Grade 6 PE Vermont Standards

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

Contributing to a positive group dynamics.

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

Demonstrating the ability to give and receive honest feedback.

Demonstrating responsibility for ones actions.

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

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

Social Interaction

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

Selecting and practicing a skill in which improvement is needed.

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

Identifying personally challenging activities.

Affective Qualities

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

Monitoring their heart rate by taking their pulse after exercise.

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

Physical Fitness

Demonstrating increased endurance by swimming familiar strokes for greater distances.

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

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

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

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

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

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

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

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).

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

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

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

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

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

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

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

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

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

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

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).

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

Solving simple movement challenges that involve an increased group size.

Knowledge/Motor Skills

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….