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Physical Education Standard-Based Assessment Tool
Pre-Kindergarten – High School
Aligned with the Maryland State Curriculum
Copyright, July 30, 2011
Prince George’s County Public Schools
PGIN – 7690-9983
Board of Education of Prince George’s County, Maryland
Physical Education – Standards Based Assessment Tool Prince George’s County Public Schools
BOARD OF EDUCATION
OF
PRINCE GEORGE’S COUNTY, MARYLAND
Verjeana M. Jacobs, Esq., Chair
Ron L. Watson, Ph.D., Vice Chair
Donna Hathaway Beck
Pat J. Fletcher
Heather Iliff
R. Owen Johnson, Jr.
Rosalind A. Johnson
Linda Thornton Thomas
Amber P. Waller
Edward Burroughs III, Student Board Member
William R. Hite, Jr., Ed.D., Superintendent of Schools
Bonita Coleman-Potter, Ph.D., Deputy Superintendent
A. Duane Arbogast, Ed.D., Chief Academic Officer
Gladys Whitehead, Ph.D., Director, Curriculum and Instruction
Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs
Amy Wiley, Instructional Specialist for Physical Education
Scott Geist, Instructional Specialist for Adapted Physical Education
Physical Education – Standards Based Assessment Tool Prince George’s County Public Schools
Acknowledgements
We wish to thank the following teachers and support staff under the direction of Amy Wiley, Supervisor of Physical Education and Scott Geist, Instructional
Specialist of Adapted Physical Education.
Project Manager: Brad Weiner, Physical Educator/Adapted Physical Educator
Rosanne Viveiros, Administrative Assistant
Jody Duff, Physical Educator/Adapted Physical Educator
Mackenzie Kellman, Physical Educator/Adapted Physical Educator
Kira Labagh, Physical Educator/Adapted Physical Educator
Jeff Lamanca, Physical Educator/Adapted Physical Educator
Melanie McManus, Physical Educator/Adapted Physical Educator
Matthew Shutt, Physical Educator/Adapted Physical Educator
Laura Barrett-Sommerville, Physical Educator/Adapted Physical Educator
Physical Education – Standards Based Assessment Tool Prince George’s County Public Schools
Table of Contents
Maryland State Physical Education Curriculum Framework Standards i
Levels of Evidence Defined ii
Score and Sequence Pre-Kindergarten – 12th Grade iii
Pre-Kindergarten/Kindergarten 1
First Grade 23
Second Grade 40
Third Grade 52
Fourth Grade 64
Fifth Grade 75
Sixth Grade 88
Seventh Grade 100
Eighth Grade 109
High School 118
Worksheets 127
Promoting Fitness…………………128 F.I.T.T Principle…………..……….138 Wellness………………………………..149
Socially Appropriate Behaviors…..129 Effort………………………………..139 Injury Prevention……………….….…..150
Promoting Fitness…………...........130 Intensity, Time, Type……………..140 Self and Peer Assessment…….....…..151
Nutrition……………………………..131 Hydration…………………………..141 F.I.T.T Guidelines…….…………….....152
Socially Appropriate Behaviors…..132 Sportsmanship-……………………142 Stretching…………….…………………153
Effects of Physical Activity………..133 Corrective Feedback……………..143 Time Management………………….…154
Muscular Endurance………………134 Exercise Affects the Body……….144 Improvement Plan……………………..155
Force Production…………………..135 F.I.T.T Guidelines………………...145 Reviewing the Personal Fitness……..156
Peer Feedback…………………….136 Muscular Strength/Endurance…..146 Obtaining your Fitness Goal………….157
Nutrition and Physical Activity……137 Training Principles………………..147
Skill Related Principles…………..148
Resolving Conflict……………………..158
Personal Fitness Plan…………………159
Physical Education – Standards Based Assessment Tool i Prince George’s County Public Schools
Maryland State Physical Education Curriculum Framework Standards
Standard I: Skillfulness – Students will demonstrate the ability to enhance their performance of a variety of physical skills by
developing fundamental movement skills, creating original skill combinations, combining skill effectively in skill themes, and
applying skills.
Standard Il: Biomechanical Principles – Students will demonstrate an ability to use the principles of biomechanics to generate
and control force to improve their movement effectiveness and safety.
Standard III: Motor Learning Principles – Students will demonstrate the ability to motor skill principles to learn and develop
proficiency through frequent practice in which skills are repeatedly performed correctly in a variety of situations.
Standard IV: Exercise Physiology – Students will demonstrate the ability to use scientific principles to design and participate in
a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and
physical performance in a variety of academic, recreational, and life tasks.
Standard V: Physical Activity - Students will demonstrate an ability to use the principles of exercise physiology, social
psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity
consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.
Standard VI: Social Psychological Principles – Students will demonstrate the ability to use skills essential for developing self-
efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
Physical Education – Standards Based Assessment Tool ii Prince George’s County Public Schools
Level of Evidence Defined
Not Evident Developing *Consistent Authentic
1 2 3 4
The student is unable to
demonstrate the appropriate
skills, principles and concepts
for any of the essential
components.
The student attempts to
demonstrate the appropriate
skills, principles and concepts
of the essential components
in an isolated setting.
The student is able to
demonstrate the appropriate
skills, principles and concepts
for most of the essential
components in an isolated
setting.
The student is able to apply
the appropriate skills,
principles and concepts for all
the essential components in a
practical setting.
*Isolated Setting: The student is asked to demonstrate the skill, principles and/or concept in a repetitive setting (practice or
drill) without change.
*Practical Setting: The student is asked to apply the skill, principles and/or concept in a realistic setting (lead-up game,
activity, dance/exercise routine) that allows for change and creativity.
*A score of 3 (consistent) is required to meet the performance standard for the identified grade level skill.
State Curriculum Link (S.C.L): The numbers and letters following the performance standard indicate the direct
link to the Maryland state curriculum.
Physical Education – Standards Based Assessment Tool iii Prince George’s County Public Schools
Physical Education Standards Based Assessment Tool
Score and Sequence Pre-Kindergarten – 12th Grade
Key to Scope and Sequence
Object Control Body Control Affective Cognitive
Pre-K 1st 2nd 3rd 4th 5th 6th 7th 8th High School
Catching
Bounced Ball
Catching Self
Tossed Ball
Catching
Overhand
Thrown Ball
Throwing a
Frisbee/Disc
Rolling a Ball
Overhand
Throw
Overhand Throw Overhand Throw Throws Various
Objects
Throwing to a
Moving Target
Underhand Toss
Striking with
hand
Striking with
Short Implement
Striking with
Long Implement
Handling a Long
Implement
Underhand
Serve
Accuracy with
Hand or
Implement
Striking with
foot
Kicking Kicking Dribble with
Feet
Walking
Running Leaping
Jumping
Hopping Hopping
Galloping Sliding –
Skipping
Spatial
Awareness
Personal Social
Awareness
Non-Locomotor
Movement
Dynamic
Balance
Tumbling
Gymnastics
Tumbling
Gymnastics
Body
Positioning
Personal-Social Sportsmanship Sportsmanship
– Empathy
Conflict
Resolution
Conflict
Resolution
Social
Inclusiveness
Social
Appropriate
Behavior
Safety Injury
Prevention
Stress
Reduction
Body Part
Identification
Physical Education – Standards Based Assessment Tool iv Prince George’s County Public Schools
Physical Education Standards Based Assessment Tool
Score and Sequence Pre-Kindergarten – 12th Grade
Key to Scope and Sequence
Object Control Body Control Affective Cognitive
Pre-K 1st 2nd 3rd 4th 5th 6th 7th 8th High School
Imitation Imitation and
Balance
Promoting
Fitness
Promoting
Fitness
Muscular
Endurance
Muscular
Strength and
Endurance
Aerobic Fitness Stretching Aerobic Fitness
– Muscular
Strength and
Endurance –
Personal
Fitness
Exercise
Adherence
Aerobic Fitness Effects of
Physical
Activity
Effects of
Physical
Activity
Pacing Aerobic vs
Anaerobic
Exercise Effects
on the Body
Effects of
Physical
Activity
Hand Dribbling Hand Dribbling
Force
Production
Force
Production
Object
Manipulation
Force
Absorption
Skill Cues Skill
Combination
Integrated
Movements
Nutrition Nutrition and
Physical
Activity
Hydration Wellness Personal
Lifelong Fitness
Selection
Corrective
Feedback
Peer Feedback Corrective
Feedback
Corrective
Feedback
Self and Peer
Assessment
Peer
Assessment
Rhythms Sequencing
Rhythmic
Movement
Rhythmic
Movement
Intensity/Type
Intensity/Type/
Time
FITT Guidelines Training
Principles
FITT Guidelines Personal
Fitness Plan
Defensive
Strategy for
Invasion Games
On the Ball
Strategies
Defensive
Tactical Skills
Flexibility
Skill
Improvement
Effort
Physical Education – Standards Based Assessment Tool v Prince George’s County Public Schools
Physical Education Standards Based Assessment Tool
Score and Sequence Pre-Kindergarten – 12th Grade
Key to Scope and Sequence
Object Control Body Control Affective Cognitive
Pre-K 1st 2nd 3rd 4th 5th 6th 7th 8th High School
Offensive
Strategy for
Invasion
Games
Off the Ball
Strategies
Offensive
Tactical Skills
Time
Management
Time
Management
Offensive
Strategy for
Net/Wall
Games
Skill Related
Fitness
Appropriate
Practice
Apply Practice
Plan
Law of Motion
and
Performance
Shooting a
Basketball from
a Stationary
Position
Shooting a
Layup in
Basketball
Volleyball
Skills
Physical Education – Standards Based Assessment Tool 1 Prince George’s County Public Schools
Pre-Kindergarten
Kindergarten
Physical Education – Standards Based Assessment Tool 2 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Running)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of running for a distance of 25 feet. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Running
Head is up and eyes are looking forward to avoid obstacles and peers
Arms and legs move with opposition
Shows flight phase (both feet off ground)
Demonstrates heel or toe contact with floor (not flat footed)
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of running.
2 Developing The student is able to demonstrate two of the essential components of running.
3 Consistent The student is able to demonstrate three to four of essential components of running.
4 Authentic The student is able to demonstrate all the essential components of running in a practical setting.
Assessment Opportunities:
Warm-up
Relay race
Movement to music
Physical Education – Standards Based Assessment Tool 3 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Jumping)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of jumping. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Jumping
Demonstrates knee flexion and extension
Demonstrates arm placement behind body
Shows flight phase (takes off and lands on two feet)
Lands on feet maintaining balance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of jumping.
2 Developing The student is able to demonstrate two of the essential components of jumping.
3 Consistent The student is able to demonstrate at least three of the essential components (shows flight phase is required as
one component) of jumping.
4 Authentic The student is able to demonstrate all of the essential components of jumping in a practical setting.
Assessment Opportunities:
Warm-up
Jumping over obstacles
Movement to music
Physical Education – Standards Based Assessment Tool 4 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Hopping)
State Standard: I. Skillfulness/II. Biomechanical Principles
Topic Area: I.A. Fundamental Movement/II.B. Balance
Performance Standard:
The student will demonstrate the locomotor skill of hopping at least three consecutive times. (S.C.L: I.A.1.a)
The student will demonstrate static and dynamic balance. (S.C.L.: II.B.1.a)
Criteria for Competence:
Essential Components of Hopping
Maintains balance on support foot
Shows flight phase (takes off one foot and lands on same foot)
Demonstrates knee flexion and extension on support foot
Uses flexed arms and non-support leg to propel body
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of hopping.
2 Developing The student is able to demonstrate one to two of the essential components (maintaining balance on support foot is
required as one component) of hopping.
3 Consistent The student is able to demonstrate at least three of the essential of hopping.
4 Authentic The student is able to demonstrate all the essential components of hopping in a practical setting.
Assessment Opportunities:
Warm-up
Movement to music
Physical Education – Standards Based Assessment Tool 5 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Walking)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of walking for a distance of 25 feet. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Walking
Arms and legs move with opposition
Demonstrates heel or toe contact with floor (not flat footed)
Head is up and eyes are looking forward to avoid obstacles and peers
Maintains body control while changing speed and direction
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of walking.
2 Developing The student is able to demonstrate one to two of the essential components of walking.
3 Consistent The student is able to demonstrate at least three of the essential components of walking.
4 Authentic The student is able to demonstrate all of the essential components of in a practical setting.
Assessment Opportunities:
Warm-up
Movement to music
Physical Education – Standards Based Assessment Tool 6 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Galloping)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of galloping for a distance of 10 feet. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Galloping
Hips and lead toe facing in forward direction
Demonstrates the step together pattern (maintaining the same lead foot)
Demonstrates rhythmic pattern
Demonstrates a flight phase
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of galloping.
2 Developing The student is able to demonstrate one to two of the essential components of galloping.
3 Consistent The student is able to demonstrate at least three of the essential components of galloping.
4 Authentic The student is able to demonstrate all of the essential components of galloping in a practical setting.
Assessment Opportunities:
Warm-up
Relay race
Movement to music
Physical Education – Standards Based Assessment Tool 7 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Spatial Awareness)
State Standard: I. Skillfulness/ II. Biomechanical Principles/VI: Social Psychological Principles
Topic Area: I.A. Fundamental Movement/ II.A. Effects on Objects/ VI.A Safety in Physical Activity
Performance Standard:
The student will safely demonstrate moving through space while changing directions and speeds. (S.C.L: I.A.1.b/II.A.1.a.b.c/VI.A.1)
Criteria for Competence:
Essential Components of Spatial Awareness
Visually attends to the environment
Safely moves through space without touching peers/objects
Changes speeds effectively (fast to slow and slow to fast)
Changes directions effectively (forwards, backwards, sideways)
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for spatial awareness.
2 Developing The student demonstrates one to two of the essential of spatial awareness.
3 Consistent The student demonstrates at least three of the essential components (visually attends to the environment and
safely moves through space without touching peers/objects are required as two of the components) of spatial
awareness.
4 Authentic The student is able to apply all the essential components of spatial awareness in a practical setting.
Assessment Opportunities:
Warm-up
Movement to music
Physical Education – Standards Based Assessment Tool 8 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Personal Spatial Awareness)
State Standard: I. Skillfulness/ II. Biomechanical Principles
Topic Area: I.A. Fundamental Movement/II.A. Effects on Objects
Performance Standard:
The student will demonstrate personal spatial awareness while moving with body control at various levels. (S.C.L: I.A.1.b.c/II.A.1.d)
Criteria for Competence:
Essential Components of Personal Spatial Awareness
Safely raises and lowers center of gravity to avoid obstacles
Demonstrates non-locomotor movements maintaining personal space
Able to change levels to avoid obstacles
Makes adjustments to maintain personal space
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for personal spatial awareness.
2 Developing The student is able to demonstrate one to two of the essential components of personal spatial awareness.
3 Consistent The student is able to demonstrate at least three of the essential components of personal spatial awareness.
4 Authentic The student is able to apply all the essential components of personal spatial awareness in a practical setting.
Assessment Opportunities
Warm-up
Movement to music
Follow the leader
Simon says
Physical Education – Standards Based Assessment Tool 9 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Non-Locomotor Movements)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the non-locomotor skills of stretching, bending and twisting. (S.C.L: I.A.1.c)
Criteria for Competence:
Essential Components of Non-Locomotor Movements
Maintains base of support
Demonstrates conceptual knowledge of space
Demonstrates the ability to maintain each movement pattern for five seconds
Sequences three non-locomotor movement patterns
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for non-locomotor movement patterns.
2 Developing The student is able to demonstrate one to two of the essential components (maintains a base of support is required
as one component) for non locomotor movements.
3 Consistent The student is able to demonstrate at least three of the essential components (maintains a base of support is
required as one component) for non locomotor movements.
4 Authentic The student is able to demonstrate all the essential components for non-locomotor movements in a practical
setting.
Assessment Opportunities:
Warm-up
Stationary movement to music
Follow the leader in place
Simon says (Stationary movements)
Physical Education – Standards Based Assessment Tool 10 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Body Part Identification)
State Standard: I. Skillfulness
Topic Area: I.B. Creative Movement /I.C Skill Themes
Performance Standard:
The student will identify different body parts by moving and balancing in a variety of ways. (S.C.L: I.B.1.a/I.C.1.e)
Criteria for Competence:
Essential Components of Body Part Identification
Identifies 10 body parts by touch
Isolates body part movement
Balances on body parts using one, two, three and four surface contact points
Combines body part movements
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for body part identification.
2 Developing The student demonstrates one to two of the essential components (identifies 10 body parts by touch is required as
one component) for body part identification.
3 Consistent The student is able to demonstrate at least three of the essential components for body identification (identifies10
body parts by touch and isolates body part movement are required as two components) for body part identification.
4 Authentic The student is able to demonstrate all the essential components for body identification in a practical setting.
Assessment Opportunities:
Warm-up
Movement to music
Beanbag balance placement
Hula hoop activities
Follow the leader
Simon says
Animal walks
Physical Education – Standards Based Assessment Tool 11 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Catching Bounced Ball)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate catching a bounced ball five consecutive times. (S.C.L: I.C.1.c)
Criteria for Competence:
Essential Components of Catching a Bounced Ball
Visually tracks ball into body/hands
Demonstrates ready position with hands in front of body
Demonstrates appropriate reaction and absorbs ball into body/hands
Catches a self-bounced ball five consecutive times
Catches a ball bounced from another person five consecutive times
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for catching a bounced ball.
2 Developing The student demonstrates one to two of the essential components (visually tracks ball into body/hands is required
as one component) for catching a bounced ball.
3 Consistent The student demonstrates at least four essential components (visually tracks ball into body/hands and
demonstrates ready position with hands in front of body are required as two components) for catching a bounced
ball.
4 Authentic The student is able to demonstrate all the essential components of catching a bounced ball in a practical setting.
Assessment Opportunities:
Follow the leader
Bouncing ball in relationship to a hula hoop (Inside and around the hula hoop)
Physical Education – Standards Based Assessment Tool 12 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Rolling a Ball)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate rolling a ball with one hand toward a stationary target, 10 feet away. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Rolling a Ball
Body in line with target
Lowers body toward ground
Arm swings back to front on preferred side of body
Releases ball toward target
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for rolling a ball.
2 Developing The student demonstrates one to two of the essential components of rolling a ball.
3 Consistent The student demonstrates at least three essential components of rolling a ball.
4 Authentic The student is able to demonstrate all the essential components of rolling a ball in a practical setting.
Assessment Opportunities:
Rolling towards a target (Bowling pins, Person, Two Cones)
Clean up the trash (Roll ball under the net)
Physical Education – Standards Based Assessment Tool 13 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Overhand Throw)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate throwing a ball overhand using his/her preferred hand toward a target five feet away. (S.C.L: I.C.1.d)
Criteria for Competence:
Essential Components of the Overhand Throw
Body in line with the target
Steps towards target (with either foot)
Demonstrates elbow flexion and extension toward target
Demonstrates follow through across body
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the overhand throw.
2 Developing The student demonstrates one to two of the essential components for the overhand throw.
3 Consistent The student demonstrates at least three essential components (demonstrates follow through across body is
required as one component) for the overhand throw.
4 Authentic The student is able to demonstrate all the essential components for the overhand throw in a practical setting.
Assessment Opportunities:
Throw into the trash can
Throw to a target (Peer, Wall)
Physical Education – Standards Based Assessment Tool 14 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Underhand Toss)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate tossing a small object underhand using the preferred hand toward a target five feet away. (S.C.L: I.C.1.d)
Criteria for Competence:
Essential Components for the underhand toss
Body in line with target
Steps towards target (with either foot)
Arm swings back to front on preferred side of body
Releases ball upwards toward target
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the underhand toss.
2 Developing The student demonstrates one to two of the essential components for the underhand toss.
3 Consistent The student demonstrates at least three essential components for the underhand toss.
4 Authentic The student is able to demonstrate all the essential components for the underhand toss in a practical setting.
Assessment Opportunities:
Bean bag into hula hoop
Tossing with a partner
Tossing to knockdown pins or empty soda bottles
Physical Education – Standards Based Assessment Tool 15 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Striking Object with Hand)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate striking a stationary object at waist height with the hand. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of Striking Object with Hand
Demonstrates side orientation
Demonstrates horizontal arm swing
Demonstrates body rotation in hips and shoulders
Makes contact with the object
Demonstrates follow through across body
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with his/her hand.
2 Developing The student demonstrates one to three of the essential components for striking an object with his/her hand.
3 Consistent The student demonstrates at least four essential components (making contact with the object is required as one
component) for striking an object with his/her hand.
4 Authentic The student is able to demonstrate all the essential components for striking an object with his/her hand in a
practical setting.
Assessment Opportunities:
Striking a suspended ball
Striking an object on a tee or cone
Physical Education – Standards Based Assessment Tool 16 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Striking Object with Foot)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will approach and strike a stationary ball with foot toward a target. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of Striking Object with Foot
Continuous approach to the ball
Non-striking foot is planted next to the ball
Makes contact with the ball
Ball travels in direction of the target
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with foot.
2 Developing The student demonstrates one to two of the essential components for striking an object with foot.
3 Consistent The student demonstrates at least three essential components (making contact with the ball and having the ball
travel in the direction of the target are required as two components) for striking an object with foot.
4 Authentic The student is able to demonstrate all the essential components for striking an object with foot in a practical setting.
*Place ball on object to keep it stationary (Beanbag, Ring)
Assessment Opportunities:
Strike a suspended ball sitting on the floor
Striking object towards target (Pin or cones)
Striking object with a partner
Physical Education – Standards Based Assessment Tool 17 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten - (Imitation)
State Standard: III. Motor Learning Principles
Topic Area: III.A. Appropriate Practices
Performance Standard:
The student will accurately imitate teacher led fundamental motor skill movement patterns. (S.C.L: III.A.1.a)
Criteria for Competence:
Essential Components of Imitation
Imitates three unilateral motor skill movement patterns (one side of the body)
Imitates three bilateral motor skill movement patterns (both sides of the body)
Imitates two cross midline motor skill movement patterns (across the center of the body)
Imitates basic fundamental motor skill movement patterns (unilateral, bilateral and crossing midline) using at least five
combinations
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of imitation.
2 Developing The student is able to demonstrate one to two of the essential components of imitation.
3 Consistent The student is able to demonstrate at least three essential components of imitation.
4 Authentic The student is able to demonstrate all the essential components of imitation in a practical setting.
Assessment Opportunities:
Follow the leader (Copy teacher or peers movements)
Warm-up
With a video
Physical Education – Standards Based Assessment Tool 18 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Dynamic Balance)
State Standard: II. Biomechanical Principles
Topic Area: II.B. Balance
Performance Standard:
The student will walk along a line that is less than five inches wide for a distance of six feet. (S.C.L: II.B.1.a)
Criteria for Competence:
Essential Components of Dynamic Balance
Walks following a line with a wide base of support (foot placement on either side of the line)
Walks following a line where only one foot makes contact with the line
Walks a line without changing the lead foot either facing sideways or forward
Walks a line using an alternating foot pattern
Walks a line using the heel-toe technique
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for dynamic balance.
2 Developing The student is able to demonstrate one to two of the essential components for dynamic balance.
3 Consistent The student is able to demonstrate three to four essential components for dynamic balance.
4 Authentic The student is able to demonstrate all the essential components for dynamic balance in a practical setting.
Assessment Opportunities:
Walk along lines or tape on the floor (Act as cars on the road)
Walk along elevated surface (Balance beam, Rail road ties, Curbs)
Physical Education – Standards Based Assessment Tool 19 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Promoting Fitness)
State Standard: IV. Exercise Physiology
Topic Area: IV.C. Components of Fitness
Performance Standard:
The student will identify and demonstrate activities that promote physical fitness for a healthy lifestyle. (S.C.L: IV.C.1.a)
Criteria for Competence:
Essential Components of Promoting Fitness
Participates in physical activities that promote fitness
Identifies and demonstrate one activity that promotes fitness
Identifies and demonstrate multiple activities that promote fitness
Discriminates between activities that promote fitness versus activities that are sedentary
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for promoting fitness.
2 Developing The student is able to demonstrate two of the essential components (participates in physical activities that promote
fitness and identifies and demonstrates one activity that promotes fitness are required as two components) for
promoting fitness.
3 Consistent The student is able to demonstrate the essential components (participates in physical activities that promote fitness
and identifies and demonstrates multiple activities that promotes fitness are required as two components) for
promoting fitness.
4 Authentic The student is able to demonstrate all the essential components for promoting fitness.
Assessment Opportunities:
Sorting pictures of fitness activities versus sedentary activities
Individual dialogue
Paper assessment (See Worksheet Page: 128)
Physical Education – Standards Based Assessment Tool 20 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Aerobic Fitness)
State Standard: V. Physical Activity
Topic Area: V.A. Aerobic Fitness
Performance Standard:
The student will sustain consistent movement for three consecutive minutes during aerobic fitness activities. (S.C.L: V.A.1.a)
Criteria for Competence:
Essential Components of Aerobic Fitness
Demonstrates aerobic fitness for part of the activity
Demonstrates aerobic fitness for the full activity with rest breaks
Demonstrates aerobic fitness for the full activity without rest breaks
Demonstrates the ability to continue aerobic fitness beyond the time period of the activity
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for aerobic fitness.
2 Developing The student is able to demonstrate one to two of the essential components for aerobic fitness.
3 Consistent The student is able to demonstrate three of the essential components for aerobic fitness.
4 Authentic The student is able to demonstrate all the essential components of aerobic fitness.
Assessment Opportunities:
Sorting pictures of fitness activities and sedentary activities
Pointing to pictures of fitness activities and sedentary
Individual dialogue
Use paper assessment
Physical Education – Standards Based Assessment Tool 21 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Personal Social Skills)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
Performance Standard:
The students will demonstrate appropriate social interaction and cooperation through verbal and non-verbal communication. (S.C.L: VI.C.1)
Criteria for Competence:
Essential Components of Personal Social Skills
Follows teacher directed commands to show appropriate social interaction and cooperation
Self-initiates appropriate social interaction and cooperation
Promotes peers to demonstrate appropriate social interaction and cooperation
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for personal social skills.
2 Developing The student demonstrates one of the essential components for personal social skills.
3 Consistent The student demonstrates two of the essential components for personal social skills.
4 Authentic The student is able to demonstrate all the essential components for personal social skills.
Assessment Opportunities:
Integrate cooperative activities
Integrate partner games
Teacher keeps running record (See Worksheet Page: 129)
Physical Education – Standards Based Assessment Tool 22 Prince George’s County Public Schools
Pre-Kindergarten/Kindergarten – (Socially Appropriate Behavior)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
Performance Standard:
The students will demonstrate cooperation, respect, and responsibility to interact positively with others. (S.C.L: VI.C.1.a)
Criteria for Competence:
Essential Components of Socially Appropriate Behavior
Keeps body parts and fluids to self
Shares equipment
Takes turns appropriately
Follows directions the first time given
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for socially appropriate behaviors.
2 Developing The student demonstrates one of the essential components (keeping body parts and fluids to self is required as the
component) for socially appropriate behaviors.
3 Consistent The student demonstrates two essential components (keeping body parts and fluids to self is required as one
component) for socially appropriate behaviors.
4 Authentic The student is able to demonstrate all the essential components for socially appropriate behaviors.
Assessment Opportunities:
Uses a running record (See Worksheet Page: 129)
Cooperative activities
Turn taking activities
Partner games
Physical Education – Standards Based Assessment Tool 23 Prince George’s County Public Schools
First Grade
Physical Education – Standards Based Assessment Tool 24 Prince George’s County Public Schools
First Grade - (Sliding)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of sliding for a distance of 10 feet. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Sliding
Hips, shoulders and toes face perpendicular to the direction of travel
Maintains a step-close-step pattern (feet don’t cross)
Demonstrates rhythmic pattern
Moves in either direction (left and right)
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of sliding.
2 Developing The student is able to demonstrate one to two of the essential components of sliding.
3 Consistent The student is able to demonstrate at least three of the essential components of sliding.
4 Authentic The student is able to demonstrate all the essential components of sliding in a practical setting.
Assessment Opportunities:
Warm-up
Relay race
Movement to music
Physical Education – Standards Based Assessment Tool 25 Prince George’s County Public Schools
First Grade – (Hopping)
State Standard: I. Skillfulness/II. Biomechanical Principles
Topic Area: I.A. Fundamental Movement/II.B. Balance
Performance Standard:
The student will demonstrate the locomotor skill of hopping on dominant and non-dominant foot. (S.C.L: I.A.1.a.d)
The student will demonstrate static and dynamic balance. (S.C.L: II.B.1.a)
Criteria for Competence:
Essential Components of Hopping
Shows flight phase (takes off one foot and lands on same foot)
Uses flexed arms and non-support leg to propel body
Non-support leg behind the body
Hops on dominant and non-dominant foot 3 consecutive times
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of hopping.
2 Developing The student is able to demonstrate one to two of the essential components of hopping.
3 Consistent The student is able to demonstrate at least three of the essential components (showing a flight phase is required as
one component) of hopping.
4 Authentic The student is able to demonstrate all the essential components of hopping in a practical setting.
Assessment Opportunities:
Warm-up
Relay race
Movement to music
Physical Education – Standards Based Assessment Tool 26 Prince George’s County Public Schools
First Grade - (Skipping)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of skipping for a distance of 10 feet. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Skipping
Demonstrates arms and legs in opposition
Demonstrates step hop pattern
Drives non-support knee forward and upward to produce force
Demonstrates consistent step hop rhythmic pattern
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of skipping.
2 Developing The student is able to demonstrate one to two of the essential components (demonstrates step hop pattern is
required as one component) of skipping.
3 Consistent The student is able to demonstrate at least three of the essential components of skipping.
4 Authentic The student is able to demonstrate all the essential components of skipping in a practical setting.
Assessment Opportunities:
Warm-up
Relay race
Movement to music
Physical Education – Standards Based Assessment Tool 27 Prince George’s County Public Schools
First Grade - (Catching a Self Tossed Object)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate catching a self-tossed object five consecutive times. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Catching A Self-Tossed Object
Tosses object in upward manner
Visual tracks object in air
Demonstrates ready position (hands in front) and catches the self-tossed object
Catch a self-tossed object with hands only
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for catching a self-tossed object.
2 Developing The student demonstrates one to two of the essential components (tosses an object in upward manner is required
as one component) of catching a self-tossed object.
3 Consistent The student demonstrates at least three essential components (tosses an object in upward manner and visually
tracking object in air are required as two components) of catching a self-tossed object.
4 Authentic The student is able to demonstrate all the essential components of catching a self-tossed object in a practical
setting.
Assessment Opportunities:
Follow the leader
Follows teacher command/signal game
Catching self-tossed scarves, deflated balls, balloons
Physical Education – Standards Based Assessment Tool 28 Prince George’s County Public Schools
First Grade - (Overhand Throw)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate throwing a ball overhand with opposition using the preferred hand toward a target 10 feet away. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of the Overhand Throw
Body in line with the target
Steps towards target with opposition
Demonstrates elbow flexion and extension toward target
Demonstrates follow through across body
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the overhand throw.
2 Developing The student demonstrates one to two of the essential components for the overhand throw.
3 Consistent The student demonstrates at least three essential components (demonstrates stepping with opposition towards
target and follow through across body are required as two components) for the overhand throw.
4 Authentic The student is able to demonstrate all the essential components for the overhand throw in a practical setting.
Assessment Opportunities:
Throws to stationary target (Wall)
Throws to partner
Clean up the garbage (Throws over the net to other side)
Physical Education – Standards Based Assessment Tool 29 Prince George’s County Public Schools
First Grade - (Striking Object with Short Handled Implement)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate striking an object with a short handled implement. (S.C.L: I.C.1.c)
Criteria for Competence:
Essential Components of Striking Object With Short Handled Implement
Demonstrates firm hand grasp with implement
Demonstrates visual tracking of object with arm swinging towards the object (eye-hand coordination)
Demonstrates body rotation with wind up and follow through
Strikes stationary object
Strikes slow moving object
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with a short handled
implement.
2 Developing The student demonstrates one to three of the essential components (demonstrates firm hand grasp with implement
is required as one component) for striking an object with a short handled implement.
3 Consistent The student demonstrates at least four essential components (demonstrates firm hand grasp with implement is
required as one component) for striking an object with a short handled implement.
4 Authentic The student is able to demonstrate all the essential components for striking an object with a short handled
implement in a practical setting.
Assessment Opportunities:
Striking suspended objects
Striking object off a tee
Striking a slow moving object tossed (Balloon, Scarf, Beach ball, Ball that is soft)
Strike a ball slowly rolling on the floor
Physical Education – Standards Based Assessment Tool 30 Prince George’s County Public Schools
First Grade - (Kicking)
State Standard: I. Skillfulness
Area Topic: I.C. Skill Themes
Performance Standard:
The student will approach and strike a ball with the foot toward a target. (S.C.L: I.C.1.c)
Criteria for Competence:
Essential Components of Kicking
Non-striking foot is planted next to the ball
Makes contact with the ball with instep of foot
Ball travels in direction of the target
Strikes a stationary ball with a continuous approach
Strikes a slow moving ball with a continuous approach
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of kicking.
2 Developing The student demonstrates one to two of the essential components (making contact with the ball with instep of foot
is one required components) of kicking.
3 Consistent The student demonstrates at least four essential components (making contact with the ball with instep of foot and
having the ball travel in the direction of the target are two required components) of kicking.
4 Authentic The student is able to demonstrate all the essential components of kicking in a practical setting.
Assessment Opportunities:
Striking suspended objects on the floor
Striking object off a beanbag towards target
Striking a slow rolling ball towards target (Deflated ball, Beach ball, Ball that is soft)
Physical Education – Standards Based Assessment Tool 31 Prince George’s County Public Schools
First Grade - (Tumbling/Gymnastics)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will perform at least two tumbling rolls, balances, and weight transfers presented by the teacher. (S.C.L: I.C.1.d/e/f)
Criteria for Competence:
Essential Components of Tumbling/Gymnastics
Performs rolls (log roll, pencil roll, and/or egg roll)
Perform balances: stork balance (one foot on ground/other foot to knee), Airplane (lifts one straight leg behind body and leans
forward), and dog (on hands and knees lifting one leg straight behind)
Performs weight transfers: frog jump, switcheroo (hands on ground, kick one foot up and quickly switch to feet) and donkey
kick(hands on ground, kicks feet up and back)
Imitates a teacher directed sequence of 4 skills using a combination of rolls, weight transfers, and/or balance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for tumbling/gymnastics.
2 Developing The student demonstrates at least one skill from each of the first three essential components (one roll, one balance,
one weight transfer) of tumbling/gymnastics.
3 Consistent The student demonstrates at least two skills from each of the first three essential components (two rolls, two
balances, two weight transfers) of tumbling/gymnastics.
4 Authentic The student is able to demonstrate all of the essential components of tumbling/gymnastics.
*A wider variety of skills can be performed if mats are available (examples: forward roll, etc.)
Assessment Opportunities:
Whole group teacher directed performance
Small group station practice
Physical Education – Standards Based Assessment Tool 32 Prince George’s County Public Schools
First Grade – (Hand Dribbling)
State Standard: I. Skillfulness/II. Biomechanical Principles
Topic Area: I.C. Skill Themes/ II.A. Effects on Objects
Performance Standard:
The student will demonstrate appropriate force and control to dribble a ball using the dominant hand four consecutive times. (S.C.L: I.C.1.c/II.A.1.a)
Criteria for Competence:
Essential Components of Hand Dribbling
Uses fingers to maintain control
Maintains control of the ball in front or the side of the body
Demonstrates a controlled dribble four consecutive times
Demonstrates a controlled dribble waist height
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of hand dribbling.
2 Developing The student demonstrates one to two of the essential components (maintains control of the ball in front or the side
of the body is required as one component) of hand dribbling.
3 Consistent The student demonstrates three essential components (demonstrates a controlled dribble four consecutive times is
required as one component) of hand dribbling.
4 Authentic The student is able to demonstrate all the essential components of hand dribbling.
Assessment Opportunities:
Hand dribbling inside a hula hoop
Dribbles on signal of teacher (Dribble..Dribble..Dribble..Dribble..Catch)
Physical Education – Standards Based Assessment Tool 33 Prince George’s County Public Schools
First Grade - (Force Production)
State Standard: II. Biomechanical Principles
Topic Area: II.A. Effects on Objects
Performance Standard:
The student will understand and apply the appropriate amount of force necessary to perform a task. (S.C.L: II.A.1.a)
Criteria for Competence:
Essential Components of Force Production
Understands the difference of force needed to propel an object or self a further versus a shorter distance
Understands and applies the appropriate amount of force necessary to perform a task
Understands and applies the appropriate amount of force necessary to perform a task at various distances
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of force production.
2 Developing The student demonstrates one to two of the essential components of force production.
3 Consistent The student demonstrates all of the essential components of force production.
4 Authentic The student is able to demonstrate all of the essential components of force production in a practical setting.
Assessment Opportunities:
Tosses or throws beanbag to designated taped lines on the floor at various distances
Tosses or throws a ball from a variety of distance to a distances to a designated target on the wall
Jumps forward for various distances and jumps up for various heights
Physical Education – Standards Based Assessment Tool 34 Prince George’s County Public Schools
First Grade - (Skill Cues)
State Standard: III. Motor Learning Principles
Topic Area: III.A. Appropriate Practices
Performance Standard:
The student will demonstrate critical cues to perform a skill. (S.C.L: III.A.1):
Criteria for Competence:
Essential Components of Skill Cues
The student imitates critical cues to perform a skill
The student identifies critical cues for a skill
The student independently demonstrates critical cues to perform a skill
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for skill cues.
2 Developing The student demonstrates one of the essential components for skill cues.
3 Consistent The student demonstrates at least two of the essential components for skill cues.
4 Authentic The student is able to demonstrate all of the essential components for skill cues.
Assessment Opportunities:
During teacher demonstration
During teacher lead activity
During practice activity
Partner activity
Physical Education – Standards Based Assessment Tool 35 Prince George’s County Public Schools
First Grade – (Promoting Fitness)
State Standard: IV. Exercise Physiology
Topic Area: IV.C. Components of Fitness
Performance Standard:
The student will identify and demonstrate activities that promote cardiorespiratory endurance. (S.C.L: IV.C.1.a)
Criteria for Competence:
Essential Components of Promoting Fitness
Participate in physical activities that promote cardiorespiratory endurance
Identify and demonstrate one activity that promotes cardiorespiratory endurance
Identify and demonstrate multiple activities that promote cardiorespiratory endurance
Discriminate between activities that promote cardiorespiratory endurance versus activities that are sedentary
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for cardiorespiratory endurance.
2 Developing The student is able to demonstrate two essential components (participates in physical activities that promote
cardiorespiratory endurance and identify and demonstrate one activity that promotes cardiorespiratory endurance
are required as two components) of promoting fitness.
3 Consistent The student is able to demonstrate two essential components (participates in physical activities that promote
cardiorespiratory endurance and identify and demonstrate multiple activities that promotes cardiorespiratory
endurance are required as two components) of promoting fitness.
4 Authentic The student is able to demonstrate all essential components of promoting fitness.
Assessment Opportunities:
Sort pictures during movement activity
Shows pictures of the activities and have students chooses the indicated command
Teacher lead dialogue
Use paper assessment (See Worksheet Page: 130)
Physical Education – Standards Based Assessment Tool 36 Prince George’s County Public Schools
First Grade – (Nutrition)
State Standard: IV. Exercise Physiology
Topic Area: IV.E. Nutrition and Physical Activity
Performance Standard:
The student identifies nutritious and junk food items. (S.C.L: IV.E.1.a)
Criteria for Competence:
Essential Components of Nutrition
Identifies three nutritious foods
Identifies three junk food items
Discriminates between five nutritious versus five junk food items
Identifies five nutritious foods he/she eats
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for nutrition.
2 Developing The student demonstrates one to two of the essential components for nutrition.
3 Consistent The student demonstrates three of the essential components for nutrition.
4 Authentic The student is able to demonstrate all of the essential components for nutrition.
Assessment Opportunities:
The students will search and retrieve nutritious food pictures mixed with junk food pictures
Use paper assessment (See Worksheet Page: 131)
Teacher lead dialogue
Physical Education – Standards Based Assessment Tool 37 Prince George’s County Public Schools
First Grade – (Effects of Physical Activity)
State Standard: IV. Exercise Physiology
Topic Area: IV.A. Effects of Physical Activity on the Body
Performance Standard:
The student will locate their pulse to determine the heart’s response to aerobic activity. (S.C.L: IV.A.1.b)
Criteria for Competence:
Essential Components of Effects of Physical Activity
Imitates locating the pulse at neck or wrist
Locates pulse at neck or wrist
Discriminates between resting and active heart rate
Level Level of Evidence Criteria
1 Not Evident The student is unable demonstrate any of the essential components of effects of physical activity.
2 Developing The student demonstrates one essential component (imitates locating the pulse at the neck or wrist is required as
one component) of effects of physical activity.
3 Consistent The student demonstrates one essential component (locates the pulse at the neck or wrist is required as one
component) of effects of physical activity.
4 Authentic The student demonstrates all the essential components for the effects of physical activity.
Assessment Opportunities:
Warm-up
Teacher led dialogue
Teacher demonstration
Give students activity choices where they have to identify if it will raise their heart rate
Physical Education – Standards Based Assessment Tool 38 Prince George’s County Public Schools
First Grade – (Flexibility)
State Standard: V. Physical Activity
Topic Area: V.C Flexibility
Performance Standard:
The students will identify and demonstrate activities that improve flexibility. (S.C.L: V.C.1.a)
Criteria for Competence:
Essential Components of Flexibility
Imitates activities that improve flexibility
Identifies and demonstrates activities that improve flexibility
Demonstrates activities that improve flexibility for specific muscles
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of flexibility.
2 Developing The student demonstrates one of the essential components (imitates activities that improve flexibility is required as
one component) of flexibility.
3 Consistent The student demonstrates two of the essential components (imitates activities that improve flexibility and identifies
and demonstrates activities that improve flexibility are required as two components) of flexibility.
4 Authentic The student is able to demonstrate all the essential components of flexibility.
Assessment Opportunities:
Warm-up
Teacher initiated stretching
Student led stretching
Tumbling/gymnastics
Yoga activities
Physical Education – Standards Based Assessment Tool 39 Prince George’s County Public Schools
First Grade – (Safety)
State Standard: VI. Social Psychological Principles
Topic Area: VI.A. Safety in Physical Activity
Performance Standard:
The students will demonstrate rules for safe participation in a physical activity setting. (S.C.L: VI.A.1.a)
Criteria for Competence:
Essential Components of Safety
Keeps hands, feet and objects to self
Uses equipment for intended purpose
Follows classroom rules
Demonstrates safe interaction with peers
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for safety.
2 Developing The student demonstrates one to two of the essential components for safety.
3 Consistent The student demonstrates three of the essential components (keeping hands, feet and objects to self, using
equipment for intended purposes and following the classroom rules on a consistent basis are required as the three
components) of safety.
4 Authentic The student is able to demonstrate all the essential components for safety.
Assessment Opportunities:
Cooperative activities
Partner activities
Use paper assessment (See Worksheet Page: 132)
Develop class procedures
Physical Education – Standards Based Assessment Tool 40 Prince George’s County Public Schools
Second Grade
Physical Education – Standards Based Assessment Tool 41 Prince George’s County Public Schools
Second Grade - (Catching Overhand Thrown Ball)
State Standard: I. Skillfulness/ II. Biomechanical Principles
Topic Area: I.A. Fundamental Movement/ I.C. Skill Themes/ II.A. Effects on Objects
Performance Standard:
The student will demonstrate catching a four inch to eight inch ball thrown overhand from a distance of 10 feet. (S.C.L: I.A.1.d/I.C.1.a/II.A.1.b)
Criteria for Competence:
Essential Components of Catching Overhand Thrown Ball
Places hands and arms in front of body
Catches the ball with hands and body in a stationary position
Catches the ball with hands only in a stationary position
Demonstrates bending elbows to absorb the catch
Demonstrates proper hand position (pinkies close together when ball is low/thumbs close together when ball is high)
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate more than one of the essential components of catching an overhand thrown
ball.
2 Developing The student demonstrates two to three of the essential components (catches ball with hands and body in a
stationary position is a required as one component) of catching an overhand thrown ball.
3 Consistent The student demonstrates at least four essential components of catching an overhand thrown ball.
4 Authentic The student is able to demonstrate all the essential components of catching an overhand thrown ball in a practical
setting.
Assessment Opportunities:
Catching with a partner
Catching challenge: Start catching with a partner at a close distance and back up further apart with success
Catch a ball thrown over a net
Physical Education – Standards Based Assessment Tool 42 Prince George’s County Public Schools
Second Grade - (Striking Object with a Long Handled Implement)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement/ I.C. Skill Themes
Performance Standard:
The student will strike an object with a long handled implement while showing weight transfer. (S.C.L: I.A.1.d/I.C.1.c)
Criteria for Competence:
Essential Components of Striking Object with a Long Handled Implement
Demonstrates correct hand positioning
Demonstrates back swing
Demonstrates weight transfer from back to front foot
Demonstrates body rotation with follow through
Strikes object
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with a long handled
implement.
2 Developing The student demonstrates one to three of the essential components for striking an object with a long handled
implement.
3 Consistent The student demonstrates at least four essential components (demonstrates weight transfer from back to front foot
is required as one component) for striking an object with a long handled implement.
4 Authentic The student is able to demonstrate all the essential components for striking an object with a long handled
implement in a practical setting.
Assessment Opportunities:
Lead up activity for tee-ball
Lead up activity for floor hockey
Lead up activity for badminton
Physical Education – Standards Based Assessment Tool 43 Prince George’s County Public Schools
Second Grade - (Rhythms)
State Standard: I. Skillfulness
Topic Area: I.B. Creative Movement
Performance Standard:
The student will smoothly change body movement while staying in time to music. (S.C.L: I.B.1.a)
Criteria for Competence:
Essential Components of Rhythms
Demonstrates non-locomotor movements in time to music
Demonstrates locomotor movements in time to music
Smoothly transitions between non-locomotor and locomotor movements in time to music
Smoothly transitions between non-locomotor and locomotor movements in various tempos
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for rhythm.
2 Developing The student demonstrates one to two of the essential components for rhythm.
3 Consistent The student demonstrates three of the essential components for rhythm.
4 Authentic The student is able to demonstrate all of the essential components for rhythm in a practical setting.
Assessment Opportunities:
Creating patterns with clapping, stomping, shaking to music
Locomotor movements to music (Stop and go)
Creative mixture of locomotor and non-locomotor movements (Teacher or student directed)
Physical Education – Standards Based Assessment Tool 44 Prince George’s County Public Schools
Second Grade - (Overhand Throw)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movements/ I.C. Skill Themes
Performance Standard:
The student will demonstrate throwing a ball overhand with opposition and shoulder rotation using his/her preferred hand in the direction of a target 30 feet away.
(S.C.L: I.A.1.d./I.C.1.b)
Criteria for Competence:
Essential Components of the Overhand Throw
Body in line with the target
Steps towards target with opposition
Demonstrates elbow flexion and extension toward target
Demonstrates shoulder rotation
Demonstrates follow through across body
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate more than one of the essential components for the overhand throw.
2 Developing The student demonstrates two to three of the essential components for the overhand throw.
3 Consistent The student demonstrates at least four essential components (demonstrates stepping with opposition towards
target and follow through across body are required as two components) for the overhand throw.
4 Authentic The student is able to demonstrate all the essential components for the overhand throw in a practical setting.
*Focus on the Form of the overhand throw versus the distance, Shorten the distance if necessary
Assessment Opportunities:
Clean up the backyard
Throwing at stationary target (Wall)
Physical Education – Standards Based Assessment Tool 45 Prince George’s County Public Schools
Second Grade - (Tumbling/Gymnastics)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will develop a sequence of four tumbling/gymnastic skills in each area. (S.C.L: I.C.1.d)
Criteria for Competence:
Essential Components of Tumbling/Gymnastics
Performs a sequence of four rolls: log roll, pencil roll, and/or egg roll
Performs a sequence of four balances: stork balance (one foot on ground/other foot to knee), Airplane (lifts one leg straight
behind and leans forward), and dog (on hands and knees lifting one leg straight behind)
Performs a sequence of four weight transfers: frog jump and donkey kick(hands on ground kicks feet up and back)
Creates a sequence of four skills using at least one roll, one weight transfer, and one balance
*Skills can be repeated in a sequence
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for tumbling/gymnastics.
2 Developing The student demonstrates one to two essential components of tumbling/gymnastics.
3 Consistent The student demonstrates three essential components of tumbling/gymnastics.
4 Authentic The student is able to demonstrate all of the essential components of tumbling/gymnastics.
*A wider variety of skills can be performed if mats are available (examples: forward roll, backward roll, tripod, etc.)
Assessment Opportunities:
Students work in small group to create sequence of skills
Students work individually to create sequence of skills
Physical Education – Standards Based Assessment Tool 46 Prince George’s County Public Schools
Second Grade - (Balance)
State Standard: II. Biomechanical Principles
Topic Area: II.B. Balance
Performance Standard:
The student will demonstrate static balance by imitating symmetrical and asymmetrical shapes presented by the teacher. (S.C.L: II.B.1.a)
Criteria for Competence:
Essential Components of Balance
Imitates symmetrical shapes while maintaining balance
Imitates asymmetrical shapes while maintaining balance
Imitates a combination of symmetrical and asymmetrical shapes while maintaining balance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for balance.
2 Developing The student demonstrates one essential component of balance.
3 Consistent The student demonstrates two essential components of balance.
4 Authentic The student is able to demonstrate all of the essential components of balance.
Assessment Opportunities:
Warm-up
Teacher led activity
Tumbling/gymnastics
Students create combination of teacher-directed movements in group or individually
Physical Education – Standards Based Assessment Tool 47 Prince George’s County Public Schools
Second Grade - (Kicking)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movements
Performance Standard:
The student will kick a stationary ball using a rapid continuous approach. (S.C.L: I.A.1.d)
Criteria for Competence:
Essential Components of Kicking
Continuous stride into the kick with proper backswing
Support foot placed to side of the ball
Contact ball with instep(top of foot/shoelaces) and exhibits a follow through
Ball travels across target line between two cones that are at a distance of 10 feet away
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for kicking.
2 Developing The student demonstrates one to two of the essential components (making contact with the ball with instep of
foot/shoelaces and exhibits a follow through is required as one component) for kicking.
3 Consistent The student demonstrates three of the essential components (a continuous stride into the kick with proper
backswing, support foot placed to side of the ball, and contact ball with instep(top of foot/shoelace)s and exhibits a
follow through are required as three components) of kicking
4 Authentic The student is able to demonstrate all the essential components for kicking in a practical setting.
Assessment Opportunities:
Kicks object sitting on a beanbag (or the floor) in direction of target
Lead up game to soccer
Kicking towards a goal in a game
Kicking challenges towards a target
Physical Education – Standards Based Assessment Tool 48 Prince George’s County Public Schools
Second Grade - (Corrective Feedback)
State Standard: III. Motor Learning Principles
Topic Area: III.B. Corrective Feedback
Performance Standard:
The student will accept and imitates verbal and visual corrective feedback to improve performance of a skill. (S.C.L: III.B.1)
Criteria for Competence:
Essential Components of Corrective Feedback
The student accepts corrective feedback
The student imitates the verbal and visual corrective feedback
The student applies the verbal and visual corrective feedback independently.
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for corrective feedback.
2 Developing The student demonstrates one of the essential components for corrective feedback.
3 Consistent The student demonstrates two of the essential components for corrective feedback.
4 Authentic The student is able to demonstrate all of the essential components for corrective feedback.
Assessment Opportunities:
Partner activity
Small group activity
Teacher observation through daily teaching practice
Physical Education – Standards Based Assessment Tool 49 Prince George’s County Public Schools
Second Grade – (Effects of Physical Activity)
State Standard: IV. Exercise Physiology
Topic Area: IV.A. Effects of Physical Activity on the Body
Performance Standard:
The student will locate their pulse to determine the heart’s response to anaerobic activity. (S.C.L: IV.A.1.b)
Criteria for Competence:
Essential Components of Effects of Physical Activity
Locates pulse at neck or wrist
Discriminates between resting and active heart rate
Knowledge of determining resting heart rate
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for effects of physical activity.
2 Developing The student demonstrates one essential component (locates pulse at the neck or wrist is required as one
component) for effects of physical activity.
3 Consistent The student demonstrates two of the essential components (locates pulse at neck or wrist and discriminates
between resting and active heart rate) for effects of physical activity.
4 Authentic The student demonstrates all the essential components for the effects of physical activity.
Assessment Opportunities:
Ask individual students to identify if a specific activity would raise their heart rate
Use paper assessment (See Worksheet Page: 133)
Teacher lead dialogue
Physical Education – Standards Based Assessment Tool 50 Prince George’s County Public Schools
Second Grade – (Muscular Endurance)
State Standard: V. Physical Activity
Topic Area: V.B Muscular Strength and Endurance
Performance Standard:
The student will identify and demonstrate activities that improve muscular endurance. (S.C.L: V.B.1.a)
Criteria for Competence:
Essential Components of Muscular Endurance
Imitates activities that improve muscular endurance
Identifies and demonstrates activities that improve muscular endurance
Demonstrates activities that improve muscular endurance for specific body parts
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of muscular endurance.
2 Developing The student demonstrates one of the essential components (imitates activities that improve muscular endurance is
required as one component) of muscular endurance.
3 Consistent The student demonstrates two of the essential components (imitates activities that improve muscular endurance
and identifies and demonstrates activities that improve muscular endurance) of muscular endurance.
4 Authentic The student is able to demonstrate all the essential components for muscular endurance.
Assessment Opportunities:
Identifying muscular endurance activities versus other activities
Use paper assessment (See Worksheet Page: 134)
Teacher lead dialogue
Warm-up
During fitness unit (Have students distinguish what activities improve muscular endurance for different parts of the body)
Physical Education – Standards Based Assessment Tool 51 Prince George’s County Public Schools
Second Grade – (Sportsmanship)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
Performance Standard:
The student will demonstrate sportsmanship through creating a positive learning environment through gestures, expressions and/or verbal praise. (S.C.L: VI.C.1.b)
Criteria for Competence:
Essential Components of Sportsmanship
Engages in a positive learning environment without affecting the classroom dynamics
Demonstrates positive interaction when prompted
Creates a positive learning environment through gestures, expressions and/or verbal praise
Provides specific positive reinforcement/feedback to peers
Level Level of Evidence Criteria
1 Not Evident The student consistently creates a negative learning environment.
2 Developing The student demonstrates one to two of the essential components for sportsmanship.
3 Consistent The student demonstrates three of the essential components for sportsmanship.
4 Authentic The student demonstrates all of the essential components for sportsmanship.
* A developing score will be given to a student that doesn’t affect the learning environment negatively or positively (i.e.) students who keep to him/herself.
Assessment Opportunities:
Teacher maintains running record
Teacher observation during daily teaching practice
Cooperative activities
Partner activities
Physical Education – Standards Based Assessment Tool 52 Prince George’s County Public Schools
Third Grade
Physical Education – Standards Based Assessment Tool 53 Prince George’s County Public Schools
Third Grade - (Leaping)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate the locomotor skill of leaping over a low obstacle/line. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Leaping
Take off on one foot and land on the other
Demonstrates elongated flight phase
Demonstrates dominant foot as the lead foot
Demonstrates non-dominant foot as the lead foot
Arms are up during the flight phase
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate more than one of the essential components for the skill of leaping.
2 Developing The student is able to demonstrate two to three of the essential components (demonstrates taking off on one foot
and landing on the other is required as one component) of leaping.
3 Consistent The student is able to demonstrate at least four of the essential components of leaping.
4 Authentic The student is able to demonstrate all the essential components of leaping in a practical setting.
Assessment Opportunities:
Warm-up
Relay race
Movement to music
Physical Education – Standards Based Assessment Tool 54 Prince George’s County Public Schools
Third Grade - (Hand Dribbling while Moving)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate dribbling with control using the dominant hand while moving. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Hand Dribbling while Moving
Uses fingers to push ball
Keeps ball under control
Ball bounces at waist height consistently
Maintains movement with head up, looking in direction of movement
Dribbles a ball using the hand for a distance of 25 feet
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of hand dribbling while moving. .
2 Developing The student is able to demonstrate two to three of the essential components (using fingers to push ball and keeps
ball under control are required as two components) of hand dribbling while moving.
3 Consistent The student is able to demonstrate at least four of the essential components of hand dribbling while moving.
4 Authentic The student is able to demonstrate using all the essential components of hand dribbling while moving in a practical
setting.
Assessment Opportunities:
Hand dribbling around obstacles and/or peers
Warm-up
Relay race
Dribble from starting point to finishing point avoiding cones or stationary peers
Physical Education – Standards Based Assessment Tool 55 Prince George’s County Public Schools
Third Grade - (Dribbling with the Foot while Moving)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate dribbling with control using the dominant foot while moving. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Dribbling with the Foot while Moving
Keeps ball close to body
Keeps ball under control
Maintains movement with head up, looking in direction of movement
Moves at or faster than a jogging pace
Dribbles a ball using the foot for a distance of 25 feet
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for the skill of dribbling with the foot while
moving.
2 Developing The student is able to demonstrate two to three of the essential components (keeps the ball close to body and
keeps ball under control are required as two components) of dribbling with the foot.
3 Consistent The student is able to demonstrate at least four of the essential components of dribbling with the foot.
4 Authentic The student is able to demonstrate all the essential components of dribbling with the foot in a practical setting.
Assessment Opportunities:
Foot dribbling around obstacles and/or peers
Warm-up
Relay race
Dribble from starting point to finishing point avoiding cones or stationary peers
Physical Education – Standards Based Assessment Tool 56 Prince George’s County Public Schools
Third Grade – (Handling a Long Implement)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate proper stick handling techniques when participating in group activities. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Handling a Long Implement
Demonstrates proper grip
Demonstrates proper body position
Demonstrates control while in possession of the puck/ball
Demonstrates control of the puck/ball while moving through/around obstacles
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of handling a long implement.
2 Developing The student demonstrates one to two essential components of handling a long implement.
3 Consistent The student demonstrates three to four of the essential components of handling a long implement.
4 Authentic The student is able to demonstrate all of the essential components of handling a long implement in a practical
setting.
Assessment Opportunities:
Floor hockey
Field hockey
Pillow polo hockey
Maneuvering through a series of cones
Physical Education – Standards Based Assessment Tool 57 Prince George’s County Public Schools
Third Grade - (Sequencing Rhythmic Movements)
State Standard: I. Skillfulness
Topic Area: I.B. Creative Movements
Performance Standard:
The student will demonstrate a sequence of three individual rhythmic movements. (S.C.L: I.B.1.a)
Criteria for Competence:
Essential Components of Sequencing Rhythmic Movements
Demonstrates a sequence of two different movements
Demonstrates a sequence of three different movements
Demonstrates a sequence of four different movements
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for sequencing rhythmic movements.
2 Developing The student is able to demonstrate one essential component for sequencing rhythmic movements.
3 Consistent The student is able to demonstrate two to three essential components for sequencing rhythmic movements.
4 Authentic The student is able to demonstrate all the essential components of sequencing rhythmic movements to music.
Assessment Opportunities:
Students work in small groups
Students work individually
Students can create a sequence or retrieve it from memory
During rhythms and dance activities (With or without music or props)
Movements may include: Stomping, Clapping, Snapping, Turning, Kicking, Jumping, Etc.
Physical Education – Standards Based Assessment Tool 58 Prince George’s County Public Schools
Third Grade - (Force Production)
State Standard: II. Biomechanical Principles
Topic Area: II.A. Effects on Objects
Performance Standard:
The student will demonstrate and explain how the speed of movement affects force production (S.C.L: II.A.1.b)
Criteria for Competence:
Essential Components of Force Production
Demonstrates and explains how the speed of essential body parts changes the speed of movement
Demonstrates and explains how the speed of an isolated body part affects the distance an object travels
Demonstrates and explains how the speed of an implement affects the distance an object travels
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of force production.
2 Developing The student demonstrates one to two of the essential components of force production.
3 Consistent The student demonstrates three of the essential components of force production.
4 Authentic The student is able to demonstrate all of the essential components of force production in a practical setting.
*May demonstrate with any object conducive to space
Assessment Opportunities:
Use written or verbal questions during individual or group discussion
Use paper assessment (See Worksheet Page: 135)
Use during any manipulative activity
Physical Education – Standards Based Assessment Tool 59 Prince George’s County Public Schools
Third Grade - (Peer Feedback)
State Standard: III. Motor Learning Principles
Topic Area: III.B. Corrective Feedback
Performance Standard:
The student will provide appropriate corrective feedback in order to enhance the learning environment (S.C.L: III.B.1.a)
Criteria for Competence:
Essential Components of Peer Feedback
Provides reminders or cues to a peer about the class rules and/or procedures
Provides appropriate positive feedback to a peer based on performance
Provides appropriate corrective feedback to a peer for skill improvement
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of peer feedback.
2 Developing The student demonstrates one to two of the essential components of peer feedback.
3 Consistent The student demonstrates three of the essential components of peer feedback.
4 Authentic The student is able to demonstrate all of the essential components of peer feedback in a practical setting.
Assessment Opportunities:
Teacher observation during daily teaching practice
Use paper assessment (See Worksheet Page: 136)
Partner activities
Cooperative activities
Physical Education – Standards Based Assessment Tool 60 Prince George’s County Public Schools
Third Grade - (Nutrition and Physical Activity)
State Standard: IV. Exercise Physiology
Topic Area: IV.E. Nutrition and Physical Activity
Performance Standard:
The student will explain the relationship between food consumption and its impact on activity (S.C.L: IV.E.1.a)
Criteria for Competence:
Essential Components of Nutrition and Physical Activity
Explains that eating nutritious food increases energy for an extended period of time
Explains that eating balanced portions throughout the day maintains energy levels
Explains the relationship between food consumption and amount of physical activity
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of nutrition and physical activity.
2 Developing The student demonstrates one to two of the essential components of nutrition and physical activity.
3 Consistent The student demonstrates all of the essential components of nutrition and physical activity.
4 Authentic The student demonstrates all of the essential components of nutrition and physical activity in relation to personal
experiences.
Assessment Opportunities:
Teacher observation during daily teaching practice
Use paper assessment (See Worksheet Page: 137)
Teacher led dialogue
Physical Education – Standards Based Assessment Tool 61 Prince George’s County Public Schools
Third Grade - (Intensity and Type)
State Standard: IV. Exercise Physiology
Topic Area: IV.B. F.I.T.T Guidelines
Performance Standard:
The student will demonstrate their knowledge for the F.I.T.T guidelines of intensity and type (S.C.L: IV.B.1.a)
Criteria for Competence:
Essential Components of Intensity and Type
Explains the difference between high and low intensity activities
Explains how the type of exercise impacts intensity of exercise
Demonstrates the difference between high, medium and low intensity
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of intensity and type.
2 Developing The student demonstrates one to two of the essential components of intensity and type.
3 Consistent The student demonstrates all of the essential components of intensity and type.
4 Authentic The student demonstrates all of the essential components of intensity and type in a practical setting.
Assessment Opportunities:
Teacher observation during daily teaching practice
Use paper assessment (See Worksheet Page: 138)
Teacher led dialogue
Question and answer session
Exit ticket question
Fitness activities
Creative movement activities
Warm-up
Physical Education – Standards Based Assessment Tool 62 Prince George’s County Public Schools
Third Grade - (Pacing)
State Standard: V. Physical Activity
Topic Area: V.A. Aerobic Fitness
Performance Standard:
The student will demonstrate appropriate pacing to successfully participate in a physical activity. (S.C.L: V.A.1.b)
Criteria for Competence:
Essential Components of Pacing
Explains the benefit for pacing during an activity
Explains when pacing is needed
Demonstrate pacing when required to move over an extended period of time
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of pacing.
2 Developing The student demonstrates one to two of the essential components of pacing.
3 Consistent The student demonstrates three of the essential components of pacing.
4 Authentic The student is able to demonstrate all of the essential components of pacing in a practical setting.
Assessment Opportunities:
Teacher observation during daily teaching practice
Use paper assessment
Teacher led dialogue
Use of standardized fitness testing (FitnessGram)
Demonstrates pacing during activities such as PACER test, mile runs, and other activities involving running/jogging for extended periods of time.
Physical Education – Standards Based Assessment Tool 63 Prince George’s County Public Schools
Third Grade - (Effort)
State Standard: VI. Social Psychological Principles
Topic Area: VI.B. Effort and Improvement
Performance Standard:
The student will discuss and demonstrate the relationship between effort and improvement for a variety of activities. (S.C.L: VI.B.1)
Criteria for Competence:
Essential Components of Effort
Defines effort
Explains how consistent effort impacts improvement
Demonstrates the relationship between effort and improvement on a particular skill/activity
Reflects on how the amount of personal effort affected skill performance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of effort.
2 Developing The student demonstrates one to two of the essential components of effort.
3 Consistent The student demonstrates three of the essential components of effort.
4 Authentic The student is able to demonstrate all of the essential components of effort.
Assessment Opportunities:
Teacher observation during daily teaching practice
Use paper assessment (See Worksheet Page: 139)
Teacher led dialogue
Teacher led comparison of data for pre and post assessment
Physical Education – Standards Based Assessment Tool 64 Prince George’s County Public Schools
Fourth Grade
Physical Education – Standards Based Assessment Tool 65 Prince George’s County Public Schools
Fourth Grade - (Skill Combination)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will combine skills to complete a task (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Skill Combination
Performs two related skills independently
Combines two related skills in a fluid manner
Combines three related skills in a fluid manner
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of skill combination.
2 Developing The student demonstrates one to two of the essential components of skill combination.
3 Consistent The student demonstrates all of the essential components of skill combination.
4 Authentic The student is able to demonstrate all of the essential components of skill combination in a practical setting.
Assessment Opportunities:
Dribble and shoot
Dribble and pass
Dribble, pass, shoot
Run and catch
Run, catch, throw/pass
Physical Education – Standards Based Assessment Tool 66 Prince George’s County Public Schools
Fourth Grade – (Underhand Serve)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate a variety of underhand serves to advance a ball forward over a net or line. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Underhand Serve
Holds object across body at waist level with non-striking hand
Steps with opposition towards target
Strikes ball low with hand or racquet
Demonstrates follow through
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of an underhand serve.
2 Developing The student demonstrates one to two essential components of an underhand serve.
3 Consistent The student demonstrates three to four of the essential components of an underhand serve.
4 Authentic The student is able to demonstrate all of the essential components of an underhand serve in practical setting.
*Use various objects such as: beach balls, balloons, birdies, tennis balls, volleyballs or training volleyballs
Assessment Opportunities:
Racquet activities (Badminton, Pickleball, Tennis, Racquetball)
Volleyball
Partner activities
Physical Education – Standards Based Assessment Tool 67 Prince George’s County Public Schools
Fourth Grade – (Shooting a Basketball from a Stationary Position)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate proper technique when shooting a basketball from a stationary position. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Shooting a Basketball from a Stationary Position
Demonstrates eye contact with rim
Demonstrates bend and extend at knees
Demonstrates elbow flexion at 90 degrees
Demonstrates follow through
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components for shooting a basketball from a stationary
position.
2 Developing The student demonstrates one to two essential components for shooting a basketball from a stationary position.
3 Consistent The student demonstrates three to four of the essential components for shooting a basketball from a stationary
position.
4 Authentic The student is able to demonstrate all of the essential components for shooting a basketball from a stationary
position in a practical setting.
*Use various basketball heights
Assessment Opportunities:
Modified games (Knockout, Around The World, Horse)
Skill drills
Physical Education – Standards Based Assessment Tool 68 Prince George’s County Public Schools
Fourth Grade - (Object Manipulation)
State Standard: II. Biomechanical Principles
Topic Area: II.A. Effects on Objects
Performance Standard:
The student will explain how the amount of force applied to an object impacts the reaction to the object. (S.C.L: II.A.1.b)
Criteria for Competence:
Essential Components of Object Manipulation
Explains the relationship between an action and reaction
Demonstrates an action to elicit one desired reaction of an object
Manipulates an object in multiple ways to elicit two different desired reactions of that object
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of object manipulation.
2 Developing The student demonstrates one to two of the essential components of object manipulation.
3 Consistent The student demonstrates all of the essential components of object manipulation.
4 Authentic The student is able to demonstrate all of the essential components of object manipulation in a practical setting.
Assessment Opportunities:
During practice student recognizes when you bounce a ball hard it will come back up hard/fast (Basketball)
Student will give a pass or will throw to a partner using appropriate force for the distance needed to travel (Soccer, Basketball, Football,
Softball)
Student can tell and show that when dribbling the ball force goes down with the ball and up with the bounce/reaction (Teacher led dialogue)
Using a paddle/racquet, the student will control the vertical height during continuous self-volley (Ping pong, Badminton)
Physical Education – Standards Based Assessment Tool 69 Prince George’s County Public Schools
Fourth Grade – (Corrective Feedback)
State Standard: III. Motor Learning Principles
Topic Area: III.B. Corrective Feedback
Performance Standard:
The student will provide a peer specific corrective feedback on skill performance. (S.C.L: III.B.1.b)
Criteria for Competence:
Essential Components of Corrective Feedback
Identifies cues for a specific skill
Identifies specific cues needed for skill improvement
Provide specific appropriate corrective feedback to peer for skill improvement
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of corrective feedback.
2 Developing The student demonstrates one to two of the essential components (identifies cues for a specific skill is required as
one component) of corrective feedback.
3 Consistent The student demonstrates three of the essential components of corrective feedback.
4 Authentic The student is able to demonstrate all of the essential components of corrective feedback in a practical setting.
Assessment Opportunities:
Use paper assessment
Partner practice activities
Station activities
Physical Education – Standards Based Assessment Tool 70 Prince George’s County Public Schools
Fourth Grade – (Intensity, Type, Time)
State Standard: IV. Exercise Physiology
Topic Area: IV.B. FITT Guidelines
Performance Standard:
The student will explain how intensity, type and time of the FITT guidelines correlate to improve fitness levels. (S.C.L: IV.B.1.a)
Criteria for Competence:
Essential Components of Intensity, Type, Time
Explains intensity, type and time
Explains and demonstrates how time of an activity affects fitness levels
Explains and demonstrates how intensity, type and time correlate to improve fitness levels
Explains how to use intensity, type and time to improve personal fitness levels.
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of intensity, type, time.
2 Developing The student demonstrates one to two of the essential components of intensity, type, time.
3 Consistent The student demonstrates three of the essential components of intensity, type, time.
4 Authentic The student is able to demonstrate all of the essential components of intensity, type, time.
Assessment Opportunities:
Teacher led dialogue on intensity, time, and type
Fitness activities
Sport activities
Use paper assessment (See Worksheet Page: 140)
Physical Education – Standards Based Assessment Tool 71 Prince George’s County Public Schools
Fourth Grade – (Hydration)
State Standard: IV. Exercise Physiology
Topic Area: IV.E. Nutrition and Physical Activity
Performance Standard:
The student will explain the relationship between hydration and physical activity. (S.C.L: IV.E.1.b)
Criteria for Competence:
Essential Components of Hydration
Explains how your body loses water during physical activity
Explains several consequences of not consuming enough water during physical activity
Explains the importance of hydration with water verses other beverages
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of hydration.
2 Developing The student demonstrates one of the essential components of hydration.
3 Consistent The student demonstrates two to three of the essential components of hydration.
4 Authentic The student is able to demonstrate all of the essential components of hydration in a practical setting.
Assessment Opportunities:
Teacher led dialogue
Use paper assessment (See Worksheet Page: 141)
Pre and post activity
Physical Education – Standards Based Assessment Tool 72 Prince George’s County Public Schools
Fourth Grade – (Aerobic and Anaerobic)
State Standard: V. Physical Activity
Topic Area: V.A. Aerobic Fitness
Performance Standard:
The student will contrast aerobic and anaerobic activities and the effects they have on heart rate. (S.C.L: V.A.1.b)
Criteria for Competence:
Essential Components of Aerobic and Anaerobic
Define aerobic and anaerobic
Identify three aerobic and three anaerobic exercises/activities
Contrast aerobic and anaerobic exercises/activities
Contrast the effects aerobic and anaerobic exercises/activities have on the heart rate
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of aerobic and anaerobic.
2 Developing The student demonstrates one to two of the essential components of aerobic and anaerobic.
3 Consistent The student demonstrates three of the essential components of aerobic and anaerobic.
4 Authentic The student is able to demonstrate all of the essential components of aerobic and anaerobic.
Assessment Opportunities:
Fitness unit
Teacher led dialogue
Aerobic activities (Running, PACER, Aerobics, Jumping rope, and Dance)
Anaerobic activities (Push ups, Sit ups, Pull ups, and Sprinting)
Physical Education – Standards Based Assessment Tool 73 Prince George’s County Public Schools
Fourth Grade – (Sportsmanship)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
Performance Standard:
The student will demonstrate appropriate sportsmanship and respect during activities. (S.C.L: VI.C.1.a)
Criteria for Competence:
Essential Components of Sportsmanship
Maintains self-control
Shows respect for others
Demonstrates strategies for good sportsmanship
Collaborates with peers to resolve conflicts
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of sportsmanship.
2 Developing The student demonstrates one to two of the essential components (maintains self-control is a required as one
component) of sportsmanship.
3 Consistent The student demonstrates three of the essential components (maintains self-control and shows respect for others
are required as two components) of sportsmanship.
4 Authentic The student is able to demonstrate all of the essential components of sportsmanship.
*Teacher led dialogue is recommended
Assessment Opportunities:
Cooperative activities
Partner activities
Sport activities
Use a paper assessment (See Worksheet Page: 142)
Physical Education – Standards Based Assessment Tool 74 Prince George’s County Public Schools
Fourth Grade – (Empathy)
State Standard: VI. Social Psychological Principles
Topic Area: VI.D. Compassion and Inclusiveness
Performance Standard:
The student will demonstrate compassion for differences among his/her peers. (S.C.L: VI.D.1)
Criteria for Competence:
Essential Components of Empathy
Acknowledge that individuals have a variety of differences
Imitates the teacher by demonstrating respect and caring for students
Uses positive verbal language to encourage the inclusion of peers
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of empathy.
2 Developing The student demonstrates one to two of the essential components of empathy.
3 Consistent The student demonstrates all of the essential components of empathy.
4 Authentic The student is able to demonstrate all of the essential components of empathy during a practical situation.
*Teacher led dialogue is recommended
Assessment Opportunities:
Teacher observation during daily teaching practice
Seen throughout every activity
Physical Education – Standards Based Assessment Tool 75 Prince George’s County Public Schools
Fifth Grade
Physical Education – Standards Based Assessment Tool 76 Prince George’s County Public Schools
Fifth Grade – (Throwing a Frisbee/Disc)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will demonstrate proper technique when throwing a Frisbee/Disc. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Throwing a Frisbee/Disc
Demonstrates side orientation to target
Demonstrates wrist snap
Releases Frisbee flat on a horizontal plane
Demonstrates follow through towards target
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of throwing a frisbee/disc.
2 Developing The student demonstrates one to two essential components of throwing a frisbee/disc.
3 Consistent The student demonstrates three to four of the essential components of throwing a frisbee/disc.
4 Authentic The student is able to demonstrate all of the essential components of throwing a frisbee/disc in a practical setting.
Assessment Opportunities:
Frisbee/disc golf
Partner activities
Throwing towards target
Physical Education – Standards Based Assessment Tool 77 Prince George’s County Public Schools
Fifth Grade – (Offensive Strategy for Invasion Games)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate basic offensive strategies during an invasion game. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Offensive Strategy for Invasion Games
Maintains control of an object while moving around obstacles
Pass and receive a pass to advance forward
Moves to an open space
Communicate positively with teammates
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of offensive strategy during an invasion
game.
2 Developing The student demonstrates one to two of the essential components of offensive strategy during an invasion game.
3 Consistent The student demonstrates three of the essential components of offensive strategy during an invasion game.
4 Authentic The student is able to demonstrate all of the essential components of offensive strategy during an invasion game.
Assessment Opportunities:
Sport activities (Soccer, Floor hockey, Basketball, Ultimate Frisbee, and Football)
Physical Education – Standards Based Assessment Tool 78 Prince George’s County Public Schools
Fifth Grade – (Defensive Strategy for Invasion Games)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate basic defensive strategies during an invasion game. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Defensive Strategy for Invasion Games
Demonstrates appropriate body positioning (athletic stance) to prevent scoring
Demonstrates appropriate spatial positioning to prevent scoring
Communicates with teammates to prevent scoring
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of defensive strategy during an invasion.
2 Developing The student demonstrates one essential component of defensive strategy during an invasion game.
3 Consistent The student demonstrates two of the essential components of defensive strategy during an invasion game.
4 Authentic The student is able to demonstrate all of the essential components of defensive strategy during an invasion game.
*Teacher led dialogue/demonstration on purpose of defense is recommended
Assessment Opportunities:
Sport activities (Soccer, Floor hockey, Basketball, Ultimate Frisbee, and Football)
Physical Education – Standards Based Assessment Tool 79 Prince George’s County Public Schools
Fifth Grade – (Offensive Strategy for Net/Wall Games)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate basic offensive strategies during a net/wall game. (S.C.L: I.C.1.a)
Criteria for Competence:
Essential Components of Offensive Strategy for Net/Wall Games
Demonstrates proper court positioning
Communicate positively
Demonstrates proper body positioning
Uses appropriate pass or volley technique to advance game play
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of offensive strategy for net/wall games.
2 Developing The student demonstrates one to two of the essential components of offensive strategy for net/wall games.
3 Consistent The student demonstrates three to four of the essential components of offensive strategy for net/wall games.
4 Authentic The student is able to demonstrate all of the essential components of offensive strategy for net/wall games in a
practical setting.
Assessment Opportunities:
Racquet games (Badminton, Pickleball, Tennis, Racquetball)
Volleyball
Newcomb
Partner games
Passing or volleying towards a wall
Physical Education – Standards Based Assessment Tool 80 Prince George’s County Public Schools
Fifth Grade – (Rhythmic Movement)
State Standard: I. Skillfulness
Topic Area: I.B. Creative Movement
Performance Standard:
The student will demonstrate the sequenced steps of a dance. (S.C.L: I.B.1.a)
Criteria for Competence:
Essential Components of Rhythmic Movement
Moves to the beat of the music
Performs all the steps of a dance
Performs the sequence of dance steps
Combines the sequence of a dance with the beats of the music
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of rhythmic movement.
2 Developing The student demonstrates one essential component of rhythmic movement.
3 Consistent The student demonstrates two to three of the essential components of rhythmic movement.
4 Authentic The student is able to demonstrate all of the essential components of rhythmic movement.
*Teacher uses various resources such as: Youtube, iTunes, Video game system
Assessment Opportunities:
Integrates with music class
Dance unit (Cha-Cha Slide, Electric Slide, Cupid Shuffle, Boot-Scootin Boogie, Cotton-Eyed Joe)
Physical Education – Standards Based Assessment Tool 81 Prince George’s County Public Schools
Fifth Grade – (Throwing Various Objects)
State Standard: II. Biomechanical Principles
Topic Area: II.A Effects on Objects.
Performance Standard:
The student will overhand throw a variety of different weighted objects using appropriate force to reach a target from 15 feet away. (S.C.L: II.A.1)
Criteria for Competence:
Essential Components of Throwing Various Objects
Demonstrates the ability to overhand throw two objects of varied weights equal distances
Demonstrates the ability to overhand throw three objects of varied weights equal distances
Demonstrates the ability to overhand throw four objects of varied weights equal distances
Explains the amount of force required to project objects of varied weights equal distances
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of throwing various objects.
2 Developing The student demonstrates one essential component of throwing various objects.
3 Consistent The student demonstrates two to three of the essential components of throwing various objects.
4 Authentic The student is able to demonstrate all of the essential components of throwing various objects.
*Weighted objects: Softball, Yarn ball, Football, Gator ball, Playground ball, Bean bags, Whiffle ball, Rubber fish/or other fun and random objects.
Assessment Opportunities:
Targets can include (Wall, Hula hoop, Tape on the wall)
Partner activities throwing to each other
Teacher led dialogue
Throwing unit
Physical Education – Standards Based Assessment Tool 82 Prince George’s County Public Schools
Fifth Grade – (Corrective Feedback)
State Standard: III. Motor Learning Principles
Topic Area: III.B. Corrective Feedback
Performance Standard:
The student will accept corrective feedback and apply it toward specific skill improvement. (S.C.L: III.B.1.a)
Criteria for Competence:
Essential Components of Corrective Feedback
Accepts corrective feedback from others
Utilizes corrective feedback to improve component of skill
Utilizes corrective feedback to improve over-all skill performance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of corrective feedback.
2 Developing The student demonstrates one to two essential components of corrective feedback.
3 Consistent The student demonstrates all of the essential components of corrective feedback.
4 Authentic The student is able to demonstrate all of the essential components of corrective feedback in a practical setting.
Assessment Opportunities:
Teacher observation during daily teaching practice
Partner activities
Use paper assessment (See Worksheet Page: 143)
Physical Education – Standards Based Assessment Tool 83 Prince George’s County Public Schools
Fifth Grade – (Exercise Effects on the Body)
State Standard: IV. Exercise Physiology
Topic Area: IV.A. Effects of Physical Activity on the Body
Performance Standard:
The student will explain how the cardio respiratory and muscular systems are affected by physical activity. (S.C.L: IV.A.1.b)
Criteria for Competence:
Essential Components of Exercise Effects on the Body
Explains how the cardio respiratory system is affected by aerobic warm-up
Explains how the muscular system is affected by aerobic warm-up
Explains how the cardio respiratory system is affected by cool down
Explains how the muscular system is affected by cool down
Applies knowledge of physiological changes during a warm up or cool down in relation to self
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of exercise effects on the body. .
2 Developing The student demonstrates one to two essential components of exercise effects on the body.
3 Consistent The student demonstrates three to four of the essential components of exercise effects on the body.
4 Authentic The student is able to demonstrate all of the essential components of exercise effects on the body.
Assessment Opportunities:
Warm-up or cool down
Teacher led dialogue
Use a paper assessment (Exit ticket) (See Worksheet Page: 144)
Physical Education – Standards Based Assessment Tool 84 Prince George’s County Public Schools
Fifth Grade – (FITT Guidelines)
State Standard: IV. Exercise Physiology
Topic Area: IV.B. FITT Guidelines
Performance Standard:
The student will apply the FITT guidelines towards setting goals. (S.C.L: IV.B.1.b)
Criteria for Competence:
Essential Components of FITT Guidelines
Explains the four FITT Guidelines
Identifies the component of fitness that needs improvement
Applies knowledge of the FITT guidelines towards setting goals
Develops a goal based on the FITT guidelines
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of FITT guidelines.
2 Developing The student demonstrates one to two essential components of FITT guidelines.
3 Consistent The student demonstrates three of the essential components of FITT guidelines.
4 Authentic The student is able to demonstrate all of the essential components of FITT guidelines.
*Previous fitness data collected
Assessment Opportunities:
Use paper assessment (See Worksheet Page: 145)
Fitness activities
Teacher led dialogue
Physical Education – Standards Based Assessment Tool 85 Prince George’s County Public Schools
Fifth Grade – (Muscular Strength and Endurance)
State Standard: V. Physical Activity
Topic Area: V.B. Muscular Strength and Endurance
Performance Standard:
The student will identify muscular strength and endurance exercises that target specific muscle groups. (S.C.L: V.B.1.c)
Criteria for Competence:
Essential Components of Muscular Strength and Endurance
Defines muscular strength and muscular endurance
Identifies major muscles of the body
Identifies muscular strength and endurance exercises for specific muscle groups
Identifies and demonstrates muscular strength and/or endurance exercises that target three different muscle groups
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of muscular strength and endurance.
2 Developing The student demonstrates one to two essential components of muscular strength and endurance.
3 Consistent The student demonstrates three of the essential components of muscular strength and endurance.
4 Authentic The student is able to demonstrate all of the essential components of muscular strength and endurance.
Assessment Opportunities:
Use paper assessment (See Worksheet Page: 146)
Teacher observation during daily teaching practice
Fitness activities
Warm-up
Teacher led dialogue
Physical Education – Standards Based Assessment Tool 86 Prince George’s County Public Schools
Fifth Grade – (Conflict Resolution)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
Performance Standard:
The student will identify positive techniques to solve conflict. (S.C.L: VI.C.1.b)
Criteria for Competence:
Essential Components of Conflict Resolution
Identify the problem
Explore techniques to resolve the problem
Implement techniques to promote good sportsmanship
Discusses effective techniques
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of conflict resolution.
2 Developing The student demonstrates one to two essential components of conflict resolution.
3 Consistent The student demonstrates three of the essential components of conflict resolution.
4 Authentic The student is able to demonstrate all of the essential components of conflict resolution.
Assessment Opportunities:
Teacher observation during daily teaching practice
Partner activities
Cooperative activities
Teacher led dialogue
Physical Education – Standards Based Assessment Tool 87 Prince George’s County Public Schools
Fifth Grade – (Time Management)
State Standard: VI. Social Psychological Principles
Topic Area: VI.E. Time Management
Performance Standard:
The student will use time management strategies to create opportunities for daily physical activity. (S.C.L: VI.E.1.a)
Criteria for Competence:
Essential Components of Time Management
Understands the need for daily physical activity
Creates a checklist of daily tasks in order of importance
Explains time management strategies
Integrates physical activity into daily schedule
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of time management.
2 Developing The student demonstrates one to two essential components of time management.
3 Consistent The student demonstrates three of the essential components of time management.
4 Authentic The student is able to demonstrate all of the essential components of time management.
Assessment Opportunities:
Student designed checklist
Teacher led dialogue
Physical Education – Standards Based Assessment Tool 88 Prince George’s County Public Schools
Sixth Grade
Physical Education – Standards Based Assessment Tool 89 Prince George’s County Public Schools
Sixth Grade – (Shooting a Layup in Basketball)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will use proper technique when demonstrating a layup. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Shooting a Layup in Basketball
Dribble to side of basket
Raises knee and elbow simultaneously on shooting side of body (Opposition)
Pushes ball to backboard attempting to hit the square
Maintains continuous motion
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of shooting a layup in basketball.
2 Developing The student demonstrates one to two essential components of shooting a layup in basketball.
3 Consistent The student demonstrates three to four of the essential components of shooting a layup in basketball.
4 Authentic The student is able to demonstrate all of the essential components of shooting a layup in a practical setting.
Assessment Opportunities:
Practice drills
Lead up games
Physical Education – Standards Based Assessment Tool 90 Prince George’s County Public Schools
Sixth Grade – (On-The-Ball Strategies)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrates on-the-ball strategies to solve tactical game problems. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of On-The-Ball Strategies
Keeps close proximity to ball (maintains possession)
Keeps head up and views playing area
Avoids defenders while maintaining possession
Makes appropriate decision to pass, dribble, or shoot
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of on-the-ball strategies.
2 Developing The student demonstrates one to two essential components (keeps close proximity to ball (maintains possession) is
required as one component) of on-the-ball strategies.
3 Consistent The student demonstrates three to four of the essential components (keeps close proximity to ball (maintains
possession) is required as one component) of on-the-ball strategies.
4 Authentic The student is able to demonstrate all of the essential components of on-the-ball strategies in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse)
Modified activities (2v1, 3v3, 4v4, etc.)
Physical Education – Standards Based Assessment Tool 91 Prince George’s County Public Schools
Sixth Grade – (Off-The-Ball Strategies)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrates off-the-ball strategies to solve tactical game problems. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of Off-The-Ball Strategies
Evades defender
Moves to open space
Demonstrates play/passing route
Communicates effectively with peers
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of off-the-ball strategies.
2 Developing The student demonstrates one to two essential components of off-the-ball strategies.
3 Consistent The student demonstrates three to four of the essential components of off-the-ball strategies.
4 Authentic The student is able to demonstrate all of the essential components of off-the-ball strategies in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse)
Modified activities (2v1, 3v3, 4v4, etc.)
Football activities
Physical Education – Standards Based Assessment Tool 92 Prince George’s County Public Schools
Sixth Grade – (Integrated Movement)
State Standard: I. Skillfulness
Topic Area: I.B. Creative Movement
Performance Standard:
The student will demonstrates skill combinations in a variety of physical activities. (S.C.L: I.B.1)
Criteria for Competence:
Essential Components of Integrated Movement
Demonstrates movement tasks with all the required isolated skill components
Demonstrates the isolated skill components in the proper sequence
Demonstrates smooth transition between skill’s components
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of integrated movement.
2 Developing The student demonstrates one to two essential components of integrated movement.
3 Consistent The student demonstrates all of the essential components of integrated movement.
4 Authentic The student is able to demonstrate all of the essential components of integrated movement in a practical setting.
Assessment Opportunities:
Skill combinations (Dribble-shoot, Dribble-pass, Catch-throw)
Sport activities (Basketball, Soccer, Hockey, Lacrosse, Gymnastics)
Dance activities
Physical Education – Standards Based Assessment Tool 93 Prince George’s County Public Schools
Sixth Grade – (Force Absorption)
State Standard: II. Biomechanical Principals
Topic Area: II.A. Effects on Objects
Performance Standard:
The student will receive an object by demonstrating force absorption. (S.C.L: II.A.1.b)
Criteria for Competence:
Essential Components of Force Absorption
Align body with object
Extend body/implement to receive the object
Absorbs the object to body/implement
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of force absorption.
2 Developing The student demonstrates one to two essential components of force absorption.
3 Consistent The student demonstrates all of the essential components of force absorption.
4 Authentic The student is able to demonstrate all of the essential components of force absorption in a practical setting.
*Bunting is a possible way to observe force absorption
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse, Football, Softball)
Catching activities
Partner activities
Small group activities
Physical Education – Standards Based Assessment Tool 94 Prince George’s County Public Schools
Sixth Grade – (Appropriate Practice)
State Standard: III. Motor Learning Principals
Topic Area: III.A. Appropriate Practice
Performance Standard:
The student will demonstrates and explains how the use of appropriate practice contributes to the development of a closed skill. (S.C.L: III.A.1.b)
Criteria for Competence:
Essential Components of Appropriate Practice
Follows teacher directions to demonstrate all cues of a skill
Independently demonstrates all cues of a skill
Recognize that through time and practice skills have improved
Explores and utilizes teacher and peer feedback
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of appropriate practice.
2 Developing The student demonstrates one to two essential components of appropriate practice.
3 Consistent The student demonstrates three to four of the essential components of appropriate practice.
4 Authentic The student is able to demonstrate all of the essential components of appropriate practice in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse, Football)
Lifetime activities (Bocce, Horseshoes)
Racquet activities (Tennis, Badminton)
Fitness activities
Physical Education – Standards Based Assessment Tool 95 Prince George’s County Public Schools
Sixth Grade – (Training Principles)
State Standard: IV. Exercise Physiology
Topic Area: IV.B. FITT Guidelines
Performance Standard:
The student will define the principals of overload, progression, specificity, regularity, and individuality. (S.C.L: IV.B.1.c)
Criteria for Competence:
Essential Components of the Training Principles
Define overload
Define progression
Define specificity
Define regularity
Define individuality
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate more than one of the essential components of the training principles.
2 Developing The student demonstrates two to three essential components of the training principles.
3 Consistent The student demonstrates four to five of the essential components of the training principles.
4 Authentic The student is able to demonstrate all of the essential components of the training principles in relation to the FITT
guidelines.
Assessment Opportunities:
Teacher led dialogue
Use paper assessment (See Worksheet Page: 147)
Physical Education – Standards Based Assessment Tool 96 Prince George’s County Public Schools
Sixth Grade – (Skill-Related Fitness)
State Standard: IV. Exercise Physiology
Topic Area: IV.C. Components of Fitness
Performance Standard:
The student will demonstrate knowledge by selecting different activities that correlate to the skill-related fitness components. (S.C.L: IV.C.1.c)
Criteria for Competence:
Essential Components of Skill-Related Fitness
Identifies the skill-related fitness components (agility, balance, coordination, power, speed, reaction time)
Describes the skill-related fitness components
Selects activities that correlate to the skill-related fitness components
Demonstrates an activity using a skill-related fitness component
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of skill-related fitness.
2 Developing The student demonstrates one to two essential components of skill-related fitness.
3 Consistent The student demonstrates three to four of the essential components of skill-related fitness.
4 Authentic The student is able to demonstrate all of the essential components of skill-related fitness in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse, Football, Softball)
Fitness activities (FitnessGram)
Muscular strength activities
Use paper assessment (See Worksheet Page: 148)
Physical Education – Standards Based Assessment Tool 97 Prince George’s County Public Schools
Sixth Grade – (Wellness)
State Standard: IV. Exercise Physiology
Topic Area: IV.D. Benefits of Physical Activity
Performance Standard:
The student will recognize the importance of wellness principles. (S.C.L: IV.D.1.a)
Criteria for Competence:
Essential Components of Wellness
Explains the importance of wellness
Identifies the principles of wellness (relaxation, healthy attitude, self-image)
Defines the principles of wellness
Explains how the principles of wellness relate to physical activity
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of wellness.
2 Developing The student demonstrates one to two essential components of wellness.
3 Consistent The student demonstrates three of the essential components of wellness.
4 Authentic The student is able to demonstrate all of the essential components of wellness.
Assessment Opportunities:
Teacher led dialogue
Use paper assessment (See Worksheet Page: 149)
Physical Education – Standards Based Assessment Tool 98 Prince George’s County Public Schools
Sixth Grade – (Aerobic Fitness)
State Standard: V. Physical Activity
Topic Area: V.A. Aerobic Fitness
Performance Standard:
The student will identify and demonstrate activities to improve personal aerobic fitness. (S.C.L: V.A.1.b)
Criteria for Competence:
Essential Components of Aerobic Fitness
Determines a baseline of individual aerobic fitness
Sets appropriate and attainable personal aerobic fitness goal based on baseline data
Chooses appropriate physical activities to attain personal goal
Reaches personal aerobic fitness goal
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of aerobic fitness.
2 Developing The student demonstrates one to two essential components of aerobic fitness.
3 Consistent The student demonstrates three of the essential components of aerobic fitness.
4 Authentic The student is able to demonstrate all of the essential components of aerobic fitness.
Assessment Opportunities:
Fitness activities (PACER test, Mile run, Shuttle run)
Physical Education – Standards Based Assessment Tool 99 Prince George’s County Public Schools
Sixth Grade – (Injury Prevention)
State Standard: VI. Social Psychological Principles
Topic Area: VI.A. Safety in Physical Activity
Performance Standard:
The student will identify and demonstrate safe practices to minimize injury during physical activities. (S.C.L: VI.A.1.a)
Criteria for Competence:
Essential Components of Injury Prevention
Identifies and demonstrates the importance of stretching
Identifies and demonstrates the importance of breathing during physical activity
Identifies and demonstrates proper body technique (posture) when performing physical activities
Identifies and demonstrates proper use of equipment in physical activities
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of injury prevention.
2 Developing The student demonstrates one to two essential components of injury prevention.
3 Consistent The student demonstrates three to four of the essential components of injury prevention.
4 Authentic The student is able to demonstrate all of the essential components of injury prevention in a practical setting.
Assessment Opportunities:
Teacher or student led dialogue
Use paper assessment (See Worksheet Page: 150)
Stretching activities
Student created warm-up
Physical Education – Standards Based Assessment Tool 100 Prince George’s County Public Schools
Seventh Grade
Physical Education – Standards Based Assessment Tool 101 Prince George’s County Public Schools
Seventh Grade – (Accuracy with Hand or Implement)
State Standard: I. Skillfulness
Topic Area: I.A. Effects on Objects
Performance Standard:
The student will accurately strike the object over a net towards open space. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Accuracy with Hand or Implement
Strikes the object over the net
Object stays in bounds
Strikes the object into the intended half of the court
Strikes the object into the intended quarter of the court
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of accuracy with hand or implement.
2 Developing The student demonstrates one to two essential components (either strikes the object over the net and/or object
stays in bounds is required as one component) of accuracy with hand or implement.
3 Consistent The student demonstrates three to four of the essential components of accuracy with hand or implement.
4 Authentic The student is able to demonstrate all of the essential components of accuracy with hand or implement in a
practical setting.
Assessment Opportunities:
Racquet activities (Badminton, Pickleball, Tennis, Racquetball)
Volleyball activities
Partner activities
Small group activities
Physical Education – Standards Based Assessment Tool 102 Prince George’s County Public Schools
Seventh Grade – (Defensive Tactical Skills)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate defensive skills to solve tactical game problems. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of Defensive Tactical Skills
Maintains a defensive position to prevent advancement of ball
Demonstrates close proximity for one on one coverage
Demonstrates zone coverage
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of defensive tactical skills.
2 Developing The student demonstrates one to two essential components of defensive tactical skills.
3 Consistent The student demonstrates all of the essential components of defensive tactical skills.
4 Authentic The student is able to demonstrate all of the essential components of defensive tactical skills in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse)
Modified activities (2v1, 3v3, 4v4, etc.)
Physical Education – Standards Based Assessment Tool 103 Prince George’s County Public Schools
Seventh Grade – (Offensive Tactical Skills)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate offensive skills to solve tactical game problems. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of Offensive Tactical Skills
Demonstrates the ability to evade a defender
Utilizes teammates in order to enhance scoring opportunities
Demonstrates give and go
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of offensive tactical skills.
2 Developing The student demonstrates one to two essential components of offensive tactical skills.
3 Consistent The student demonstrates all of the essential components of offensive tactical skills.
4 Authentic The student is able to demonstrate all of the essential components of offensive tactical skills in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse)
Modified activities (2v1, 3v3, 4v4, etc.)
Physical Education – Standards Based Assessment Tool 104 Prince George’s County Public Schools
Seventh Grade – (Body Positioning)
State Standard: II. Biomechanical Principles
Topic Area: II.B. Balance
Performance Standard:
The student will demonstrate athletic stance while maintaining balance and keeping center of gravity. (S.C.L: II.B.1.a)
Criteria for Competence:
Essential Components of Body Positioning
Demonstrates a static athletic stance
Demonstrates the ability to transition from the static athletic stance into the dynamic athletic stance
Utilizes the athletic stance while on defense
Utilizes the athletic stance while on offense
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of body positioning.
2 Developing The student demonstrates one to two essential components of body positioning.
3 Consistent The student demonstrates three to four of the essential components of body positioning.
4 Authentic The student is able to demonstrate all of the essential components of body positioning in a practical setting.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse, Softball)
Practice drills
Physical Education – Standards Based Assessment Tool 105 Prince George’s County Public Schools
Seventh Grade – (Self and Peer Assessment)
State Standard: III. Motor Learning Principles
Topic Area: III.B. Corrective Feedback
Performance Standard:
The student will document and analyze a self and peer performance. (S.C.L: III.B.1.a)
Criteria for Competence:
Essential Components of Self and Peer Assessment
Identifies cues of specific skill
Accurately assesses self-performance of skill
Accurately assesses peer performance of skill
Compares and evaluates self and peer assessments of skill
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of self and peer assessment.
2 Developing The student demonstrates one to two essential components of self and peer assessment.
3 Consistent The student demonstrates three of the essential components of self and peer assessment.
4 Authentic The student is able to demonstrate all of the essential components of self and peer assessment.
Assessment Opportunities:
Sport activities (Basketball, Soccer, Hockey, Lacrosse)
Fitness activities
With video
Partner activities
Use paper assessment (See Worksheet Page: 151)
Physical Education – Standards Based Assessment Tool 106 Prince George’s County Public Schools
Seventh Grade – (FITT Guidelines)
State Standard: IV. Exercise Physiology
Topic Area: IV.B FITT Guidelines
Performance Standard:
The student will determine personal fitness goals based on the FITT guidelines using their baseline data. (S.C.L: IV.B.1.a)
Criteria for Competence:
Essential Components of FITT Guidelines
Determines a baseline of an individual fitness component
Sets appropriate and attainable personal fitness goal using all components of the FITT guidelines
Chooses appropriate physical activities to attain the personal goal
Reaches personal fitness goal
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of the FITT guidelines.
2 Developing The student demonstrates one to two essential components of FITT guidelines.
3 Consistent The student demonstrates three of the essential components of FITT guidelines.
4 Authentic The student is able to demonstrate all of the essential components of FITT guidelines.
Assessment Opportunities:
Fitness activities
Use paper assessment (Fitness logs, Fitness plan) (See Worksheet Page: 152)
Physical Education – Standards Based Assessment Tool 107 Prince George’s County Public Schools
Seventh Grade – (Stretching)
State Standard: V. Physical Activity
Topic Area: V.C Flexibility
Performance Standard:
The student will identify and demonstrate various stretching techniques and the importance of flexibility for specific muscle groups. (S.C.L: V.C.1.d)
Criteria for Competence:
Essential Components of Stretching
Explains the importance of flexibility
Identify the different stretching techniques (partner, static, dynamic)
Demonstrate two stretches for each technique
Identify the muscle group targeted in each demonstrated stretch
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of stretching.
2 Developing The student demonstrates one to two essential components of stretching.
3 Consistent The student demonstrates three of the essential components of stretching.
4 Authentic The student is able to demonstrate all of the essential components of stretching.
Assessment Opportunities:
Lifetime activities (Yoga)
Use paper assessment (See Worksheet Page: 153)
Warm-up
Physical Education – Standards Based Assessment Tool 108 Prince George’s County Public Schools
Seventh Grade – (Time Management)
State Standard: VI. Social Psychological Principles
Topic Area: VI.E. Time Management
Performance Standard:
The student will implement time management strategies to create opportunities for recommended daily physical activity. (S.C.L: VI.E.1.a)
Criteria for Competence:
Essential Components of Time Management
Explains the need for daily physical activity in relation to one’s personal lifestyle
Identifies and understands the amount of time recommended for daily physical activity
Recognizes barriers to reaching recommended time for daily physical activity
Determines strategies for overcoming barriers to reach the recommended time for daily physical activity
Creates a daily schedule that includes recommended allotted time for physical activities
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of time management.
2 Developing The student demonstrates one to two essential components of time management.
3 Consistent The student demonstrates three to four of the essential components of time management.
4 Authentic The student is able to demonstrate all of the essential components of time management.
Assessment Opportunities:
Wellness plan
Class discussion
Use paper assessment (See Worksheet Page: 154)
Physical Education – Standards Based Assessment Tool 109 Prince George’s County Public Schools
Eighth Grade
Physical Education – Standards Based Assessment Tool 110 Prince George’s County Public Schools
Eighth Grade – (Volleyball Skills)
State Standard: I. Skillfulness
Topic Area: I.C. Skill Themes
Performance Standard:
The student will demonstrate the ability to use the proper technique of bumping and setting when contacting a volleyball. (S.C.L: I.C.1.b)
Criteria for Competence:
Essential Components of Volleyball Skills
Demonstrates appropriate body positioning
Demonstrates proper technique for setting
Demonstrates proper technique for bumping (contacts on forearm)
Uses appropriate skill in correct situation
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of volleyball skills.
2 Developing The student demonstrates one to two essential components of volleyball skills.
3 Consistent The student demonstrates three to four of the essential components of volleyball skills.
4 Authentic The student is able to demonstrate all of the essential components of volleyball skills in a practical setting.
Assessment Opportunities:
Partner activities
Small group activities
Self-volley off the wall
Physical Education – Standards Based Assessment Tool 111 Prince George’s County Public Schools
Eighth Grade – (Peer Assessment)
State Standard: I. Skillfulness
Topic Area: I.A. Fundamental Movement
Performance Standard:
The student will assess a peer’s performance during fitness related activities. (S.C.L: I.A.1.a)
Criteria for Competence:
Essential Components of Peer Assessment
Identifies proper cues and technique of fitness skill
Recognizes errors in a peer’s skill performance
Recognizes errors of skill performance for multiple peers
Delivers corrective feedback respectfully
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of peer assessment.
2 Developing The student demonstrates one to two essential components of peer assessment.
3 Consistent The student demonstrates three of the essential components of peer assessment.
4 Authentic The student is able to demonstrate all of the essential components of peer assessment.
Assessment Opportunities:
Partner activities
Physical Education – Standards Based Assessment Tool 112 Prince George’s County Public Schools
Eighth Grade – (Throwing to a Moving Target)
State Standard: II. Biomechanical Principles
Topic Area: II.A. Effects on Objects
Performance Standard:
The student will follow proper cues of throwing to a moving target. (S.C.L: II.A.1.a)
Criteria for Competence:
Essential Components of Throwing to a Moving Target
Utilizes all cues when throwing (step with opposition, weight transfer, rotation, follow through)
Understands and applies the appropriate amount of force necessary to throw toward a moving target
Demonstrates ability to lead target
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of throwing to a moving target.
2 Developing The student demonstrates one to two essential components of throwing to a moving target.
3 Consistent The student demonstrates all of the essential components of throwing to a moving target.
4 Authentic The student is able to demonstrate all of the essential components of throwing to a moving target in a practical
setting.
Assessment Opportunities:
Partner activities
Small group activities
Sport activities (Football, European handball, Lacrosse)
Physical Education – Standards Based Assessment Tool 113 Prince George’s County Public Schools
Eighth Grade – (Skill Improvement)
State Standard: III. Motor Learning Principles
Topic Area: III.B. Corrective Feedback
Performance Standard:
The student will create and utilize an improvement plan for a skill. (S.C.L: III.B.1.b)
Criteria for Competence:
Essential Components of Skill Improvement
Recognizes areas for improvement in skill performance
Identifies and creates improvement plan
Utilizes improvement plan
Demonstrates improvement of skill performance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of skill improvement.
2 Developing The student demonstrates one to two essential components of skill improvement.
3 Consistent The student demonstrates three of the essential components of skill improvement.
4 Authentic The student is able to demonstrate all of the essential components of skill improvement.
Assessment Opportunities:
Use a paper assessment (Fitness plan) (See Worksheet Page: 155)
Sport activities
Lifetime activities
Physical Education – Standards Based Assessment Tool 114 Prince George’s County Public Schools
Eighth Grade – (Personal Fitness)
State Standard: IV. Exercise Physiology
Topic Area: IV.C. Components of Fitness
Performance Standard:
The student will be able to defend a personal fitness plan using health related fitness components. (S.C.L: IV.C.1.b)
Criteria for Competence:
Essential Components of Personal Fitness
Creates a personal fitness plan using health related fitness components
Implement the personal fitness plan
Assesses the personal fitness plan
Defends the personal fitness plan
Analyzes and refines the personal fitness plan
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of personal fitness.
2 Developing The student demonstrates one to two essential components of personal fitness.
3 Consistent The student demonstrates three to four of the essential components of personal fitness.
4 Authentic The student is able to demonstrate all of the essential components of personal fitness.
Assessment Opportunities:
Use paper assessment (Fitness plan) (See Worksheet Page: 156)
Fitness activities (FitnessGram)
Class discussion
Partner activities
Physical Education – Standards Based Assessment Tool 115 Prince George’s County Public Schools
Eighth Grade – (Aerobic Fitness)
State Standard: V. Physical Activity
Topic Area: V.A. Aerobic Fitness
Performance Standard:
The student will develop and justify activities to attain aerobic fitness goal. (S.C.L: V.A.1.b)
Criteria for Competence:
Essential Components of Aerobic Fitness
Develops personal aerobic fitness goal
Creates a fitness plan using appropriate activities to target aerobic fitness goal
Justify goal and activities
Evaluates outcome of fitness plan
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of aerobic fitness.
2 Developing The student demonstrates one to two essential components of aerobic fitness.
3 Consistent The student demonstrates three of the essential components of aerobic fitness.
4 Authentic The student is able to demonstrate all of the essential components of aerobic fitness.
Assessment Opportunities:
Small group activities
Class and individual discussion
Use paper assessment (Fitness plan) (See Worksheet Page: 157)
Physical Education – Standards Based Assessment Tool 116 Prince George’s County Public Schools
Eighth Grade – (Muscular Strength and Endurance)
State Standard: V. Physical Activity
Topic Area: V.B. Muscular Strength and Endurance
Performance Standard:
The student will develop and justify activities to improve muscular strength and endurance goal. (S.C.L: V.B.1.b)
Criteria for Competence:
Essential Components of Muscular Strength and Endurance
Develops personal muscular strength and endurance goal
Creates a fitness plan using appropriate activities to target muscular strength and endurance goal
Justify goal and activities
Evaluates outcome of fitness plan
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of muscular strength and endurance.
2 Developing The student demonstrates one to two essential components of muscular strength and endurance.
3 Consistent The student demonstrates three of the essential components of muscular strength and endurance.
4 Authentic The student is able to demonstrate all of the essential components of muscular strength and endurance.
Assessment Opportunities:
Small group activities
Class and individual discussion
Use paper assessment (Fitness plan)
Physical Education – Standards Based Assessment Tool 117 Prince George’s County Public Schools
Eighth Grade – (Conflict Resolution)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
Performance Standard:
The student will be able to implement and defend their choice of strategy for conflict resolution. (S.C.L: VI.C.1.b)
Criteria for Competence:
Essential Components of Conflict Resolution
Identify strategies to resolve conflict
Promotes a sense of community and demonstrates respect for others
Chooses and demonstrates strategy
Defends strategy choice
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of conflict resolution.
2 Developing The student demonstrates one to two essential components of conflict resolution.
3 Consistent The student demonstrates three of the essential components of conflict resolution.
4 Authentic The student is able to demonstrate all of the essential components of conflict resolution.
Assessment Opportunities:
Small group activities
Class and individual discussion
Use paper assessment (See Worksheet Page: 158)
Physical Education – Standards Based Assessment Tool 118 Prince George’s County Public Schools
High School
Physical Education – Standards Based Assessment Tool 119 Prince George’s County Public Schools
High School – (Personal Lifelong Fitness Selection)
State Standard: I. Skillfullness
Topic Area: I.A. Fundamental Movement
I.C. Skill Themes
Performance Standard:
The student will justify his/her personal lifelong fitness activities selection through appropriate practice and persistence to maintain and improve skill level. (S.C.L: I.A/C.)
Criteria for Competence:
Essential Components of Personal Lifelong Fitness Selection
Demonstrates practice in a safe manner
Demonstrates appropriate progressions for skill development
Evaluates and justifies practice techniques
Justifies revised practice techniques
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of personal lifelong fitness selection.
2 Developing The student demonstrates one to two essential components of personal lifelong fitness selection.
3 Consistent The student demonstrates three of the essential components of personal lifelong fitness selection.
4 Authentic The student is able to demonstrate all of the essential components of personal lifelong fitness selection.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 15
Assessment Opportunities:
Small group activities
Class and individual discussion
Use paper assessment (Fitness plan)
Fitness activities
Physical Education – Standards Based Assessment Tool 120 Prince George’s County Public Schools
High School – (Laws of Motion and Performance)
State Standard: II. Biomechanical Principles
Topic Area: II.A. Effects on Objects
Performance Standard:
The student will analyze the correlation between Newton’s Laws of Motion with performance during lifelong physical activity. (S.C.L: II.A)
Criteria for Competence:
Essential Components of Laws of Motion and Performance
Explains how inertia affects the body mechanics during three specific physical activities
Analyzes the mass and acceleration of an object to explain how force impacts the outcome during three specific physical activities
Explains how for every action there is an equal and opposite re-action during three physical activities
Analyzes the laws of motion to develop strategy during physical activity
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of laws of motion and performance.
2 Developing The student demonstrates one to two of the essential components (any of the components are required other than
analyze the laws of motion to develop strategy during physical activity) of laws of motion and performance.
3 Consistent The student demonstrates three of the essential components (any of the components are required other than
analyze the laws of motion to develop strategy during physical activity) of laws of motion and performance.
4 Authentic The student is able to demonstrate all of the essential components of laws of motion and performance.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 3
Assessment Opportunities:
Small group activities
Class discussion
Fitness activities
Sport activities
Lifetime activities
Physical Education – Standards Based Assessment Tool 121 Prince George’s County Public Schools
High School – (Implement Practice Plan)
State Standard: III. Motor Learning Principles
Topic Area: III.A. Appropriate Practices
Performance Standard:
The student will develop and implement an appropriate practice plan for a personal selected skill showing the progression of closed skill to open skill practice. (S.C.L: III.A)
Criteria for Competence:
Essential Components of Implement Practice Plan
Demonstrates skill progression during a closed skill activity
Demonstrates skill progression during an open skill activity
Analyzes the closed and open skill practice activities
Refines practice activities to enhance future performance
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of implement practice plan.
2 Developing The student demonstrates one to two essential components of implement practice plan.
3 Consistent The student demonstrates three of the essential components of implement practice plan.
4 Authentic The student is able to demonstrate all of the essential components of implement practice plan.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 14
Assessment Opportunities:
Sport activities
Lifetime activities
Use paper assessment (Activity plan)
Small group activities
Partner activities
Physical Education – Standards Based Assessment Tool 122 Prince George’s County Public Schools
High School – (Effects of Physical Activity)
State Standard: IV. Exercise Physiology
Topic Area: IV.A. Effects of Physical Activity on the Body
Performance Standard:
The student will analyze the effects of physical activity on the body systems to apply the training principles of overload, progression and specificity to a fitness plan. (S.C.L: IV.A.1.a)
Criteria for Competence:
Essential Components of Effects of Physical Activity
Demonstrates the training principles of overload, progression, and specificity
Analyzes the relationship specific training principles has with specific physical activities
Investigates the impact that training principles has with physical activity and the body systems
Applies the training principles of overload, progression, and specificity to a fitness plan
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of effects of physical activity.
2 Developing The student demonstrates one to two of the essential components of effects of physical activity.
3 Consistent The student demonstrates three of the essential components of effects of physical activity.
4 Authentic The student is able to demonstrate all of the essential components of effects of physical activity.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 7
Assessment Opportunities:
Small group activities
Class discussion
Use paper assessment
Fitness activities
Physical Education – Standards Based Assessment Tool 123 Prince George’s County Public Schools
High School – (Stress Reduction)
State Standard: IV. Exercise Physiology
Topic Area: IV.D. Nutrition and Physical Activity
Performance Standard:
The student will evaluate the effects stress has on the body and analyze and demonstrate methods to relieve stress for lifelong health and wellness. (S.C.L: IV.D.1.b)
Criteria for Competence:
Essential Components of Stress Reduction
Evaluates factors that lead to stress
Analyzes personal factors causing stress
Analyzes and demonstrates stress relieving activities
Reflects on the correlation stress and stress relieving activities have on personal wellness
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of stress reduction.
2 Developing The student demonstrates one to two of the essential components of stress reduction.
3 Consistent The student demonstrates three of the essential components of stress reduction.
4 Authentic The student is able to demonstrate all of the essential components of stress reduction.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 33
Assessment Opportunities:
Small group activities
Class discussion
Use paper assessment (Journal, Wellness plan)
Lifetime activities (Yoga)
Physical Education – Standards Based Assessment Tool 124 Prince George’s County Public Schools
High School – (Exercise Adherence)
State Standard: IV. Exercise Physiology
Topic Area: IV.F. Exercise Adherence
Performance Standard:
The student will investigate the direct relationship of personal value and motivation with exercise adherence to justify personal selection of lifelong physical activities. (S.C.L: IV.F.1)
Criteria for Competence:
Essential Components of Exercise Adherence
Analyzes personal value and motivation for physical activity
Evaluates personal exercise adherence
Justifies personal selection of lifelong physical activities based on personal value, motivation with exercise adherence
Demonstrates an appropriate adherence of exercise based on national guidelines to support justification
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of exercise adherence.
2 Developing The student demonstrates one to two of the essential components of exercise adherence.
3 Consistent The student demonstrates three of the essential components of exercise adherence.
4 Authentic The student is able to demonstrate all of the essential components of exercise adherence.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 11
Assessment Opportunities:
Small group activities
Class discussion
Use paper assessment (Fitness plan)
Lifetime activities
Fitness activities
.
Physical Education – Standards Based Assessment Tool 125 Prince George’s County Public Schools
High School – (Personal Fitness Plan)
State Standard: V. Physical Activity
Topic Area: V.A. Aerobic Fitness
V.B. Muscular Strength and Endurance
V.C. Flexibility
Performance Standard:
The student will design and maintain a personal fitness plan based on the FITT guidelines. (S.C.L: V.A/B/C)
Criteria for Competence:
Essential Components of Personal Fitness Plan
Designs a personal fitness plan using the FITT guidelines
Implements personal fitness plan exercises and activities
Analyzes personal fitness data and maintains plan
Refines personal fitness plan based on analysis of data
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of personal fitness plan.
2 Developing The student demonstrates one to two essential components of personal fitness plan.
3 Consistent The student demonstrates three of the essential components of personal fitness plan.
4 Authentic The student is able to demonstrate all of the essential components of personal fitness plan.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 3, 10, 26, 34
Assessment Opportunities:
Use paper assessment (Fitness plan)
Fitness activities (FitnessGram)
Class discussion
Partner activities
Physical Education – Standards Based Assessment Tool 126 Prince George’s County Public Schools
High School – (Social Inclusiveness)
State Standard: VI. Social Psychological Principles
Topic Area: VI.C. Cooperation and Responsibility
VI.D. Compassion and Inclusiveness
Performance Standard:
The student will employ strategies that develop and promote a sense of community among all students. (S.C.L: VI.C/D)
Criteria for Competence:
Essential Components of Social Inclusiveness
Demonstrates attitudes towards building a cohesive community
Evaluates common features, characteristics, and interests of peers
Analyzes methods of inclusion of peers
Self-initiates implementation of inclusive strategies
Encourages peers to promote a sense of community
Level Level of Evidence Criteria
1 Not Evident The student is unable to demonstrate any of the essential components of social inclusiveness.
2 Developing The student demonstrates one to two essential components of social inclusiveness.
3 Consistent The student demonstrates three to four of the essential components of social inclusiveness.
4 Authentic The student is able to demonstrate all of the essential components of social inclusiveness.
*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 1, 2, 13, 20
Assessment Opportunities:
Teacher observation through daily teaching practice
Class discussion
Physical Education – Standards Based Assessment Tool 127 Prince George’s County Public Schools
Worksheets
Physical Education – Standards Based Assessment Tool 128 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Promoting Fitness (Pre-Kindergarten/Kindergarten)
Draw a picture in the box below of a physical activity:
Circle the Physical Activity:
Running
Watching TV
On The Back of the Paper, Draw Another Healthy Physical Activity
Physical Education – Standards Based Assessment Tool 129 Prince George’s County Public Schools
Teacher’s Name: ________________________________ Class Day:___________
Socially Appropriate Behaviors (Pre-Kindergarten/Kindergarten)
NAMES: DATES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Key
Code Behavior Code Behavior
* Excellent behavior (Supported positive behavior in peers) Good day (Demonstrated all behaviors below)
Indicate Behaviors NOT Demonstrated in Class by the Code
H Uses hands appropriately L Uses positive language and words
TT Verbally and physically takes turns B Demonstrates on task behaviors
E Uses equipment appropriately S Demonstrates positive attitude and sportsmanship
Physical Education – Standards Based Assessment Tool 130 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Promoting Fitness (First Grade)
Circle the cardiorespiratory activities
PLAYING VIDEO GAMES
PLAYING SOCCER
DOING HOMEWORK
SLEEPING
PLAYING BASKETBALL
SWIMMING
RUNNING
WATCHING TV
For Teacher Use Only
Activity Yes No
Physical Education – Standards Based Assessment Tool 131 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Nutrition (First Grade)
Circle the nutritious food and put an X over the junk food.
WATER
SALAD
STRAWBERRIES
FRENCH FRIES
ICE CREAM
VEGETABLES
SODA
BANANA
CAKE
CHIPS
Physical Education – Standards Based Assessment Tool 132 Prince George’s County Public Schools
Teacher’s Name: ________________________________ Class Day:___________
Socially Appropriate Behaviors (First Grade)
NAMES: DATES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Key
Code Behavior Code Behavior
* Excellent behavior (Supported positive behavior in peers) Good day (Demonstrated all behaviors below)
Indicate Behaviors NOT Demonstrated in Class by the Code
H Uses hands appropriately L Uses positive language and words
TT Verbally and physically takes turns B Demonstrates on task behaviors
E Uses equipment appropriately S Demonstrates positive attitude and sportsmanship
Physical Education – Standards Based Assessment Tool 133 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Effects of Physical Activity (Second Grade)
1. List three activities that would give you a resting heart rate.
1._____________________________
2._____________________________
3._____________________________
2. Circle two areas of the body in which your pulse could be located.
Neck Feet Wrist Elbow Ear
3. Draw a picture of an activity that would give you an active heart rate. Please use space
below.
Physical Education – Standards Based Assessment Tool 134 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Muscular Endurance (Second Grade)
1. List three activities that can improve muscular endurance.
_____________________________
_____________________________
_____________________________
True False
Circle
Or
2. Push-ups improve muscular endurance within your biceps and
triceps.
True False
Or
3. Sit-ups help to improve muscular endurance within your legs.
True False
Or
4. Muscular endurance is how long your muscles can go within any one activity or event.
True False
Or
Physical Education – Standards Based Assessment Tool 135 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Force Production (Third grade)
Fill in the blank(s) to complete each sentence.
1. The faster a bat is swung to strike a ball off a tee, the ________________ a distance the ball will
travel.
2. The ________________ your leg moves to kick a soccer ball, the slower the ball will travel,
moving a ________________ distance.
3. The higher I throw the ball the ________________ the distance the ball will travel.
4. The ________________ I throw the ball, the faster it will travel.
5. When throwing a ball, if you throw harder, the ball will reach the target ________________.
Word Bank
Slower Farther Shorter Faster
Physical Education – Standards Based Assessment Tool 136 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Peer Feedback (Third Grade)
Skill: ______________________________________ Peer 1: ____________________________________
Peer-Evaluation
Cues: Performed:
YES NO
1._______________________________________ □ □
2. _______________________________________ □ □
3. _______________________________________ □ □
4. _______________________________________ □ □
Positive feedback on a cue your peer did well:________________________________________________________
_____________________________________________________________________________________________
Feedback for how to correct skill:___________________________________________________________________
______________________________________________________________________________________________
Skill: ______________________________________ Peer 2: ____________________________________
Peer-Evaluation
Cues: Performed:
YES NO
1._______________________________________ □ □
2. _______________________________________ □ □
3. _______________________________________ □ □
4. _______________________________________ □ □
Positive feedback on a cue your peer did well:________________________________________________________
_____________________________________________________________________________________________
Feedback for how to correct skill:___________________________________________________________________
______________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 137 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Nutrition and Physical Activity (Third Grade)
1. List 5 foods that would help to give a person energy throughout a day.
1._________________________ 4.______________________
2._________________________ 5.______________________
3._________________________
2. Are the foods that you listed in question one considered to be healthy / nutritious food or junk foods?
3. Circle the best answer: A healthy person should eat…
a) 1 Extra Large Meal a day
b) 2 Large Meals a day
c) 3 Medium Meals a day
d) As much food as they want throughout the day
4. Help to explain the relationship between the amount of food one eats and amount of physical activity they do by
circling the correct answers.
A lot of food
+
Little Physical
Activity
=
A) A person who gains weight
B) A person who loses weight
C) A person who maintains weight
Well portioned
healthy food
+
Physical Activity
=
A) A person who gains weight
B) A person who leads an unhealthy lifestyle
C) A person who maintains or loses weight
Physical Education – Standards Based Assessment Tool 138 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
F.I.T.T Principle (Third Grade)
Fill in the blank:
1. What do the “I” and “T” stand for in F.I.T.T?
F: Frequency_________ I: __________________ T: ___________________ T: Time______________
Circle the most appropriate word that explains the sentence:
2. Working harder during an exercise or putting more effort into an activity.
Frequency Time Energy Intensity
3. The activity or exercise you choose to perform.
Frequency Time Type Intensity
Short answer:
4. What makes running as fast as you can a high intensity exercise?
_____________________________________________________________________________________
_____________________________________________________________________________________
5. What makes walking a low intensity exercise?
_____________________________________________________________________________________
_____________________________________________________________________________________
6. Do you use high or low intensity to stretch your muscles? _____________________
7. So you use high or low intensity to throw a ball far or kick a ball hard? _____________________
Circle the most appropriate word:
8. A high intensity activity: Walking Jogging Running Fast
9. A medium intensity activity: Jogging Running Fast Sleeping
10. A low intensity activity: Reading Riding a Bike Jumping Rope
Physical Education – Standards Based Assessment Tool 139 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Effort (Third Grade)
Multiple choice:
1. What is the definition of effort?
A. How fast a person completes a skill
B. How much energy is used to complete a skill
C. How well a person completes a skill
2. Which person will improve the most? __________________
A. Tim does his best when swimming laps one time a month for one hour
B. Susan rides her bicycle every day to school at a slow pace
C. Kathy does her best while exercising one hour per day, 5 days every week
D. Anzie chooses to take many rest breaks during physical education class and doesn’t try very hard
Short answer: Use your answer from question 2
3. How does the person you chose in question 2, demonstrate the most effort?
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Why will the person you chose in question 2, get better at the skill most quickly?
_____________________________________________________________________________________
_____________________________________________________________________________________
Short answer:
5. What physical activity do you want to improve at? _____________________________________________
6. How will you get better at the activity chosen in question 5?
_____________________________________________________________________________________
_____________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 140 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Intensity, Time, and Type (Fourth Grade)
Part 1: Fill in the blank with the correct word.
WORD BANK
Intensity Time Type
1. ______________ How hard you exercise.
2. ______________ What you do for exercise.
3. ______________ How much you exercise.
Part 2: Answer the following questions with 1-2 sentences.
1. Explain how time of an activity affects fitness levels:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Explain how intensity, type and time correlate to improve fitness levels:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Explain how to use intensity, type and time to improve personal fitness scores:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 141 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Hydration (Fourth grade)
1. How does your body lose water during physical activity?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What are 4 consequences of not consuming enough water during physical activity?
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
4.________________________________________________________________
3. Explain the importance of hydration with water versus other beverages
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Physical Education – Standards Based Assessment Tool 142 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Checking Ourselves for Good Sportsmanship (Fourth Grade)
How Did I Do With.....?
( Circle your answer)
I could do better I did OK I did a great job
1. Maintaining Self
Control?
2. Cooperating and
showing respect for
others?
3. Helping others to
resolve conflicts?
4. Taking turns?
Physical Education – Standards Based Assessment Tool 143 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Corrective Feedback (Fifth Grade)
Skill:______________________
Directions:
1. Write down 4 cues to the skill.
2. Have a peer or the teacher observe your performance of the skill 3 times, checking Yes or No if observed or
not.
3. The peer or teacher will respectfully provide corrective feedback to support improvement.
4. Add the Yes boxes across for each cue.
Observer’s Name:________________________________
5. Use corrective feedback while continuing to practice
6. After practice answer the questions below
Question 1: Did you use the feedback provided by the peer or teacher during your practice?
Yes No
Question 2: Did you feel the feedback provided was useful for improvement?
Yes No
Question 3: Did the corrective feedback and practice help you play in a game?
Yes No
Cues: Trial One Trial Two Trial Three How many Correctly
Performed Trials? YES NO YES NO YES NO
1 □ □
□ □
□ □
2. □ □
□ □
□ □
3. □ □
□ □
□ □
4. □ □
□ □
□ □
Corrective Feedback:_____________________________________________________________________________
______________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 144 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
How Exercise Affects the Body (Fifth Grade)
Circle the correct answer:
1. During an aerobic warm-up activity, your heart rate should rise:
a. Slowly
b. Quickly
2. During an aerobic warm-up activity, the muscles in your body become:
a. Tight
b. Flexible
3. During a cool-down, as your heart rate slowly drops, the rate of blood flow in your body drops slowly:
a. True
b. False
4. During a cool-down, the muscles in your body gradually become:
a. Warmer
b. Cooler
Fill in the blank:
5. One change that occurs to your body during a warm-up is _________________________.
6. One change that occurs to your body during a cool-down is _________________________.
Physical Education – Standards Based Assessment Tool 145 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
F.I.T.T Guidelines (Fifth Grade)
1. Below fill out the four guidelines for FITT and briefly explain each one.
F______________-
I ______________-
T______________-
T______________-
2. Based on the four guidelines for FITT, list one area that you need to improve on.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. Based on the area of fitness that you need to improve on, write a goal that will keep you focused on improving in
that area of fitness. (Keep your goals realistic and remember that goals are not reached overnight or in a week
even, that you need to work hard for an extended period of time in order to see results).
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 146 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Muscular Strength and Endurance (Fifth Grade)
1. Define the following terms:
a) Muscular Strength-
b) Muscular Endurance-
2. List 5 different muscles of the body and list where those muscles are located on the body, example Calf muscles-
back of lower leg.
1)
2)
3)
4)
5)
3. Identify muscular strength and endurance exercises for the following muscle groups:
a) Legs-
b) Arms/Chest-
c) Lower Back/Abdominals(Abs)-
Physical Education – Standards Based Assessment Tool 147 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Training Principles (Sixth Grade)
1. Define Overload
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Define Progression
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Define Specificity
___________________________________________________________________________________________
___________________________________________________________________________________________
4. Define Regularity
___________________________________________________________________________________________
___________________________________________________________________________________________
5. Define Individuality
___________________________________________________________________________________________
___________________________________________________________________________________________
6. Show how all the terms are related to the F.I.T.T guidelines
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 148 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Skill Related Principles (Sixth Grade)
1. Identify and define six skill-related fitness components.
1. _________________:________________________________________________________________
__________________________________________________________________________________
2. _________________:________________________________________________________________
__________________________________________________________________________________
3. _________________:________________________________________________________________
__________________________________________________________________________________
4. _________________:________________________________________________________________
__________________________________________________________________________________
5. _________________:________________________________________________________________
__________________________________________________________________________________
6. _________________:________________________________________________________________
__________________________________________________________________________________
2. Select one activity that correlate to each skill-related fitness component. (Some activities may be used
for more than one component.)
ACTIVITY COMPONENT
1.
2.
3.
4.
5.
6.
Physical Education – Standards Based Assessment Tool 149 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Wellness (Sixth Grade)
1. Explain briefly, the importance of wellness for you.
_______________________________________________________________________
___________________________________________________________________________________
2. Identify and define the three main principles of wellness.
1. _________________________________________________________________________________________________
_________________________________________________________________________________________________
2. _________________________________________________________________________________________________
_________________________________________________________________________________________________
3. _________________________________________________________________________________________________
_________________________________________________________________________________________________
3. Please explain how the principles of wellness relate to physical activity. Be sure to use personal
examples.
_______________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Physical Education – Standards Based Assessment Tool 150 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Injury Prevention (Sixth Grade)
1. Explain the importance of stretching prior to movement activities.
_______________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
2. Identify two breathing techniques as taught during class to prevent injury.
1. _________________________________________________________________________________________________
_________________________________________________________________________________________________
2. _________________________________________________________________________________________________
_________________________________________________________________________________________________
3. Explain why proper body posture is important during physical activity.
_______________________________________________________________________
___________________________________________________________________________________
4. Be sure to also explain why proper body techniques necessary for injury prevention when using
equipment.
_______________________________________________________________________
___________________________________________________________________________________
_______________________________________________________________________
5. List an activity that you can demonstrate injury prevention for each method.
Stretching: _____________________________ Breathing technique: ____________________________
Body posture during physical activity:_________________________________________________
Body technique when using equipment:________________________________________________
Physical Education – Standards Based Assessment Tool 151 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Self and Peer Assessment (Seventh Grade)
Directions: In the Self-Assessment and Peer-Assessment tables below, identify the skill cues for the selected skill and check the
appropriate box if the skill cue was performed. Complete Self / Peer Assessment Comparison table.
Self-Assessment
Skill: _____________________________
Skill Cue Skill Cue Performed Skill Cue Not Performed
Peer-Assessment
Skill: ____________________________
Skill Cue Skill Cue Performed Skill Cue Not Performed
Self / Peer Assessment Comparison
Skill: _____________________________
Skill Cues performed by both self and peer Skill Cues not performed by both self and peer
Physical Education – Standards Based Assessment Tool 152 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
F.I.T.T Guidelines (Seventh Grade)
Directions: Answer the following questions based on the fitness component you have chosen to improve upon.
1. What fitness component have you chosen to improve upon? __________________________________________________
2. Identify the baseline of the fitness component you have chosen in order to set a realistic fitness goal. __________________
______________________________________________________________________________________________
3. Identify an appropriate and realistic fitness goal you have chosen based on the FITT Guidelines.
F: _________________________________________________________________________________________________
I: __________________________________________________________________________________________________
T:__________________________________________________________________________________________________
T:__________________________________________________________________________________________________
4. Identify three physical activities you will use to achieve your fitness goal.
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 153 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Stretching (Seventh Grade)
Directions: Circle the correct answer
1. Flexibility is important because it helps prevent injuries, increases range of motion, and __________________.
A. increases efficiency of movement B. decreases body fat 2. The three different stretching techniques are partner stretching, static stretching, and ___________________.
A. rapid stretching B. dynamic stretching 3. Which of the following shows an appropriate stretch for the hamstrings?
A. B. C.
4. Which of the following shows an appropriate stretch for the quadriceps?
A. B.
C.
5. Which of the following shows an appropriate stretch for the triceps?
A. B. C.
6. Which of the following shows an appropriate stretch for the pectorals?
A. B. C.
Physical Education – Standards Based Assessment Tool 154 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Time Management (Seventh Grade)
Directions: Answer the following questions in relation to how time management strategies can be used to create opportunities for
daily physical activity.
1. Give one example of how daily physical activity can enhance your personal lifestyle. ______________________________________________________________________________________ ______________________________________________________________________________________
2. What is the amount of time recommended for daily physical activity in order to maintain good health? ______________________________________________________________________________________
3. List two personal barriers that may make it difficult for you to reach the recommended time for daily physical activity. 1. __________________________________________________________________________________
2. __________________________________________________________________________________
4. Identify strategies you can use to overcome the barriers to physical activity you listed above.
1. Barrier: ___________________________________________________________________________
Strategy: __________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Barrier: ___________________________________________________________________________
Strategy: __________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 155 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Improvement Plan (Eighth Grade)
1. Please write down area of fitness that you will be improving:
_____________________________________________________________________________
2. Please explain the steps you will take to improve your fitness.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Complete the chart (must have 4 exercises that you will complete) Write your baseline data then record your
progress for 10 days.
Exercise Baseline
Data
Date
Day 1
Date:
Day 2
Date:
Day 3
Date:
Day 4
Date:
Day 5
Date:
Day 6
Date:
Day 7
Date:
Day 8
Date:
Day 9
Date:
Day 10
1.
2.
3.
4.
4. Were you successful in improving your fitness? _____ YES _____ NO
5. Why or Why not? _______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Physical Education – Standards Based Assessment Tool 156 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Reviewing the Personal Fitness Plan (Eighth Grade)
Place a check in the box if you have completed the task.
□ I created a complete personal fitness plan using health related fitness components
□ I developed a fitness goal that addresses one area of health related fitness.
Teacher’s Initials:_____________
□ I implemented the personal fitness plan. (Provide two sentences explaining when and where the plan was
implemented)
____________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessing your plan
(Check the yes or no box for each question)
Do you feel the initial fitness levels were accurate indications of your personal fitness levels? □Yes - □NO
Do you feel your goals were appropriate? □Yes - □NO
Do you feel your exercises chosen have supported the growth of your fitness level? □Yes - □NO
Defend your plan
Explain how your fitness plan enabled you to reach your fitness goal.
____________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Refine your plan
Explain how you can improve your fitness plan (fitness goals, exercises, amount of time per exercise, effort during
exercise, etc.).
_____________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 157 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Obtaining your Fitness Goal (Eighth Grade)
1. Write out your Personal Fitness Goal:
_________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. Identify 3 activities that you can do to reach that goal
Activity 1: ____________________________________________________________________
Activity 2: ____________________________________________________________________
Activity 3: ____________________________________________________________________
3. Use the back of the paper to create your fitness plan using the 3 activities you just chose in
question 2.
4. Why did you choose these activities and how will they help you obtain your fitness goal?
_________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 158 Prince George’s County Public Schools
Student Name: ________________________________ Class Day:___________ Date:_______________
Resolving Conflict (Eighth Grade)
1. Identify 2 strategies that you can use to resolve conflict.
1.________________________________________________________________________
_________________________________________________________________________
2.________________________________________________________________________
__________________________________________________________________________
2. Read each scenario then answer a question.
While playing a game of basketball in Physical Education class, Jeffrey starts to foul everyone who shoots. You start to confront him by saying excuse me and Jeffrey gets in your face. What do you do?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
While at lunch a new student who is using a wheelchair rolls into the cafeteria and is looking around for a place to eat and notices a space open at your table. He asks if he can eat with your and one of your friends starts to make fun of the fact that he is in a wheelchair. What do you do?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
When placed on a team during Physical Education class you notice that Kimberlie has been assigned to your team as well and she is horrible at sports. You are the team captain and are in charge of making the starting line-up and making substitutions. Your best friend is also on your team and asked you only to let Kimberlie play for a minute. What do you do?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 159 Prince George’s County Public Schools
High School Physical Education
Personal Fitness Plan
__________________________
Name
__________________________
School
Physical Education – Standards Based Assessment Tool 160 Prince George’s County Public Schools
Personal Information
Birth Date: _________________ Age:________ Height:__________ Weight:___________
FitnessGram Levels
Pacer: _______ Laps Healthy Fitness Zone: Yes: ______ No:______
Trunk Lft: ______ Inches Healthy Fitness Zone: Yes: ______ No:______
Sit and Reach: Right Leg: ______ Inches Healthy Fitness Zone: Yes: ______ No:______
Sit and Reach: Left Leg: ______ Inches Healthy Fitness Zone: Yes: ______ No:______
Pushups: ______ Completed Healthy Fitness Zone: Yes: ______ No:______
Curl ups: ______ Completed Healthy Fitness Zone: Yes: ______ No:______
Heart Rate
Resting Heart Rate
Beats per Minute
(b/min)
Maximum Heart Rate
(MHR)
220 – Student’s Age
Target Heart Rate
60% of MHR
Multiply MHR by .6
Target Heart Rate
90% of MHR
Multiply MHR by .9
b/min
b/min
b/min
b/min
The student’s Target Heart Rate is between _________ b/min and _______ b/min
One physical activity I enjoy is:__________________________________________________________
Physical Education – Standards Based Assessment Tool 161 Prince George’s County Public Schools
Personal Lifelong Fitness Selection
Using the F.I.T.T guidelines, develop one personal physical activity goal.
The physical activity that I enjoy most is: _________________________________
During that physical activity, I am able to: ______________________________________________________
________________________________________________________________________________________
During that physical activity, I want to be able to: _________________________________________________
________________________________________________________________________________________
To meet my goal I will practice using the F.I.T.T guidelines: (Fill in your personal methods to improve)
Frequency:______________________________________
Intensity: ________________________________________
Time: ___________________________________________
Type: ___________________________________________
Using the F.I.T.T guidelines, develop one personal fitness goal.
I like my fitness level for (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility):
______________________________________________________
I want to improve my fitness for (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility):
______________________________________________________
To improve my fitness levels I will practice using the F.I.T.T guidelines: (Fill in your personal methods to improve)
Frequency:______________________________________
Intensity: ________________________________________
Time: ___________________________________________
Type: ___________________________________________
Physical Education – Standards Based Assessment Tool 162 Prince George’s County Public Schools
Personal Lifelong Fitness Selection
Write out three methods of how you will demonstrate practice in a safe manner.
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
Write out your progression methods/practice techniques for skill development to reach your physical activity goal.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
After you practice
Explain if your goal selection was appropriate and if your practice techniques support improvement.
____________________________________________________________________________________
____________________________________________________________________________________
Do you need to revise your practice techniques? Justify your revisions and explain how you need to revise it.
____________________________________________________________________________________
____________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 163 Prince George’s County Public Schools
Law of Motion and Performance
Choosing three physical activities, explain how inertia affects the body mechanics for safe practice.
Activity Explanation
__________________: ____________________________________________________________________
__________________: ____________________________________________________________________
__________________: ____________________________________________________________________
Choosing three physical activities, analyze the mass and acceleration of an object to explain how force impacts
the outcome.
Activity Explanation
__________________: ____________________________________________________________________
__________________: ____________________________________________________________________
__________________: ____________________________________________________________________
Choosing three physical activities, explain how for every action, there is an equal and opposite re-action.
Activity Explanation
__________________: ____________________________________________________________________
__________________: ____________________________________________________________________
__________________: ____________________________________________________________________
Analyzing how the laws of motion impacts performance during physical activity, develop one strategy that will
personally support improvement of your physical activity goal.
Law of Motion: ___________________________________________________________________________
Strategy: ________________________________________________________________________________
____________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 164 Prince George’s County Public Schools
Implementation of the Practice Plan
Explain your skill progression to meet your physical activity goal in a closed skill setting (repetitive manner
without variables).
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Explain your skill progression to meet your physical activity goal in an open skill setting (environment that
allows for change).
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
After Practice
Explain how the closed skill practice activities supported improvement of your skill level.
_______________________________________________________________________________________
_______________________________________________________________________________________
Explain how the open skill practice activities supported improvement of your skill level.
_______________________________________________________________________________________
_______________________________________________________________________________________
Explain how you will revise your practice activities to enhance future performance.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 165 Prince George’s County Public Schools
Effects of Physical Activity
Using your fitness goal, explain how you will demonstrate the training principles of overload, progression, and
specificity to support your improvement.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Using your physical activity goal, explain how specific training principles (overload, progression and/or specificity)
impact your skill development.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Using your physical activity goal, explain the impact that the training principles has on the body systems.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Using your fitness goal, explain the impact that the training principles has on the body systems.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 166 Prince George’s County Public Schools
Stress Reduction
Evaluate and list four factors that lead to stress.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Analyze and list four personal factors that cause stress in your life.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Analyze, list and demonstrate four stress relieving methods.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Explain the correlation stress in your life and stress relieving activities have on your personal wellness.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 167 Prince George’s County Public Schools
Exercise Adherence
Write one physical, one environmental and one social barrier that hinders your participation in physical activity.
Physical: ________________________________________________________________________________
Environmental: ___________________________________________________________________________
Social: __________________________________________________________________________________
Write down what motivates you to continue to participate in physical activity.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Write down what physical activity or fitness activity you participate in the most.
________________________________________________________________________________________
________________________________________________________________________________________
Explain your motivation for choosing your physical activity goal.
________________________________________________________________________________________
________________________________________________________________________________________
Have you been participating in physical activity on a daily basis to support your improvement for your goal?
Yes: ________ No: _________
Have you been participating in fitness activities on a daily basis to support your improvement for your goal?
Yes: ________ No: _________
How does your exercise adherence compare to national guidelines for daily exercise? ___________________
________________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 168 Prince George’s County Public Schools
Analyzing Your Personal Fitness Plan
Analyzing your personal physical activity goal, what is your ability level towards meeting that goal?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Did you reach your physical activity goal? Yes:_________ No: __________
Based on your current ability, revise your physical activity goal or develop a new goal.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Analyzing your personal fitness goal, what is your ability level towards meeting that goal?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Did you reach your fitness goal? Yes:_________ No: __________
Based on your current ability, revise your fitness goal or develop a new goal.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Physical Education – Standards Based Assessment Tool 169 Prince George’s County Public Schools
Social Inclusiveness
Write down one time that you did not feel included or part of the group.
_________________________________________________________________________________
_________________________________________________________________________________
List four ways you support building a cohesive and inclusive community inside and/or outside of school.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Evaluate and list four common features, characteristics, and interests of peers in the class.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
List four methods to include all your peers into daily physical activity in the physical education class.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
How can you enhance a sense of belonging among your peers?
_________________________________________________________________________________
_________________________________________________________________________________