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High School Practical Living Skills
Physical Education Subdomain
10th Grade
Academic Expectation: 2.34: (Psychomotor Skills) 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.
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Core Content for Assessment:
PL-H-2.1.1
There are principles (e.g., accuracy, technique, physics,
mechanics) for learning and improving advanced motor skills.
PL-H-2.1.2
Analysis of specialized movement patterns (e.g., swinging
golf clubs, shooting basketballs) and sequence evaluation
(e.g., positioning, performing, following through) can be used
to make recommendations for improvement in skills and used in
individual, dual, and team sports (e.g., golf, racket sports,
softball, volleyball, basketball).
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Demonstrators:
· Evaluate physical activities for a variety of
purposes (e.g., pleasure, fitness, competition).
· Analyze psychomotor skills (e.g., individual,
dual, team) using movement mechanics and concepts.
· Demonstrate advance levels of team and
individual/dual sport skills.
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Specific Activities:
· Keep a portfolio to document an intermediate or
advanced level of skill acquisition and cognitive understanding of
an activity from the following categories: dance, aquatics, team,
and individual/dual sports.
· Videotape performances involving dual sport activities
and develop individual skill assessments based upon a critical
analysis of performance.
· Develop a two-minute gymnastic routine utilizing
equipment and movement (e.g., balance, rolling, weight
transformation) that is synchronized to music. Demonstrate an
obvious beginning and ending.
· Participate in a racquet sport and identify the basic
skill involved. Analyze individual performance and describe personal
skill development in a written report.
Critical Vocabulary:
Biomechanics, Specialized, Sequence Evaluation, Motor Skills, and
Movement Analysis.
High School Practical Living Skills
Physical Education Subdomain
10th Grade
Academic Expectation:
2.35: (Lifetime Physical Activities) Students demonstrate
knowledge and skills that promote physical activity and involvement
in physical activity throughout their lives.
Organizing Standard:
Physical, mental, emotional and social health is strengthened by
regular involvement in physical activities.
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Core Content for Assessment:
PL-H-2.2.1
These are physical, social, and mental/emotional benefits
from participation in games/sports:
· Lower blood pressure
· Higher metabolism
· Decreased body fat
· Increased cardiovascular endurance
PL-H-2.2.2
Techniques (e.g., practice, peer or coach evaluation,
individualized coaching) to achieve performance consistency in
games and/or sports must be used.
PL-H-2.2.3
Principles of fitness training and conditioning (frequency,
intensity, and time/duration) impact one’s ability to
participate in activities. |
Demonstrators:
· Demonstrate ability to learn and participate in
lifetime physical activities.
· Analyze and demonstrate appropriate participant
and spectator behaviors in lifetime physical activities.
· Analyze and apply strategies of play for a
variety of lifetime activities.
· Plan, implement, and evaluate a skills-training
and physical-conditioning program for lifetime physical
activities.
· Demonstrate regular participation in individual,
dual, or team activities with lifetime application.
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Specific Activities:
Document your participation in a skills-training and conditioning
program for a selected lifetime physical activity.
Analyze factors (e.g., time, cost, accessibility) related to
regular participation in physical activity. Correlate the benefits
versus these factors.
Examine the risk and safety factors that may affect physical
activity throughout life. Present findings.
Choreograph and videotape a three-minute aerobic dance routine.
Teach to classmates.
Critical Vocabulary:
Metabolism, stress reduction, body composition, cardiovascular
endurance, performance consistency, lifetime activities
High School Practical Living Skills
Physical Education Subdomain
10th Grade
Academic Expectation:
2.35: (Lifetime Physical Activities) Students demonstrate
knowledge and skills that promote physical activity and involvement
in physical activity throughout their lives.
Organizing Standard:
Rules of behavior, fair play, and cooperation enhance the quality
of participation in games and activities and mental, emotional, and
social health.
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Core Content for Assessment:
PL-H-2.3.1
There are offensive and defensive strategies as well as
basic rules of play for a variety of games and sports.
PL-H-2.3.2
Rules, fair play, and cooperation for spectators and
sportsmanship on the part of spectators and participants
during organized games and sports will benefit all.
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Demonstrators:
· Demonstrate to learn and participate in lifetime
physical activities.
· Analyze and demonstrate appropriate participant
and spectator behaviors in lifetime physical activities.
· Analyze and apply strategies of play for a
variety of lifetime activities.
· Plan, implement, and evaluate a skill-training
and physical-conditioning program for lifetime physical
activities.
· Demonstrate regular participation in individual,
dual, or team activities with lifetime application.
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Specific Activities:
· Document your participation in a skills-training and
conditioning program for a selected lifetime physical activity.
· Analyze factors (e.g., time, cost, accessibility)
related to regular participation in physical activity. Correlate the
benefits versus these factors.
· Videotape spectator behaviors during a team or
individual sporting event. Critique appropriateness of the behaviors
and draw conclusions on the fan’s knowledge of the game. Edit,
narrate, and present the videotape.
· Observe and analyze spectator behaviors during a sport
activity. Draw conclusions and make recommendations for improvement.
· Choreograph and videotape a three-minute, aerobic dance
routine. Teach to classmates.
Critical Vocabulary: Offensive and Defensive Strategies,
Cooperation, Enhance, Lifetime Activities, Rules, Fair Play,
Cooperation, Skills Training, and Physical Conditioning.
High School Practical Living Skills
Physical Education Subdomain
10th Grade
Academic Expectation(s):
2.34 (Psychomotor Skills) Students perform physical movement
skills effectively in a variety of settings.
Organizing Standard(s):
Development of psychomotor skills contribute to the development
of social and cognitive skills.
Core Content for Assessment: PL-H-2.1.1 PL-H-2.1.2
Prompt:
Volleyball has been a team sport for girls in high school for
seven years. Recently the middle schools have decided to add
volleyball as a sport for 7th and 8th grade
girls. You have been ask to help coach and the girls know little
about competitive volleyball.
Directions:
A. Describe three skills involved.
Discuss the rules regarding serving in volleyball.
Explain sportsmanship as it pertains to the game of volleyball.
Scoring Guide for Question: Coaching Volleyball!
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Score 4 point:
Student names three volleyball skills and describes the
proper technique of each. The student explains fully the rules
concerning serving in the game of volleyball and gives an
example of each case. The student explains good sportsmanship
in the game of volleyball. |
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Score 3 point:
Student gives three skills in volleyball but does not offer
a full explanation for each. The student explains the rules
concerning serving in volleyball. The student explains good
sportsmanship. |
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Score 2 point:
Student gives two of the three skills and gives little
explanation of the technique. The student lists the rules but
gives no examples. The student can not explain good
sportsmanship in volleyball. |
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Score 1 point:
The student lists only one skill and list one rule
concerning serving. The student does not explain good
sportsmanship. |
| Score 0 point:
No response or response is irrelevant to the question. |
High School Practical Living Skills
Physical Education Subdomain
10th Grade
Academic Expectation(s):
2.35 (Lifetime Physical Activities) Students demonstrate
knowledge and skills that promote physical activity and involvement
in physical activity throughout their lives.
Organizing Standard(s):
Physical, mental, emotional, and social health is strengthened by
regular involvement in physical activities.
Core Content for Assessment: PL-H-2.2.1 PL-H-2.2.2 PL-H-2.2.3
Prompt:
The school decision-making council is considering requiring
additional physical education classes at your high school. You want
to convince them this is important and should be passed.
Directions:
A. List and explain the benefits of regular physical
activity.
B. Explain what activities should be included in this new
program. (lifetime activities)
Scoring Guide for Question: Benefits of Physical Activity
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Score 4 point:
Student list ten benefits of regular physical activity and
explains and gives an example for each. The student is able to
give examples of Lifetime Activities and explains to
the school council why each one should be included in the new
classes. |
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Score 3 point:
Student lists six to eight benefits of regular physical
activity and explains each. The student gives examples of Lifetime
Activities. The student explains to the school council why
each should be included in the new class. |
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Score 2 point:
Student lists five benefits of regular physical activity.
They list Lifetime Activities that should be included
in the new class. |
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Score 1 point:
Student lists one benefit of regular physical activity. |
| Score 0 point:
No response or response is irrelevant to the question. |
High School Practical Living Skills
Physical Education Subdomain
10th Grade
Academic Expectation(s):
2.35 (Lifetime Physical Activities) Students demonstrate
knowledge and skills that promote physical activity and involvement
in physical activity throughout their lives.
Organizing Standard(s):
Rules of behavior, fair play, and cooperation enchance the
quality of participation in games and activities and mental,
emotional, and social health.
Core Content for Assessment: PL-H-2.3.1 PL-H-2.3.2
Prompt:
In today’s society many times spectators at sporting events
lose control and act inappropriately. Your PTO organization has
decided to establish guidelines for people attending sporting events
at your school.
Directions:
A. List and explain 5 rules of conduct for spectators.
B. Explain the rationale for establishing such a policy.
Scoring Guide for Question: Guidelines for spectators!
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Score 4 point:
Student lists five rules of conduct for spectators. They
explain each and provide a scenario for each. The student
fully explains the rationale and need for such guidelines in
today’s society. |
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Score 3 point:
Student lists five rules of conduct for spectators and
explains each. The student outlines the need for guidelines in
today’s society. |
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Score 2 point:
The student lists three rules of conduct for spectators.
The student gives a brief explanation of the rationale. |
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Score 1 point:
The student lists one rule of conduct for spectators. The
student is unable to explain the need for guidelines. |
| Score 0 point:
No response or response is irrelevant to the question. |
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