIENT MOVEMENT & PERFORMANCE

Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.

PE STANDARDS: G6.2.1 - G6.2.6

Students will apply knowledge to attain effcient movement and performance.

KEY LANGUAGE USES

PACING SEQUENCING

See Sport and Standard Crosswalk (6 Standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade5

PE 7 (Beg. Team Sports)

● Utilize defensive and offensive strategies to gain advantage in an increasingly complex environment. ● Perform skills in an increasingly complex environment.

● Use basic offensive, defensive, and movement strategies in small group games. ● Apply direction and force with a handheld object sending it to a designated target. ● Distinguish type of throw, volley or striking action needed for different activities and sporting games.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will use tactics such as utilizing space, pathways, speed, direction, etc. to strategize for effective movement in a modifed game of ultimate frisbee. Instructor will visually scan students for competency during the activity. Students will respond to the following journal refection questions: “What tactics did you utilize during the game of ultimate frisbee, explain how you did or did not use each one listed?

What tactics would you be willing to try next time, how would you use them?”

(Competency includes nouns, verbs, and key words)

PE6th Grade

Strand 2: Effcient Movement & Performance

STANDARDS

● G6.2.1 Create open space by using locomotor skills (e.g., walking, running, jumping and landing) in combination with movement skills. ● G6.2.2 Reduce open space on defense by making the body larger or reducing passing angles. ● G6.2.3 Reduce open space by denying the catch or allowing the catch, but not the return pass. ● G6.2.4 Demonstrate transition from offense to defense, or defense to offense through quick recovery. ● G6.2.5 Recognize open space and attempt to strike an object into that space. ● G6.2.6a Identify the correct defensive play based on the situation (e.g., number of outs in softball). ● G6.2.6b Change force application during a dance or gymnastic activity.

CONCEPTS & KEY TERMS (nouns)

SKILLS (verbs)

● Open space ● Locomotor skills ● Movement skills ● Offensive/Defensive strategy ● Passing angles ● Transition (from offense to defense, quick recover)y ● Force application (dance or gymnastics) * See unit related prioritized vocabulary and assessment questions.

● Create open space ● Reduce open space (defense) ○ Make body larger ○ Reducing passing angles ○ Denying pass/catch ● Demonstrate offense/defense transition ● Recognize open space (offense) ● Strike an object into an open space ● Identify correct defense ● Change force application dance/gymnastics

LEARNING PROGRESSIONS

1. Skill development/practice

a. locomotor movements (running, shuffing, etc.) b. non locomotor movements (twisting, pivoting, etc.) c. manipulative skills (throwing, catching, etc.)

2. Knowledge of sport/game rules 3. Offensive and defensive strategies to gain advantage in a game setting.

LEARNING INTENTIONS (example)

SUCCESS CRITERIA (example)

● I am learning about tactics of utilizing space, pathways, speed, direction, etc. so

● I can demonstrate tactics to strategize for effective movement in a modifed game of ultimate frisbee.

that I can strategize for effective movement in a modifed game.

PE6th Grade

Strand 3: Components to Maintain Fitness

STRAND 3: COMPONENTS TO MAINTAIN FITNESS

Students will identify the components of designing, monitoring, and evaluating physical ftness, understanding the importance of attention to minimal ftness needs and implementing essential components to maintaining a lifetime of ftness. PE STANDARDS: G6.3.1 - G6.3.16 Students will understand the components necessary to maintain a healthy level of ftness to support engagement in physical activity. PACING SEQUENCING KEY LANGUAGE USES

See Sport and Standard Crosswalk (16 standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade5

PE 7 (Beg. Team Sports)

● Students will identify the components of designing, monitoring, and evaluating physical ftness. They will recognize and apply ftness concepts of personal activities to maintain a lifetime of ftness.

● Students will understand how applied knowledge of physical activity and nutrition can result in overall wellness. ● Chart activities, compare assessments (pre/post), design a plan, analyze food choices, select stress-reduction activities.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will record their physical ftness activities and intensity levels using a graphic organizer or other self-selected means (e.g. ftness tracking technology) for two weeks. (Competency includes nouns, verbs, and key words)

PE6th Grade

Strand 3: Components to Maintain Fitness

STANDARDS

● G6.3.1 Describe how being physically active leads to a healthy body. ● G6.3.2 Participate in a self-selected physical activity outside of physical education class. ● G6.3.3 Participate in a variety of aerobic ftness activities (e.g., cardio kick, step aerobics, aerobic dance). ● G6.3.4 Participate in a ftness program using technology outside of physical education class. ● G6.3.5 Research a variety of recreational activities or sports. ● G6.3.6 Identify the components of skill-related ftness. ● G6.3.7 Record levels of activity, including levels of intensity, for at least 60 minutes per day ● G6.3.8 Apply and demonstrate correct techniques and methods of stretching. ● G6.3.9 Differentiate between aerobic and anaerobic capacity, and between muscle strength and endurance. ● G6.3.10 Describe the importance of warm-up and cool-down for activity ● G6.3.11 Defne resting heart rate and how aerobic ftness relates to low or high ftness levels. ● G6.3.12 Identify major muscles used in selected physical activities. ● G6.3.13 Design and implement a personal program to remediate any area of weakness based on health-related ftness tests. ● G6.3.14 Maintain a physical activity log for at least two weeks that refects activity levels and ● G6.3.15 Identify foods and appropriate servings for personal needs and a healthy body. ● G6.3.16 List positive and negative results of stress and ways to deal with each.

CONCEPTS & Key Terms (nouns)

SKILLS (verbs)

● Physically active ● Healthy body ● Self-selected physical activity ● Aerobic ftness activities ● Fitness program technology ● Recreational Activities or sports ● Skill-related ftness components ● Levels of activity, intensity ● Stretching techniques & methods ● Aerobic & anaerobic capacity

● Describe being physically active ● Participate in ftness activities/programs ● Research recreational activities/sports ● Identify components skill-related ftness ● Record levels of activity/intensity ● Apply and demonstrate stretching ● Differentiate aerobic/anaerobic, strength/endurance ● Describe importance warm-up/cool-down ● Defne resting HR, aerobic ftness levels

PE6th Grade

Strand 3: Components to Maintain Fitness

● Muscular strength and endurance ● Warm-up & cool-down ● Resting HR, aerobic ftness levels ● Major muscle groups ● Personal ftness program ● Health-related ftness test ● Physical activity log ● Activity levels ● Foods and appropriate servings, personal needs, healthy body ● Program evaluation ● Goal setting ● Stress, results, ways to cope *See unit related prioritized vocabulary and assessment questions.

● Identify major muscles ● Design and implement personal program ○ Remediate weakness ● Maintain physical activity log ● Identify foods & appropriate servings ● List positive & negative results of stress and ways to deal with each.

LEARNING PROGRESSIONS

1. Identify the components of physical ftness, skill-related ftness, and stress management techniques. 2. Track and assess personal levels of skill-related ftness, physical ftness, and stress. 3. Design and implement a personal program to remediate weaknesses, using ftness principles. a. Apply knowledge of ftness principles, sports, games, ftness/recreational activities, nutrition, and stress management to enhance ftness and meet personal goals.

LEARNING INTENTIONS (EXAMPLE)

SUCCESS CRITERIA (EXAMPLE)

● I am learning about the components of ftness and how to track them.

● I can evaluate my levels of health-related ftness.

PE6th Grade

Strand 4: Cooperative Skills & Positive Personal Behavior

STRAND 4: COOPERATIVE SKILLS & POSITIVE PERSONAL BEHAVIOR

Students will exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor to ensure a safe and enjoyable experience.

PE STANDARDS: G6:4.1 - G6.4.5

Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (5 standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade5

PE 7 (Beg. Team Sports)

● Students will continue to develop and improve cooperative skills and personal behavior through communication and respect for self and others.

● Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will self-evaluate their cooperative skills (such as accepting differences, encouragement, positive feedback, etc) on a rubric and refect on how rules and etiquette contribute to a safe and enjoyable environment. Students will complete the self-evaluation after they have practiced using these skills during one or more units. (Competency includes nouns, verbs, and key words)

PE6th Grade

Strand 4: Cooperative Skills & Positive Personal Behavior

STANDARDS

● G6.4.1 Show personal responsibility by using appropriate etiquette, respecting facilities, and exhibiting safe behavior. ● G6.4.2 Accept differences among peers with regard to physical development, maturity, and varying skill levels by giving positive feedback and encouraging classmates. ● G6.4.3 Cooperates with small group during game play or team-building activities. ● G6.4.4 Identifes rules for activities, games, and dance activities. ● G6.4.5 Uses equipment appropriately and safely under teacher guidance

CONCEPTS & KEY TERMS (nouns)

SKILLS (verbs)

● Responsibility ● Etiquette

● Show personal responsibility

○ Following game etiquette ○ Respecting others, equipment, and facilities

● Respect ● Facilities ● Equipment ● Safe behavior ● Differences among peers ● Physical development ● Maturity

● Accept differences

○ Giving positive feedback ○ Encouraging

● Cooperates ● Identifes rules ● Uses equipment safely/appropriately

● Varying skill level ● Positive feedback ● Encourage ● Teammates ● Cooperation, Rules

LEARNING PROGRESSIONS

1. Discuss personal responsibility, etiquette, safety, and rules related to sport or activity. 2. Compare and contrast appropriate vs inappropriate team behavior, emphasizing cooperation, encouragement, positive feedback, and respect for others. 3. Apply cooperative and personal behavior principles in group games and activities. 4. Debrief, refect, and evaluate cooperative and positive personal behavior skills at the end of each lesson and at the end of the unit.

LEARNING INTENTIONS (example)

SUCCESS CRITERIA (example)

● I am learning about cooperative skills and positive personal behavior.

● I can evaluate my skills in cooperative and positive personal behavior.

PE6th Grade

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

STRAND 5: Physical Activity - A Tool for Wellness, Challenges, and Social Interaction

Students will understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

STANDARDS: G6.5.1 - G6.5.6

Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (6 standards)

Inform & Explain (Narrate)

K-12 LEARNING SEQUENCE

Grade5

PE 7 (Beg. Team Sports)

● Students will continue to appraise the personal value of physical activity as a tool for wellness, and interacting with appropriate social skills with friends and family.

● Students will appraise the personal value of physical activity as a tool for wellness, and interacting with appropriate social skills with friends and family.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will choose one of the following writing prompts to respond to: ● Describe how being physically active leads to a healthy body.

● Explain how components of physical activity can reduce stress and provide social interaction. ● Recount an experience of how physical activity helped you to recognize and respond to challenges. How could you respond in a positive way if you didn’t the frst time? ● Explain with examples how skill competency increases enjoyment in physical activity settings. ● Explain how self-expression and physical activity are related. (Competency includes nouns, verbs, and key words)

PE6th Grade

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

STANDARDS

● G6.5.1 Describe how being physically active leads to a healthy body. ● G6.5.2 Identify components of physical activities that reduce stress and provide social interaction. ● G6.5.3 Recognize challenges and respond in a positive way (e.g., ask for help, extend effort, or modify the task). ● G6.5.4 Describe how skill competency increases enjoyment in activity settings.

● G6.5.5 Identify how self-expression and physical activity are related. ● G6.5.6 Participate in games or activities in the spirit of the game.

CONCEPTS & KEY TERMS (nouns)

SKILLS (verbs)

● Physical activity ● Healthy body

● Describe how ● Identify PA components ● Recognize challenges

● Stress Reduction (related PA components) ● Social Interaction (related PA components) ● Asking for help, self-advocacy ● Applying effort ● Task modifcation ● Skill competency ● PA enjoyment and self-expression (in PA) ● Spirit of the game

● Identify how ● Participate in

LEARNING PROGRESSIONS

1. Skill development /practice a. Stress reduction b. Social interaction

c. Responding positively to challenges d. Skill competency e. Self-expression f. Practice in the spirit of the game 2. Refect, discuss, debrief, self-assess, on: a. Physical activity and a healthy body b. Components of PA and how they relate to stress reduction and social interaction c. Responding positively to challenges d. How skill competency increases enjoyment and self-expression in PA e. Spirit of game

LEARNING INTENTION (example)

SUCCESS CRITERIA (example)

PE6th Grade

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

● I am learning about how physical activity helps with stress reduction and social interaction.

● I can identify physical activities (and their components) that help me reduce stress. ● I can identify physical-activities that I enjoy that provide social interaction.

Beg. Team Sports

Strand 1: Motor Skills and Movement Patterns

STRAND 1: MOTOR SKILLS AND MOVEMENT PATTERNS

Students in seventh grade develop a solid foundation in skills and competencies. They are still mastering basic manipulative skills, and are ready to engage in lead-up games and drills that provide a progression toward participation in regulation or advanced play. Students will apply skills in modifed games, and may be introduced to regulation rules and game play. Instruction includes an introduction to training principles and activities that can enhance health-related ftness as students pursue personal ftness goals.

STANDARDS: G7.1.1-G7.1.8

Students will achieve a level of competency in motor skills and movement patterns.

KEY LANGUAGE USES

PACING/ SEQUENCING

See Sport and Standard Crosswalk (8 standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade6

Intermediate Team Sports

● Working on skill development ● Small group & lead-up games ● Progress to manipulative skills such as throwing/catching and dribbling. ● Introduce training principles that enhance health-related ftness.

● Increase complexity in content, concept, and skill development. ● Increasingly participate in regulation games with more complex playing environments. ● More in-depth instruction ftness training principles.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will apply skills such as throwing and catching, in a regulation or advanced game, such as ultimate frisbee. (Competency includes nouns, verbs, and key words)

Beg. Team Sports

Strand 1: Motor Skills and Movement Patterns

STANDARDS

● G7.1.1 Demonstrate the correct technique for a variety of locomotor skills ● G7.1.2 Demonstrate the correct technique for non-locomotor skills (e.g., stretching, bending, twisting during small group activity or dance). ● G7.1.3 Perform manipulative skills while working with a partner (e.g., dribbling basketball, kicking a soccer ball, passing a volleyball overhead). ● G7.1.4 Identify which aspects of weight transfer are common in a variety of skills (e.g., throwing, batting, kicking). ● G7.1.5 Identify which aspects of opposition and follow-through are common in a variety of skills (e.g., throwing, tennis serve, soccer kick, volleyball spike, basketball lay-up). ● G7.1.6 Identify aspects of body and target alignment that are common for a variety of skills. ● G7.1.7 Perform a variety of dances, such as square, fold, aerobic, modern, ballroom and line. ● G7.1.8 Perform a variety of tumbling and dance activities that combine traveling, rolling, balancing, and weight transfer into smooth fowing sequences. CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● Locomotor skills ● Non-locomotor skills ● Manipulative skills ● Weight Transfer in skills ● Opposition and follow-through skills (throwing, serving, kicking, etc.) ● Demonstrate skills (locomotor/non-locomotor) ● Perform: ○ Manipulative skills with partner ○ A variety of dances ○ A variety of tumbling and dance activities (combine traveling, rolling, balancing, and weight transfer into fowing sequences). ● Identify aspects of: ○ Weight transfer

● Body and target alignment skills ● Dance (square, aerobic, modern, etc.) ● Tumbling/dance smooth fowing sequences: ○ Traveling ○ Rolling ○ Balancing ○ Weight transfer ● Sport related concepts varied by unit ● Skill related concepts varied by unit

○ Opposition & follow-through ○ Body and target alignment

LEARNING PROGRESSIONS

Beg. Team Sports

Strand 1: Motor Skills and Movement Patterns

1. Skill development and practice

a. Locomotor movements (running, shuffing, etc.) b. Non-locomotor movements (twisting, pivoting, etc.) c. Manipulative skills with a partner (throwing, passing, catching, etc.) d. Dance and tumbling movements e. Identify aspects of weight transfer, opposition & follow-through, body and target alignment as applicable in various sports. 2. Apply skills in modifed games or performances.

LEARNING INTENTIONS (example)

SUCCESS CRITERIA (example)

● I am learning about throwing for distance and power. ● I am learning to correctly catch from various trajectories.

● I can demonstrate tactics to strategize for effective movement in a modifed game of ultimate frisbee.

Beg. Team Sports (7)

Strand 2: Effcient Movement & Performance

STRAND 2: Effcient Movement & Performance

Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.

STANDARDS: G7.2.1 - G7.2.8

Students will apply knowledge to attain effcient movement and performance.

PACING/ SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (8 Standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade6

Intermediate Team Sports

● Small group & lead-up games ● Progress to manipulative skills such as throwing/catching and dribbling. ● Introduce training principles that enhance health-related ftness.

● Increasingly participate in regulation games with more complex playing environments.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will use tactics such as utilizing space, pathways, speed, direction, etc. to strategize for effective movement in a modifed game of ultimate frisbee. ○ Verbs to describe skills like use tactics, utilizing space, pathways, speed, direction, strategize. ○ Nouns to explain concepts like effective movement, modifed game, ultimate frisbee. ○ Key terms to outline - turnover, catch, backhand/crossover, forehand throw, pivot, wind-up, release, score, puppet/alligator catch, defense, offense, strategy. (Competency includes nouns, verbs, and key words)

Beg. Team Sports (7)

Strand 2: Effcient Movement & Performance

STANDARDS

● G7.2.1 Link skills together (e.g., dribble and pass a basketball) ● G7.2.2 Perform skills in an increasingly complex environment( e.g., from dribbling to dribbling on the run) ● G7.2.3 Understand how moving to open space and gaining position can beneft performance in a variety of game situations. ● G7.2.4 Move to an open space to receive a pass while playing small group activities. ● G7.2.5 Cover a specifc area of the court or feld while playing small group activities. ● G7.2.6 Dribble, pass, and receive a ball while stationary. ● G7.2.7 Establish a ready position for skill performance (e.g., receiving a tennis serve or ground ball in softball). ● G7.2.8 Strike or throw a ball to a specifc target. CONCEPTS KEY TERMS (nouns) SKILLS (verbs) ● Skills (e.g., dribble and pass)

● Link skills together (dribble and pass) ● Perform skills ● Understand strategy ● Move to open space (offense) ● Cover an area (defense) ● Dribble, pass, and receive a ball. ● Establish ready position ● Strike or throw a ball to a target.

● Complex Environment ● Open space, position ● Small group activities and sport related concepts ● Ready position ● Skill performance ● Ball, target, and other related terms

LEARNING PROGRESSIONS

1. Skill development leading to skill progression a. Dribble, pass, strike, throw, etc. b. Link skills such as dribbling and passing

c. Practice skills in more complex environments

2. Explain and discuss strategy opportunities. 3. Explore and practice strategies to gain advantage in a game setting.

LEARNING INTENTIONS

SUCCESS CRITERIA (example)

● I am learning about offensive and defensive strategies so that I can gain advantage in a game setting.

● I can identify and explain game strategies used by the opponent and myself (or my own team) in a game setting.

Beg. Team Sports (7)

Strand 3: Components to Maintain Fitness

STRAND 3: Components to Maintain Fitness

Students will identify the components of designing, monitoring, and evaluating physical ftness. They will recognize and apply ftness concepts of personal activities to maintain a lifetime of ftness.

STANDARDS: G7.3.1 - G7.3.13

Students will understand the components necessary to maintain a healthy level of ftness to support engagement in physical activity.

PACING SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (13 Standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade6

Intermediate Team Sports

● More in-depth instruction ftness training principles.

● Students will identify the components of designing, monitoring, and evaluating physical ftness, understanding the importance of attention to minimal ftness needs and implementing essential component to maintaining a lifetime of ftness.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will design, monitor, and evaluate their physical ftness using a graphic organizer or other self-selected means (e.g. ftness tracking technology)

○ Verbs to describe skills like design, monitor, and evaluate. ○ Nouns to explain concepts like physical ftness, activities.

○ Key terms to outline like ftness tracker/log, physical activity, recreational activities, components of skill-related ftness (agility, balance, coordination, power, reaction time, speed) , activity level, frequency, intensity, time, stretching, aerobic, anaerobic, muscular strength, muscular endurance, warm up, cool down, resting heart rate, major muscle groups, healthy foods, healthy serving size, positive and negative results of stress, and dealing with each. (Competency includes nouns, verbs, and key words)

Beg. Team Sports (7)

Strand 3: Components to Maintain Fitness

STANDARDS

● G7.3.1 Assess your own ftness level and create personal ftness goals (e.g., assessment of strength, muscular endurance, cardiovascular endurance, fexibility). ● G7.3.2 Create personal goals based on ftness assessment results. ● G7.2.3 Monitor progress toward personal ftness goals using a checklist or journal. ● G7.3.4 Explain the components and principles of health-related ftness. ● G7.3.5 Identify activities that can improve each component in health-related ftness (e.g.strength, muscular endurance, cardiovascular endurance, fexibility). ● G7.3.6 Explain the importance of warm-up and cool-down during exercise. ● G7.3.7 Explore a variety of new physical activities during physical education class that encourage personal interest outside of class. ● G7.3.8 Investigate the concept of energy balance as it relates to nutrition and exercise. ● G7.3.9 Identify poor food choices and healthy food alternatives. ● G7.3.10 Demonstrate proper posture while standing, sitting, and lifting. ● G7.3.11 Identify opposing muscle groups and how they relate to training. ● G7.3.12 Use technology to monitor and improve physical activity and wellness. ● G7.3.13 Evaluate technological resources as related to development of ftness and exercise programs. (e.g., heart rate monitors, pedometers, computer software and internet resources.) CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● Fitness levels and goals

● Assess ftness level ● Create ftness goals ● Monitor progress ● Explain ftness components and principles ● Identify activities ● Explain importance ● Explore new physical activities ● Investigate energy balance ● Identify food choices ● Demonstrate proper posture ● Identify muscles groups ● Monitor activity using technology ● Evaluate technological ftness programing resources

● Fitness assessments and results ● Personal ftness checklist, journal ● Components of health-related ftness ○ Cardiorespiratory endurance ○ Muscular strength ○ Muscular endurance ○ Flexibility ○ Body Composition ● Principles of health-related ftness ○ Overload ○ Progression ○ Specifcity ○ FITT ○ Warm-up / Cool-down ○ Program evaluation ○ SMART Goals ● Nutrition

Beg. Team Sports (7)

Strand 3: Components to Maintain Fitness

○ Energy Balance ○ Poor vs. Healthy food choices

● Proper Posture ● Opposing muscle groups and training ● Fitness technology LEARNING PROGRESSIONS

1. Identify the components of physical ftness. 2. Evaluate ftness levels and determine appropriate goals using ftness principles. 3. Assess, track and record personal ftness using appropriate technology. 4. Apply knowledge of sport/games and/or ftness activities to enhance ftness and meet personal goals.

LEARNING INTENTION (EXAMPLE)

SUCCESS CRITERIA (EXAMPLE)

● I am learning about assessing my personal ftness levels. ● I am learning about the fve components of ftness.

● I can use my ftness assessment(s) to create a ftness SMART goal. ● I can demonstrate examples of activities that incorporate one or more ftness components and properly identify them.

Beg. Team Sports

Strand 4: Cooperative Skills & Positive Personal Behavior

STRAND 4: Cooperative Skills & Positive Personal Behavior

Students will exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor in ensuring a safe and enjoyable experience.

STANDARDS G7.4.1 - G7.4.4

Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

PACING/ SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (4 Standards)

Inform & Explain

K-12 LEARNING SEQUENCE

Grade6

Intermediate Team Sports

● Students will continue to develop and improve cooperative skills and personal behavior through communication and respect for self and others.

● Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will self-evaluate their cooperative skills such as working with others, accepting feedback, etc. on a rubric and refect on how rules and etiquette contribute to a safe and enjoyable environment. Students will complete the self-evaluation after they have practiced using these skills during one or more units. ○ Verbs to describe skills like self-evaluate. ○ Nouns to explain concepts like cooperative skills, feedback, rubric, rules and etiquette. ○ Key terms to outline like personal responsibility, etiquette, respecting facilities/equipment, safe behavior, differences among peers, physical development, positive feedback, encouragement, cooperation, small group, team-building, rules, equipment safety. (Competency includes nouns, verbs, and key words)

Beg. Team Sports

Strand 4: Cooperative Skills & Positive Personal Behavior

STANDARDS

● G7.4.1 Demonstrate understanding of different skill levels among peers in physical activity settings. ● G7.4.2 Recognize the role of games, sports, and dance in getting to know and respect others of various cultural backgrounds. ● G7.4.3 Consider various strategies for resolving personal confict with sensitivity to the rights and feelings of others. ● G7.4.4 Understand and apply inclusive rules to include less skilled players. Identify exclusionary behavior that purposely omits students from being included. CONCEPTS & KEY TERMS (nouns) SKILLS (verbs) ● Skill levels in physical activity ● Games, sports, and dance as part of various cultural backgrounds ● Confict resolution strategies ● Inclusive rules ● Exclusionary behavior ● Demonstrate understanding ● Recognize sports/games and their role in various cultural backgrounds of others ● Consider appropriate confict resolution strategies ● Understand and apply inclusive rules ● Identify exclusionary behavior LEARNING PROGRESSIONS 1. Recognize and understand different physical activity skill levels among peers. 2. Recognize and understand the different games, sports, and dance and their role in various cultural backgrounds. 3. Recognize and understand strategies for resolving personal confict with sensitivity to the rights and feelings of others. 4. Recognize and understand inclusive rules and exclusionary behaviors with various skill levels when participating in physical activities. 5. Practice and apply methods of exhibiting personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment.

LEARNING INTENTION (EXAMPLE)

SUCCESS CRITERIA (EXAMPLE)

● I am learning about sports etiquette. ● I am learning about how to include others in group settings.

● I can exhibit good sportsmanship by following the rules of sports etiquette. ● I can demonstrate and explain how to include players of all skill levels in a specifc type of physical activity.

Beg. Team Sports

Strand 5: PA a Tool for Wellness, Challenges, and Social Interaction

STRAND 5: Physical Activity - A Tool for Wellness, Challenges, and Social Interaction

Students will understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.

STANDARDS G7.5.1 - G7.5.7

Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.

PACING & SEQUENCING

KEY LANGUAGE USES

See Sport and Standard Crosswalk (7 Standards)

Inform & Explain (Narrate)

K-12 LEARNING SEQUENCE

Grade6

Intermediate Team Sports

● Students will continue to appraise the personal value of physical activity as a tool for wellness, and appropriate social skills with friends and family.

● Students will appraise the personal value of physical activity as a tool for wellness, and interacting with appropriate social skills with friends and family.

END OF STRAND SAMPLE COMPETENCY WITH LANGUAGE EXPECTATIONS

Students will choose one of the following writing prompts to respond to: ● Explain how appropriately celebrating successes and achievements of self and others contributes to physical health. ● Describe how physical activities can result in positive feelings from meeting challenges and how that contributes to physical health. ● Explain the social benefts that result from team and dual sport participation ● Differentiate between appropriate and inappropriate risks relating to physical activity and recount some examples. ○ Verbs to describe skills like describe, identify, explain, recount, explain, create. ○ Nouns to explain concepts like physical health, physical activity, stress reduction, social interaction, personal challenges, skill competency, self-expression, physical activity, social benefts, appropriate and inappropriate risk taking. ○ Key terms to outline like physically active, healthy body, stress reduction, social interaction, extended effort, modifcation of task, skill competency, self-expression, spirit of the game. (Competency includes nouns, verbs, and key words)