Physical Education Grades 9-12 Grade Expectations

Knowledge/Motor Skills

PE9-12:1

Students will apply problem-solving skills in movement-related

activities by …

· a. Solving movement challenges that involve more complex

problems and/or increased group size.

· d. Giving specific and critical feedback to a partner/group in

order to develop more efficient skills.

· e. Recognizing and developing strategies to accommodate

personal strengths and weakness.

PE9-12:2

Students will show an understanding of body awareness concepts

by…

· c. Using more advanced terminology to describe body movements.

· e. Demonstrating an understanding of the relationship of

body parts in the performance of more complex skills.

· j. Identifying the major skill components of more complex

sports, gymnastics, dance, and/or other related activities.

· k. Recognizing the similarities between like skills in different

activities (e.g. badminton smash and the volleyball spike).

Competency is defined as using basic skills with correct technique

and selecting and/or modifying basic skills to meet environmental

demands, cues, and/or physical limitations at a recreational

level.

Proficiency is defined as using basic and higher level skills,

adjusting timing, balance, force, flow, and control: selecting

and modifying skills to meet environmental demands, physical

limitations, and/or cues; and effectively executing advanced

skills with correct technique.

Knowledge/Motor Skills

PE9-12:3

Students show an understanding of space concepts by…

· c. Applying space concepts appropriately in a variety of activities

(e.g., in development of tactics – set plays; floor patterns

in dance or gymnastics).

· d. Recognizing the similarities in the use of space in more

advanced activities (e.g., tactics, dance, and gymnastics).

Competency is defined as using basic skills with correct technique

and selecting and/or modifying basic skills to meet environmental

demands, cues, and/or physical limitations at a recreational

level.

Proficiency is defined as using basic and higher level skills,

adjusting timing, balance, force, flow, and control: selecting

and modifying skills to meet environmental demands, physical

limitations, and/or cues; and effectively executing advanced

skills with correct technique.

GCE# 4 PE

BALANCE

Students show an understanding of quality of movement concepts

and apply them to psycho–motor skills by…

· a. Applying balancing skills with various equipment and in a

variety of activities (e.g., spiking in volleyball, skiing, TaeBo,

yoga).

FORCE / ENERGY

Students show an understanding of quality of movement concepts

and apply them to psycho-motor skills by…

Refer to PE9-12:5

TIME

Students show an understanding of movement concepts, and

apply them to psycho-motor skills by…

Refer to PE9-12:5

FLOW

Students show an understanding of movement concepts, and

applying movement concepts to psycho-motor skills by…

Refer to PE9-12:5

Competency is defined as using basic skills with correct technique

and selecting and/or modifying basic skills to meet environmental

demands, cues, and/or physical limitations at a recreational

level.

Proficiency is defined as using basic and higher level skills,

adjusting timing, balance, force, flow, and control: selecting

and modifying skills to meet environmental demands, physical

limitations, and/or cues; and effectively executing advanced

skills with correct technique.

 

PE9-12:5

Students will demonstrate competency in a variety of skills

used in dance, gymnastics, sports, and other physical activities

by …

· a/b. Selecting and performing appropriate skills at a competent

level in three new types of physical activities, or

activities in which competency has not previously been

demonstrated. There should be no more than two from any

of the following categories:

· target sport;

· team sport (territorial);

· run scoring games;

· net and wall sports;

· rhythmic activities;

· outdoor recreational/adventure activity.

· c. Participating regularly in physical activities that contribute

to the attainment and maintenance of personal activity

goals.

PE9-12:6

Students will demonstrate proficiency by …

· a. Selecting, performing and applying skills and knowledge

appropriately at a proficient level** in two different

types of physical activities from any of the following categories:

· target sport;

· team sport (territorial);

· run scoring games;

· net and wall sports;

· rhythmic activities;

· outdoor recreational/adventure activity.

PE9-12:7

Students will show competency in aquatic activities and water

survival skills when facilities allow by…

· a. Demonstrating the Level VI Skill requirements of the

American Red Cross Swimming Standards.

· b. Demonstrating increased endurance in all strokes.

Competency is defined as using basic skills with correct technique

and selecting and/or modifying basic skills to meet environmental

demands, cues, and/or physical limitations at a recreational

level.

Proficiency is defined as using basic and higher level skills,

adjusting timing, balance, force, flow, and control: selecting

and modifying skills to meet environmental demands, physical

limitations, and/or cues; and effectively executing advanced

skills with correct technique.

Physical Fitness

PE9-12:8

Students show knowledge of four health-related fitness components

(cardio-respiratory endurance, flexibility, muscular

strength and endurance, and body composition) and identifies

a variety of activities to develop each component by…

· a. Assessing, refining and maintaining a comprehensive personal

fitness plan based on personal performance on a nationally

recognized fitness assessment.

· b/c. Applying knowledge of physiological effects and adjusting

their physical activity to achieve the physiological

response.

PE9-12:9

Students show awareness of personal responsibility for individual

wellness by….

· a. Understanding ways in which personal characteristics,

performance, styles and activity preferences will change over

the life span, and apply this knowledge to ever changing fitness

plans.

· b. Participating regularly in physical activities that contribute

to the attainment of and maintenance of personal physical

activity goals.

Affective Qualities

PE9-12:10

Students promote individual success and self-confidence

by…

· a. Analyzing characteristics of sport and physical activities

that are personally enjoyable, challenging and fulfilling

(e.g., competitive, high risk, group, individual, esthetically

pleasing, provides social interaction).

· b. Challenging one’s ability to develop new or higher level

skills.

· c. Persevering to achieve a higher level of performance.

PE9-12:11

Students show safe behavior for self and others by……

· a. Anticipating and correcting potentially dangerous consequences

and outcomes of a physical activity (e.g., belaying,

spotting, refereeing).

Competency is defined as using basic skills with correct technique

and selecting and/or modifying basic skills to meet environmental

demands, cues, and/or physical limitations at a recreational

level.

Proficiency is defined as using basic and higher level skills,

adjusting timing, balance, force, flow, and control: selecting

and modifying skills to meet environmental demands, physical

limitations, and/or cues; and effectively executing advanced

skills with correct technique.

Social Interaction

PE9-12:12

Students show appropriate social interactions by . . .

· a. Demonstrating responsibility for evaluating competition

by quality of play rather than outcome.

· b. Demonstrating responsibility for anticipating and correcting

potentially dangerous consequences and outcomes

of a physical activity and exhibit good sports-like behavior.

· c. Demonstrating self-direction and displaying selfdiscipline.

· d. Demonstrating respect of feedback through revision of

actions.

· e. Demonstrating strategies for including persons of diverse

background and abilities in various physical activities.

· f. Identifying and developing ones abilities as a leader or

follower in situations that require directing, guiding, and

participating in a group.

· g. Demonstrating cooperatively by helping others to participate

within the structure and intent of an activity or

task.

Competency is defined as using basic skills with correct technique

and selecting and/or modifying basic skills to meet environmental

demands, cues, and/or physical limitations at a recreational

level.

Proficiency is defined as using basic and higher level skills,

adjusting timing, balance, force, flow, and control: selecting

and modifying skills to meet environmental demands, physical

limitations, and/or cues; and effectively executing advanced

skills with correct technique.

Glossary of Terms for Physical Education Assessment

Mature Form: Consistent successful execution of a psycho-motor skill in the most efficient manner with a technique considered to be the best form.

Proficiency: The ability to perform successfully at an advanced level of skill and knowledge: an individual demonstrating proficiency in psycho- motor skills is able to adjust the skill smoothly under activity conditions.

Competency: The development of sufficient skill and knowledge to enjoy participation in the activity at a recreational level: a person is considered competent in performing psycho-motor skills when he/she can

perform them consistently with good technique.

Critical Elements: Aspects of skill or knowledge considered essential to successful performance. e.g.: Are examples but not limited to the example shown.

Tactics: The adjustments players make in relation to the ball, and other players, teammates and opponents, in the ever-changing relationships as play ensues. (Grehaigne and Godbout)

Strategy: The general organization or structure of the game and position play assignments. ( Grehaigne and Godbout)

Movement Challenge: A movement problem posed that involves problem solving with a focus on a movement concept. ( Nichols)