Grade 6 PE Vermont Standards

Demonstrating cooperation by supporting and encouraging others of different abilities/skill levels.

Identifying personal needs in order to be successful (e.g., developing and refining personal skills).

Identifying the major skill components of beginning sports, gymnastics, and dances skills.

Giving positive feedback to a partner in order to achieve success.

Demonstrating physical activity as an important component of personal wellness, by developing skills in order to participate in lead-up activities for leisure and lifetime sports and dance.

Beginning to develop a personal fitness plan based on data from a fitness assessment.

Combining quality of movement concepts (balance, force, and time) in solving movement challenges (e.g., passing to a moving target).

Demonstrating the Level IV Skill requirements of the American Red Cross Swimming Standards.

Adjusting force to project objects at an appropriate level for the task (e.g., volleying over nets of varying heights).

Demonstrating progress toward mature form by performing a majority of the critical elements of basic skills used in leadups and other activities.

Demonstrating responsibility for ones actions.

Identifying more specific muscle groups and demonstrating how they relate to body movements during the performance of skills (e.g., biceps to modified pull ups, quadriceps to kicking).

Physical Fitness

Establishing rules and procedures, and applying etiquette that are appropriate for specific activity situations.

Contributing to a positive group dynamics.

Demonstrating an understanding of movement principles relating to creating and absorbing force.

Demonstrating responsibility for following game rules (without direct teacher supervision).

Combining movements and movement concepts (e.g., moving to the beat, and changing direction or pathway on the musical phrasing, with and without equipment).

Recognizing the similarities in the use of space in different activities (e.g., shielding in basketball and soccer).

Combining various body shapes and movements (e.g., tuck and jump).

Adjusting force when using a variety of equipment (e.g., balls of different size and weight, and paddles of different length).

Monitoring their heart rate by taking their pulse after exercise.

Applying space concepts appropriately in a variety of activities (e.g., staying between the opponent and the goal).

Solving simple movement challenges that involve an increased group size.

Affective Qualities

Demonstrating the ability to give and receive honest feedback.

Demonstrating an understanding of the effects of body changes on performance.

Recognizing the similarities between like skills in different activities (e.g., tinikling and Chinese jump rope).

Demonstrating responsibility for assisting in making and following rules, procedures, and etiquette that are safe and effective for specific activity situations.

Developing a movement sequence that incorporates a change in tempo while moving to the beat (e.g., changing speed of movement as the accompaniment increases or decreases in tempo).

Combining fundamental motor skills and/or the beginning skills of dance, gymnastics, and sport (e.g., smooth transition from dribbling to shooting).

Identifying personally challenging activities.

Demonstrating increased endurance by swimming familiar strokes for greater distances.

Adjusting skills for changing activity conditions (e.g., adjusting force to pass to varying distances).

Demonstrating an understanding of how body movements are adjusted for increases or decreases in speed for self or imposed rhythm and/or task (e.g., changing the size of steps as speed changes).

Demonstrating a willingness to work with individuals of varying socio-economic status.

Performing a movement sequence (e.g., on a balance beam).

Knowledge/Motor Skills

Social Interaction

Selecting and practicing a skill in which improvement is needed.

Combining a series of motor skills and movement concepts: speed, force, levels, directions, pathways (e.g., running and dribbling while changing speed and pathway).

Beginning to set goals that demonstrate an understanding of the link between exercise, nutrition and fitness and select the appropriate activities to meet these goals.

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

Students promote individual success and self-confidence by…

Students show safe behavior for self and others by….

Students show appropriate social interactions by…

Students will show an understanding of body awareness concepts by…

Students show an understanding of space concepts by…

FLOW Students show an understanding of movement concepts, and applying movement concepts to psycho-motor skills by…

TIME Students show an understanding of movement concepts, and apply them to psycho-motor skills by…

FORCE / ENERGY Students show an understanding of quality of movement concepts and apply them to psycho-motor skills by…

BALANCE Students show an understanding of quality of movement concepts and apply them to psycho-motor skills by…

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

Students will show competency in aquatic activities and water survival skills when facilities allow by…

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

Students show awareness of personal responsibility for individual wellness by….