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Each student will have demonstrated competent skills in a variety of physical activities and sports; physical fitness; knowledge of factors important to participation in physical activity; and concepts related to health.
Grade 6 Physical Education/Health Program
Description
The course of study in physical education at the middle school level is designed to promote desirable practices and attitudes towards optimal wellness. The course will also emphasize team activities and individual activities. The health section of the curriculum will be geared towards current physical, mental, and emotional health issues.
Time Allocation
Forty-five minutes daily for one quarter--physical education
Forty-five minutes daily for one quarter--health
Themes/Topics
Physical Education Health
Indoor Team Sports and/or Communication
Outdoor Team Sports Nutrition
Individual Sports
Fitness
Texts/References
Comprehensive Health for the Middle Grades-- ETR Associates, 1996
Decisions for Health--Holt, Rinehart and Winston, 2004
Human Kinetics: Fitness Gram (CDRom)--American Alliance of Health and Physical Education and Dance, The Cooper Institute for Aerobics Research, 1999
Assessments
Fitness assessment
Teacher constructed tests--physical education and health
Warm-up assessment with rubric
Grades and Performance Levels
Grades are based on participation (includes attendance), tests/quizzes, completion of assignments and quality of work. Performance level ratings are based on standards assessments.
Grade 6 Physical Education/Health Expectations
Skills
A. Developed skills to competently participate in a variety of individual, team and dual sports (for example, softball, soccer, basketball, badminton, track, swimming and floor hockey)
B. Incorporated basic defensive and offensive strategies in modified net games (for example, pickleball, volleyball, badminton) and invasive games (for example, soccer, basketball)
C. Demonstrated dance or rhythmic activities through aerobic exercise
D. Continuously struck a ball to a wall or a partner, with a paddle, using forehand and backhand strokes
E. Consistently struck a ball, using a golf club or hockey stick, so that it traveled in an intended direction and height
F. In a small group, kept an object continuously in the air without catching it (for example, a volleyball or hackey sack)
G. Designed and refined a routine, combining various jump-rope movements to music, so that it can be repeated without error
H. Leapt, rolled, balanced, transferred weight, batted, volleyed, hand and foot dribbled, and struck a ball with a paddle, using mature motor patterns
I. Detected, analyzed, and corrected errors in personal movement patterns
Physical Fitness
A. Discussed and demonstrated various techniques, safety factors and knowledge required in a variety of muscular endurance and strength activities
B. Participated in a variety of aerobic and anaerobic activities to attain cardiovascular fitness
C. Demonstrated correct techniques for increasing and maintaining flexibility
D. Demonstrated correct techniques for warming up and cooling down prior to and following aerobic and anaerobic exercise
E. Correctly demonstrated activities designed to improve and maintain muscular strength and endurance, flexibility, and cardio-respiratory functioning
Understanding/Knowledge of the Importance of Physical Activity
A. Demonstrated knowledge of factors in both health-related and performance-related fitness
B. Demonstrated an understanding of the negative effects of substance abuse on personal fitness and the performance of physical activities
C. Demonstrated an understanding of physiological and motor learning
D. Demonstrated knowledge of the roles of team members and officials in sports
E. Demonstrated knowledge of complex movement skills used in physical activities
F. Identified the influences of culture, ethnicity and history on dance, low-organized and lead-up games, and other physical activities
G. Recognized that idealized images of the human body and performance as presented by the media, may not be appropriate to imitate
H. Recognized that time and effort are prerequisites for skill improvement and fitness benefits
Health
A. Explained the relationship between positive health behaviors and the prevention of
injury, illness, disease and premature death
B. Described the interrelationship of mental, emotional, social, and physical health during
adolescence
C. Explained how health is influenced by the interaction of body systems
D. Described how family and peers influence the health of adolescents
E. Described ways to reduce risks related to adolescent health problems
F. Explained how appropriate health care can prevent premature death and disability
G. Analyzed the validity of health information, products and services
H. Demonstrated the ability to utilize resources from home, school, and community that
provide valid health information
I. Analyzed how media influences the selection of health information and products
J. Demonstrated the ability to locate health products and services
K. Compared the costs and validity of health products
L. Explained the importance of assuming responsibility for personal health behaviors
M. Demonstrated strategies to improve or maintain personal and family health
N. Demonstrated ways to avoid and reduce threatening situations
O. Demonstrated strategies to manage stress
P. Described the influence of cultural beliefs on health behaviors and the use of health services
Q. Analyzed how messages from media and other sources influence health behaviors
R. Analyzed how information from peers influences health
S. Demonstrated effective verbal and non-verbal communication skills to enhance health
T. Described how the behavior of family and peers affects interpersonal communication
U. Demonstrated healthy ways to express needs, wants, and feelings
V. Demonstrated ways to communicate care, consideration, and respect of self and others
W. Demonstrated communication skills to build and maintain healthy relationships
X. Demonstrated refusal and negotiation skills to enhance health
Y. Analyzed the possible causes of conflict among youth in schools and communities
Z. Demonstrated strategies to manage conflict in healthy ways
AA. Demonstrated the ability to apply a decision-making process to health issues and problems
BB. Analyzed how health-related decisions are influenced by individuals, family, and community values
CC. Predicted how decisions regarding health behaviors have consequences for self and others
DD. Applied strategies and skills needed to attain personal health goals
EE. Described how personal health goals are influenced by changing information, abilities, priorities, and responsibilities
FF. Analyzed various communication methods to accurately express health information and ideas
GG. Expressed information and opinions about health issues
HH. Identified barriers to effective communication of information, ideas, feelings, and opinions
about health issues
II. Demonstrated the ability to influence and support others in making positive health
choices
JJ. Demonstrated the ability to work cooperatively when advocating for healthy individuals,
families and schools