Middle Practical Living Skills

Physical Education Subdomain

Level 6

 

Academic Expectation:

2.34 Students perform physical movement skills effectively in a variety of settings.

Organizing Standard: Development of psychomotor skills contributes to the development of social and cognitive skills.

 

Core Content for Assessment: PL-M-2.1.1 Principles of motor skills refinement (e.g., accuracy, technique, movement) require a logical and sequential approach. PL-M-2.1.2 Knowledge of the combinations of locomotor (moving from one place to another) (e.g., running, skipping, hopping) and nonlocomotor (stationary) (e.g., bending, stretching, twisting) movements is necessary for the improvement of transitional motor skills (e.g., punting, serving, vaulting).

Demonstrators: Reflect on personal motivation for psychomotor skill development. Access psychomotor skills (e.g., individual, dual, team) using movement, mechanics, and concepts. Demonstrate basic dance, aquatic, team, and individual/dual sport skills. Combine fundamental movement activities into purposeful movement patterns.

 

Specific Activities:

• Participate in a variety of team and individual / dual sports. Record and analyze your performances.
• Design and perform dance routines that combine locomotor and non-locomotor movements into smooth, flowing sequences with intentional changes in direction, speed, and flow.
• Create modified versions of team and individual / dual sports (e.g., tennis, soccer).
• Prepare a critical-analysis report on skills exhibited in a specific sport. Present to your class.
• Perform structured dance (e.g., square dance, folk dance, ballroom).

Critical Vocabulary: motor skills, accuracy, technique, movement, logical approach, sequential approach, locomotor, non-locomotor, transitional motor skills.

 

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

 

Academic Expectation:

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard:

Physical, mental, emotional, and social health is strengthened by regular involvement in physical activities.

 

Core Content for Assessment: PL-M-2.2.1 Physical, emotional/mental, and social benefits can be gained from regular participation in leisure/recreational and /or competitive physical activities. Physical Benefits: increased energy, improved strength, fitness, improved control of body movements. Social Benefits: self-esteem, friendship, self-expression. Emotional/mental Benefits: improved confidence, increased self-esteem, stress reduction, self-expression. PL-M-2.2.2 Techniques (e.g., practice, self-evaluation) used to develop skills are related to performance in games and/or sports. PL-M-2.2.3 Frequency, intensity, and time/duration are the principles of fitness training and conditioning.

Demonstrators: Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity. Explore ways to learn new lifetime physical activities. Apply rules and appropriate behaviors in lifetime physical activities. Apply basic strategies in games and sports. Investigate principles of training and conditioning for a variety of physical activities.

 

Specific Activities:

• Research a game, sport, and/or dance activity representing different cultural backgrounds. Lead the class in one activity.
• Observe offensive and defensive strategies employed in a game activity; discuss ways these strategic principles can be used in life.
• Create a visual display of the potential fitness benefits of a variety of lifetime physical activities.
• View a video involving a game activity and discuss the ethical and unethical behaviors demonstrated by the participants.
• Survey members of the community about their physical activities and use a spreadsheet/database to chart the results by age groups.
• Record regular participation in an outdoor activity (e.g., hiking, canoeing, cycling) that is indigenous to the area and prepare a presentation summarizing your findings.

Critical Vocabulary: physical benefits, emotional/mental benefits, social benefits, leisure/recreational activities, competition, frequency, intensity, duration/time, flexibility, strength, muscular endurance, cardiovascular endurance, body composition.

 

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

Academic Expectation:

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard:

Rules of behavior, fair play, and cooperation enhance the quality of participation in games and activities and mental, emotional, and social health.

 

Core Content for Assessment: PL-M-2.3.1 Knowledge of offensive and defensive strategies in games and/or sports makes them interesting and enjoyable. PL-M-2.3.2 Rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) during games are necessary.

Demonstrators: Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity. Explore ways to learn new lifetime physical activities. · Apply rules and appropriate behaviors in lifetime physical activities. Apply basic strategies in games and sports. Investigate principles of training and conditioning for a variety of physical activities.

 

Specific Activities:

• Research a game, sport, and/or dance activity representing different cultural backgrounds. Lead the class in one activity.
• Observe offensive and defensive strategies employed in a game activity; discuss ways these strategic principles can be used in life.
• Create a visual display of the potential fitness benefits of a variety of lifetime physical activities.
• View a video involving a game activity and discuss the ethical and unethical behaviors demonstrated by the participants.
• Survey members of the community about their physical activities and use a spreadsheet/database to chart the results by age groups.
• Record regular participation in an outdoor activity (e.g., hiking, canoeing, cycling) that is indigenous to the area and prepare a presentation summarizing your findings.

Critical Vocabulary: offensive strategies, defensive strategies, fair play, spectators, participants, authoritative decisions, performance level, verbal, nonverbal

 

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

 

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

Organizing Standard(s):

Development of psychomotor skills contributes to the development of social and cognitive skills.

Core Content for Assessment: PLM- 2.1.1

 

Prompt:

Tom is going to a sports camp during the summer. The coach at the camp has assigned him a partner to practice throwing and catching skills each morning. Tom’s partner does not understand the basic skills involved in throwing and catching.

Directions:

A. Describe the proper technique for one of the following throws: overhand throw, underhand throw or sidearm throw. Include hand/arm position, release and follow-through.

B. Describe the proper technique for catching. Include hand/arm position, body position and movement necessary.

C. List 3 sports that use throwing and catching skills and explain how the skills are used in each of the sports listed.

Scoring Guide for Question: Throwing and catching techniques

Score 4 point: Describes 3 or more steps for throwing including hand/arm position, release and follow-through and 3 or more steps for catching including hand/arm position, body position and movement necessary. List 3 sports that use throwing and catching and explains how they are used in that sport.

Score 3 point: Describes 2 or more steps for throwing including hand/arm position, release and follow-through and 2 or more steps for catching including hand/arm position, body position and movement necessary. List 2 sports that use throwing and catching and explains how they are used in that sport. OR, Describes 3 or more steps for throwing including hand/arm position, release and follow-through and 3 or more steps for catching including hand/arm position, body position and movement necessary. List 1 sports that use throwing and catching and explains how they are used in that sport.

Score 2 point: Lists 2 or more steps for throwing including hand/arm position, release and follow through and 2 or more steps for catching including hand/arm position, body position and movement necessary. List 1 sport that uses throwing and catching and explains how they are used in that sport. OR, Lists 1 or more steps for throwing including hand/arm position, release and follow-through and 1 or more steps for catching including hand/arm position and movement necessary. List 2 sports that use throwing and catching and explains how they are used in that sport.

Score 1 point: Attempts to answer 1 or both parts of the question.

Score 0 point: No response or response is irrelevant to the question.

 

 

A. Proper technique

• Overhead throw- the object you throw must pass above the level of the shoulder can use one or two hands
  • Be sure feet are apart and the body is stable and balanced
  • Reach back as far as possible with the throwing arm
    rotate body so the opposite arm, shoulder and hip face forward while shifting your weight onto your back foot
  • As you begin to throw step forward on the foot opposite the throwing arm
  • Keep elbow shoulder level or higher, wrist behind the elbow until after the object is released
  • Follow through with the arm and wrist while stepping forward with the back foot
• Sidearm throw- the object is released with the arm extended to the side and parallel to the ground, uses the same principles as the overhand throw and the difference is the movement of the arm
• Underhand throw- the object is released below the shoulder and elbow, same principles as the overhand throw and the difference is the movement of the arm

B. Proper technique

• Catching- you control or hold a moving object with either one or two hands
• When catching at chest level or higher with two hands the thumbs should be together
• When catching below the chest with 2 hands the little fingers should be touching
• When catching an object with 1 hand above the chest, the fingers point up
• When catching an object below your chest with one hand, the fingers should point downward
• Try to keep the body in line with the path of the object
• May need to move toward it
• Hands and arms should be extended toward it and on contact relax the arms to absorb and control the force watch the object travel all the way into your hands

C. Answers may vary

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

 

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

Organizing Standard(s):

Students perform physical movement skills effectively in a variety of settings.

Core Content for Assessment: PL-M-2.1.1

 

Prompt:

Many games and sports involve striking objects with either part of your body or with another object.

Directions:

A. List 4 games or sports in which players strike objects with either a part of the body or another object. Include the object or body part with the game or sport.

B. Describe a skill for each of the following:

• Striking with the hands
• Striking with the feet
• Striking with an object

Scoring Guide for Question: Striking

Score 4 point: Correctly lists 4 games or sports and the object or body part that is used for striking in that sport. Thoroughly describes a skill for striking with the hands, feet and an object.

Score 3 point: Correctly lists 3 games or sports and the object or body part that is used for striking in that sport. Describes a skill for striking with the hands, feet and an object. OR, correctly lists 4 games or sports and the object or body part that is used for striking in that sport. Describes a skill for 2 of the 3 striking skills listed (either with the hands, feet and an object.)

Score 2 point: Correctly lists 2 games or sports and the object or body part that is used for striking in that sport. Describes a skill for 2 of the 3 striking skills listed (either with the hands, feet and an object). OR, Correctly lists 4 games or sports and the object or body part that is used for striking in that sport. Describes a skill for 1 of the 3 striking skills listed (either with the hands, feet and an object). OR, Correctly lists 1 game or sport and the object or body part that is used for striking in that sport.

Score 1 point: Attempts to answer both parts of the question.

Score 0 point: No response or response is irrelevant to the question.

 

 

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

 

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

Organizing Standard(s):

Development of psychomotor skills contributes to the development of social and cognitive skills.

Core Content for Assessment: PL-M-2.1.1; PL-M-2.1.2

 

Prompt:

Body management means moving body weight and staying balanced while standing still, moving, jumping into the air and landing. The ability to control the body is important in daily activities, sport or game activities and dance.

Directions:

A. List and explain 4 body management skills.

B. Describe a game, dance or activity that uses all four of the body management skills listed.

 

Scoring Guide for Question: Body management skills

Score 4 point: List and explain 4 body management skills. Correctly describes an activity that uses the 4 skills listed.

Score 3 point: List and explain 3 body management skills. Describes an activity that uses the 3 skills listed.

Score 2 point: List and explain 2 body management skills. Attempts to describe an activity that uses the 2 skills listed.

Score 1 point: Attempts to answer 1 or both parts of the question.

Score 0 point: No response or response is irrelevant to the question.

 

A. Body Management Skills:

• Balance- the ability to control your body whether you are stationary or moving in any position
• Weight Transfer- shifting the body weight within or beyond the support base and maintaining balance
• Launching the body into flight- pushing the body into the air
• Landing in control- coming down to the ground with balance
• Curling and Rolling- turning around the side-to-side axis of the body
• Twisting- turning around the vertical axis of the body
• Pivoting- turning on the ball of the foot
• Turning- changing the direction of motion by rotating the body around its vertical axis
• Ready position- both feet are planted to control body motion for a reaction that may be forward, backward or sideways
• Chasing- trying to catch a moving object or person
• Dodging- keeping away from a moving object or person

B. answers may vary, but must use the 4 skills listed in part A.

 

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

Academic Expectation(s):

2.34 Students perform physical movement skills effectively in a variety of settings.

Organizing Standard(s):

Development of psychomotor skills contributes to the development of social and cognitive skills.

Core Content for Assessment: PLM- 2.1.1; PLM-2.1.2

 

Prompt:

The physical education class at your school spends a portion of each dance class working on locomotor skills. You are told that improving your basic locomotor skills would also improve your sports skills.

Directions:

A. Explain the term locomotor skill.

B. Choose basketball, soccer or softball.

Describe the proper technique for at least 3 locomotor skills used in the sport you picked.

 

Scoring guide for Question: Locomotor skills and sports

Score 4 point: Thoroughly explains the term locomotor. Thoroughly describes proper technique for 3 or more skills used in one of the sports.

Score 3 point: Explains the term locomotor. Describes proper technique for 2 or more skills used in one of the sports.

Score 2 point: Attempts to explain the term locomotor and only list the skills in the sports. OR, a good explanation of the term locomotor and describe 1 or 2 skills. OR, No explanation of the term locomotor and describes 3 skills.

Score 1 point: Attempts to answer 1 or both parts of the question.

Score 0 point: No response or response is irrelevant to the question.

 

A. Locomotor skills enable you to move your body from place to place. Everyone develops locomotor skills in the same order. Example: creep, crawl, walk, run, jump, hop, leap, slide, step, gallop and skip.

B. Answers may vary:

• Basketball: running, jumping, walking, hop, leap, slide step
• Soccer: running, walking, jumping, hopping, slide stepping, leaping
• Baseball: running, walking, hopping, and jumping, hopping slide step
• Proper technique:
• Walking: lands heels of feet first, bend forward lightly, move arms back and forth the harder or faster you walk
• Running: land on heel and roll your foot forward, bend knee slightly, lean forward, let body weight develop momentum, arms move quickly back and forth not side to side, when sprinting us the toes to push off
• Jumping: plant one or both feet, bend knees, thrust arms upward, try to develop speed
• Hopping: plant one or both feet, bend knees, thrust arms upward, stay close to the ground, land on one foot
• Leaping: take off on one foot, try to jump as high as possible, land on the opposite foot (many skills the same as jumping and hopping)
• Slide stepping: step sideways with one foot, pull the other beside it, keep feet as close to the ground as possible, take short steps, bend knees
• Galloping: a forward slide step, step forward with one foot, pull the other behind it, keep feet as close to the ground as possible, take short steps, bend knees
• Skipping: combine a walk and a hop, keep feet close to the ground, maintain a rhythm

 

Middle Practical Living Skills

Physical Education Subdomain

6^th Grade

 

Academic Expectation(s):

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

Organizing Standard(s):

Rules of behavior, fair play, and cooperation enhance the quality of participation in games and activities and mental, emotional, and social health.

Core Content for Assessment: PL-M-2.3.2

 

Prompt:

The student council is developing a student handbook. They want to include rules and fair play guidelines for spectators and participants during school athletic events.

Directions:

A. Develop 4 rules for spectators and 4 rules for participants to follow during ball games.

B. Explain why these rules are important.

 

Scoring Guide for Question: Student Handbook

Score 4 point: Develops 4 rules for spectators and 4 rules for participants. Gives a thorough explanation of why these rules are important

Score 3 point: Develops 6 or more rules for spectators and participants. Explains why these rules are important.

Score 2 point: Develops 4 or more rules for spectators and participants. Explains why these rules are important

Score 1 point: Attempts to answer the questions by developing 2 or more rule

Score 0 point: No response or response is irrelevant to the question.