Middle Practical Living Skills

Physical Education Subdomain

7^th Grade

 

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

7^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

7^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

7^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:

After school one day, Amy saw Bill juggling tennis balls. Amy could not understand why anyone but a circus clown would want to juggle. Bill explained that juggling is a skill that develops a person’s hand-eye coordination. He also told her that improving your hand-eye coordination helps improve catching and striking skills used in sports and certain job settings.

Directions:

A. Define hand-eye coordination.

B. List and explain 3 sports or job skills that involve hand-eye coordination.

C. Explain the steps a person uses to juggle either scarves or balls.

Scoring Guide for Question: Juggling

Score 4 point: 8 or more points of information

Score 3 point: 5, 6 or 7 points of information

Score 2 point: 3 or 4 points of information

Score 1 point: 1 or 2 points of information

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

POINTS OF INFORMATION

JUGGLING

Part A

A thorough definition counts as 2 points of information and a brief explanation counts as 1 point of information.

Definition: Hand-eye coordination is the ability to estimate distances and speed of movement in order to efficiently manipulate an object by use of hands.

 

EACH OF THE FOLLOWING COUNT AS ONE POINT OF INFORMATION

Part B

Answers will vary but may include:

Part C

Juggling

 

 

Middle Practical Living Skills

Physical Education Subdomain

7^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:

Your younger brother is trying out for a basketball team and has asked for help in making the team. One skill he needs to develop is a jump shot.

Directions:

A. Describe the steps for preparing and shooting a jump shot. Include hand positioning, release, and follow through. B. List 3 teaching hints (phrases that give clues) for completing a jump shot.

Scoring Guide for Question: Jump Shot

Score 4 point: Describes 3 or more steps to shooting a jump shot including hand positioning, release and follow through. Lists 3 teaching hints.

Score 3 point: Describes 2 steps to shooting a jump shot. Lists 2 or more teaching hints. OR, Describes 3 steps to shooting a jump shot and lists at least 1 teaching hint.

Score 2 point: Describes at least 1 step to shooting a jump shot. List at least l teaching hint. OR, Describes at least 2 steps with no teaching hints.

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

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

 

POINTS OF INFORMATION

JUMP SHOT

Steps for preparing and shooting a jump shot:

Example 1:

Example 2:

Teaching Hints:

 

Middle Practical Living Skills

Physical Education Subdomain

7^th Grade

Academic Expectation(s):

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

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

Organizing Standard(s):

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

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

Core Content for Assessment: PLM 2.1.2; PLM 2.2.1, 2.2.2

 

Prompt:

Robin asks you to teach her to bowl.

Directions:

A. Explain two factors needed to choose the correct size bowling ball. B. Explain the steps that need to be taken to roll the ball down the alley. C. List 3 safety factors that are needed for bowling.

Scoring Guide for Question: Teaching Robin to Bowl

Score 4 point: 6 or more points of information

Score 3 point: 4 or 5 points of information

Score 2 point: 2 or 3 points of information

Score 1 point: 1 point of information

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

POINTS OF INFORMATION

BOWLING

Each of the following count as a point of information.

Part A.

Correct size of ball

Part B.

Roll the ball

Part C.

Safety Factors

 

Middle Practical Living Skills

Physical Education Subdomain

7^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: PLM 2.3.1

 

Prompt:

The primary purpose of defensive strategy is to prevent opponents from scoring and to capitalize on offensive weaknesses. There are two types of defense, zone defense and man-to-man defense. Team strategies follow a particular planned defensive pattern based on the type of defense they are playing.

Directions:

A. Name at least two sports that would utilize both types of defenses.
B. Explain the difference between a zone defense and a man-to-man defense.
C. What do these two defenses have in common?
D. Cite an example of when a team might want to use one type of defense over another.

Scoring Guide for Question: Defensive Strategies

Score 4 point: Accurately identifies at least two sports that use both types of defense. Demonstrates superior knowledge of both defenses and states that both are designed to always put pressure on the ball. Able to explain in detail with an example of when to use the appropriate type of defense.

Score 3 point: Accurately identifies two sports that use both types of defense. Demonstrates a basic understanding of both defenses and mentions something about pressure on the ball. Discusses about when a team might use a particular defense.

Score 2 point: Identifies at least one sport that uses both types of defense. Demonstrates a vague understanding of both defenses and does not mention anything they have in common. Tries to explain when a team would use one defense over the other.

Score 1 point: Attempts to answer part(s) of the question correctly.

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