Grade 6

Demonstrates competency in a variety of motor skills and movement patterns.

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Exhibits responsible personal and social behavior that respects self and others.

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Demonstrates correct rhythm and pattern for 1 of the following dance forms: folk, social, creative, line or world dance.

Throws with a mature pattern for distance or power appropriate to the practice task (e.g., distance = outfield to home plate; power = 2nd base to 1st base).

Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks.

Passes and receives with hands in combination with locomotor patterns of running and change of direction and speed, with competency, in invasion games such as basketball, flag football, speedball or team handball.

Throws, while stationary, a leading pass to a moving receiver.

Performs pivots, fakes and jab steps designed to create open space during practice tasks.

Performs the following offensive skills without defensive pressure: pivot, give and go, and fakes.

Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks.

Foot-dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks.

Shoots on goal with power in a dynamic environment as appropriate to the activity.

Maintains defensive-ready position, with weight on balls of feet, arms extended and eyes on midsection of the offensive player.

Performs a legal underhand serve with control for net/wall games such as badminton, volleyball or pickleball.

Strikes with a mature overhand pattern in a nondynamic environment for net/wall games such as volleyball, handball, badminton or tennis.

Demonstrates the mature form of the forehand and backhand strokes with a short-handled implement in net games such as paddle ball, pickleball or short-handled racket tennis.

Transfers weight with correct timing for the striking pattern.

Forehand-volleys with a mature form and control using a short-handled implement.

Two-hand volleys with control in a variety of practice tasks.

Demonstrates a mature throwing pattern for a modified target game such as bowling, bocce or horseshoes.

Strikes, with an implement, a stationary object for accuracy and distance in activities such as croquet, shuffle-board and golf.

Strikes a pitched ball with an implement with force in a variety of practice tasks.

Catches, with a mature pattern, from different trajectories using a variety of objects in a varying practice tasks.

Demonstrates correct technique for basic skills in 1 self-selected outdoor activity.

(Aquatics) Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.

Demonstrates correct technique for basic skills in 1 self-selected individual-performance activity.

Creates open space by using locomotor movements (e.g., walking, running, jumping and landing) in combination with movement (e.g., varying path-ways; change of speed, direction or pace).

Executes at least 1 of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots and fakes; give and go.

Creates open space by using the width and length of the field or court on offense.

Reduces open space on defense by making the body larger and reducing passing angles.

Reduces open space by not allowing the catch (denial) or by allowing the catch but not the return pass.

Transitions from offense to defense or defense to offense by recovering quickly.

Creates open space in net/wall games with a short-handled implement by varying force and direction.

Reduces offensive options for opponents by returning to mid-court position.

Selects appropriate shot and/or club based on location of the object in relation to the target.

Identifies open spaces and attempts to strike object into that space.

Identifies the correct defensive play based on the situation (e.g., number of outs).

Varies application of force during dance or gymnastic activities.

Makes appropriate decisions based on the weather, level of difficulty due to conditions or ability to ensure the safety of self and others.

Is able to identify 3 influences on physical activity (e.g., school, family and peers; community and built environment; policy).

Participates in self-selected physical activity outside of physical education class.

Participates in a variety of aerobic fitness activities such as cardio-kick, step aerobics and aerobic dance.

Participates in a variety of aerobic-fitness activities using technology such as Dance Dance Revolution or Wii Fit.

Participates in a variety of lifetime recreational team sports, outdoor pursuits or dance activities.

Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day.

Identifies the components of skill-related fitness.

Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level.

Employs correct techniques and methods of stretching.

Differentiates between aerobic and anaerobic capacity, and between muscular strength and endurance.

Identifies each of the components of the overload principle (FITT formula: frequency, intensity, time, type) for different types of physical activity (aerobic, muscular fitness and flexibility).

Describes the role of warm-ups and cool-downs before and after physical activity.

Defines resting heart rate and de- scribes its relationship to aerobic fitness and the Borg rating of perceived exertion (RPE) scale.

Identifies major muscles used in selected physical activities.

Designs and implements a program of remediation for an area of weakness based on the results of health-related fitness assessment.

Maintains a physical activity log for at least 2 weeks, and reflects on activity levels as documented in the log.

Identifies foods within each of the basic food groups and selects appropriate servings and portions for his or her age and physical activity levels.

Identifies positive and negative results of stress and appropriate ways of dealing with each.

Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities and exhibiting safe behaviors.

Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk.

Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.

Accepts differences among classmates in physical development, maturation and varying skill levels by providing encouragement and positive feedback.

Cooperates with a small group of classmates during adventure activities, game play or team-building activities.

Identifies the rules and etiquette for physical activities, games and dance activities.

Uses physical activity and fitness equipment appropriately and safely, with the teacher's guidance.

Describes how being physically active leads to a healthy body.

Identifies components of physical activity that provide opportunities for reducing stress and for social interaction.

Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help or feedback, and/or modifying the tasks.

Describes how moving competently in a physical activity setting creates enjoyment.

Identifies how self-expression and physical activity are related.

Demonstrates respect for self and others in activities and games by following the rules, encouraging others and playing in the spirit of the game or activity.