SPARK Alignment with Oklahoma Early Childhood Physical Education Standards Early Childhood (2011 version)

Transcription

1 SPARK Alignment with Oklahoma Early Childhood Physical Education Standards Early Childhood (2011 version) Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Demonstrates basic locomotor movements (e.g., galloping, hopping, jumping, running, sliding, riding tricycles, pulling wagons, pushing wheelbarrows). Demonstrates body and space awareness to move and stop with control over speed and direction. Demonstrates nonlocomotor movements (e.g., bending, pulling, pushing, stretching, swaying, swinging, turning, twisting). Large Motor Skill Development Standard 1: The child will participate in activities that involve large motor skills. Building Blocks Performance Building Blocks Performance Building Blocks Performance Jumping Galloping Running Side-Sliding Skipping Leaping Personal Space Spatial Relationships Starting and Stopping Freeze Personal Space Spatial Relationships Creative Words and Movements Shake My Sillies Out Building Blocks Building Blocks Building Blocks Building Blocks Building Blocks Building Blocks Building Blocks Building Blocks Building Blocks Musical ASAPs Building Blocks Building Blocks Building Blocks Musical ASAP

2 Demonstrates increasing abilities to coordinate movements in throwing, catching, kicking, bouncing balls, and using the slide and swing. Coordinates large arm movements (e.g., easel painting, woodworking, climbing, throwing, playing rhythm band instruments, writing on chalkboard, playing with blocks, catching, and tossing). Fluffball Fun Performance Have a Ball Performance Fancy Feet Performance Have a Ball Performance Beanbag Bonanza Performance Fluffball Fun Performance RSB for Me Performance Stand and Toss Self-Toss and Catch Kicking for Distance Kicking for Accuracy Self-Toss and Catch Underhand Throwing Overhand Throwing Scarf Catching Challenges Fluffball Fun Have a Ball Fancy Feet Fancy Feet Have a Ball Beanbag Bonanza Fluffball Fun RSB for Me Develops coordination and balance through a variety of activities. Super Stunts Performance Single-Leg Balances Line Walking Creative Stunts I & II Animal Movements I, II, & III Super Stunts Super Stunts Super Stunts Super Stunts

3 SPARK Alignment with Oklahoma Physical Education Standards (Version 2008) Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 1: The student demonstrates competency in many movement forms and proficiency in a few movement forms. K-2 MOTOR SKILL AND LIFETIME ACTIVITY DEVELOPMENT Building a Foundation Locomotor Skills, Levels, Directions Body Management and Balance Animal Balancing Act Building a Foundation Building a Foundation Balance, Stunts, and Tumbling Standard 2: The student applies movement concepts and principles to the learning and development of motor skills. Building a Foundation Movement Concepts Using Hoops Pairs Combining Movement Concepts Scarf Exploration Building a Foundation Building a Foundation Manipulatives 1

4 Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 3: The student exhibits a physically active lifestyle. Standard 4: The student achieves and maintains a health-enhancing level of physical fitness. Standard 5: The student demonstrates responsible personal and social behavior in physical activity settings. Standard 6: The student demonstrates understanding and respect for differences among people in physical activity settings. Standard 7: The student understands that physical activity provides opportunities for enjoyment, challenge, selfexpression, and social interaction. Games Catch and Chase 2-Square Switcheroo! Building a Foundation Introduction Parachute Individual Rope Jumping I and II Parachute Capture the Orb Long Rope Jumping I and II Frog Crossing Jumping Rope Turning in Pairs Houdini Hoops The Mexican Hat Create a Create a Routine Showtime Games Recess Activities Recess Activities Building a Foundation Parachute Jumping Parachute Jumping Games Jumping Games Balance, Stunts, and Tumbling Manipulatives 2

5 Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 1: The student demonstrates competency in many movement forms and proficiency in a few movement forms. Standard 2: The student applies movement concepts and principles to the learning and development of motor skills. Standard 3: The student exhibits a physically active lifestyle. Standard 4: The student achieves and maintains a health-enhancing level of physical fitness. 3-5 MOTOR SKILL AND LIFETIME ACTIVITY DEVELOPMENT Hockey Mini-Hockey Quick-Play Mini- Football Mini-Basketball Stunts and Tumbling Circuits Think About Circuits Performance Daily Dozen Batting Practice Medicine Ball Madness Resistance Band Workout Flexibility Circuit Body Composition BINGO Number Run Body Composition Circuit Muscular Strength and Endurance Circuit Hockey Football Basketball Stunts and Tumbling Softball Group Group Circuits Challenges Walk/Jog/Run Circuits Circuits Challenges Circuits 3

6 Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 5: The student demonstrates responsible personal and social behavior in physical activity settings. Standard 6: The student demonstrates understanding and respect for differences among people in physical activity settings. Standard 7: The student understands that physical activity provides opportunities for enjoyment, challenge, selfexpression, and social interaction. Cooperative All-Star Self Check Cooperative All-Star Self Check Movement Bands Create a Routine Performance Fun and Flexibility with a Friend Aerobic Capacity Circuit Cooperative Countdown VIP Tag Designated Driver Group Juggling Stepping Stones Beat the Clock Create a Routine Create a Routine Create a Volleyball Chasing and Fleeing Cooperatives Cooperatives Cooperatives Cooperatives Group Movement Bands 4

7 SPARK Alignment with Oklahoma Physical Education Standards Grades 6-7 (MS 2011 Version) Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 1: The student demonstrates competency in many movement forms and proficiency in a few movement forms. Consistently throw, catch, hand and foot dribble a ball while guarded by opponents. Design and refine a routine combining various jump rope skills to music. Perform a variety of multicultural dances and creative movements to music. Demonstrate accuracy and distance in throwing of a variety of objects (e.g., saucer-shaped disks, deck tennis rings, footballs). Consistently strike a ball so that it travels in an intended direction and Teacher Create a Routine Task Card Teacher Teacher Golf, Hockey Dribbling to Open Space Dribble Keep Away 3-Catch with a Post Player Create a Routine SPARK Event: International Jump Rope Camp The Korobushka The Norwegian Polka Merengue Sweetheart Passing and Receiving Shot Put Distance and Accuracy Target Golf Shooting Drills Basketball Soccer Basketball Jump Rope Jump Rope Football Track Flying Disc Golf Hockey

8 height using a long-handled implement. Demonstrate basic skills in modified net games (e.g., tennis, volleyball, badminton) and invasive games (teams moving into the opponents territory, e.g., soccer, basketball). Volley an object in a small group, without catching it (e.g., balloon, ball, foot bag). Consistently strike a ball to a wall or a partner with a paddle/racket using both forehand and backhand strokes. Teacher Teacher Volleyball, World Games: Teacher Racquets and Paddles: Teacher Singles/Doubles Game Play Mini-Hockey Mini-Soccer Sepak Takraw Volley Tennis Mini-Volleyball Introduction to the Forehand Stroke Introduction to the Backhand Stroke Volley Tennis Racquets and Paddles Hockey Soccer World Games Volleyball Volleyball Racquets and Paddles Racquets and Paddles Racquets and Paddles

9 Standard 2: The student applies movement concepts and principles to the learning and development of motor skills. Identify the critical elements of performing more advanced movement skills Apply specific knowledge in skill development. Identify characteristics of highly skilled performance in a few movement forms. Teacher Written Test Teacher Teacher Written Test Advanced Progressions Advanced Shots Individual Trick Circuit Hurdling Individual Juggling Introduction to Yoga Create a Routine Create a Hip Hop Routine Bullseye and Long Shot Stunts and Tumbling Handball Jump Rope Track and Field World Games Stunts and Tumbling Soccer

10 Participate in an individualized fitness program. Monitor heart rate before, during and after activity. Identify benefits of participation in different forms of physical activities. Standard 3: The student exhibits a physically active lifestyle. Activity Challenge: In the Mood to Move Create A Routine ( Aerobic Capacity) Extension: Heart Rate Monitors Sample debrief question: Name a short-term benefit of participating in physical activities. What are some longterm benefits? Gotta Have Heart Aerobic Capacity Circuit Heart Rate Highway Daytona 2000 Create a Routine (Aerobic Capacity) Body Composition Circuit Introduction to Yoga Introduction to Pilates

11 Standard 4: The student achieves and maintains a health-enhancing level of physical fitness. Set goals for achieving and maintaining acceptable body composition levels. Identify benefits of participation in different forms of physical activities. Explain the importance of the components of health-related fitness: cardiovascular endurance, muscular strength, muscular endurance, and body composition. Sample debrief question: Name a short-term benefit of participating in physical activities. What are some longterm benefits? Unit Written Test Sample debrief question: What are some activities that are effective in improving each of the healthrelated physical fitness components? Body Composition Circuit Body Composition BINGO Build a Pyramid Nutrition Team Challenge Fruit Smoothie Stability Ball and Medicine Ball Workout Introduction to Yoga Introduction to Pilates Aerobic Capacity Circuit Basic Exercise Techniques Resistance Band Workout Combining Aerobic Capacity and Flexibility Body

12 Identify proper warm-up, conditioning, cool-down techniques, and safe principles of exercise. Sample debrief question: What should be included in a proper warm-up? What should be included in a proper cool-down? Composition Circuit Individual Warm- Up Routines (ASAP) Partner Warm-Up Routines (ASAP) Range of Motion Jump Rope Jump Rope

13 Standard 5: The student demonstrates responsible personal and social behavior in physical activity settings. Create a Game Task Volleyball Xtreme Volleyball Card Design and play small group games that involve cooperating with others. Apply rules and etiquette in physical activities. Accept and respect the decisions made by game officials, whether they are fellow students, teachers, or volunteers. Self Check Teacher s Self Check Teacher s Responsibility and Routines Merengue Etiquette and Basics Swing Etiquette and Basics Respect and Roll Taking Mini-Volleyball Singles/Doubles Game Play First 5 Lessons First 5 Lessons Volleyball Racquets and Paddles

14 Standard 6: The student demonstrates understanding and respect for differences among people in physical activity settings. Participate with and show respect for persons of like and different skill levels. Demonstrate sensitivity to the feelings of others during interaction with others in a physical activity setting. Self Check Teacher s Self Check Teacher s Acceptance and Super Grouping Adventure Racing 101 Acceptance and Super Grouping Appreciation and Assistance First 5 Lessons Cooperatives First 5 Lessons First 5 Lessons

15 Standard 7: The student understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Enjoy the challenges of learning new activities. Become more skilled in participation of favorite activities. Identify the creative aspects of performance of physical activity. Teacher Teacher Sample debrief question: What makes a performance visually appealing? How would changing the speed (direction, level, etc.) affect the way a routine looks? Self-Guided Tour Disc Throwing Stations Individual Trick Circuit Advanced Progressions Advanced Shots Target Golf Create a Hip Hop Routine Create your own Swing Moves Creating Combinations Stunts and Tumbling Flying Disc Jump Rope Stunts and Tumbling Handball Golf Stunts and Tumbling

16 Grade 8 (MS 2011 Version) Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 1: The student demonstrates competency in many movement forms and proficiency in a few movement forms. Design and perform rhythmic activities involving physical movement with or without music, encompassing a variety of multicultural forms of movement and/or manipulative objects (e.g., tinikling, jump rope, creative movement). Design sequences demonstrating rhythmic movement incorporating the manipulation of objects. Design smooth sequences demonstrating traveling, jumping, rolling, balancing, and weight transfer with intentional changes in direction, speed, and flow., Jump Rope, : Teacher Jump Rope: Teacher Stunts and Tumbling: Teacher Create a 4-Wall Line Create an Aerobic Capacity Routine Create a Routine Create a Routine Creating Combinations Create a Routine Jump Rope Jump Rope Stunts and Tumbling Stunts and Tumbling

17 Standard 2: The student applies movement concepts and principles to the learning and development of motor skills. Demonstrate competency in a variety of movement forms. Demonstrate basic skills and safety procedures for participating in selected outdoor pursuits. Use offensive and defensive strategies in modified activities of team and individual sports. Teacher Teacher Teacher Disc Throwing Stations Stunts and Tumbling Buffet Individual Juggling Putting to Targets Volleyball Stations Extreme Rally Passing and Receiving Bullseye and Long Shot Shooting Drills Sprint and Jump Circuit Target Golf Disc Golf Zone and Playerto-Player Defenses Defense Zone and Person Defense Zone and Playerto-Player Defenses Zone Defense Flying Disc Stunts and Tumbling World Games Golf Volleyball Racquets and Paddles Football Soccer Hockey Track and Field Golf Flying Disc Basketball Football Flying Disc Soccer Hockey Evaluate and select strategies for Self-Guided Tour Stunts and

18 improved performance in selected activities. Demonstrate basic to intermediate proficiency in at least one activity from the following categories: individual, dual, and team sports. Demonstrate basic to intermediate proficiency in at least one of the following categories: aquatics, dance, gymnastics, and outdoor pursuits. Perform a variety of dances with fluency and in time to music (e.g., folk, square, social, creative). Teacher Teacher Teacher : Teacher Disc Throwing Stations Individual Trick Circuit One Wall Paddleball Singles/Doubles Game Play Royal Court Stunts and Tumbling Buffet The Korobushka The Norwegian Polka Merengue Mixer! Tumbling Flying Disc Jump Rope Racquets and Paddles Handball Volleyball Stunts and Tumbling

19 Establish personal fitness goals. Standard 3: The student exhibits a physically active lifestyle. Activity Challenge: In the Mood to Move Participate regularly in and out of the school setting in healthenhancing physical activity to accomplish personal goals. Demonstrate knowledge of longterm physiological and psychological benefits that may result from regular participation in physical activity. Correctly demonstrate various weight-training principles. Describe principles of training and conditioning for specific activities. Activity Challenge: In the Mood to Move Sample debrief question: Name a short-term benefit of participating in physical activities. What are some longterm benefits? : Teacher Sample debrief question: How would you Stability Ball and Medicine Ball Workout Introduction to Yoga Introduction to Pilates Basic Exercise Techniques in the Middle Resistance Band Workout Stability Ball and Medicine Ball Workout Resistance Band Workout Stability Ball and

20 describe the principle of overload to improve your muscular strength? Medicine Ball Workout in the Middle

21 Standard 4: The student achieves and maintains a health-enhancing level of physical fitness. Analyze and categorize activities and Sample debrief Gotta Have Heart exercises according to potential question: Resistance Band fitness benefits. What are some Workout activities that are Stability Ball and effective in improving Medicine Ball each of the healthrelated physical fitness Combining Aerobic Workout components? Capacity and Flexibility Body Composition Evaluate the role of exercise and other factors to be considered in weight control. Design and participate in an individual fitness program that emphasizes health-related fitness components: muscular strength, muscular endurance, flexibility, cardiovascular endurance and body Sample debrief question: What are some activities that are effective in improving each of the health- Circuit Body Composition Circuit Body Composition BINGO Build a Pyramid Nutrition Team Challenge Fruit Smoothie

22 composition. Use results from fitness assessments to guide changes in personal program. Design and implement a personal fitness profile that relates to total wellness. Utilize technology to research fitness, health, and wellness information. related physical fitness components? Create A Routine ( Aerobic Capacity) Extension: Heart Rate Monitors Gotta Have Heart Aerobic Capacity Circuit Heart Rate Highway Daytona 2000 Create a Routine (Aerobic Capacity)

23 Standard 5: The student demonstrates responsible personal and social behavior in physical activity settings. Demonstrate appropriate conduct as an individual and as part of a group. Apply appropriate safety rules and precautions inherent to physical education. Recognize the influence of peer pressure. Solve problems by analyzing causes and potential solutions. Self Check Teacher s Coulda Shoulda Woulda (all units) Cooperatives Performance Self Check Teacher s Self Check Teacher s Responsibility and Routines Respect and Roll Taking Acceptance and Super Grouping Trust and Technology Appreciation and Assistance Partner Stunts Advanced Progressions Stability Ball and Medicine Ball Workout Acceptance and Super Grouping Appreciation and Assistance Adventure Racing 101 Adventure Racing 101 Poker Adventure Race First 5 Lessons First 5 Lessons First 5 Lessons First 5 Lessons First 5 Lessons Stunts and Tumbling Stunts and Tumbling First 5 Lessons First 5 Lessons Cooperatives Cooperatives Cooperatives Cooperatives

24 Work cooperatively with a group to achieve group goals. Coulda Shoulda Woulda (all units) Self Check Teacher s Final Cooperative Adventure Race Phone Home Down the Line Radio Control Cooperatives Cooperatives Cooperatives

25 Standard 6: The student demonstrates understanding and respect for differences among people in physical activity settings. Show respect for persons of like and different skill levels. Discuss the historical role of various games, sports, and dance in the cultural life of a population. Utilize technology in gathering information concerning the history of sports and other cultural games and dances. Self Check Teacher s World Games, : Performance Written Test World Games, : Performance Written Test Acceptance and Super Grouping Appreciation and Assistance Adventure Racing 101 Respect and Roll Taking Sepak Takraw Modified Cricket The Korobushka The Norwegian Polka Sepak Takraw Modified Cricket The Korobushka The Norwegian Polka First 5 Lessons First 5 Lessons Cooperatives First 5 Lessons World Games World Games World Games World Games

26 Standard 7: The student understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Try new and challenging activities. Recognize physical activity as a means for self-expression and enjoyment. Become more skilled in a selected favorite activity. Teacher,, Jump Rope, Stunts and Tumbling: Performance Teacher Self-Guided Tour Disc Throwing Stations Individual Trick Circuit Create a Hip Hop Routine Create your own Swing Moves Creating Combinations Advanced Progressions Advanced Shots Target Golf Stunts and Tumbling Flying Disc Jump Rope Stunts and Tumbling Stunts and Tumbling Handball Golf

27 SPARK Alignment with Oklahoma Physical Education Standards Grade 9 (HS 2011 Version) Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 1: The student demonstrates competency in many movement forms and proficiency in a few movement forms. Design and perform rhythmic activities involving physical movement with or without music, encompassing a variety of multicultural forms of movement and/or manipulative objects (e.g., tinikling, jump rope, creative movement). Design sequences demonstrating rhythmic movement incorporating the manipulation of objects. Design smooth sequences demonstrating traveling, jumping, rolling, balancing, and weight transfer with intentional changes in direction, speed, and flow. : Performance Group : Performance Group : Performance Create a Hip Hop Routine Event: Olympics ifreestle Aerobics icardio Kickboxing icardio Kickboxing iyoga ihiit (High Intensity Interval Training) Group Group Group Group Group

28 Standard 2: The student applies movement concepts and principles to the learning and development of motor skills. Demonstrate competency in a variety of movement forms. Demonstrate basic skills and safety procedures for participating in selected outdoor pursuits. Use offensive and defensive strategies in modified activities of team and individual sports. Evaluate and select strategies for improved performance in selected activities. Fun-daymentals Notes Performance Orienteering Fun-daymentals Notes Performance Specific Unit Performance s Personal Assessments Fun-day-mentals Fun-day-mentals Fun-day-mentals Star Quest The Deuce Tri-Pod Big D (4-on-4 Royal Court) D-Fence (5-on-5 Royal Field) Win the Point (Singles Royal Court) Badminton Personal Basketball Personal Flying Disc: Ultimate Hockey Softball Orienteering Orienteering Orienteering Basketball Football Badminton Badminton Basketball Orienteering

29 Demonstrate basic to intermediate proficiency in at least one activity from the following categories: individual, dual, and team sports. Performance Fun-daymentals Notes Performance Orienteering Personal Personal Flying Disc: Ultimate Personal Football Personal Hockey Personal Soccer Personal Softball Personal Volleyball Personal World Games: Cricket Personal Fun-day-mentals Fun-day-mentals Fun-day-mentals Flying Disc: Ultimate Football Hockey Soccer Softball Volleyball World Games: Cricket Badminton Softball Flying Disc: Ultimate

30 Demonstrate basic to intermediate proficiency in at least one of the following categories: aquatics, dance, gymnastics, and outdoor pursuits. Fun-daymentals Notes Performance Fun-day-mentals Dive In: FUNctional Aquatic Event: Olympics Orienteering Aquatics (Group online unit) Perform a variety of dances with fluency and in time to music (e.g., folk, square, social, creative). Performance Hip Hop Stutter Stomp Waltzing Royalty Mixer

31 Establish personal fitness goals. Participate regularly in and out of the school setting in healthenhancing physical activity to accomplish personal goals. Demonstrate knowledge of longterm physiological and psychological benefits that may result from regular participation in physical activity. Correctly demonstrate various weight-training principles. Describe principles of training and conditioning for specific activities. Standard 3: The student exhibits a physically active lifestyle. Personal Program Development Activity Challenge: In the Mood to Move Personal Program Development Strength Training Performance Personal Program Development Basic Training: Shoulders Basic Training: Legs Basic Training: Arms Create Your Own ST Program Personal Program Development Strength Training Strength Training Strength Training Strength Training

32 Standard 4: The student achieves and maintains a health-enhancing level of physical fitness. Analyze and categorize activities and exercises according to potential fitness benefits. Evaluate the role of exercise and other factors to be considered in weight control. Design and participate in an individual fitness program that emphasizes health-related fitness components: muscular strength, muscular endurance, flexibility, cardiovascular endurance and body composition. Use results from fitness assessments to guide changes in personal program. Design and implement a personal fitness profile that relates to total wellness. Utilize technology to research fitness, health, and wellness information. Walk and Talk Funday-mentals Think About Walk and Talk Funday-mentals Think About Personal Program Development Personal Assessments Personal Program Development Heart Rate Monitor Logs Pedometer Logs Personal Personal Personal Walk and Talk Fun-day-mentals Aerobics Basic Training Group Strength Training Wellness Walking Wellness Walking Group Group

33 HIIT Basic Training

34 Standard 5: The student demonstrates responsible personal and social behavior in physical activity settings. Demonstrate appropriate conduct as an individual and as part of a group. Apply appropriate safety rules and precautions inherent to physical education. Recognize the influence of peer pressure. Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Waltzing Royalty (Mixer) SPARK Event 101 SPARK Game Day 101 Strength Training Adventure Race Game Day 101 Create a Hip Hop Routine Game Day 101 Adventure Race 101 SPARK Event 101 Strength Training

35 Solve problems by analyzing causes and potential solutions. Work cooperatively with a group to achieve group goals. Journaling Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Event: The Crackerjack Classic (Option 1: Create & Play Your Own Game) Strength Training Adventure Race Adventure Race 101 Adventure Race 101 Orienteering Adventure Race The Navigational Invitational Softball Strength Training Orienteering Orienteering

36 Standard 6: The student demonstrates understanding and respect for differences among people in physical activity settings. Show respect for persons of like and different skill levels. Discuss the historical role of various games, sports, and dance in the cultural life of a population. Utilize technology in gathering information concerning the history of sports and other cultural games and dances. Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Quick Cricket Sport Literacy Integration Cricket Adventure Race Global/Multicultural Integration Waltzing Royalty Mixer Event: The Crackerjack Classic (Option 1: Create & Play Your Own Game) Badminton Adventure Race Quick Cricket Wicket Busters The Cricket World Cup Cricket Adventure Race Softball Badminton World Games: Cricket World Games: Cricket World Games: Cricket World Games: Cricket

37 Standard 7: The student understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Try new and challenging activities. Recognize physical activity as a means for self-expression and enjoyment. Become more skilled in a selected favorite activity. Performance Fundamental Notes Specific Unit Performance Specific Unit Personal Assessment Hip Hop Basic Training: Cardio Kickboxing Fun-day-mentals Create Your Own ST Program iyoga Create a Hip Hop Routine Badminton Personal Basketball Personal Orienteering Personal Personal Flying Disc: Ultimate Personal Football Personal Hockey Personal Group Orienteering Strength Training Group Badminton Basketball Orienteering Flying Disc: Ultimate Football Hockey Soccer Softball Volleyball World Games: Cricket

38 Soccer Personal Softball Personal Volleyball Personal World Games: Cricket Personal

39 Grades (HS 2011 Version) Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit Standard 1: The student demonstrates competency in many movement forms and proficiency in a few movement forms. Demonstrate basic to intermediate knowledge and skill proficiency in at least one of the following categories: aquatics, combative, dance, individual and team sports, and outdoor pursuits. Demonstrate intermediate to advanced knowledge and skill proficiency in at least one of the following categories: aquatics, combative, dance, individual and team sports and outdoor pursuits. Perform at least one intermediate/advanced level of rhythmic activity, in time to music, from the following categories: folk, square, social, or creative dance. Explore introductory outdoor activities (e.g., orienteering, hiking, cycling). Personal Assessment Performance Personal Assessment Performance : Performance Orienteering Performance Orienteering Personal Aquatics Personal Hockey Personal Orienteering Personal Aquatics Personal Hockey Personal Hip Hop Stutter Stomp Waltzing Royalty Mixer Fun-day-mentals Walking Circuits Orienteering Adventure Race Orienteering Aquatics (online Group unit) Hockey Orienteering Aquatics (online Group unit) Hockey Orienteering Wellness Walking Orienteering

40 Standard 2: The student applies movement concepts and principles to the learning and development of motor skills. Apply biomechanical principles and concepts to analyze and improve performance of self and others. Compare and contrast offensive and defensive patterns in sports. Identify and apply critical elements to enable the development of movement proficiency. Utilize technology for increased specialized knowledge of the development of movement proficiency. Personal Assessment Fun-daymentals Notes Specific Unit Performance s Personal Assessment Fun-daymentals Notes Heart Rate Monitor Logs Pedometer Logs Fun-day-mentals Fun-day-mentals Fun-day-mentals Big D (4-on-4 Royal Court) D-Fence (5-on-5 Royal Field) Win the Point (Singles Royal Court) Personal Flying Disc: Ultimate Personal Football Personal Personal Spinning: Bike Set Up (online unit) Badminton Softball Flying Disc: Ultimate Basketball Football Badminton Flying Disc: Ultimate Football Group Group (online unit)

41 Explain how physical activity is likely to change at various stages of life and develop strategies to deal with those changes. Plan a lifetime physical fitness program profile. Self-test personal fitness status of health-related components: cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. Contrast health-related components with skill-related components of physical fitness. Standard 3: The student exhibits a physically active lifestyle. Personal Program Development Personal Program Development Personal Assessments Written Test Personal Personal Personal Yoga Basic Training HIIT Basic Training Cardio Kickboxing Basic Training Group Strength Training Wellness Walking Group Group Group

42 Standard 4: The student achieves and maintains a health-enhancing level of physical fitness. Maintain and improve healthrelated fitness components (i.e., cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition). Evaluate risks and safety factors that may affect physical activity preferences. Use results of fitness assessments to guide changes in his/her personal program. Utilize technology to critically evaluate claims and advertisements made about commercial products, programs, and services in the fitness and health fields. Categorize activities that can be pursued in the local community according to benefits and participation requirements. Analyze time, cost, and accessibility factors related to regular participation in physical activities. Personal Assessments Personal Program Development Personal Program Development Activity Challenge: In the Mood to Move Personal Program Development Personal Personal Personal Group Strength Training Wellness Walking

43 Standard 5: The student demonstrates responsible personal and social behavior in physical activity settings. Accept responsibility in a leadership role and willingly follow to accomplish group goals. Avoid potential conflicts by communicating with other participants. Encourage others to apply appropriate etiquette in all physical activity settings. Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Character Matters Assessments Coulda, Shoulda, Game Day 101 Adventure Race 101 SPARK Event 101 Game Day 101 Adventure Race 101 SPARK Event 101 Waltzing Royalty Mixer Adventure Race 101 SPARK Event 101

44 Demonstrate appropriate conduct and etiquette as an individual and as a part of a group. Accept and respect the decisions made by game officials, whether fellow students, teachers, or volunteers. Woulda Character Ed Journaling Pages Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Waltzing Royalty Mixer Adventure Race 101 SPARK Event 101 Event: March Madness Event: Ultimate Masters Event: Gridiron Classic Event: Star- Hockey Shockey Cup Basketball Flying Disc: Ultimate Football Hockey Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

45 Standard 6: The student demonstrates understanding and respect for differences among people in physical activity settings. Participate with and show respect for persons of like and different skill levels. Respect physical and mental limitations of self and others. Participate in a variety of games, sports, and rhythmic activities representing various multicultural backgrounds. Identify the effects (e.g., physical fitness level, climatic conditions) of Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Create a Game Task Card World Games: Cricket Performance Game Day 101 Adventure Race 101 SPARK Event 101 Event: The Crackerjack Classic (Option 1: Create & Play Your Own Game) Adventure Race Adventure Race 101 Quick Cricket Wicket Busters The Cricket World Cup Softball World Games: Cricket World Games: Cricket World Games: Cricket

46 age, gender, race, ethnicity, socioeconomic standing, and culture upon physical activity preferences and participation.

47 Standard 7: The student understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Identify factors that contribute to the enjoyment of participation in physical activity. Make meaningful contributions to the achievement of a team. Recognize that participation in physical activity can provide opportunities for positive social interaction. Activity Challenge: In the Mood to Move Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Character Matters Assessments Coulda, Shoulda, Woulda Character Ed Journaling Pages Yoga Basic Training HIIT Basic Training Cardio Kickboxing Basic Training Game Day 101 Adventure Race 101 SPARK Event 101 Waltzing Royalty Mixer Adventure Race 101 SPARK Event 101 Group Group Group

48 Voluntarily participate in physical activity in and out of the school setting. Activity Challenge: In the Mood to Move