Area’s of Instruction Locomotor Skills Run Jump Horizontal Vertical Down Over Gallop Skip Leap Walk Hop Crawl Roll Slide Travel / Balance / Weight Bearing 1 Pt / 2Pt Balance Balance Beam Directions Up/Down Left/Right Forward Backward Around Over/Under Next/Behind Pathways Zig-zag Curved Patterns Inside, Outside Manipulative Skills Throw Underhand, Overhand Sidearm Catch Kick Stationary, Rolling Strike Forehand, Backhand Two-Hand side Overhand, Underhand Dribble Foot, Hand Juggle Hand, Foot Underhand Roll Pass - Bounce, Chest, Side, overhead, around Individual Sports Golf – Mini Golf Swim Jump Rope Bowling Self Defense Gymnastics Skating Dual Sports Paddle Activities Tennis Table Tennis Pickle Ball Badminton Shuffle Board Ball Frisbee Lawn Darts Horseshoes Croquet Team Sports Basketball Softball Hockey Football Soccer Volleyball Team Handball Flicker-ball Ultimate Frisbee Outdoor Pursuits Skiing Cross Country Downhill Skating Ice Roller Inline Running Bicycling Archery Frisbee Golf Orienteering Hiking Cooperative / Team Building Obstacle Course Communication Team Challenges Rhythms and Dance Individual Sequence Dual Sequence Routines Health Enhancing Physical Activity Treadmill Stationary Bicycle Jog / Run Weight Training Rowing Elliptical Trainer Resistance Training Isometrics Aerobics Yoga Pilates
2 – Skills are exhibited sometimes or ½ the time 1 – Skills are rarely exhibited (2/10 attempts) 0 – Skills are never exhibited Student Name Skill: Score Score Skill: Score Skill: Score Quantitative Rubric – Type 2 Teacher: Unit: Student / Class Objective: Skill: Criteria 0 Sometimes 1 Usually 2 Always 3
Correct movement errors in response to corrective feedback.(LOCOMOTOR) Health Enhancing Physical Activity To achieve healthful individual development, students need to understand human anatomy and physiology, nutrition, stages of growth and development, avoidance of harmful actions and the characteristics of good health habits. Early learners begin with basic recognition of body systems and growth stages. As students progress, they understand how systems work together and how individual actions affect health. As they themselves grow and develop, students can learn to enhance the process throughout their school years and later life. Illinois State Goal 20 – Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment A – Know and apply the principles and components of health-related fitness and skill related fitness as applied to learning and performance of physical activities. #1b – Engage in sustained physical activity that causes increased heart rate, muscle strength and range of movement. B – Assess individual fitness levels #1a – Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased rate of breathing). C – Set goals based on fitness data and develop, implement, and monitor an individual fitness improvement plan. #1a – Identify a realistic health related goal. #2a – Set a personal health-related fitness goal #2b – Demonstrate the relationship between movement and health-related and fitness components (e.g., running/cardiorespiratory, tug-of-war/strength). #3b – Identify opportunities within the community for regular participation in physical activities (playing at the community park, riding bike, rollerblading, walking with family). Illinois Goal 22 – Understand principles of health promotion and the prevention and treatment of illness and injury A – Explain the basic principles of health promotion, illness, prevention and safety including how to access valid information, products, and services. #1b – Identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing teeth, eating practices, sleep, & cleanliness). #2a – Describe benefits of early detection and treatment of illness. #a3c – Explain routine safety precautions in practical situations (e.g., in motor vehicles, on bicycles, in and near water, as a pedestrian). B – Describe and explain the factors that influence health among individuals, groups and communities. #1a – Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices).