Key Stage 3, Year 8. Progress Tracking Grids. Physical Education only

Size: px
Start display at page:

Download "Key Stage 3, Year 8. Progress Tracking Grids. Physical Education only"

Transcription

1 Key Stage 3, Year 8 Progress Tracking Grids Physical Education only for the year 2017/18

2 Subject: Physical Education Unit Title: Athletics Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Sprints (100,200,400) Middle Distance (800,1500) Throws (Shot Putt, Discus, Javelin) Jumps (Long Jump, Triple Can complete the sprint events but lack technique and speed. Does not apply spring technique basics. Cannot complete the distance events without walking or stopping. Has difficulty in applying technique in throwing events successfully and struggles to send the discus, javelin or shot over distance. Can jump but regularly takes off too early or too Can complete the events applying basic sprint techniques and understand the preparation for sprint starts. Understands the starter s commands and the terms speed, power and reaction time. Can complete distance events without stopping and understand the terms cardiovascular fitness, endurance and stamina. Can apply basic throwing techniques in discus, javelin and shot putt. Understands the terms power and strength. Can apply basic jump technique and follows I can apply sprinting technique successfully into my performance. I understand how to attack bends in 200/400m events. I can define the terms speed and power and reaction time. Bronze level time. Can successfully pace myself in the distance events and can define the terms cardiovascular fitness, endurance and stamina. Bronze level time. Can successfully apply throwing techniques in discus, javelin and shot putt events. Can define strength, speed and power. Bronze level distance. Consistently applies sound approach and jumping Can apply advanced sprinting technique successfully into my performance. Can attack bends with confidence in 200/400m events. Can explain how specific components of fitness can aid performance in sprinting events Silver level time. Understands tactics within distance events and can apply simple strategy to aid chances for success. Can explain how specific components of fitness can aid performance in distance events Silver level time. Consistently and effectively applies throwing techniques in each of the throwing areas. Can explain how strength, speed and power can aid performance in distance events. Understands the term torque. Silver level distance. Effectively applies advanced jumping techniques. Can Can successfully and consistently plan and prepare for sprint events and apply strategies with effect. Explains confidently how specific components of fitness can aid performance in sprint events and what methods of training may be used to aid performance improvement. Gold level time. Can successfully and consistently plan for distance events and apply strategies with effect. Explains confidently how specific components of fitness can aid performance in distance events and what methods of training may be used to aid performance. Gold level time Consistently applies advanced throwing techniques with success in order to attain the greatest distance. Understands the relationship between strength, power and technique and the balance needed between all to achieve success. Explains confidently how specific components of fitness aid performance in throwing events and what methods of training may be used to aid performance. Gold level distance Consistently applies advanced jumping techniques with success in

3 Jump) Safety Evaluation and feedback late. Lacks distance and technique Understands why it is important to behave appropriately and sensibly during all athletic activity Does not know if mistakes are being made. event rules to successfully score good jumps. Understands the terms speed and power. Understands safety procedures for specific events and can follow them to ensure the safety of self and group members. Can tell others what I am doing wrong when I make a mistake and I can highlight my areas for improvement. technique. Can define speed and power. Bronze level distance. Preparation before an event is thorough and safe. Can observe and comment on my own and others performance. explain how speed and power aid performance in jumping events. Understands Newton s Law of inertia and acceleration. Silver level distance. Able to apply the principles of safe exercise and training. Can evaluate my own and others performances and offer basic advice on how to improve. order to attain the greatest distance. Explains confidently how specific components of fitness aid performance in jumping events and what methods of training may be used to aid performance. Can define Newton s Laws of inertia and acceleration. Gold level distance Able to prepare self for competition using a variety of methods to produce the best possible performance. Can discuss the strengths and weaknesses of a performer confidently. Can help less able performers develop practical performance or technique and marshal individual events.

4 Unit Title: Badminton Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Grip Shots Serving General Stroke Play Game Situation Umpiring and officiating Evaluation and feedback Holds the racket how they pick it up. Frying pan grip evident in most strokes. Hitting action might be correct for some shots. Can start a rally or game off by hitting the shuttle diagonally over net. Can attempt the basics strokes. Can gain a few points in a game situation. I can identify the playing area of the game but struggle with main rules. I do not know if I am making a mistake. Can find the basic grip for some shots or an effective pan handle grip. Can identify the different shots and can perform the forehand clears consistently. Can identify what a serve is and can serve a high serve over the net. Performs most basic strokes with good standard of technique. Plays well in a game situation. Demonstrates some skill. I can identify and describe 3 game rules. I can tell others what I am doing wrong when I make a mistake and I can highlight my Areas for Improvement. Can outline a good grip for forehand and some backhand shots. Can describe when to use different shots. Drop shot is accurate but can go too high or too long. Smash goes downwards without consistency. Can outline the different serves and is beginning to vary the serve with accuracy and consistency. Demonstrates a good standard of technique, smashing with power and attempting the backhand smash. Plays effectively in a game situation. Demonstrates a good level of skill. Moves efficiently around court. I can apply basic game rules to successfully umpire games. I could develop my verbal communication and learn hand signals used within the game. I can observe and comment on my own and others performance. Can compare and contrast the different grips including panhandle, bevel and thumb grip for effective shots. Can distinguish between an attacking clear and a defensive clear. Drop shot has good technique low just over the net with some disguise. Smash goes downwards with power and consistency. Applies the serve with good technique for both low/flick from backhand. Varying the shots to outwit opponent. Stroke play is good and fluent, varying the shots to influence the play. Able to insert and influence on the game. Good range of strokes and tactics in evidence even under pressure. I can apply game rules with confidence maintaining control and flow within a game. I know some hand signals and use verbal calls effectively. I can evaluate my own and others performances and can offer basic advice on how to improve. Can prioritize their grip to have more powerful smashes, accurate net shots and serves, stronger smash defence, and ready for both sides and deceptive strokes. Can perform an excellent baseline rally with good style and movement, some backhands with distance. Excellent disguise and movement of shuttle, able to show fast/slow drop shot to beat a net player. Excellent smash and able to follow it up. Shows all serves with the ability to show disguise. Excellent backhand serve and flick. Displays excellent level of performance whilst demonstrating full range of strokes, all played with correct technique, power and direction. Exerts significance control over game. Shows outstanding level of skill and tactical awareness making a few unforced errors. Shows variation, depth, disguise and placement. I can apply advanced game rules with confidence and umpire/officiate games using correct hand signals and verbal calls. I can discuss the strengths and weaknesses of an opponent. I can help less able players develop and can umpire a full game.

5 Unit Title: Basketball Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Dribbling Can perform dribbling skills and techniques in practices demonstrating accuracy and control with success and consistency. Passing and Receiving Can perform passing and receiving skills and techniques in demonstrating form and control with success and consistency Lay-ups Can perform the lay-up shot through its varying levels of progression, from isolated practice to application in competitive situations. Shooting (Set/Jump) Can perform the set shot and jump shots through their varying levels of progression, from isolated practice to application in competitive situation. Shows a little control when dribbling but always needs to look at the ball. Can only use one hand. Poor technique and sometimes does not get the ball to the receiver. Drops some passes and either does not signal or when they do it is at the wrong time or place. Gets the footwork wrong, cannot jump at the end and is unable to hit the corner of the square on the backboard. Shoots from the chest usually straight at the ring without enough height and does not often score. Keeps control and uses correctly spread fingers. Finds it difficult to keep control when avoiding defenders or changing direction. Better technique with the Chest pass and is able to pass over a longer distance. Catches more balls but still does not signal properly for the ball even when in a good space. Usually gets the footwork right but lacks consistency with the shot and does not often score. The dribble in is slow and hesitant. Starts to use the legs to get height but does not always get the ball high enough. There is no stretch of the arms above the head after the shot. Good control and able to use other hand but still has a strongest. Legs slightly bent to move easily and with strong hand has head is up and looks where they are going. Good technique, can bounce pass accurately & can use other passes (overhead/javelin). Can fake & use deception to stop defenders intercepting the ball. When in space they signal for the ball very well. Dribbles in a little faster, usually gets the footwork right and often scores from their strong side. Ball starts above the head & there is good use of the legs to get power. There is a stretch at the end of the shot & the shot is usually successful from inside the zone. Can change speed and direction with control. Can protect the ball from a defender and is able to use either hand to help with this. Uses good technique and usually goes to intended target. Can pass whilst on the move. Uses a variety of passes without defenders intercepting. When receiving always shows good signal. Uses good technique and does not miss often. Dribbles to basket strongly with no defender in the way. Can Lay up from either side but only with strongest hand. Good technique and is able to fake and pivot to create space when defended, so most shots are successful. Can dribble at speed and keeps control when changing direction, with either hand. Can swap from hand to hand. Uses correct technique. Can pass at speed whilst on the move. Always goes to the receiver at the right time. When receiving always signals in a 'ready' position. Uses correct technique and doesn't miss unopposed. Can use either hand for a normal Lay-up. Can do a Hook shot with stronger hand. Is able to beat a defender to finish with a Lay-up. Uses correct technique. Smooth action with a good stretch up to finish. Does not miss often and shoots with success under pressure from the edge and inside of the Horseshoe. Game situation Is not used in the game Gets the ball now & In attack on the horseshoe Good level of skill under Always involved in the game,

6 Can perform advanced skills and techniques in competitive situations demonstrating accuracy and control with success and consistency. Evaluation & Feedback Evaluation and feedback Can use observations, discussions and feedback to improve others performance. Muscular skeletal system Knowledge and understanding of muscles, bones and performance Can identify a selection of major muscle groups using the correct terminology. much. When under pressure some skills are worse and in attack does not know where to go as a part of a team. I do not know if I am making a mistake. I know the names of some muscles within the body but not their location. again & even though can give the ball away. Can show where to stand on the horseshoe in attack. I can tell others what I am doing wrong when I make a mistake and can highlight my Areas for Improvement. I can name 3 muscles/bones within the body and locate them correctly. they understand when to go into the Zone. In support of a team mate about to shoot they go to rebound. With the ball they always threaten the basket and are able to take on a defender. I can observe and comment on my own and others performance. I can name 6 muscles/bones within the body locating them correctly. I understand the term lever. pressure from defenders and takes advantage of bad defending. Plays as part of a team and gets the ball often in attack. Uses the Horse shoe correctly in attack. Very few unforced errors. I can evaluate my own and others performances and offer basic advice. I can name 9 major muscles and bones within the body locating them correctly. I understand that muscles work in in pairs but may have difficulty in explaining antagonistic pairs action. gets the ball often and does not give it away. Chooses to pass or dribble at the right time in attack. Plays the game at speed. Limited unforced errors I can discuss the strengths and weaknesses of an opponent, help less able players develop and can referee a full game. I can name 12 major muscles and bones in the body, explain the roles of ligaments and tendons and explain how antagonistic pairs work. I can discuss the biomechanics of movement.

7 Unit Title: Cricket Fertile question: What is the best form of cricket to play T20, ODI, Test? Unit Aim: To develop understanding of all technical aspects of the game, developing the ability of all students to apply them into game situations with consistent control and with increasing difficulty. Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Seeded question: is spin bowling is the best type of bowling? Bowling Can perform bowling skills and techniques in practices demonstrating accuracy and control with success and consistency. I can send the ball at the batter though not keep my arm straight during delivery. Seeded Question: Is hitting the ball hard is the best way of scoring runs Can experiment with different grips and bowl with a straight arm on a consistent basis. Starting to link together a small approach and turning sideways. Fairly co-ordinated run up with basic technique apparent. There is some ability to change the line and length and an idea on the style of delivery to attempt. Has some ideas on how to change to different batsmen. Full use of run up to add to pace of bowling with correct foot placement on a consistent basis. Effective in one type of delivery and follows through after release. There is a good line and length on a regular basis. Has excellent control of one style of delivery, showing the ability to defeat a batsman. Batting Can perform batting skills and techniques in practices demonstrating accuracy and control with success and consistency. Seeded Question: Do catches win matches? Tries to hit the ball with power most of the time. Low percentage of strike rate. Most hit shots go into the air and to leg side. Shows some understanding of basic stance and grip. Will perform similar shot to every ball, resulting in ball going to leg side in the air. Demonstrates good stance and grip. Can play shots both sides of the wicket when hand fed but struggles when ball is bowled. Attempts to play the ball into gaps. Calls and runs well between the stumps. Can play a wide range of shots off front and back foot. Shows an awareness of field placing and scores runs accordingly. Defends ball with confidence when required. Excellent execution of all shots correctly selected according to the length & line of ball. Awareness of field placing and their strengths. Can use feet effectively and plays the ball along the ground when necessary. Very few errors Fielding: Can perform fielding skills and techniques in practices demonstrating accuracy and control with success and consistency. Lacks power or accuracy when sending the ball. Can stop the ball but may not be using correct technique increasing the possibility for dropped catches. Can perform basic stops when given time and uses a long barrier in isolation. Can throw and catch over short distances. Starts to put hands and body into the correct positions to take some simple catches. Starts to anticipate the pace and direction of the ball in order to retrieve it. Throws and catches with more confidence over a variety of distances. Not always accurate. Able to stop, catch and pick up ball in either hand. Majority of throws are performed accurately. Anticipates the ball and reduces scoring opportunities. Demonstrates outstanding fielding ability in variety of positions. Confident when throwing and catching over all distances. Will pick up and throw in one action to save time. Shows an awareness of the movements of the batsmen.

8 Seeded Question: a good play can change their tactics. An all-rounder is the most important players Game Situation Can perform advanced skills and techniques in competitive situations demonstrating accuracy and control with success and consistency. Can participate in a game but may struggle with the application of basic rules and skills within the game. Starts to play a role in the actual game with some success. Basic skills are performed but can be affected by pressure. Some understanding of the rules and tactics involved. Seeded question Any body shape can play cricket, so fitness is not important. Good command of either batting or bowling skills and can apply them in a game situation. Aware of rules and tactics and how they affect the game. Influences the game in all three of the areas. High level of skill and understanding of tactics. Makes few errors and assists team mates. Excellent level of skill in all areas of the game. Very few errors. Leads team mates and can set appropriate fields for different batsmen. Anticipates changes in the game and reacts quickly. Healthy Lifestyles Demonstrates a clear understanding of the benefits of regular physical exercise on health. Evaluation & Feedback Can use observations, discussions and feedback to improve others performance. Is aware that a warm up and cool down should be completed prior to and after physical activity. I do not know if I am making a mistake. Identifies reasons to warm up and the importance of making positive lifestyle choices. Able to name in simple terms the physical effects of exercise on their body and safe way of preparing for exercise I can tell others what I am doing wrong when I make a mistake and I can highlight my Areas for Improvement. Can conduct a suitable warm up and describe why exercise is good for health. Will understand how different types of exercise helps with health and fitness and can outline ways of warming up and cooling down. I can observe and comment on my own and others performance. Can plan their own exercise and activity programme to suit their specific needs and carry it out. I can evaluate my own and others performances and can offer basic advice on how to improve. Able to create plans to improve performance and create fitness programmes for themselves and others. I can discuss the strengths and weaknesses of an opponent. I can help less able players develop and can referee a full game.

9 Unit Title: Unit Aim: Assessment Aim Dance Develop aesthetic appreciation within Dance utilising key concepts and areas DISCOVER PROCESS COLLATE RELATE MASTER Seeded question - What is the difference between and regular and syncopated beat? Explore the importance of beat and rhythms Is aware of the beat of the music, but cannot always move in time. Seeded question - What are the six basic elements of dance? Explore the six basic elements of dance. Can plan a routine of a couple of moves, but needs help to plan a longer routine. Is aware of the beat of the music and can usually move in time. Can plan small routines with some assistance. Can recall the six basic elements of dance but has some difficulty applying all of them within choreographic tasks. Demonstrates a clear awareness of the music and can move in time to a regular beat. Can plan and outline a routine with some confidence within a group showing an assured understanding and an application of each of the six basic elements of dance during choreographic tasks. Seeded question - A confident performer is someone that performs movement material looking out to their audience? Create small sequences with fluidity Shows little co-ordination, control and range of movement when performing simple actions and sequences. Seeded question - Why do we evaluate own and peers work? Explore the importance of evaluation and feedback Can observe a performance and identify its strengths, but finds it difficult to use the correct terminology. Has some ability to perform in a group sequence, with some range when performing movements. Has the ability to evaluate strengths and weaknesses using basic terminology, though doesn t always know how to improve. Has the ability to perform in a group sequence, following range and fluidity in moves. Can identify strengths and weaknesses in own performance and in that of others. Utilises correct terminology although does not always know how to improve. Demonstrates a clear awareness of the music and can confidently move in time to a regular beat. Can plan a routine with confidence independently and within a group and can offer some support during choreographic tasks. Shows a clear understanding of the six basic elements of dance and can apply and explain them effectively. Has the ability to perform in a solo and group sequence demonstrating movement material with technique, control, and fluency with some analysis. Has the ability to evaluate strengths and weaknesses of own and peers performance. Utilises correct terminology and can help to correct faults in performance. Confidently demonstrates a clear awareness of the music when replicating sequences that follow various timing patterns (regular and syncopated beat). Can plan a routine with assured confidence independently and within a group and can offer support to peers who find dance more difficult. Shows a clear understanding of the six basic elements of dance and can apply them effectively within different partnerships during choreographic tasks. as the ability to confidently perform in a solo and group sequence demonstrating movement material with assured technique, control, fluency and flair and can analyse and create new sequences with others. Can clearly observe, evaluate and provide feedback on the quality of performance for own and others work identifying strengths and weaknesses using a wide variety of correct terminology. Can help correct faults in performance through setting specific and appropriate targets.

10 Seeded question - Having a shower before exercise is just as beneficial as doing a 15 minute cardiovascular warm up? Understand the importance of warming up and cool down. Explore healthy active lifestyles. Healthy Lifestyles Knows that exercise is important for a healthy lifestyle, but has difficulty understanding why. I can define Health. Knows that a warm up and cool down should be complete prior to and after physical activity but may not be able to give reasons why. Has an understanding of the importance of exercise for a healthy lifestyle. I can suggest reasons why a person takes part in sport. Identifies reasons to warm up and the importance of making positive lifestyle choices. Able to name in simple terms the physical effects of exercise on their body and safe way of preparing for exercise. Can explain why exercise is important to health and fitness. I can suggest reasons/ barriers why a person may not take part in sport. Can conduct a suitable warm up and describe why exercise is good for health. Will understand how different types of exercise help with health and fitness and can outline ways of warming up and cooling down. Can describe how dance benefits health and fitness and can share this information with a small group. I can classify into 3 areas (physical, mental, social) why it is beneficial to take part in sport. Can plan their own exercise and activity programme to suit their specific needs and carry it out. Has a clear understanding of how dance benefits health and fitness and can share this information with a group of any size. Can lead groups to improve their skills and fitness in a lesson. I can link why different people take part in different sports. (Discuss personality and socio-economic backgrounds). Able to create plans to improve performance and create fitness programmes for themselves and others.

11 Unit Title: Football Unit Aim: To develop understanding of all technical aspects of the game, developing the ability of all students to apply them into game situations with consistent control and with increasing difficulty. Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Seeded question When are you more dangerous? With the ball or without it? Control Has difficulty controlling the ball in drill and pressure situations. Able to control a ball using both feet in practice situations. Can use higher body parts when stationary and feet to control on the move. Seeded question Is it better to move the ball over a greater distance in fewer or more passes? Passing Can pass but does not use the correct technique and lack in pace and accuracy. Can pass with side foot technique to a stationary target. Can pass effectively whilst moving to a stationary target using side foot technique. Seeded question Is it more important to have a change of pace or high levels of agility. Dribbling / Running with the ball Can move with the ball but may lack pace and control. Able to control and change the direction of play, pushing ball further if space. Seeded question Composure of power? What one trait would you pick? Shooting Can direct the ball towards a target but not sure of the correct technique to apply and when. Often hits the target when presented with a shooting opportunity. Seeded question What area of fitness is most important to a footballer? Can receive the ball on all body parts when moving and maintain match tempo Comfortable with one foot and beginning to play passes with a quicker tempo. Starting to use skills to turn and find pass to ensure possession is kept. Has good success with one foot in practice situations. Able to control on the half turn and use the back foot effectively to set the next phase. Very good with both feet in short distance, successful in long distance passing on most occasions. Can use both feet with close control and shows a change of pace to evade opponents. Able to take players on in 1 1v1 situation. Able to feint and beat players on either side. Able to finish well when facing goal and maintains this well in games. Shows care in finishing with good decisions on placement v power. Opens body well to find the corners. Can receive the ball under pressure and use first touch to effectively evade opponents. Excellent technique with all body parts under pressure and controls with a view to next phase. Very confident in both short and long range passing, with excellent timing and weight. Is able to use all pass types effectively under pressure making few unforced errors. Highly skilful with both feet and able to dribble way out of tight situations, often outnumbered. Is able to sue dribbling skills to manipulate game situations for a significant positive impact. Can finish very well both moving forwards and with back to goal. Able to keep technique high on the turn. Is clinical in front of goal and consistently scores different types of goals.

12 Game Situation Has difficulty applying skills and rules with success in drill and competitive game situations. Good success in one area of the game. Has good success in practice situations, combining skills at a low tempo. Seeded question Any body shape can play football, so fitness is not important. Positive impact on the match and carries out one role very well. Significant player for the team and reacts quickly to changing circumstances in either attack or defence. Very significant player for the team and analyses opposition to play a variety of roles on the pitch. Highly influential on the outcome of the game and rarely makes mistakes. High quality of technique throughout. Healthy Lifestyles Muscular skeletal system Can participate in warm up but may not have the confidence to devise or lead. May not know the reasons for warming up prior to physical activity. I know the names of some muscles within the body but not their location. Identifies reasons to warm up and the importance of making positive lifestyle choices. Able to name in simple terms the physical effects of exercise on their body and safe way of preparing for exercise I can name 3 muscles/bones within the body and locate them correctly. Can conduct a suitable warm up and describe why exercise is good for health. Will understand how different types of exercise helps with health and fitness and can outline ways of warming up and cooling down. I can name 6 muscles/bones within the body locating them correctly. I understand what levers are. Can plan their own exercise and activity programme to suit their specific needs and carry it out. I can name 9 major muscles and bones within the body locating them correctly. I understand that muscles work in in pairs but may have difficulty in explaining antagonistic pairs action. Able to create plans to improve performance and create fitness programmes for themselves and others. I can name 12 major muscles and bones in the body, explain the roles of ligaments and tendons and explain how antagonistic pairs work.

13 Unit Title: Gymnastics Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Seeded question - Do you require good body tension to maintain high quality balances? Explore the importance of body tension. I do not know what body tension is or how to use it in my gymnastic performance Lacks body tension in gymnastic performance but Can define body tension. Seeded question - Will good planning always lead to quality performance? Identify and use different forms of travelling. Can identify different forms of travelling. Can demonstrate some travelling. Has some body tension within balance and travelling in gymnastic sequences. Can describe why body tension is important Can perform different styles of travelling that has some good links. Has some flow to the sequence of moves. Seeded question - Why is aesthetic appeal an important part of individual and group gymnastic performance? Create a sequence utilising balances and travelling. Explore the importance and use of evaluation and feedback. My range of travels and balances are limited, but I can still help the group with ideas at a basic level. I do not know if I have made any errors in my planning or performance of gymnastics sequences. I can perform in a solo or group sequence showing some clarity in most of my travels and balances. I can tell others what I am doing wrong when I make a mistake and can highlight areas for improvement in my own performance. I can perform in a solo or group sequence using some complex travels and balances, showing clarity in most of my performance. I can observe and comment on my own and others performance to aid improvement but may lack detail or clarity. Seeded question - Is it really important to perform a warmup or stretching activity before participating in gymnastic activity? Utilises body tension throughout a performance. Can explain the importance of body tension, and its effect on the performance. Performs a sequence well with good use of travelling and levels. The performance flows well, and can analyse their own performance. During my performances, my movements are clear with complex linkage between travelling and balancing. I can analyse my own performance and use observations to aid improvement. I can evaluate my own and others performances and offer constructive feedback to achieve improvement. Performs with outstanding body tension that accentuates the performance. Can analyse the performance of others and reflect upon their body tension. Can devise a routine for others using various forms of travelling across differing levels with flow. Can analyse and evaluate performances. I can plan and perform a sequence with a different complex linkage between each travel. I can visualise performance and use with success to aid adaptation.. I can analyse the success of my own and others sequences and provide feedback in order to achieve improvement. I can discuss the strength and areas for improvement in my own and others performance and offer precise constructive, sensitive feedback to achieve improvement.

14 Explore the importance of warming up Explore healthy active lifestyles Muscular skeletal system. Cardiorespiratory system. I can follow instructions for a warm-up and cooldown safely I can define Health. I know the names of some muscles within the body but not their location I can name some of the components of the cardiorespiratory system. I can follow instructions for a warm-up and cool-down safely, and could probably do this myself. I can suggest reasons why a person takes part in sport. I can name 3 muscles/bones within the body and locate them correctly I can identify and describe the 3 main functions of the cardio vascular system I can design and lead a warmup and cool-down session for a small group of people, suitable for gymnastics. I can suggest reasons/ barriers why a person may not take part in sport. I can name 6 muscles/bones within the body locating them correctly. I understand the term lever. I can name the components of the cardiovascular system and describe their function I know which of the major muscles to stretch for gymnastics. I am responsible enough to do this for myself. I understand why we warm up/cool down. I can classify into 3 areas (physical, mental, social) why it is beneficial to take part in sport. I can name 9 major muscles and bones within the body locating them correctly. I understand that muscles work in in pairs but may have difficulty in explaining antagonistic pairs action. I can identify the components of the cardiovascular system and explain the immediate and long term effects of exercise on the system. I know which of the major muscles to stretch for gymnastics. I am responsible enough to do this for myself. I understand why we warm up/cool down. I can link why different people take part in different sports. (Discuss personality and socioeconomic backgrounds). I can name 12 major muscles and bones in the body, explain the roles of ligaments and tendons and explain how antagonistic pairs work. I can discuss the biomechanics of movement. I can identify the components of the cardiovascular system and explain the immediate and long term effects of exercise on the system providing extended response on the positive benefits and potential risks.

15 Unit Aim: To be able to perform, develop and incorporate the basic fundamental skills of Netball e.g. Passing, Receiving, pivoting, stopping, moving, outwitting opponents and shooting and apply these in a game situation. To use their knowledge and understanding to perform, refine and adapt these skills and other skills with precision, accuracy, fluency and clarity in any situation. Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Seeded question - Why does varying passes in a game help a team to have a good chance at succeeding? PASSING Chest and bounce passes lack power as does not step into pass or get hands behind ball. Passes with two hands. Can identify a high or slow pass and why not to use them. Hands in correct position on ball. Seeded question - Why does receiving the ball with control aid your game? Outlines the different passes used in netball and can perform these. Starting to step into pass each time to give increased power. Accurate and powerful passes due to correct technique and stepping into. Uses a variety of passes, distinguishing the best one for the situation. Keeps ball high so hard to defend. Starting to fake passes. Uses a variety of passes, showing correct technique with power and accuracy. Always keeps ball high so difficult to defend. Fakes passes to outwit opponent. Predicts the best pass for the situation every time. RECEIVING Awkward when trying to catch. Often drops a strongly thrown ball. Does not signal for it. Catches easy pass. Sometimes signals for ball but finds they do not always remember to do so. Tends to move into space then call for ball so takes marker with them. Seeded question - Why is it important to control footwork in a game situation? Catches well using both hands. Signal for ball more non-verbally. Will signal then move into space so as to try to lose marker. Mostly static when receiving but can jump to receive ball Catches well using both hands and can apply this with good footwork when landing. Can receive and turn in the air to land way want to pass. Signals clearly for ball on the move showing where want to receive ball. Always catches ball. Shows correct footwork and can turn in the air to receive land and pass ball on move accurately. Can pass on the move showing correct footwork. Always signals for ball non-verbally whilst moving into space to receive. Creates opportunities for the team. Timing perfect. FOOTWORK Gets footwork wrong. Takes extra steps after catching ball. Moves both feet to look for player to pass to. Can land 1, 2 but will sometimes takes an extra step before stopping once caught ball. Identifies that landing with a wider base will help avoid having to take another step. Lands 1, 2 every time with wide base so does not have to take another step. Describes the reason for pivoting. Will demonstrate pivot on landing foot using other foot to step with to look for team mates to pass ball on accurately. Lands correctly every time, including if turning in air to receive ball. Sequences together pivoting and stepping into next pass to give power. Catches and passes on the move with correct footwork more often than not. Use correct technique. Prioritises whether to use pivoting or passing on the move with perfect footwork. Land 1, 2 when turning in the air and steps into pass every time to give more power. Uses footwork to look for best pass each time.

16 Seeded question - How can you get free for your opponent? CREATING SPACE DEFENDING Cannot get away from marker. Opponent easily gets free. Always too close when marking player with the ball Recalls why you should get free from marker but lacks fast movement and therefore has difficulty getting free. Opponent often gets free. Often too close when marking player with the ball. Stands straight on to player without ball so cannot see what is happening with the feeder. Seeded question Does being able to apply the rules makes me a better player? GAME SITUATION Is not used in the game much. When under pressure some skills are worse and defending is poor. In attack they do not know where to go as part of a team Gets the ball now and again and even though they sometimes give the ball away, they get into space more often than not to receive a pass. Starting to support player with ball more now. Able to signal for ball but will often be behind a marker when doing so. Seeded question- Do I fear failure? Therefore I do not give answers voluntarily. EVALUATION & FEEDBACK I do not know if I am making a mistake. I can tell others what I am doing wrong when I make a mistake and I can highlight my Areas for Improvement. Gets free from an opponent of similar standard. Tries to list and show a variety of ways to do so but uses basic dodge most successfully. Beginning to show speed in change of direction, and timing dodge using 3 secs. Marks opponent with ball without obstructing but sometimes hands go up then feet move correct distance away. Will get into sideways on position to mark player without ball often, so can see both player and feeder Shows some understanding of positional roles and plays well in their role. Passes and moves well and will support player with ball. Signals nonverbally some of the time, timing the move into space so as to try to confuse marker. Shows good individual skills. Marks well and shows understanding of set plays. I can observe and comment on my own and others performance. Seeded question What effects will playing netball have on my body if I do not warm up and cool down? WARM UP & COOL DOWN I need help to Warm-up & cool down in a I can Warm-up & cool down in a specific sport if I am I use several strategies to Warm-up & cool down in a Gets free from opponent comparing and using good dodging techniques. Change of speed clearly evident. Receives ball in space and can turn in the air to beat defender and be in good position to pass ball again. Moves into a good marking position putting pressure on the player with the ball by getting 1m away and then reaching up. Stands sideways on when marking player without ball so can see them and feeder. Shows a high understanding of positional roles and can play well in more than one role. Passes and moves constantly. Marks player tightly making it very difficult for her to get ball. Shows tactics such as double marking. Individual skills are to a high standard. Plays the game by the rules and is able to umpire with confidence I can evaluate my own and others performances and can offer basic advice on how to improve. I use several strategies to Warm-up & cool down in a Gets free from opponent with ease. Performs a variety of dodges to so using correct footwork and receives ball on the move, in space. Can use turn in the air. Uses 3 secs to their advantage, times move. Puts pressure on player with ball every time, standing the correct distance away and in balanced position. Gets ready for bounce pass so does not commit too soon. Will often get the ball from a smaller player. Always involved in the game. Gets the ball often. Doesn't give the ball away. Organises set plays and plays tactics such as double marking. Signals for the ball non-verbally and times movement and pass to work with the 3 sec rule. Constantly passes and moves into space. Creates space for team mates. I can discuss the strengths and weaknesses of an opponent. I can help less able players develop and can referee a full game. I use several strategies to Warm-up & cool down in a

17 Components of fitness specific sport. prompted or directed. specific sport but I am not sure when and or why to use them (trial and error aware of strategies but not sure why or when to use them so makes mistakes). Knows some of the components of fitness. Can name most of the components of fitness and understands that they can be separated into health and skill related. Able to categorise most the components of fitness into skill and health related categories and able to highlight components that may be most important for some sports. Knows the test used to complete each component. specific sport and I know when and why to use them. (Strategic or purposeful use of strategies knows why and when). Can categorise all components into health and skill related categories. Can discuss the importance of specific components and their use in a range of sporting activities. specific sport and I know when and why to use them. I can teach others to Warm-up & cool down in a specific sport. act as a role model for others to help them Warm-up & cool down in a specific sport. I seek feedback on how to improve how to Warm-up & cool down in a specific sport. Can categorise all components into health and skill related categories. Can discuss the importance of specific components and their use in a range of sporting activities. Can devise activities that would develop specific components.

18 Unit Title: Rugby Unit aim: Develop all core skills of rugby union and develop knowledge and understanding of game rules to allow for application of skill in a competitive environment. Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Passing and Moving Receiving and Support Play. Tackling Contact Back Play Doesn't catch the ball often & passes with no accuracy. Does not run at pace with the ball and drops the ball when trying to pass. Poor distance from passers & not ready to catch. Poor understanding of passing backwards rule. Very little correct technique and no commitment. Body positon and weight is falling back and away. When contact is made doesn't know how to keep possession. Body is upright and fails to recycle the ball. Poor position on the pitch and lack of awareness means support is limited and ineffective Can pass with some accuracy when running below full speed but can panic when defenders pressure. Does not look before passing. Behind the ball in simple drills but often gets INFRONT of the ball as play develops. Will attempt tackles in controlled drills. In a game when attackers are active, technique easily goes wrong trying to tackle with ARMS instead of shoulders. In 2 v 2 or 3 v 3 understands BRACE & UNLOAD or RUCK (Ball on Ground/ 'Scrummage' over) but doesn't always get technique right & the ball isn't always in control. Has some individual skills but links with others poorly. Often runs with the ball under one arm making passes difficult. Can pass the ball along a Back Line at full pace. Shows a change of pace to get behind the ball & accelerate to take the ball on the run. In 2 v 1 will time the pass well & not panic. Follows play well & often in the correct position when judgement is needed. Doesn't get in front of the ball. Consistently good technique in the game situation. Understands key points to a side-on tackle so can adapt this to a front-on tackle. Understands ABC Makes correct decisions at Contact: RUCK (Ground/'Scrummage' over) or BRACE & UNLOAD and stops opposition getting the ball. Confident with the ball in space & passes well in non-contact situations. Often passes to someone in a better position. Shows some understanding of attacking & defending positions. Is accurate running at full pace and times the pass in all situations. Can hand off defenders & side steps to avoid being tackled. Reads the game well and supports in the right positon even after a few tackles and phases of possession All tackles are made cleanly & use of ABC & channelling needs no prompting. Avoids hand-offs. Keeps possession in virtually all contact situations either as carrier or support player. Links well between players at contact and others in space. Shows loops & good support in space at good speed. Demonstrates attacking & defensive positions when necessary. Full control of the pass whatever the pace of running. Defenders don't force any errors & long passes are accurate. Is able to spin pass from the ground. Always in support in the right place and judges timing and angle of support runs. Tackles from Front/Side/Rear all made cleanly and puts Attacker under pressure to control ball. In all contact situations correct decisions are instant & all opposition are physically out played so possession is maintained & under control. All play is done at speed: passes, side-steps, scissors, dummies and avoiding tackles. Switches from attack to defence to attack etc. easily.

19 Competitive Situation Umpiring and officiating Doesn't get involved in the game & shows little skill or commitment I can identify the playing area of the game but struggle with main rules. Gets involved in the game at times & can show basic skills but not if put under too much pressure from defenders. I can identify and describe 3 game rules. Seeded question: I fear failure; therefore I do not give answers voluntarily. Evaluation & Feedback I do not know if I am making a mistake. I can tell others what I am doing wrong when I make a mistake and I can highlight my Areas for Improvement. Healthy Lifestyles Knows that a warm up and cool down should be complete prior to and after physical activity but may not be able to give reasons why. Identifies reasons to warm up and the importance of making positive lifestyle choices. Able to name in simple terms the physical effects of exercise on their body and safe way of preparing for exercise More involved & vocal in games. Reads & influences a game with good basic skills & decision making. Can out play opposition & happy with contact in attack & defence. Shows good knowledge of offside & rules of contact I can apply basic game rules to successfully umpire conditioned games. I could develop my verbal communication and learn hand signals used within the game. I can observe and comment on my own and others performance. Can conduct a suitable warm up and describe why exercise is good for health. Will understand how different types of exercise help with health and fitness and can outline ways of warming up and cooling down. Very few unforced errors in attack & defence. Good tactical awareness under pressure & can play in different positions. In best position shows a high level of skill & success. Knows most of the rules well & where necessary can demonstrate kicking. I can apply game rules with confidence maintaining control and flow within a game. I know some hand signals and use verbal calls effectively. I can evaluate my own and others performances and can offer basic advice on how to improve. Can plan their own exercise and activity programme to suit their specific needs and carry it out. Excellent tactical awareness & applies all rules correctly, controlling a game with best decisions & very good individual skills. Is able to lead & influence team mates even under pressure. If needed tactical kicking is performed accurately. I can apply advanced game rules with confidence and umpire/officiate games using correct hand signals and verbal calls. I can discuss the strengths and weaknesses of an opponent. I can help less able players develop and can referee a full game. Able to create plans to improve performance and create fitness programmes for themselves and others.

20 Unit Title: Table Tennis Unit Aim: To be able to perform, develop and incorporate the fundamental skills of Table Tennis, including strokes, service, and rallies; and apply them in game situations, perform evaluation and provide positive feedback afterwards. Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Seeded question: Would one exceptional stroke be better than a variety. Strokes Has difficulty in playing basic strokes. Able to play forehand from bat or hand feed. Shots lack control, direction and depth. Seed question: Which type of serve is the best? Able to identify and play forehand basic strokes, including push, with some control/depth. Poor movement in backhands. Can attempt forehand chop. Can recall the names of basic strokes Identifies and performs most basic strokes competently, but backhands can still lack control/direction. Effective forehand and backhand spin strokes. Is able to follow the correct technical procedure to complete skills with success. Good standard of technique for all strokes. Drives the ball with top, chop and sidespin. Controlled smash with power. Can play sequence of strokes with control and apply strategy to game play in order to gain tactical advantage. Demonstrates correct technique for full range of strokes. Excellent variety of strokes played close to net or behind service line. Can use top spin, slice and smash with power and accuracy. Can predict the flow of a game and can invent and construct strategies to offer the best tactical outcome. Service Service in 'pat' style with limited control, square on position. Movement and footwork poor. Incorrect grip. Reasonable technique, sideways on (forehand) and square on (backhand) and placing action, although slow. A number of serves successful. No variation between serves. Can identify the basic components to the service. Seeded question: How many returns do you think you and your partner will make? Serves are generally consistent though may lack power. Footwork and body position is generally correct. Serves generally in. Distinction appearing between types as spin on service. Can describe how to perform the serve and follow the correct technical procedure to complete service skills with success. Serves with correct technique, good length, accuracy and power. A good variety of serves. Is able to analyse own and others performance to distinguish points to aid service improvement. Can apply changes to technique following feedback to further improve consistency of service. A variety of serves are demonstrated showing power and placement and effective use of top spin, chop and sidespin. Can reflect on own performance and create service strategies to offer best tactical outcome. Can justify the use of different serves in situations. Rallies Difficulty in maintaining rally in competitive situation. Poor understanding of tactics Maintains basic rallies, showing some control and technique, particularly when playing forehands. Maintains good rallies showing control and technique, at both forehands and backhands. Rallies Can spin but not always accurate. May attempt chop shot with slice. Good range of strokes/tactics even under Exerts significant control over game. Few unforced errors. Ability to play a range of shots consistently and accurately.

21 - satisfied to get it over net. Makes few returns. Seeded question: Being able to apply the rules makes me a better player However often loses rally owing to unforced error. demonstrate ability to anticipate opponents shot. Can still lose rally owing to unforced error. pressure. Rallies played from all around the table. Can play sequence of strokes with control and apply strategy to game play in maintain rally. Can predict direction of strokes to return with accuracy and control. Game Situation Umpiring and officiating Needs guidance as to where to stand at service and which side to stand to serve/receive from. Unsure of scoring system and tactics for singles/doubles. I can identify the playing area of the game but struggle with main rules. Good understanding of positioning at service but during rally fails to reposition especially when playing doubles. Seeded question: I fear failure; therefore I do not give answers voluntarily! I can identify and describe 3 game rules. Moves efficiently around table. Attempts to place shots at varying angles, although not always successful. In doubles is aware of partner but often repositions too late. I can apply basic game rules to successfully umpire games. I could develop my verbal communication and learn hand signals used within the game. Moves well around table and prepares in plenty of time for return. In doubles is aware of partner and anticipates movement in order to cover table effectively. I can apply game rules with confidence maintaining control and flow within a game. I know some hand signals and use verbal calls effectively. Reacts quickly to the situation selecting the correct stroke according to opponents shot/position. In doubles interacts well with partner ensuring the whole of the table is covered at all times. I can apply advanced game rules with confidence and umpire/officiate games using correct hand signals and verbal calls. Evaluation & Feedback Short term effects of exercise I do not know if I am making a mistake. I can highlight one or two short term effects of exercise but not use technical terms I can tell others what I am doing wrong when I make a mistake and I can highlight my Areas for Improvement. I know how physical activity can affect the depth and rate of breathing I can observe and comment on my own and others performance. I know some technical terms and can define/describe them. i.e cardiac output, stroke volume I can evaluate my own and others performances and can offer basic advice on how to improve. I can discuss the short term effects of physical activity with some confidence I can discuss the strengths and weaknesses of an opponent. I can help less able players develop and can referee a full game. I can explain the short term effects of physical activity on the body with confidence using specific terminology.

22 SubUnit Title: Volleyball Unit Aim: To develop understanding of all technical aspects of the game, developing the ability of all students to apply them into game situations with consistent control and with increasing difficulty. Assessment Aim DISCOVER PROCESS COLLATE RELATE MASTER Serving Has to start the game with a thrown ball. If managing to serve lacks control and accuracy. Seeded question The volley is the most important shot in the game Can serve over the net with a soft touch ball. Can serve over the net with an official ball with some placement. Can start to use a variation in underarm serves or can have some success with overarm serves. Overarm float serve to the back of the court. Overarm serves are flatter and pushed towards the back of the court. Overarm topspin serves to any area of the court Setting/Digging Does not understand the technique to perform the dig or the set. Has difficulty directing the ball when making contact. Seeded question When spiking you have to be able to jump. Can pay sets and digs in isolated practices. Is able to get the ball back into the air although technique may be lacking Is able to set and dig in a controlled manner and maintain a 3 touch game. Always plays with good height to position 2 or can effectively mix a high set with a fast set. Able to play a recovery ball to maintain a rally and plays forwards towards the net with some idea on how to attack. Able to cope with powerful shots and redirect the ball anywhere on court. Spiking Can hit the ball over the net but cannot direct the ball or strike with power. Can play one handed over the net and maintain the rally. Moves to face the way of the hit and has some success from standing positions. Seeded question What area of fitness is most important to a volleyball player? Is able to hit with the correct technique and achieve regular success. Hits with topspin and an increasing amount of power. Can effectively place shot down the line or across court and shows good technique in their approach and jump. Able to vary between a high attack and fast attack using appropriate skills in theory approach. Game Situation Umpiring and officiating Can perform skills in drill situations with a little success. Can participate in game situations and apply some shots with a little success I can identify the playing area of the game but struggle with main rules. Can play shots in practice with some success. Moves to face the ball to play shots and has some success in game situations. I can identify and describe 3 game rules. Able to play 3 touch in a practice situation and be an effective part of the team. Redirect the ball towards a setter with good height and accuracy to set up an attack. I can apply basic game rules to successfully umpire games. I could develop my verbal communication and learn Able to play 3 touch even with shot restrictions. Confidently pushes ball towards the corners or space on court I can apply game rules with confidence maintaining control and flow within a game. I know some hand Able to play 3 and explain switching and shows excellent technique in all shots using topspin both in serves and in spikes. I can apply advanced game rules with confidence and umpire/officiate games using correct hand signals and verbal

23 Seeded question Any body shape can play football, so fitness is not important. hand signals used within the game. signals and use verbal calls effectively. calls. Healthy Lifestyles Short term effects of exercise. Knows that a warm up and cool down should be complete prior to and after physical activity but may not be able to give reasons why. I can highlight one or two short term effects of exercise but not use technical terms. Identifies reasons to warm up and the importance of making positive lifestyle choices. Able to name in simple terms the physical effects of exercise on their body and safe way of preparing for exercise. I know how physical activity can affect the depth and rate of breathing. Can conduct a suitable warm up and describe why exercise is good for health. Will understand how different types of exercise help with health and fitness and can outline ways of warming up and cooling down. I know some technical terms and can define/describe them. ie cardiac output, stroke volume. Can plan their own exercise and activity programme to suit their specific needs and carry it out. I can discuss the short term effects of physical activity with some confidence. Able to create plans to improve performance and create fitness programmes for themselves and others. I can explain the short term effects of physical activity on the body with confidence using specific terminology.

24 Please do not hesitate to contact any of our Heads of Department or Senior Leadership Team should you have any questions relating to this tracking information using the addresses on our website.

Level 3 Physical Education HOMEWORK. Name: House:

Level 3 Physical Education HOMEWORK. Name: House: Level 3 Physical Education HOMEWORK Name: House: Badminton I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and

More information

Knowledge Organiser. Physical Education Year 7 Girls

Knowledge Organiser. Physical Education Year 7 Girls Knowledge Organiser Physical Education Year 7 Girls Students will follow a broad and balanced programme of study which will include the following activities. Please note the PE kit required for each activity.

More information

BLACK PEAR TRUST SUBJECT PLAN - PE

BLACK PEAR TRUST SUBJECT PLAN - PE Purpose of Study A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for

More information

Developing Learner Evolving Learner Secure Learner Proficient Learner Expert Learner. Explain the benefits of participation in physical.

Developing Learner Evolving Learner Secure Learner Proficient Learner Expert Learner. Explain the benefits of participation in physical. GCSE Physical Education Curriculum Map GCSE Physical Education: Theory Topic 1.1.1 Healthy active lifestyles and how they benefit you 1.1.2 Influences on your healthy active lifestyle 1.1.3 Exercise and

More information

Physical Education Skills Progression. Eden Park Primary School Academy

Physical Education Skills Progression. Eden Park Primary School Academy Physical Education Skills Progression Eden Park Primary School Academy In order to ensure broad and balanced coverage, we follow these principles: Within each phase, PE is taught twice weekly for a total

More information

Physical Education overview

Physical Education overview Physical Education overview Nursery Reception Autumn Spring Summer Begin to pull themselves up on climbing equipment Kick a large ball Pedal a wheeled toy Imitate movement in response to music Experiment

More information

Physical Education National Curriculum Key stage 1 Key stage 2 Swimming and water safety

Physical Education National Curriculum Key stage 1 Key stage 2 Swimming and water safety Physical Education National Curriculum Key stage 1 Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their

More information

Year 7 Key Performance Indicators Physical Education (Invasion Games)

Year 7 Key Performance Indicators Physical Education (Invasion Games) Key Performance Indicators Physical Education (Invasion Games) PE 7.1: To develop an understanding of the basic rules of sport. I have a full understanding of the I have a good knowledge of the rules.

More information

YEAR 7 PE ASSESSMENT

YEAR 7 PE ASSESSMENT YER 7 PE SSESSMEN INVSION GMES Eg Football, Rugby, Netball NE GMES Eg ennis, adminton, Volleyball SRIKING ND FIELDING Eg ricket, Rounders, Softball ESHEIS Eg Gymnastics, Dance, rampolining th Need to bring

More information

PE Curriculum Map for East Cleveland Primary Schools

PE Curriculum Map for East Cleveland Primary Schools PE Curriculum Map for East Cleveland Primary Schools Background: This curriculum map has been developed by a working party of East Cleveland PLT s and SSCO s. The intention was to interpret the new Physical

More information

Throw and catch with control and accuracy. Strike a ball and field with control. Follow the rules of the game and play fairly.

Throw and catch with control and accuracy. Strike a ball and field with control. Follow the rules of the game and play fairly. P.E Subject Whole School Unit Overview and Key Skills Checklist The N.C states as part of the PE curriculum each child should: Play a number of competitive games (applying basic principles suitable for

More information

Subject: Physical Ed. Calendar :1 st 9 weeks Timeframe: 42 days Level/Grade:

Subject: Physical Ed. Calendar :1 st 9 weeks Timeframe: 42 days Level/Grade: Subject: Physical Ed. Calendar :1 st 9 weeks Timeframe: 42 days Level/Grade: 6 th Grade Name of unit: Knowledge and skills. Unit Objectives: Movement. The student demonstrates competency in movement patterns

More information

PE Scheme of Work Overview

PE Scheme of Work Overview PE Scheme of Work Overview Areas of PE curriculum Games inc. invasion, striking and fielding, net and wall Dance Gymnastics Athletics Outdoors and adventure inc. residential Swimming planned and monitored

More information

SAMPLE ASSESSMENT TASKS PHYSICAL EDUCATION STUDIES GENERAL YEAR 12

SAMPLE ASSESSMENT TASKS PHYSICAL EDUCATION STUDIES GENERAL YEAR 12 SAMPLE ASSESSMENT TASKS PHYSICAL EDUCATION STUDIES GENERAL YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it

More information

Borough Green Primary Skills Progression Map

Borough Green Primary Skills Progression Map Activity GAMES DANCE GYMNASTICS ATHLETICS OAA YEAR R Finds clear space avoiding obstacles in lessons and in games. Adjusting speed and direction to avoid obstacles. Experiments with different ways of moving

More information

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic: Rugby. Topic: Football. Knowledge and skills covered: Knowledge and skills covered:

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic: Rugby. Topic: Football. Knowledge and skills covered: Knowledge and skills covered: Topic: Rugby Topic: Handball Topic: Netball Topic: Football Topic: Athletics Topic: Rounders Tacking Rucking Evasion Scrummaging Blocking Defending Dribbling Blocking Footwork Positioning Dodging Tackling

More information

Badminton. Activities

Badminton. Activities Badminton Activities Badminton is an objective activity Badminton can be an individual (singles) or a team (doubles) activity Badminton is a directly competitive activity Badminton is decided by the first

More information

Fast Feet You cannot play rugby without it!

Fast Feet You cannot play rugby without it! Fast Feet You cannot play rugby without it! Question, How often do you implement regular dedicated sessions to Foot Speed in your current training program? My aim is to elucidate the importance of Foot

More information

Ainthorpe Primary School. PE Long Term Plan (in line with National Curriculum 2014).

Ainthorpe Primary School. PE Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School PE Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School - National Curriculum 2014 for PE Long Term Plan. An overview of PE At Ainthorpe Primary School

More information

Whitley Abbey Primary School Medium Term Planning PE Year 6

Whitley Abbey Primary School Medium Term Planning PE Year 6 Whitley Abbey Primary School Medium Term Planning PE Year 6 Autumn Theme Spring Theme Summer Theme Trips or enhanced learning Trips or enhanced learning Trips or enhanced learning Games: Choose and combine

More information

KS4 Physical Education

KS4 Physical Education KS4 Physical Education Component of Fitness These icons indicate that teacher s notes or useful web addresses are available in the Notes Page. This icon indicates that the slide contains activities created

More information

different dance form from among folk, social,

different dance form from among folk, social, Standard 1: The physically literate individual demonstrates proficiency in a variety of motor skills and movement patterns. S1.M1 Demonstrates correct rhythm and pattern for a different dance form from

More information

Year 4 Physical Education Scheme of Work

Year 4 Physical Education Scheme of Work Year New National Curriculum Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.

More information

Grade Level Outcomes for Elementary School (4 5)

Grade Level Outcomes for Elementary School (4 5) Grade Level Outcomes for Elementary School (4 5) (Standard #. Critical Element #. Grade Level Outcome) Standard #1 : The physically literate individual demonstrates competency in a variety of motor skills

More information

Physical Education Scope and Sequence: Grades

Physical Education Scope and Sequence: Grades The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards

More information

Physical Education Curriculum Map

Physical Education Curriculum Map Key Stage 1 Year 1 Year 2 Autumn Spring Multi Skills (agility, balance coordination) Dance Gymnastics In school Use the term opponent teammate. Use rolling, hitting, running, jumping, catching kicking

More information

PE Assessment Point 2 Revision booklet

PE Assessment Point 2 Revision booklet PE Assessment Point 2 Revision booklet Assessment point 2 PE assessment Theory Practical Theory Topics Locations of major bones Functions of the skeletal system Aerobic and anaerobic Warm ups and cool

More information

Standards align with California State Standards

Standards align with California State Standards Standards align with California State Standards Kindergarten: A. Movement a. Travel within a large group, without bumping into others or falling, while using locomotor skills. b. Travel forward and sideways

More information

Dumbarton Academy. Physical Education. Standard Grade Course. Skills and Techniques Booklet

Dumbarton Academy. Physical Education. Standard Grade Course. Skills and Techniques Booklet Dumbarton Academy Physical Education Standard Grade Course Skills and Techniques Booklet DUMBARTON ACADEMY Name.. Teacher.. 1 Dumbarton Academy Physical Education Department Skills and Techniques You must

More information

Year 3 The Croods. Year 4. Year 5 Rivers. Year 6 How healthy are we? Premium funding/ Coaching Possible Premium funding or coaching.

Year 3 The Croods. Year 4. Year 5 Rivers. Year 6 How healthy are we? Premium funding/ Coaching Possible Premium funding or coaching. Year 3 The Croods Netball Egypt Hockey Stars and Stripes Jungles Basketball Watt will power the future Rounders Tennis Frizbee Everyone active day Year 4 Angry Earth Espana Romans Hockey Anglo Saxons Netball

More information

St. John s Lutheran School Physical Education Curriculum

St. John s Lutheran School Physical Education Curriculum St. John s Lutheran School Physical Education Curriculum 1. Exhibits a physically active lifestyle. a) Selects and participates in physical activity during unscheduled times. b) Identifies likes and dislikes

More information

Physical Education Georgia Standards of Excellence PHYSICAL EDUCATION. Georgia Standards of Excellence (GSE) Kindergarten Grade 5

Physical Education Georgia Standards of Excellence PHYSICAL EDUCATION. Georgia Standards of Excellence (GSE) Kindergarten Grade 5 PHYSICAL EDUCATION Georgia Standards of Excellence (GSE) Kindergarten Grade 5 Table of Contents Kindergarten Physical Education... 3 First Grade Physical Education... 5 Second Grade Physical Education...

More information

EARLSTON HIGH SCHOOL N4/5 PHYSICAL EDUCATION PREPARATION COURSE

EARLSTON HIGH SCHOOL N4/5 PHYSICAL EDUCATION PREPARATION COURSE EARLSTON HIGH SCHOOL N4/5 PHYSICAL EDUCATION PREPARATION COURSE REVISION BOOKLET 2013 Contents Page Section 1: Information Topic Page Aspects of Fitness Feedback Personal and Physical Qualities Principles

More information

Colorado Model Content Standards For Physical Education

Colorado Model Content Standards For Physical Education Colorado Model Content Standards For Physical Education Suggested Grade Level Expectations May 2000 Standard 1: Students demonstrate competent skills in a variety of physical activities and sports. Kindergarten

More information

What assessments will be used to measure student mastery? Rubric (K,1,2) 1.Keeps elbow up 2.Steps with opposite foot 3. Follows through to target

What assessments will be used to measure student mastery? Rubric (K,1,2) 1.Keeps elbow up 2.Steps with opposite foot 3. Follows through to target be used to measure student mastery? FITNESS : Building and using specific muscles/muscle groups. Strength- using the greatest amount of force at one time. - using force a repeated amout of times (not at

More information

SCHOOL WIDE LINKS: Athletics Day

SCHOOL WIDE LINKS: Athletics Day UNIT / TOPIC: Run, Jump, Throw CLASS: Year 1,2,3 DURATION: 5 Weeks UNIT AIM: Children are actively involved practicing skills throughout as much of the Run Jump Throw session as possible KEY AREA OF LEARNING:

More information

CHAPTER 2: Muscular skeletal system - Biomechanics. Exam style questions - pages QUESTIONS AND ANSWERS. Answers

CHAPTER 2: Muscular skeletal system - Biomechanics. Exam style questions - pages QUESTIONS AND ANSWERS. Answers CHAPTER 2: Muscular skeletal system - Biomechanics Exam style questions - pages 32-35 1) A Level. Warm up is considered to be an essential element of a training programme. Explain how the muscular and

More information

Acknowledgements. Physical Education Subject Area Committee (SAC):

Acknowledgements. Physical Education Subject Area Committee (SAC): Approved by the Laramie County School District #2 Board of Trustees June, 2015 1 Table of Contents Acknowledgements... 3 Introduction... 4 Mission... 6 Course/Grade Level Purposes... 6 Kindergarten...

More information

St Ninian s High School. Physical Education

St Ninian s High School. Physical Education St Ninian s High School Physical Education S4 National 5 Football Contents Cycle of Analysis 2 Factors Impacting on Performance 3 Types of Fitness 4 Methods of Training 8 Principle of Training 11 Programme

More information

Introduction to Biomechanics

Introduction to Biomechanics Module Five: Introduction to Biomechanics INTRODUCTION In Level One you learnt to divide a skill into meaningful phases, identify the key elements within each phase, and develop an observation plan to

More information

Physical Education Department COURSE Outline:

Physical Education Department COURSE Outline: Course Title: Teacher(s) + e-mail: Cycle/Division: Grade Level: Physical Education Rami: Rami.r.a@greenwood.sch.ae ; Abeer: abeer@greenwood.sch.ae Middle School 7 A,B,E and F Credit Unit: 0.5 Duration:

More information

K-5 PHYSICAL EDUCATION Standards/Benchmarks/Grade Level Expectations (GLE)

K-5 PHYSICAL EDUCATION Standards/Benchmarks/Grade Level Expectations (GLE) Standard 1: Uses a variety of basic and advanced movement forms Interval Benchmark 1: Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) Interval Benchmark 2: Uses

More information

Informed by the new national curriculum 2014.

Informed by the new national curriculum 2014. P.E Policy London Fields School aims to lay the foundations for a lifelong participation in physical activity by developing the physical skills of each child to their fullest potential and raising children

More information

Silver City Youth Soccer 16 Week Training Program

Silver City Youth Soccer 16 Week Training Program Silver City Youth Soccer 16 Week Training Program If you fail to prepare, you re prepared to fail. Below is a 16 week workout program to prepare you for the upcoming season. This workout is intended to

More information

National Standards for K-12 Physical Education

National Standards for K-12 Physical Education National Standards for K-12 Physical Education The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful

More information

Do not allow athletes to throw or roll the discus to each other or try to catch it in flight

Do not allow athletes to throw or roll the discus to each other or try to catch it in flight SAFETY Care needs to be taken as the discus can sometimes fly off as a tangent if control is lost. While observing or waiting to throw, stand outside of discus cage and away from the netting. If a cage

More information

Agility and co-ordination are two of the many attributes required to become a successful player.

Agility and co-ordination are two of the many attributes required to become a successful player. Mobility, Coordination and Agility Training Agility and co-ordination are two of the many attributes required to become a successful player. Agility and co-ordination are two of the many attributes required

More information

On The Road. Training Manual

On The Road. Training Manual On The Road Training Manual ST - 1 Standing External Rotation Strength Training Injury prevention Strengthening the rotator cuff Attach the tubing to a secure location like a fence or the net post. Start

More information

Foot Dribble, Pass & Kick

Foot Dribble, Pass & Kick Foot Dribble, Pass & Kick 1. I can foot dribble changing speed, direction and pathway with all body lookfors. 6. I am working to develop evasive maneuvers while foot dribbling during game play. 2. I created

More information

Top. Speed Agility & Quickness Cone Drills

Top. Speed Agility & Quickness Cone Drills Top 5 Speed Agility & Quickness Cone Drills Thank You for Your Purchase and Welcome to the Profect Team! We are a small family owned business who really appreciate our amazing customers. Our mission is

More information

Phys. Ed. Block Plan 2018 Unit 1: Volleyball Week 2 Week 5 02/21-03/16

Phys. Ed. Block Plan 2018 Unit 1: Volleyball Week 2 Week 5 02/21-03/16 Day 1: Sending and Receiving (Underarm Pass (Bump) & The Set(Volley) Lesson Objectives: Students review how to hit the volleyball individually. Students learn ready position and footwork Unit 1: Volleyball

More information

Tiller School Physical Education Curriculum

Tiller School Physical Education Curriculum Tiller School Physical Education Curriculum The overall health and fitness of the Tiller Students is the responsibility of the entire Tiller Community (staff, teachers and families) working as a team to

More information

11+ FOR KIDS MANUAL A WARM-UP PROGRAMME FOR PREVENTING INJURIES IN CHILDREN S FOOTBALL

11+ FOR KIDS MANUAL A WARM-UP PROGRAMME FOR PREVENTING INJURIES IN CHILDREN S FOOTBALL 11+ FOR KIDS MANUAL A WARM-UP PROGRAMME FOR PREVENTING INJURIES IN CHILDREN S FOOTBALL CONTENT Roland Rössler, Oliver Faude, Mario Bizzini, Astrid Junge, Jiří Dvořák PHOTOS von Grebel Motion AG GRAPHIC

More information

Glossary of terms: The Theory of Physical Education

Glossary of terms: The Theory of Physical Education Glossary of terms: The Theory of Physical Education Ace: A serve that the returner doesn't touch with their racquet. An ace wins the point immediately for the server. Advantage A call made by the referee

More information

Reaction Time Agility Cardio-Vascular Endurance (Stamina)

Reaction Time Agility Cardio-Vascular Endurance (Stamina) Balance Power Speed Muscular Endurance Co-ordination Body Composition Strength Flexibility (Suppleness) Reaction Time Agility Cardio-Vascular Endurance (Stamina) Dynamic Balance Maintaining a balance whilst

More information

Organization of Knowledge

Organization of Knowledge & Substance Yearly Curriculum : Movement and Manipulative Proficiencies What are the different patterns/forms of movement? PE.A.1.1.7 Locomotor skills (Hop,walk,jump, skip,leap,run, gallop, slide) Be able

More information

I. PHILOSOPHY AND GOALS

I. PHILOSOPHY AND GOALS I. PHILOSOPHY AND GOALS PHILOSOPHY Physical Education Philosophy The Belén Jesuit Physical Education Department's philosophy is concerned with developing the students' total physical and mental well being

More information

DEVELOPING SHOT PUT GLIDE TECHNIQUE

DEVELOPING SHOT PUT GLIDE TECHNIQUE DEVELOPING SHOT PUT GLIDE TECHNIQUE Attitude: This is the most powerful and explosive event in sports and you need to attack the shot. Teaching technique: Whole or partial. Great research on both but one

More information

CONTENTS 1. TEACHING GUIDE

CONTENTS 1. TEACHING GUIDE CONTENTS 1. TEACHING GUIDE PART 1 TEACHING GUIDE... 1 A How to use the manual...3 A1 The teaching guide... 3 A2 The teaching material... 3 A3 The Appendix... 5 A4 The lesson framework... 7 B Safety...8

More information

Phys. Ed. Block Plan 2018 Unit 1: Basic Games and Jump Rope Week 2 Week 5 02/21-03/16

Phys. Ed. Block Plan 2018 Unit 1: Basic Games and Jump Rope Week 2 Week 5 02/21-03/16 Day 1: Rules & Signal Formations Unit 1: Basic Games and Jump Rope Week 2 Week 5 02/21-03/16 Day 2: Space Awareness/ Movement Lesson Objectives: Students review expectations of a PE class including; how

More information

St. Joseph Rayong School Course Outline 1st Semester P5 Curriculum - Physical Education ( )

St. Joseph Rayong School Course Outline 1st Semester P5 Curriculum - Physical Education ( ) Taking forces is the body movement which the body has to use force against the weight while moving. Taking forces Body movement: the body has to use force against the weight while moving such as running

More information

Students will know. basic dance and rhythm movements.

Students will know. basic dance and rhythm movements. 6 th Grade PE Standards Essential Questions: What is the difference between wellness and physical fitness? What is difference between physical education and life-long fitness activities? What is the value

More information

PE Long Term Planning Overview

PE Long Term Planning Overview PE Long Term Overview NURSERY AUTUMN SPRING SUMMER 22-36 months Moving and Handling Runs safely on whole foot Squats with steadiness to rest or play with objects on the ground, and rises to feet without

More information

Adv Higher Physical Education Project 2017 Section 2(b)

Adv Higher Physical Education Project 2017 Section 2(b) Candidate 1 Evidence Section 2(b) Analyse the information from the literature review to inform PDP target setting (marks available: 10) From my research I found that to improve my ability to tumble in

More information

FUNDAMENTALS OF PE - 8 WEEK LESSON PLAN. Lesson 1: AIM - Improve ball skills. Warm Up (10 minutes)

FUNDAMENTALS OF PE - 8 WEEK LESSON PLAN. Lesson 1: AIM - Improve ball skills. Warm Up (10 minutes) FUNDAMENTALS OF PE - 8 WEEK LESSON PLAN Lesson 1: AIM - Improve ball skills Lesson Content Teaching Points Differentiation/ Progression/ Regression Organisation (including equipment) and Safety Points

More information

St. John-Endicott Cooperative Schools. Physical Education Curriculum Standards

St. John-Endicott Cooperative Schools. Physical Education Curriculum Standards Physical Education Curriculum Standards with Performance Indicators Program Standards Be able to apply physical education to life (understand and appreciate basic physical fitness, be a wise consumer of

More information

The following exercises were developed by Tim Manson, Sylvester Walters and Doug Christie of TERNION*.

The following exercises were developed by Tim Manson, Sylvester Walters and Doug Christie of TERNION*. PREPARING TO PLAY The following exercises were developed by Tim Manson, Sylvester Walters and Doug Christie of TERNION*. The exercises are excellent for athletes to work on fundamental movement skills

More information

Minnesota K-12 Physical Education Standards DRAFT

Minnesota K-12 Physical Education Standards DRAFT Minnesota K-12 Physical Education Standards February 27, 2017 DRAFT This document represents the Standards Committee s first draft of the Minnesota K-12 Academic Standards in Physical Education. The public

More information

School District of Marshfield Course Syllabus

School District of Marshfield Course Syllabus School District of Marshfield Course Syllabus Course Name: Physical Education- Middle School Length of Course: Semester Credits: 1/2 Course Description: This course focuses on the development of skills

More information

12 WEEK OFF SEASON AGILITY AND CONDITIONING PROGRAM FOR BASKETBALL PLAYERS

12 WEEK OFF SEASON AGILITY AND CONDITIONING PROGRAM FOR BASKETBALL PLAYERS 12 WEEK OFF SEASON AGILITY AND CONDITIONING PROGRAM FOR BASKETBALL PLAYERS Important No part of this document may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,

More information

Player Pathway Hurling. with Bray Emmets

Player Pathway Hurling. with Bray Emmets Player Pathway Hurling with Bray Emmets Bray Emmets Academy Year 1 Bray Emmets Academy Year 2 Bray Emmets Academy Year 3 BRAY EMMETS CAMOGIE PATHWAY 9-11yrs Technical Capacities Tactical Capacities Physical

More information

Fundamental Movement Skills. Balance Co-ordination Running Jumping Extra: Tricks of the Trade

Fundamental Movement Skills. Balance Co-ordination Running Jumping Extra: Tricks of the Trade Fundamental Movement Skills Agility Balance Co-ordination Running Jumping Extra: Tricks of the Trade STEP PRINCIPAL SPACE: How could you change the space to make an activity any harder or easier. Larger/smaller/wider/narrower

More information

Coursework Guidelines 2 nd Edition for first Examination 2010

Coursework Guidelines 2 nd Edition for first Examination 2010 Coursework Guidelines 2 nd Edition for first Examination 2010 This Coursework Guidelines booklet is designed to accompany the CIE IGCSE in Physical Education. Contents Page Introduction 2 Games 2 Association

More information

TABLE OF CONTENTS SECTION 1 - TEACHING GUIDE. Preface... i International Education Levels and Ages...iv-vi

TABLE OF CONTENTS SECTION 1 - TEACHING GUIDE. Preface... i International Education Levels and Ages...iv-vi TABLE OF CONTENTS Preface... i International Education Levels and Ages...iv-vi SECTION 1 - TEACHING GUIDE PART 1 TEACHING GUIDE... 1 A How to use the manual...3 A1 The teaching guide... 3 A2 The teaching

More information

Strength and Conditioning for Basketball. Jan Legg. Coaches Conference /13/2016

Strength and Conditioning for Basketball. Jan Legg. Coaches Conference /13/2016 Strength and Conditioning for Basketball Jan Legg 5/13/2016 Coaches Conference 2016 1 Strength and Conditioning (S&C) with the Opals and Centre of Excellence (COE). Working within a service team. Practical

More information

Dominique Moore s PE Curriculum Maps

Dominique Moore s PE Curriculum Maps Intermediate UNIT 1: Motor Skills - Locomotor Movement LOCOMOTOR: Are used to move the body from one place to another or to project the body upward, as in jumping and hopping. They include walking, running,

More information

SLO Presentation. Cerritos College. PEX Date: 09/13/2018

SLO Presentation. Cerritos College. PEX Date: 09/13/2018 PEX Date: 09/13/2018 HEALTH, PHYS ED, ATHLETICS, DANCE PEX Physical Education--AA Students demonstrate the four major strokes used in competitive swimming. CSLO Students differentiate the various academic

More information

The BADMINTON England Brand Vision is :

The BADMINTON England Brand Vision is : The BADMINTON England Brand Vision is : Badminton is well known and widely recognised by the public as an ideal, healthy activity, part of a lifelong healthy lifestyle; and as a well-organised and serious

More information

STRENGTH & CONDITIONING. Satellite Academy Athletes

STRENGTH & CONDITIONING. Satellite Academy Athletes STRENGTH & CONDITIONING Satellite Academy Athletes STRENGTH & CONDITIONING England Netball s goal is to become and remain, the most consistently successful netball nation in the world. Encompassed within

More information

Exercise Warm Ups and Cool Downs

Exercise Warm Ups and Cool Downs Exercise Warm Ups and Cool Downs How to Warm-up and Cool-down Appropriate warm-ups and cool-downs are important parts of any physical activity. The greater the speed of the movements required during the

More information

Progression of Skills for PE

Progression of Skills for PE CYCLE Planned by Expectations Autumn Spring Summer Lower School Lower School Cycle B Sprint over a short distance up to 60 metres. (e1) conserving energy in order to sustain performance. (e2) Use a range

More information

RETURN TO SPORT PROTOCOL CO.RE

RETURN TO SPORT PROTOCOL CO.RE RETURN TO SPORT PROTOCOL CO.RE WHO CAN USE THIS PROGRAM This protocol is designed as a return to sport program following anterior cruciate ligament reconstruction but applies equally well to rehabilitation

More information

Grades 3 5 Cluster Level. Introduction

Grades 3 5 Cluster Level. Introduction Grades 3 5 Cluster Level Introduction The focus of the 3-5 Cluster is an increase in the difficulty of movement challenges presented to students in the form of combining movement patterns (fielding a ground

More information

Resistance-Training Program

Resistance-Training Program Resistance-Training Program Training for a Defensive Midfield Soccer Player Isaac Bahena - April 21, 2015 TRAINING PROGRAM FOR DEFENSIVE MID. 1 Introduction I have decided to project on my brother Nelson

More information

Dep. Educación Física PHYSICAL CONDITION

Dep. Educación Física PHYSICAL CONDITION 1. PHYSICAL FITNESS PHYSICAL CONDITION There are a set of elements that allow us to know the level of physical fitness of a person. One or more of these elements are necessary to perform any activity.

More information

CHALLENGES AND CURRICULUM

CHALLENGES AND CURRICULUM CHALLENGES AND CURRICULUM GOLD SILVER BRONZE BLACK BLUE PURPLE GREEN YELLOW RED Physical Conditioning Fundamentals of Movement and Postural Control Beginner Developing Practising Emerging White Red Yellow

More information

Athletic Development in the Nursery

Athletic Development in the Nursery Clontarf GAA Athletic Development in the Nursery A coaching resource for introducing athletic development in the nursery in a structured and enjoyable format. Stephen Behan 1/11/2012 Athletic Development

More information

CHALLENGES AND CURRICULUM

CHALLENGES AND CURRICULUM CHALLENGES AND CURRICULUM GOLD SILVER BRONZE BLACK BLUE PURPLE GREEN YELLOW RED Beginner Developing Practising Emerging White Red Yellow Green Purple Blue Black Bronze Silver Gold Stage 0 Stage 1 Stage

More information

Combat Endurance Training The 9 Minute Workout

Combat Endurance Training The 9 Minute Workout Combat Endurance Training The 9 Minute Workout By Fred Nicklaus A Fred Nicklaus E Book/ Original Copyright July 2007 All rights reserved FAN Enterprises 907 s 28 th st La Crosse, Wisconsin 54601 USA Disclaimer

More information

Lifting your toes up towards your tibia would be an example of what movement around the ankle joint?

Lifting your toes up towards your tibia would be an example of what movement around the ankle joint? NAME: TEST 1 ANATOMY IN SPORT SCIENCE: SEMESTER 2, 2016 TOTAL MARKS = 72 Total: /72 marks Percentage: Grade: TERMINOLOGY: The structures that connect bone to bone are called: The hip joint is to the shoulder

More information

Plyometric Drills Spider Strength and Conditioning 1

Plyometric Drills Spider Strength and Conditioning 1 Plyometric Drills Spider Strength and Conditioning 1 The purpose of performing plyometric exercises is to develop explosive power in the muscle groups responsible for movement on the playing field. By

More information

LEVEL II TEACHING SKILL ANALYSIS. January 2010 Page 1

LEVEL II TEACHING SKILL ANALYSIS. January 2010 Page 1 SKILL ANALYSIS January 2010 Page 1 Page 2 January 2010 SKILLS ANALYSIS As a coach, you have the responsibility of telling your athletes whether or not they are using proper technique in their skills. You

More information

CONDUCTING TRAINING SESSIONS HAPTER

CONDUCTING TRAINING SESSIONS HAPTER 7 CONDUCTING TRAINING SESSIONS HAPTER Chapter 7 Conducting Training Sessions Planning and conducting practice sessions. It is important to continually stress to players that through practice sessions

More information

Gymnastics Year 5 and 6

Gymnastics Year 5 and 6 Gymnastics Year 5 and 6 Rhythmic gymnastics is the use of clubs, hoops, balls, ribbons or ropes, used as an individual or as a group. It combines ballet, gymnastics and dance. The sequence will normally

More information

Physical Education Standards GRADE: K

Physical Education Standards GRADE: K Physical Education Standards GRADE: K Strand: MOVEMENT COMPETENCY Standard 1: Demonstrate competency in many, and proficiency in a few, movement forms from a variety of categories. CODE PE.K.M.1.1 PE.K.M.1.10

More information

2. MOVE: Up your heart rate with a quick and easy MOVE! Read the directions for the card aloud and demonstrate the movement if necessary.

2. MOVE: Up your heart rate with a quick and easy MOVE! Read the directions for the card aloud and demonstrate the movement if necessary. sanfordfit.org Instructions Shuffle cards and draw one orange Warm Up card, one red MOVE card, and one blue Cool Down card. Each card s activitiy will take 1 to 2 minutes; the entire fitboost will take

More information

LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT NATIONAL 5 PORTFOLIO PREPARATION

LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT NATIONAL 5 PORTFOLIO PREPARATION LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT NATIONAL 5 PORTFOLIO PREPARATION Section 1: Understanding factors that impact on performance In this section you will learn about various Physical (Fitness)

More information

Why Movement Experiences at U6 Impact a Soccer Career

Why Movement Experiences at U6 Impact a Soccer Career Why Movement Experiences at U6 Impact a Soccer Career Readiness for Soccer Readiness for sports is the match between a child s level of growth, maturity and development, and the task demands presented

More information

Bozeman Public Schools Health Enhancement Curriculum Grade Five

Bozeman Public Schools Health Enhancement Curriculum Grade Five Essential Understandings: By the end of grade five, all students will understand 3-5 Enduring Understandings: A complete fitness program promotes participation in grade level skills and activities that

More information

INCORPORATING STRENGTH AND CONDITIONING INTO A GAA SESSION FOR UNDER 6 8 PLAYERS. Eoghan Gribbin and James Darragh Ulster GAA DENI KS1 Coaches

INCORPORATING STRENGTH AND CONDITIONING INTO A GAA SESSION FOR UNDER 6 8 PLAYERS. Eoghan Gribbin and James Darragh Ulster GAA DENI KS1 Coaches INCORPORATING STRENGTH AND CONDITIONING INTO A GAA SESSION FOR UNDER 6 8 PLAYERS Eoghan Gribbin and James Darragh Ulster GAA DENI KS1 Coaches Functional Movement skills FMS represent locomotion, manipulation,

More information