"Physical education is the study, practice, and appreciation of the art and science of human movement" - Harrison, Blakemore, and Buck
RUBICS
Grading Areas:
• Demonstrates motor skills (PE Standard 1)
• Demonstrates an understanding of movement concepts and principles (PE Standard 2)
• Participates in/ understands a healthy level of physical fitness (PE Standard 3&4)
• Demonstrates responsible personal and social behavior (PE Standard 5&6)
* Students also receive an effort grade.
Grading Scale: 1-4
1- Student is having trouble meeting the standard and needs extensive work to become proficient.
2- Student is close to meeting the standard but still lacks some critical elements and must make some adjustment before proficiency is achieved.
3- Student is meeting the standard.
4-Student is meeting the standard and going above and beyond what is asked. They are able to teach other students and constantly improving.
• Demonstrates motor skills (PE Standard 1)
• Demonstrates an understanding of movement concepts and principles (PE Standard 2)
• Participates in/ understands a healthy level of physical fitness (PE Standard 3&4)
• Demonstrates responsible personal and social behavior (PE Standard 5&6)
* Students also receive an effort grade.
Grading Scale: 1-4
1- Student is having trouble meeting the standard and needs extensive work to become proficient.
2- Student is close to meeting the standard but still lacks some critical elements and must make some adjustment before proficiency is achieved.
3- Student is meeting the standard.
4-Student is meeting the standard and going above and beyond what is asked. They are able to teach other students and constantly improving.
FitnessGram
What is Fitnessgram?
FitnessGram is an online assessment tool used by Physical Education teachers to inform instruction. The software provides an efficient way for schools to perform effective fitness and physical activity assessments on children, provide appropriate feedback to children and parents, and maintain accurate and comprehensive records over time.
Assessments
FitnessGram assesses three general components of health-related physical fitness, which have been identified as important to overall health and function. The components are listed below, with links to general descriptions of these tests if available. Many test items offer multiple options to choose from. Students at TOAST will focus on the four below.
Scoring
Each score is evaluated against criterion-referenced standards, called Healthy Fitness Zones, that have been established to indicate levels of fitness corresponding with health. Standards have been set for boys and for girls based on age, based on what is optimal for good health. The use of health-related criteria helps to minimize comparisons between children and to emphasize personal fitness for health rather than goals based solely on performance. Since only modest amounts of exercise are needed for obtaining health benefits, most students who participate in physical activity almost every day will be able to achieve a score that will place them in the Healthy Fitness Zone.
FitnessGram is an online assessment tool used by Physical Education teachers to inform instruction. The software provides an efficient way for schools to perform effective fitness and physical activity assessments on children, provide appropriate feedback to children and parents, and maintain accurate and comprehensive records over time.
Assessments
FitnessGram assesses three general components of health-related physical fitness, which have been identified as important to overall health and function. The components are listed below, with links to general descriptions of these tests if available. Many test items offer multiple options to choose from. Students at TOAST will focus on the four below.
- aerobic capacity (one of these):
- PACER test — a 20 meter progressive, multi-stage shuttle run set to music (the PACER is also available in a 15 meter distance) (this is a version of the beep test)
- body composition : (not at this time)
- muscular strength and endurance, and flexibility:
- Curl up — Abdominal strength and endurance test.
- Push Up — Upper body strength and endurance (alternates = modified pull up and flexed arm hang)
- Flexibility
- Sit-and-reach
Scoring
Each score is evaluated against criterion-referenced standards, called Healthy Fitness Zones, that have been established to indicate levels of fitness corresponding with health. Standards have been set for boys and for girls based on age, based on what is optimal for good health. The use of health-related criteria helps to minimize comparisons between children and to emphasize personal fitness for health rather than goals based solely on performance. Since only modest amounts of exercise are needed for obtaining health benefits, most students who participate in physical activity almost every day will be able to achieve a score that will place them in the Healthy Fitness Zone.
Kindergarten
In kindergarten, students begin to learn the proper technique for locomotor and nonlocomotor movements and how to manipulate (e.g., strike, toss, kick, bounce) objects, such as lightweight balls and beanbags. They learn the names of body parts and can describe locomotor and nonlocomotor skills. By the end of kindergarten, students can demonstrate the proper form for jumping, hopping, galloping, sliding, walking, running, leaping, and skipping. Throughout the kindergarten year, students practice nonlocomotor movements—including bending, stretching, swaying, and twisting—and learn stretching exercises. They also learn that muscles move bones; the heart is a muscle; and the lungs and the heart work together to send oxygen to the other muscles.
First Grade
In First grade, students practice and build on the foundation skills they learned in kindergarten. Students continue to practice and improve their locomotor skills, jumping, hopping, galloping, sliding, walking, running, leaping, and skipping with more confidence. They learn about movement qualities, particularly space and time. Their improving hand–eye coordination and reaction time make the manipulation of objects easier, but they must practice basic manipulative skills to improve their technique. Static and dynamic balances also improve, which allows for the learning of more advanced tumbling and dancing skills. First-grade students also learn to share, take turns, and work with others.
Second Grade
In Second grade, students focus on mastering the correct technique for locomotor and nonlocomotor skills. They begin learning tumbling skills at a level that allows them to create their own routines and to transfer weight from one body part to another with control. By the end of the school year, students demonstrate more control when using manipulative skills and can describe the correct technique in greater detail. They learn about the benefits of physical activity, the purpose of good nutrition, and how to solve movement problems with a partner. Students learn the terms force, open space, and base of support as they experience them during physical education lessons.
Third Grade
Third grade is a pivotal time in the development of students’ movement skills. In grade three, students begin to focus on combining locomotor and nonlocomotor skills into new movement sequences. Students who cannot perform the skills using the proper technique will need additional learning and practice opportunities to improve these foundational skills. Practice opportunities throughout the school year allow them time to develop the proper form for manipulative skills, such as rolling an object, throwing, catching, dribbling, kicking, and striking. By the end of grade three, students should have mastered the proper form for locomotor and nonlocomotor skills and learned to manipulate objects in a variety of ways. Students experiment with and explore alternative movements, such as tumbling, creative dance, and formal dance.
Fourth Grade
In Fourth grade, students focus on learning and practicing manipulation skills (e.g., kicking, throwing, striking), in particular using rackets and paddles to strike objects. They also learn about the correct technique for manipulative skills, such as body orientation when serving a ball, and to distinguish between similar skills (e.g., kicking and punting). They begin to learn individual defensive and offensive moves. Students increase the level and frequency of their physical activity, set goals for health related physical fitness, and monitor their improving skills and fitness. They are introduced to the concept of perceived exertion. They learn about the value of muscular endurance/strength, aerobic and flexibility exercises, and the importance of water and healthy foods to improve physical performance. Students learn to include others in physical activity and to respect differences in skill levels. They also learn to accept responsibility for their own performance of physical activities and to both win and lose with dignity and respect.
Fifth Grade
In Fifth grade, students learn manipulative skills with an emphasis on improving accuracy and distance while efficiently manipulating objects by using body parts or implements. For example, they stop a kicked ball by trapping it with a foot and strike a dropped ball with a racket or paddle. They learn and practice offensive and defensive skills. Students create and then perform dances with intentional changes in speed and direction and rhythmic routines that involve manipulating an object. They learn fitness concepts, such as the principles of training, and how to increase their aerobic capacity. They demonstrate how to set and monitor achievable shortterm and long-term goals for improved physical fitness. Students assess their health-related physical fitness and increase the amount of time and the intensity of their physical activity. They learn to work cooperatively with and respect others with differing abilities.