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Performance Criteria: Application of Knowledge
STANDARD ONE: Students will develop competency in all
fundamental movement skills and proficiency in some movement forms.
ADVANCED:
- The student consistently demonstrates control, rhythm, coordination,
fluid movement, and proper technique in the execution of locomotor skills; s/he
consistently transfers these skills into movement patterns and/or specialized
activities/games; the student consistently reflects on the effectiveness of skills
transferred and makes adjustments if necessary. (locomotor skills)
- The student consistently demonstrates correct technique in controlling the force applied
to or received from an object; s/he consistently and effectively transfers these skill
into movement patterns and/or specialized activities/games; the student consistently
reflects on the effectiveness of skills transferred and makes adjustments if necessary. (manipulative
skills)
- The student consistently controls balance and weight transfer in a variety of complex
body positions; s/he uses kinesthetic sense to adjust body position as needed; the student
effectively transfers these skills into complex combinations and/or sequences, reflects on
the effectiveness of the transfer, and makes adjustments if necessary. (non-locomotor/stability
skills)
PROFICIENT:
- The student frequently demonstrates appropriate coordination and proper technique in the
execution of locomotor skills; s/he frequently transfers these into various movement
patters, activities, and/or games. (locomotor skills)
- The student usually displays correct technique while applying force to or receiving
force from an object; s/he generally transfers these skills to be modified movement
patterns. (manipulative skills)
- The student frequently controls balance and weight transfer in a variety of increasingly
complex body positions; s/he often uses kinesthetic sense to successfully adjust body in
complex movement combinations and/sequences. (non-locomotor/stability skills)
BASIC:
- The student occasionally demonstrates appropriate coordination and proper technique in
the execution of locomotor skills; s/he transfers these skills to some movement patterns
or to limited activities with assistance. (locomotor skills)
- The student displays some elements of correct technique when applying force to or
receiving force from an object. (manipulative skills)
- The student sporadically achieves balance and successful weight transfer in a variety of
body positions; s/he demonstrates emerging kinesthetic sense and ability to adjust body
position and weight transfer. (non-locomotor/stability skills)
STANDARD TWO: Students will analyze movement concepts
and principles to understand, evaluate, and enhance movement skill acquisition and
performance.
ADVANCED:
- The student consistently demonstrates the ability to utilize knowledge of scientific
principles to enhance her/his performance; s/he applies skill-specific information to
improve personal performance and to assist others; the student consistently and accurately
evaluates personal performance and the performance of others based on proven scientific
concepts. (movement concepts)
- The student consistently analyzes scientific concepts to identify the effects of
physical, emotional, and cognitive factors on performance; s/he accurately develops a
fitness plan based on an evaluation of personal need; the student effectively modifies
specific elements of her/his practice/training plan when appropriate. (training)
- The student consistently analyzes various options related to a specific situation; s/he
creates and/or appropriately adapts movement patters/strategies that lead to successful
performance; the student consistently uses pre-established criteria to determine if a
specific pattern/strategy provides the desired outcome. (strategies)
PROFICIENT:
- The student demonstrates the ability to apply self-determined or teacher-directed
skills-specific information to enhance her/his performance and the performance of others;
s/he applies the knowledge of scientific principles to her/his performance and the
performance of others. (concepts/principles)
- The student frequently applies scientific concepts to identify the effects of physical,
emotional, and cognitive factors on performance; s/he uses guidance to effectively modify
appropriate elements of practice/training plan. (training)
- The student analyzes a situation and usually creates and appropriately adapts movement
patterns and/or movement forms that lead to successful performance. (strategies)
BASIC:
- The student incorporates teacher-directed skills-specific information into the
performance of her/his movement skills; s/he attempts to apply the knowledge of scientific
principles to her/his performance. (concepts/principles)
- The student occasionally applies scientific concepts to identify the effects of
physical, emotional, and cognitive factors on performance; s/he requires significant
assistance to effectively modify appropriate elements of a practice/training plan. (training)
- The student uses teacher guidance to appropriately adapt movement patterns and/or
movement forms that lead to successful performance. (strategies)
STANDARD THREE: Students will participate in physical
activity to achieve and maintain a health enhancing level of physical fitness.
ADVANCED:
- The student uses scientifically based data to independently and consistently monitor
her/his personal fitness level; s/he subsequently develops a personal plan to achieve
fitness goals; the student consistently and effectively re-evaluates and adjusts the plan
to maintain or improve the desired fitness level. (health-related fitness components)
- The student consistently and effectively communicates the benefits of ongoing physical
activity; s/he distinguishes appropriate from inappropriate practice and provides sound
rationale for choosing specific activities; the student consistently offers reasonable
evidence that specific activities bring about desired fitness benefits. (benefits)
- The student consistently describes the various school and community resources available
to maintain personal health and fitness; s/he regularly participates in physical activity
routine which addresses personal needs and enhances health-related fitness; the student
regularly creates opportunities and encourages others to participate in various fitness
activities. (participation)
PROFICIENT:
- The student generally incorporates external guidance to monitor her/his own fitness
level and develops a personal plan to achieve fitness goals; s/he, with assistance,
re-evaluates and adjusts the plan to maintain or improve the desired fitness level. (health-related
fitness components)
- The student frequently communicates the benefits of physical activity and recognized
differences between appropriate and inappropriate practices. (benefits)
- The student routinely participates in physical activity and increases/decreases the
frequency, intensity, time, and type as instructed; s/he is aware of some school and
community resources available to maintain personal health and fitness. (participation)
BASIC:
- The student understands information regarding her/his own fitness level; s/he can follow
a pre-established fitness plan and recognize personal improvement. (health-related
fitness components)
- The student understands the benefits of physical activity and follows instruction
regarding appropriate practices. (benefits)
- The student randomly participates in physical activity; s/he has limited knowledge of
school and community resources available to maintain personal health and fitness. (participating)
STANDARD FOUR: Students will develop
responsible and respectful personal and social behavior in physical activity settings.
ADVANCED:
- The student consistently and willingly strives to create and maintain a safe and
supportive environment in all physical activity settings; s/he independently presents a
positive character and models superlative standards of personal conduct during physical
activity; the student effectively employs skills and techniques that facilitate harmonious
human interactions. (positive interaction)
- The student consistently recognizes the impact of each member’s contribution on
maintaining a positive and meaningful group situation; s/he convincingly articulates the
need for utilizing the strengths and skills of all individuals within the group; the
student willingly and responsibly fulfills various roles and adjust personal behavior to
facilitate positive group interactions and dynamics. (responsible behavior)
- The student consistently demonstrates the value of individual uniqueness through
positive dialogue and interaction with others; s/he creates ways to include all members of
a group in physical activity settings; the student’s natural behavior demonstrates
that s/her personally values the equitable participation of each individual. (diversity(diversity)
PROFICIENT:
- The student frequently portrays positive character and acceptable standards of personal
conduct during physical activity; s/he generally demonstrates skills and techniques that
facilitate harmonious human interactions. (positive interaction)
- The student accepts appropriate roles and typically adjusts behavior to contribute to
positive group dynamics. (responsible behavior)
- The student effectively uses strategies that indicate s/he understands the value of
equitable participation in physical activity settings. (diversity)
BASIC:
- The student practices acceptable standards of personal conduct during physical activity;
s/he responds favorably to encouragement regarding positive human interactions.
(positive interaction)
- The student, with guidance, responds to different roles and with encouragement, adjusts
behavior to contribute to positive group dynamics. (responsible
behavior)
- The student accepts the concept of equitable participation in physical activity
settings. (diversity)
STANDARD FIVE: Students will understand that
physical activity provides opportunities for enjoyment, challenge, self-expression, social
interaction, and employment.
ADVANCED:
- The student clearly describes the psychological benefits derived from physical activity;
s/he consistently chooses physical activities that enhance self-expression and
self-confidence; the student advocates regular participation in physical activity which
provides opportunities for personal enjoyment and positive social interaction.
(self-expression/self-confidence)
- The student consistently demonstrates the motivation, personal desire, and/or
determination to pursue an increased level of accomplishment and skill; the student
consistently organizes her/his personal schedule to maintain a healthy balance among
mental, physical, and social factors; s/he reflects on personal success and uses it as a
springboard to continue striving to attain goals. (challenge/satisfaction)
- The student thoroughly researches the vast employment/career opportunities associated
with the physical education and fitness fields; s/he insightfully articulates personal
expectations and attributes for pursuing or eliminating employment options within these
fields; the student accurately explains how physical education/fitness careers support
and/or interrelate with other employment fields. (employment
opportunities)
PROFICIENT:
- The student generally chooses physical activities that enhance self-expression and
self-confidence; s/he values regular participation in physical activity as an opportunity
for personal enjoyment and positive social interaction. (self-expression/self-confidence)
- The student demonstrates the personal desire and/or determination to pursue an increased
level of accomplishment and skill; s/he recognizes personal success and uses it as a
springboard to continue striving to attain goals. (challenge/satisfaction)
- The student explores the vast employment/career opportunities associated with the
physical education and fitness fields; s/he determines feasible employment options within
these fields. (employment opportunities)
BASIC:
- The student chooses, from suggestions, activities that enhance self-confidence; s/he
realizes that regular participation in physical activity provides opportunities for
personal enjoyment and positive social interaction. (self-expression/self-confidence)
- The student accepts guidance and encouragement to pursue an increased level of
accomplishment and skill; s/he recognizes the exhilaration of personal success.
(challenge/satisfaction).
- The student recognizes various employment/career opportunities associated with the
physical education and fitness fields. (employment)
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