Skill-related Fitness 6.4 Active Living, Skillful Movement, Relationships
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1 Skill-related Fitness 6.4 Active Living, Skillful Movement, Relationships Name: Date: Notes: Level Four Level Three Level Two Level One independently able to independently exerts a physical effort when participating in challenges that develop health-related and skill-related independently connects and distinguishes between skill related and health related fitness Frequently able to Frequently exerts a physical effort when participating in challenges that develop health-related and skillrelated Frequently connects and distinguishes between skill fitness Occasionally able to Occasionally exerts a physical effort when participating in challenges that develop health-related and skill-related Occasionally connects and distinguishes between skill fitness Has not demonstrated, through Has not exerted a physical effort when participating in challenges that develop health-related and skillrelated Has not connected and distinguished between skill fitness 17
2 6.4 Skill-related Fitness Demonstrate, through participation in movement activities, an understanding of the skill-related fitness (power, agility, speed, reaction time, balance, and coordination) and how they connect with the health-related fitness (cardiovascular endurance, muscular endurance, muscular strength, flexibility, and body composition) in the development of each other. Students will have fully achieved this outcome if they: can distinguish between the skill-related fitness and the healthrelated fitness present physical demonstrations of movements that exemplify each component of skill-related fitness and the health-related fitness can identify and perform movement skills that demonstrate the connection between one or more skill-related fitness and health-related fitness by the components engage consistently and independently in a variety of individually challenging fitness movement activities that develop health-related and skill-related exert effort at a personally challenging level in a variety of individually challenging fitness movement activities that develop health-related and skillrelated connect the physical performance required during the stations of a teacherdesigned circuit with the skill-related fitness and health-related fitness (e.g., Station One two foot jump into and out of a hoop on the floor 30 times in 30 seconds speed, agility, muscular endurance). explain the health-related fitness benefits after participating in games and challenges designed to improve and maintain personal skill-related fitness and, thus, health-related communicate insights in response to questions related to skill-related 18
3 Checklist Assessment Tool Options for use of this assessment tool as related to Outcome 6.4 are as follows: Option 1: Observe the students as they engage in a variety of individually challenging fitness movement activities that develop health-related and skill-related Assess consistency and independency of their engagement in the movement activities. Record student level of achievement based on the criteria in the Outcome 6.4 rubric. Option 2: Observe students as they exert effort at a personally challenging level in a variety of individually challenging fitness movement activities that develop skill-related, and subsequently, health-related, Assess their level of exertion in the movement activities. Record student level of achievement based on the criteria in the Outcome 6.4 rubric. Option 3: Observe students as they demonstrate movements that challenge specified skill-related health-related component(s) of Record whether or not the student selected and performed movement challenges the specified component(s) of Student could use data gathered through the checklist to: self-identify components skill-related fitness that they understand and do not understand students select fitness they are most (least) familiar with as the focus for creating a plan for physical demonstration of understanding students create a visual representation (e.g., bar graph, thumbs up/thumbs down, bulls eye target) of demonstrated understanding of each component of skill-related component of fitness 19
4 Physical Education Grade 6 Assessment Outcome 6.4 Focus: independently exerts a physical effort when participating in circuits/challenges that develop health-related and skill-related Form of Assessment: Observation Student engages in a variety of individually challenging fitness movement activities. Term Date Task Duration of Task Student Teacher Notes: Students who engage will keep trying even when they are showing signs of fatigue. They will demonstrate persistence and will repeat attempts in an effort to increase the quality of They will remain on task for the entire duration of a physical challenge (e.g., circuit station for 45 seconds). Teacher Notes: 20
5 Additional Assessment Suggestions: 1) Facilitate student conversation to co-construct criteria for what it looks like, sounds like, and feels like when someone is fully engaged in skill-related, and subsequently, a healthrelated fitness challenges. Use the criteria to create a self/peer/teacher assessment tool, such as a checklist or rubric, which can be used throughout the school year. It could be completed by the students every time the teacher completes the above checklist. 2) Give (have students draw) index cards that identify a skill-related component of fitness or a health-related component of Ask students to physically demonstrate movement that exemplifies the indicated component. Record the accuracy of their demonstration. (This could happen repeatedly over a period of time with a few students each day). 3) Students could demonstrate the connection between one or more skillrelated fitness and health-related fitness by identifying and performing movement skills that incorporate the components (e.g., balance and flexibility, speed and muscular endurance). Record the correctness of their Could give opportunity to improve the correctness of their connections. 4) Create a visual representation of the skill-related fitness (e.g., posters that could be displayed around the gym). 5) After/while participating in circuits, stations, and other fitness challenges, student could identify the challenged skill-related and subsequently, health-related fitness using a chart, checklist, or other means to record conclusions. 6) Student Journal Make accurate conclusion about own level of exertion during skill-related challenge activities. Express the health-related and/or skill-related benefits of participation in specified activities. Communicate insights in response to questions related to the skill-related fitness of self and others. 21
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