FCPS Competency Assurance

Fayette County Public Schools Curriculum and Instruction




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Competency Assurance Documents

Elementary Practical Living Skills

Intermediate Physical Education Subdomain

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.

Core Content for Assessment:

PL-E-2.1.1 There are fundamental motor skills for enhancing physical development:

§ Locomotor (moving from one place to another)(e.g., walking, running, skipping, hopping, galloping, sliding, leaping, jumping).

§ Nonlocomotor (stationary) (e.g., turning, twisting, swinging, swaying, balancing).

PL-E-2.1.2 There are fundamental manipulative skills (e.g., hitting, kicking, throwing, catching, striking, dribbling).

PL-E-2.1.3 There are fundamental movement concepts:

§ Body awareness (what the body is doing).

§ Space awareness (where the body moves).

§ Time (how quickly the body moves).

§ Effort (how the body moves).

§ Relationship (relationships that occur while the body moves).

Demonstrators:

§ Analyze the fundamental motor-skill aspects of performance.

§ Utilize fundamental motor skills and movements sequences.

§ Demonstrate fundamental motor skills (e.g., locomotor, nonlocomotor, object manipulation) and movement concepts (e.g., body, effort, space awareness).

§ Create movement using locomotion (e.g., walking, running) and non-locomotor (e.g., twisting, turning).

§ Exhibit self-control in motor activities.

§ Experiment with basic motor skill movement.

Specific Activities:

Analyze the skill of a partner in a psychomotor activity.

Balance on a variety of moving and non-moving objects (e.g., balance boards, skates, balance beams).

Develop a movement routine that involves the manipulation of an object (e.g., rope, hoop, ball) while moving to a rhythmical beat.

Hand-dribble or foot-dribble a ball and maintain control in a group activity.

Jump and land using a variety of take-offs and landings.

Critical Vocabulary: psychomotor skill, social skills, cognitive skills, locomotor, non-locomotor, manipulative, body awareness, space awareness, time, effort, relationships.

Elementary Practical Living Skills

Intermediate Physical Education Subdomain

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, social health is strengthened by regular involvement in physical activities.

Core Content for Assessment:

PL-E-2.2.1 Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetime.

Physical benefits

· Weight control

· Lower blood pressure

· Increased muscular strength

· Physical fitness

· Improved control of body movements

Social Benefits

· Positive interaction with others

· Respect for authority figures

· Enjoyment

· Self-expression

PL-E-2.2.2 Frequent practice contributes to improved performance.

PL-E-2.2.3 The body changes gradually as a result of continuous physical activity and effort

Demonstrators:

§ Develop a personal interest in participating in physical activities.

§ Apply fundamental strategies in simple games and activities.

§ Investigate the role of practice for successful participation in games and sports.

§ Identify health benefits that result from regular participation in physical activity.

Specific Activities:

Create and perform a game or dance activity that represents a cultural background different from your own.

Interview a conditioning expert regarding appropriate and inappropriate techniques to be used during physical activities.

Monitor heart rate before and after a jump rope activity and discuss the benefits that are derived from regular participation in aerobic activities.

Critical Vocabulary: physical, mental, emotional, social, physical activities, benefits, weight control, lower blood pressure, physical fitness, positive interaction, respect, authority figure, enjoyment, self-expression.

Elementary Practical Living Skills

Intermediate Physical Education Subdomain

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.

Core Content for Assessment:

PL-E-2.3.1 Basic rules for participating in simple games (e.g., tag, four-square) and activities (e.g., relays, parachute) are needed to make games fair.

PL-E-2.3.2 Rules of behavior and sportsmanship for spectators and participants during games and /or activities make them safe and enjoyable.

Demonstrators:

§ Apply and use guidelines for the safe use of equipment and apparatus as related to lifetime physical activities.

§ Identify components of acceptable and unacceptable behaviors in various physical activities.

Specific Activities:

Role play appropriate and inappropriate participant/spectator behaviors in a game setting.

Create a poster of sport etiquette.

Produce a video of playground safety rules.

Critical Vocabulary: rules, behaviors, fair play, cooperation, simple games, fair, sportsmanship, spectators, participants.

Physical Education Subdomain

Elementary Level (Intermediate)

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 contributes to the development of social and cognitive skills.

Core Content for Assessment: PL-E-2.1.1; PL-E-2.1.2; PL-E-2.1.3

Prompt: Your physical education teacher spends part of each class working on locomotor movements and nonlocomotor movements.

Directions:

A. Compare and contrast the similarities and differences between locomotor movements and nonlocomotor movements. (List three similarities and three differences).

B. Describe the beginning, middle, and ending movements for one (1) locomotor movement.

Scoring Guide for Question: Movement!

Score 4 point: Student accurately compares and contrasts at least three similarities and three differences between locomotor and nonlocomotor movements, demonstrating a broad understanding of movement concepts. Student accurately describes the beginning, middle, and ending movements for one locomotor movement, demonstrating a broad understanding of movement concepts.

Score 3 point: Student accurately compares and contrasts at least three similarities and differences between locomotor and nonlocomotor movements, demonstrating a basic understanding of movement concepts. Student accurately describes the beginning, middle and ending movements for one locomotor movement, demonstrating a basic understanding of movement concepts.

Score 2 point: Student accurately compares and contrasts at least two similarities and differences between locomotor and nonlocomotor movements. Student attempts to describe the beginning, middle, and ending movements for one locomotor movement.

Score 1 point: Student attempts to compare and contrast the differences between one or two locomotor and nonlocomotor movements. Student attempts to describe the beginning, middle, and ending movements for one locomotor movement.

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

Physical Education Subdomain

Elementary Level (Intermediate)

Academic Expectation(s): 2.35

Organizing Standard(s): Physical, mental, emotional, and social health is strengthen by regular involvement in physical activities.

Core Content for Assessment: PL-E-2.2.1; PL-E-2.2.2; PL-E-2.2.3

Prompt: Your school Site Based Decision Making Council is considering reducing the number of minutes per week students attend physical education classes.

Directions:

A. Make a list of at least five (5) physical, emotional, and/or social benefits that result from participating in regular physical activity.

B. Using this list, create a letter addressed to your schools SBDM council explaining why physical education class minutes should not be reduced.

Scoring Guide for Question: Important Physical Activity.

Score 4 point: Student will list 5 correct benefits of regular physical activity. Using correct letter format the student will thoroughly explain why physical education is important and why it should not be reduced.

Score 3 point: Student will list 3 or 4 correct benefits of regular physical activity. Using letter format the student will explain why physical education is important and why it should not be reduced.

Score 2 point: Student will list 2 or 3 benefits of regular physical activity. The student will attempt to explain why physical education is important and why it should not be reduced. Or, student will list 3 or 4 benefits of regular physical activity but will not offer an explanation why physical activity should not be reduced.

Score 1 point: Student will list 1 or 2 benefits or attempt to write a letter.

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

Physical Education Subdomain

Elementary Level (Intermediate)

Academic Expectation(s): 2.35

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-E-2.3.1; PL-E-2.3.2

Prompt: You have been asked by the principal to teach a group of primary students how to play a team game or activity, such as soccer, basketball, tug-of-war, or relays.

Directions:

A. List five (5) rules about sportsmanship and fair play you would teach these children.

B. Explain why each of these five (5) rules are important for the participants to learn.

Scoring Guide for Question: Sportsmanship!

Score 4 point: Student correctly lists five sportsmanship rules, and explains the importance of each rule, demonstrating a broad understanding of the concept.

Score 3 point: Student correctly lists five sportsmanship rules and explains the importance of each rule, demonstrating a basic understanding of the concept.

Score 2 point: Student lists at least three sportsmanship rules and attempts to explain the importance of each rule.

Score 1 point: Student lists one or two sportsmanship rules and attempts to explain the importance of each rule.

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

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