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Vermont's Physical Education Grade Expectations (GEs)

By Bernice Reynolds,2014-08-20 01:36
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Vermont's Physical Education Grade Expectations (GEs)

    Vermont Department of Education

    Physical Education Grade Expectations

GE1: Students will apply problem-solving skills in movement -related activities by

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12 a. Solving simple a. Solving simple a. Solving simple a. Solving simple a. Solving simple a. Solving simple movement challenges movement challenges movement challenges movement challenges movement challenges movement challenges individually. with a partner. in a group (3-4 that involve an that involve more that involve more (Show me how many b. Solving movement people). increased group size. complex problems complex problems ways you can move in challenges involving b. Solving increasingly d. Giving positive and/or increased and/or increased general space.) one or more complex challenges feedback to a partner group size. group size.

     b. Solving simple movement concepts involving several in order to achieve d. Giving constructive d. Giving specific and movement challenges alone or with a movement concepts. success. feedback to a critical feedback to a involving body parts partner. c. Selecting an partner/group in order partner/group in order or self and general c. Selecting a appropriate piece of to achieve success. to develop more space. (Show me how developmentally equipment to be e. Recognizing and efficient skills. to travel on two body appropriate level of challenged yet developing strategies e. Recognizing and parts without using challenge, and successful at a task. to accommodate developing strategies two feet). performing d. Adjusting personal strengths to accommodate

    successfully. movement to work and weaknesses. personal strengths

    successfully with a and weaknesses.

    partner.

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 1 Physical Education, Summer 2004

    Vermont Department of Education

GE2: Students will show an understanding of body awareness concepts by

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12 a. Identifying large a. Demonstrating a. Identifying body b. Identifying more c. Using more c. Using more and small body parts body movements parts and their actions specific muscle advanced terminology advanced terminology (e.g. arm, leg, wrist, (e.g., flex, extend, and when describing a groups and to describe body to describe body elbow, ankle, etc.). rotate). movement (e.g., demonstrating how movements. movements. f. Demonstrating d. Demonstrating When I land from a they relate to body e. Demonstrating an e. Demonstrating an progress toward the body shapes (e.g., jump I need to flex my movements during the understanding of the understanding of the mature form of round, straight, pike, knees). performance of skills relationship of body relationship of body selected locomotor tuck, straddle). b. Identifying basic (e.g., biceps to parts in the parts in the skills (walking, f. Demonstrating muscle groups, and modified pull ups, performance of more performance of more running, skipping, competency in the their movements quadriceps to complex skills. complex skills. hopping, galloping, mature form of the (e.g., biceps, triceps). kicking). j. Identifying the major j. Identifying the major jumping, and sliding) following locomotor e. Demonstrating an d. Combining various skill components of skill components of by performing two skills: walking, awareness of the body shapes and more complex sports, more complex sports, critical elements of running, skipping, relationship of body movements (e.g., tuck gymnastics, dance, gymnastics, dance, each skill. hopping, galloping, parts (e.g., unison, and jump). and/or other related and/or other related g. Demonstrating the jumping and sliding. opposition, in j. Identifying the major activities. activities. ability to stop and g. Demonstrating the sequence). skill components of k. Recognizing the k. Recognizing the start on a signal. ability to stop with f. Demonstrating beginning sports, similarities between similarities between i. Demonstrating control at a boundary. competency in the gymnastics, and like skills in different like skills in different progress toward the h. Demonstrating the mature form of a leap, dance skills. activities (e.g., activities (e.g., mature form of ability to change alternating the leading k. Recognizing the catching in badminton smash and selected manipulative direction, quickly and foot. similarities between softball/baseball and the volleyball spike). skills (throwing, safely, without falling. like skills in different catching in lacrosse).

    catching, bounding, i. Demonstrating activities (e.g.,

    striking, kicking, competency in the tinikling and Chinese

    rolling and object) by mature form of the jump rope.)

    performing two critical following manipulative

    elements of each skill. skills: underhand

     throwing, rolling an

    object, and dribbling

    in self-space.

    j. Identifying the

    locomotor

    movements: walk,

    run, hop, skip, jump,

    gallop, leap, slide.

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 2 Physical Education, Summer 2004

    Vermont Department of Education

    GE3: Students show an understanding of space concepts by

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12

    a. Identifying and a. Demonstrating a. Solving more c. Applying space c. Applying space c. Applying space demonstrating direction, pathway, complex movement concepts concepts concepts personal and general level, and range challenges (e.g., appropriately in a appropriately in a appropriately in a space. during activities. moving in general variety of activities variety of activities variety of activities

     b. Performing space changing (e.g., staying between (e.g., drawing an (e.g., in development

    locomotor skills while direction and the opponent and the opponent with you). of tactics set plays;

    changing directions, pathways). goal). d. Recognizing the floor patterns in dance

    levels, pathways, and b. Moving with others d. Recognizing the similarities in the use or gymnastics).

    range. (e.g., do-si-do). similarities in the use of space in more d. Recognizing the

    c. Applying space c. Applying space of space in different advanced activities similarities in the use

    concepts in simple concepts in simple activities (e.g., (e.g., tactics, dance, of space in more

    games and other games and other shielding in basketball and gymnastics). advanced activities

    activities (e.g., moving activities (e.g., closes and soccer). (e.g., tactics, dance,

    in directions to avoid space to opponents). and gymnastics).

    being tagged.)

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 3 Physical Education, Summer 2004

    Vermont Department of Education

    GE4: Students show an understanding of quality movement concepts and apply them to psycho-motor skills by…. (This GE is divided into: Balance, Force/Energy, Time, Flow)

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12 BALANCE BALANCE BALANCE BALANCE BALANCE BALANCE a. Demonstrating a. Moving alone or a. Balancing with a. Performing a a. Performing a more a. Applying balancing momentary stillness in with equipment (e.g., control on a variety of movement sequence complex movement skills with various a variety of balance starting and stopping pieces of equipment (e.g., on a balance sequence (e.g., low equipment and in a activities. without falling down). (e.g., large apparatus, beam). and/or high ropes variety of activities FORCE/ENERGY b. Demonstrating and skates, stilts). b. Demonstrating and elements). (e.g., spiking in Not to be assessed at understanding of b. Demonstrating and understanding of the FORCE/ENERGY volleyball, skiing, this grade level. balancing skills (e.g., understanding of effects of body Refer to PE7-8:5 TaeBo, yoga). TIME bends knees to lower static and dynamic changes on TIME FORCE/ENERGY Not to be assessed at the center of gravity). balance. performance. b. Using dance steps Refer to PE9-12:5 this grade level. FORCE/ENERGY FORCE/ENERGY FORCE/ENERGY and patterns while TIME FLOW a. Demonstrating an a. Demonstrating an a. Demonstrating an keeping time to the Refer to PE9-12:5 Not to be assessed at understanding of the understanding of how understanding of music when FLOW this grade level. variations in force the body creates and movement principles performing a variety Refer to PE9-12:5

     (e.g., hard and soft, absorbs force. relating to creating of dance styles (e.g.,

    relaxed and tense). b. Selecting an and absorbing force. world, line, social,

    b. Controlling force of appropriate force for b. Adjusting force to jazz).

    personal movement in the task (e.g., project objects at an c. Adjusting

    general space (e.g., passing). appropriate level for movements to stay o

    tagging). c. Controlling force of the task (e.g., beat while moving

    c. Controlling force of personal movement volleying over the with a partner or

    personal movement and while moving nets of varying group.

    and while moving objects (e.g., dribbling heights). FLOW

    objects (e.g., while moving). c. Adjusting force a. Combining a more

    repeatedly striking TIME when using a variety complex series of

    balloons). a. Demonstrating of equipment (e.g., motor skills and

    TIME contrast between fast, balls of different size movement concepts:

    a. Demonstrating medium and slow and weight, and speed, force, levels,

    contrast between fast movement. paddles of different directions, pathways

    and slow movement. b. Incorporating a length). (e.g., a variety of

    b. Demonstrating a variety of equipment TIME partner moves in a

    simple rhythmic with rhythmic a. Demonstrating an dance routine).

    movement (e.g., movements and understanding of how b. Combining

    locomotor movement patterns (e.g., balls, body movements are fundamental motor

    in time to an ribbons, sticks, adjusted for increases skills and/or the

    independent or parachute). or decreases in speed beginning skills of

    imposed beat). c. Developing a for self or imposed dance, gymnastics,

    c. Following simple movement sequence rhythm and/or task and sport in more Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 4 Physical Education, Summer 2004

    Vermont Department of Education rhythmic movements that incorporates a (e.g., changing the complex situations led by the teacher. change in tempo. size of steps as speed (e.g., dribbling against

    FLOW FLOW changes). a defender). a. Combining two a. Combining up to b. Combining fundamental skills three movements with movements and (e.g., bounce and or without equipment movement concepts

    catch, jump and turn). (e.g., a repeating (e.g., moving to the b. Demonstrating jump rope routine). beat, and changing

    smooth transitions b. Demonstrating direction of pathway between movements smooth transitions on the musical (e.g., dance). between sequential phrasing, with and

    motor skills (e.g., without equipment).

    smoothly running into c. Developing a

    a jump). movement sequence

    c. Combining quality that incorporates a

    of movement change in tempo

    concepts (balance, while moving to the

    force, and time) in beat (e.g., changing

    solving movement speed of moment s

    challenges (e.g., a the accompaniment

    gymnastics routine). increases or

    decreases in tempo).

    FLOW

    a. Combining a series

    of motor skills and

    movement concepts:

    speed, force, levels,

    directions, pathways

    (e.g., running and

    dribbling while

    changed speed and

    pathway).

    b. Combining

    fundamental motor

    skills and/or the

    beginning skills of

    dance, gymnastics,

    and sport (e.g.,

    smooth transition from

    dribbling to shooting).

    c. Combining quality

    of movement

    Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 5 Physical Education, Summer 2004

    Vermont Department of Education

    concepts (balance,

    force, and time) in

    solving movement

    challenges (e.g.,

    passing to a moving

    target).

    Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 6 Physical Education, Summer 2004

    Vermont Department of Education

    GE5: Students demonstrate competency in a variety of skills used in dance, gymnastics, sports, and other physical activities by…

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12

    Not to be assessed at a. Demonstrating a. Demonstrating a. Demonstrating a. Demonstrating a/b. Selecting and

    this grade level. progress toward progress toward progress toward mature form in a performing

     mature form by mature form by mature form by variety of basic skills appropriate skills at a performing two critical performing two critical performing a majority (teacher and/or competent level in elements of an elements of an of the critical student selected). three new types of isolated skill. isolated skills used in elements of basic b. Adjusting skills in physical activities, or

     leadups and other skills used in leadups more complex activities in which

    activities. and other activities. situations (e.g., hitting competency has not

     b. Adjusting skills for to various parts of the yet previously been

    changing activity tennis court according demonstrated. There

    conditions (e.g., to where the should be no more

    adjusting force to opponent is placed). than two from any of

    pass to varying c. Participating in the following

    distances). leisure/lifetime sport categories:

     and dance activities in ; target sport;

    and outside of school. ; team sport

     (territorial);

    ; run scoring

    games;

    ; net and wall

    sports;

    ; rhythmic

    activities;

    ; outdoor

    recreation/advent

    ure activity.

    c. Participating

    regularly in physical

    activities that

    contribute to the

    attainment and

    maintenance of

    personal activity

    goals.

    Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 7 Physical Education, Summer 2004

    Vermont Department of Education

GE6: Students demonstrate proficiency by

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12 Not to be assessed at Not to be assessed at Not to be assessed at Not to be assessed at Not to be assessed at a. Selecting, this grade level. this grade level. this grade level. this grade level. this grade level. performing and

    applying skills and

    knowledge

    appropriately at a

    proficient level** in

    two different types of

    physical activities

    form any of the

    following categories;

    ; target sport;

    ; team sport

    (territorial);

    ; run scoring

    games;

    ; net and wall

    sports;

    ; rhythmic

    activities;

    ; outdoor

    recreation/adve

    nture activity.

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 8 Physical Education, Summer 2004

    Vermont Department of Education

GE7: Students show competency in aquatic activities and survival skills when facilities allow by…

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12 a. Performing a. Demonstrating the a. Demonstrating the a. Demonstrating the a. Demonstrating the a. Demonstrating the elementary aquatic Level II Skill Level III Skill Level IV Skill Level V Skill Level VI Skill skills that align with requirements of the requirements of the requirements of the requirements of the requirements of the Level I of the American Red Cross American Red Cross American Red Cross American Red Cross American Red Cross American Red Cross Swimming Standards. Swimming Standards. Swimming Standards. Swimming Standards. Swimming Standards. Swimming Standards. b. Demonstrating how b. Demonstrating a b. Demonstrating b. Demonstrating the b. Demonstrating b. Performing good to float without coordinated front and increased endurance elementary strokes to increased endurance attitudes and safe support and to back crawl. by swimming familiar the butterfly, open in all strokes. practices around the recover to a vertical c. Demonstrating the strokes for greater turns, and the feet-

    water. position. fundamentals of the distances. first surface dive.

    elementary

    backstroke, treading

    water, and safe diving

    from the side of the

    pool in deep water.

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 9 Physical Education, Summer 2004

    Vermont Department of Education

    GE8: Students show knowledge of four health related fitness components (cardio- respiratory endurance, flexibility, muscular strength and endurance, and body composition) and identify a variety of activities to develop each component by

    Grades PK-K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-12 Not to be assessed at a. Defining in their a. Defining, applying a. Beginning to a. Assessing personal a. Assessing, refining this grade level. own words the four and assessing the develop a personal performance based and maintaining a

    health-related fitness four health-related fitness plan based on on a nationally comprehensive

    components (e.g., “I fitness components data from a fitness recognized fitness personal fitness plan

    can run a long time (e.g., introduction of assessment. assessment. based on personal

    without getting out of FitnessGram or other b. Monitoring their b. Monitoring their performance on a

    breath”). nationally accredited heart rate by taking heart rate, breathing nationally recognized

    b. Beginning to fitness test). their pulse after rate, perceived fitness assessment.

    identify some b. Identifying exercise. exertion, and recovery b/c. Applying

    physiological signs of additional rate during and knowledge of

    exercise (e.g., physiological effects following physical physiological effects

    increased heart rate of the different levels activity. and adjusting their

    and faster breathing). of exercise (e.g., c. Understanding and physical activity to

     increased perspiration applying basic achieve the

    and body principles of training physiological

    temperature). to improving physical response.

     fitness (FITT

    frequency, intensity,

    time and type).

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities 10 Physical Education, Summer 2004

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