Gymnastics Unit

Name:	_____________________
Class Period:	_____________________

Floor Exercise Requirements:

Each student must do three (3) passes of the mat. Four (4) or more skills must be demonstrated in each pass for a minimum of twelve (12) skills. Connect your skills using a variety of transitions/loco motor movements and creative additions to increase the difficulty and entertainment value of your performance. Each pass should take you from one end of the mat to the other end of the mat completely.

Student will perform their routine (passes) with two (2) other students and in front of a small group of students.

Floor Exercise: Circle the skills you will perform in your routine.

Tumbling Elements Egg roll Forward Roll Diving Forward Roll Frog Headstand Backward Roll Cartwheel Round-Off Headstand Handstand Tip-up Backward Straddle Shoot Through Backward Pike Roll Back Extension Kick-Up 5 sec. Lever Forward Walkover Back Walkover

Jumps Cat Leap Stag Leap Straddle Jump Stretch Jump Hitch Kick Tuck Jump Balance Front Scale Knee Turn One Foot Balance Knee Scale V-Sit "Free" V-Sit Requirements: 1. Three mat passes 2. One skill from each category in each pass

Transition/Locomotor Assemble Chase Forward Lunge Arabesque Hop Skip-Skip Hop Creative Additions Log Roll Pencil Roll Knee Slap Heel Slap Inchworm Coffee Grinder Mule Kick Knee Jump to Feet Swedish Fall Crab Walks Leg Circles Split Body Wave

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Vault and Balance Beam Requirements:

Name:	_____________________
Class Period:	_____________________

Students will work in small groups at the various apparatus. As you master the skills listed, have one of your partners check you off as having mastered that skill.

Students will be graded on mastery level, participation, and effort to learn and master new skills.

Vaulting:   Pre-Skills X Hurdle   Landing   Hips Up   Vaults X Knee Catch Vault   Squat Catch Vault   Squat Vault   Straddle Catch Vault   Straddle Vault   Front/Side/Rear Vault

Balance Beam:       Stunts X Movements X         Front Scale   Forward Walk   V-Sit   Backward Walk   Swan Scale   Dip Walk   One Foot Balance.   High Step Walk   Knee Scale   Toe Touch Walk   Side Lunge   Gallop Step   Push Up Pose   Straddle to Squat   Side Seat       Single Leg Squat   Turns X Rear Lying Pose   Squat Turn   Front Lunge   Tip Toe Turn   Straddle Seat   Lunge Turn       Side Seat Turn

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Gymnastics Grading Rubric

Name:	_____________________
Class:	_____________________

	0	1	2	3	4
Floor Exercise Pass 1:
Floor Exercise Pass 2:
Floor Exercise Pass 3:

0	No Effort
1	Rough transitions, uncomfortable breaks between skills. Difficulty executing skill correctly or completing required number of skills. Incomplete pass of mat. Demonstrates a lack of desire to perform.
2	Somewhat smooth transitions. Struggles to perform skills correctly. Attempts to show energy and creativity in performance. Attempts required number of skills.
3	Smooth transitions. Good execution of skills, attempts some challenging skills. Creative, entertaining performance. Good energy. Demonstrates the required number of skills.
4	Smooth and creative transitions. Good execution of difficult skills. Good enthusiasm for a creative and entertaining performance. Demonstrates more than the required number of skills.

Soccer Skills Test

Name:	_____________________
Class:	_____________________
Date:	_____________________

Juggling - Complete 5 trials.

Once you begin testing, there will be no more practice rounds. Every attempt at juggling will count as a trial. You may complete 5 trials.

Record your score for each trial. Add your grand total. Divide your grand total by 5.

Trial 1:	_____________________
Trial 2:	_____________________		Grand Total = __________________
Trial 3:	_____________________
Trial 4:	_____________________		Average = _____________________
Trial 5:	_____________________
Tester:	_____________________

Toe Touch - Have your team leader grade you on this skill. Team Leaders should circle the number that best describes your performance.

1. Unable to hop and touch the ball. May stand and touch the ball. May lose control of the ball.
2. Slow hopping. Has a hard time touching the ball. May lose control.
3. Slow hopping. Misses the ball sometimes. Ball may roll around.
4. Fairly rapid hopping. Seldom misses the ball. Ball rolls very little.
5. Rapid hopping motion. Touches the ball consistently. Ball is stationary.

Tester:

Toe Touch, Roll and Pull - Have your team leader grade you on this skill. Team leaders should circle the number that best describes your performance.

1. Unable to hop and roll. May walk and roll the ball. Kicks the ball with toe. Loses control of the ball.
2. Very slow movement. Struggles with a hop. Sometimes steps on the ball. May lose control of the ball but can regain it.
3. Able to slowly hop and roll. May struggle with control.
4. Fairly rapid hop and roll. Shows some difficulty but maintains control.
5. Rapid hopping and rolling with total control.

Tester: _____________________

2 Touch Wall Pass - Have your team leader grade you on this skill. Team leaders should circle the number that best describes your performance.

1. Unable to rebound ball off the wall. Touches the ball only once and/or more than twice.
2. Rebounds the ball off the wall with mostly two touches. May lose control.
3. Able to rebound the ball off the wall and two touch it with one foot consistently, but struggles with both feet. Pretty good control.
4. Able to rebound the ball off the wall consistently. Tries to alternate feet but inconsistent. Pretty good control.
5. Rebounds the ball off the wall consistently. Two touches using both feet equally.

Tester: _____________________

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KEEPING TRACK OF MY SOFTBALL SKILLS

Name:

_____________________

Skills to be evaluated:

• Pitching
• Batting
• Fielding - Grounders, Fly Balls
• Throwing
• Receiving

Pretest Date - ___________________
Post-Test Date -__________________

Partners’ Names (Teammates)
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Pre-Test	Pitching	Post-Test
_________	Focuses on Target	_________
_________	Prepares to pitch (brings both hands together in front of body)	_________
_________	Underhand pitch (slingshot motion)	_________
_________	Steps with opposite foot on pitch	_________
_________	Release of ball come from the fingers (palm up)	_________
_________	Follows through to target with pitching arm	_________
_________	Ball elevates 6-10 feet from the ground at its highest point	_________
_________	Pitch passes through strike zone	_________
_________	Pitcher prepares to field a hit after follow through	_________
_________	I pitch ? strikes out of 10 piches	_________

Pre-Test	Batting	Post-Test
_________	Batter enters batter's box	_________
_________	Batter stands sideways to pitcher aligning feet to pitcher/field	_________
_________	Batter hold bat with correct hand position, lead hand on bottom	_________
_________	Bat is held up and back, away from the pitcher	_________
_________	Knees are bent (defensive position)	_________
_________	Batter swings at strikes, not at balls	_________
_________	Batter swings level and in time with pitch	_________
_________	Batter watches the ball all the way to contact	_________
_________	Batter steps toward pitcher with lead foot during swing	_________
_________	Batter extends arms on swing and follows through	_________
_________	I hit ? out of ten strike pitches	_________

Pre-Test	Fielding Grounders	Post-Test
_________	Moves body to get in front of ball	_________
_________	Glove is positioned fingers down and palm forward	_________
_________	Glove touches the ground before playing the ball	_________
_________	Non-glove hand secures the ball in the glove	_________
_________	Body (leg) is lowered to the ground to prevent ball from going through	_________
_________	I catch ? out of 10 grounders hit to me	_________

Pre-Test	Fielding Fly Balls	Post-Test
_________	Calls the ball and moves the body under the ball	_________
_________	Raises glove up over head, fingers up and palm forward	_________
_________	Catches ball in glove overhead	_________
_________	Secures ball in glove with non-glove hand	_________
_________	I catch ? out of 10 fly balls	_________

Pre-Test	Throwing to a Target	Post-Test
_________	Turns body to target with ball at chest	_________
_________	Ball is pulled behind head with elbow back	_________
_________	Elbow leads throw to target	_________
_________	Opposite foot leads throw to target	_________
_________	Follow through with the arm is directed at target	_________
_________	I hit my target ? out of ten throws	_________

Pre-Test	Receiving a Throw (baseman)	Post-Test
_________	Defensive position with both hands chest high	_________
_________	Positions foot on base (non-glove foot)	_________
_________	Prepares to step toward ball with glove foot	_________
_________	Extends glove to ball for catch	_________
_________	Steps toward ball on catch with glove foot	_________
_________	Positions glove correctly to receive ball low (fingers down, palm forward) or a ball high (fingers up, palm forward)	_________
_________	Secures ball in glove with non-glove hand	_________
_________	I receive ? throws from a fielder successfully	_________

Training Heart Rate Zone

Name:	_____________________
Class:	_____________________
Date:	_____________________

Calculate your training heart rate zone.

60% effort level	80% effort level
We start with the number: 200	We start with the number: 200
We subtract our age: - ______	We subtract our age: - ______
We get a subtotal: = ______	We get a subtotal: = ______
We subtract our resting pulse: - ______	We subtract our resting pulse: - ______
We get a subtotal: = ______	We get a subtotal: = ______
We multiply by .60:x .60	We multiply by .80:x .80
We get a subtotal: = ______	We get a subtotal: = ______
We add our resting pulse: + ______	We add our resting pulse: + ______
This answer is our training heart rate at 60% effort level.	This answer is our training heart rate at 80% effort level.

What is your training heart rate zone? ___________________

The Ideals of Olympism

• To help develop better citizens through the
  building of character that accompanies
  participation in amateur sports
  
  
• To demonstrate the principles of fair play
  and good sportsmanship
  
• To stimulate interest in fine arts throughexhibitions, concerts, and demonstrations
  during the games, and in so doing
  contribute to a well-rounded life
  
  
• To teach that sports are played for fun and
  enjoyment
  
  
• To create international friendship and
  goodwill that would lead to a happier
  and more peaceful world

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5 vs. 5 Mini Softball

Five people on a defensive team (Pitcher, 1^st Baseman, 2^nd Baseman, Catcher, and Fielder) Five batters on offensive team.

Field is a triangle shape with first base on the right field line and second base on the left field line. The pitcher’s mound is placed a reasonable distance from home plate and in the middle of the triangle field. The distance between 1^st and 2^nd base might be 30 yards.

Play - All batters bat. They may hit a pitch or a ball off a tee (their choice). The batter is not out on foul or swings; however, 5 fouls or 5 missed swings demand that the batter hit from a tee. A team’s turn at bat is over when the last batter has hit the ball and play on that hit is completed.

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5 vs. 5 Mini Soccer

Five to six players per team. Goals are large garbage cans placed about 40-50 yards apart in an open field. Play starts and resumes after each goal at center field with a center kick. There are no "out of bounds". Teams can score from any side of the garbage can. Only one defender can be within 5 feet of the garbage can at any time. (This rule is to encourage players to challenge the offensive player and not surround the goals).

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PHYSICAL EDUCATION STUDENT(S) PROJECT

Students select an activity currently being introduced through the physical education program. Students are asked to develop a four-week training and conditioning program for this activity. Included in this training program should be

1. an analysis of the basic skills (dribbling, trapping, passing, shooting), movement patterns (running, sprinting, change of direction, backward running, defensive slide) and fitness requirements (cardiovascular endurance, strength, flexibility, power, speed, reaction time) of the activity. Then, using the information obtained in this skill/movement analysis, students present
2. an assessment of their current skill and fitness status. Finally, they
3. describe specific conditioning exercises and practice procedures for their four-week training and conditioning program.

This project is wide open for presentation style. It can be presented as a short synopsis report to the class; as a formal presentation with charts, diagrams, and demonstrations; or perhaps as an instructional video.

We will set aside Project Presentation Days toward the end of the quarter. Students contracting for An A in physical education will need to schedule themselves for a presentation date and return this form with the following: a short description of their project, time line for completion, and parent signature.

Student Project Description

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

This project will be completed: _____Alone _______With other students (2 max.)


Names of other students: __________________________________

My time line for completion is:

Week One: ____________________________________________
Week Two: ____________________________________________
Week Three: ___________________________________________
Week Four: ____________________________________________

STUDENT PROJECT

Name:	_____________________
Class:	_____________________

Training Program

5   Training program was complete and thoroughly explained.
3   Training program was incomplete and not explained thoroughly.
1   Training program was very weak, incomplete, not explained.

Conditioning Program

5 Conditioning program was complete and thoroughly explained.
3 Conditioning program was incomplete and not explained thoroughly.
1   Conditioning program was weak, incomplete, not explained.

Presentation

5 Presentation was very organized, creative, and complete.
3 Presentation was somewhat organized, traditional, and partially incomplete.
1   Presentation was very disorganized, lacked any creativity, and was very incomplete.

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STUDENT PROJECT

This project is geared toward learning and reviewing the muscles of the body as well as practicing or describing the correct safety technique used in strength training. The following criteria must be met by either a Poster, Diagram, Report, Demonstration, Video Analysis, or other teacher approved activity.

1. The student will analyze five(5) different strength training exercises from the list at the bottom of the page.
   
   
2. One exercise must work a leg muscle.
   One exercise must work an arm muscle.
   One exercise must work the abdominal muscles.
   One exercise must work the torso (not including the abs.) (Ex. Bench Press).
   One exercise must be different than the four above and is the student’s choice.
   
   
3. The student will define the major muscle group worked. (Ex. Bench Press = Pectoralis Major.)
   
   
4. The student will define the minor muscle(s) group worked. (Ex. Bench Press = Triceps.)
   
   
5. The student will describe the proper technique or mechanics for each exercise. (Ex. Making sure that your upper arms travel directly out to the sides (elbow out), slowly bend your arms and lower the weight straight downward until it touches the plates. Push the weight back up to the starting position, and repeat for the required number of repetitions.)
   
   
6. The student will show an understanding of the safety precautions when lifting, and partner spotting techniques when using free weights. Student will include the hazards and consequences of improper lifting technique. (Ex. Major mistakes include bouncing the weight off of the plates, arching your back while lifting the weight, and dropping the elbows in the direction of the feet. Pain could occur if improper technique is used.)
   
   
7. List of exercises: (db = dumbell/bb = barbell)
   
   
   db flies, db pull-over, military press, db press, db raise, bent-over db raise, upright rows, seated row, plate raise, lateral pull-downs, pull ups, squats, leg press, leg curls, lunges, dead-lift, standing triceps extension, triceps extension, triceps push-downs, triceps kickback, bar dips, standing db curls, preacher curls, hammer curls, calf raises, sit-ups, crunches, v-ups, bent-over crunches, reverse crunches, knee-ups, good mornings, shoulder shrugs, wrist curls, wrist extensions, neck extensions, neck abductions, medicine ball.

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FITNESS TESTING DATA

Name:	_____________________
Date:	_____________________
Period:	_____________________

Fitness Component	Test 1	Test 2	Test 3	Test 4	Test 5	Test 6	Test 7
Mile Run
Pull Ups
Flexed Arm Hang
Standing Long Jump
Sit and Reach
Stomach Crunches

Record all information immediately, neatly, and accurately.
Errors will only distort your data and make future information less significant.

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Physical Education Goals Rubric
Part 1

Goal: Each goal must be attainable. If your partner believes that your goal is attainable, you will receive two points for each year end goal you set.

Strategies: You need two strategy statements describing your plan to accomplish each of your fitness goals. Your strategy statements are each worth points. Each statement should contain the following 4 essential elements:

What you are going to accomplish.
How you are going to accomplish it.
When you are going to accomplish it.And,
Where, you are going to accomplish it.

Examples:

I will do 20push-ups every night at home before I go to bed.
I will stretch my lower back and hamstring musclesfor 5 minutes at home each night.
Each of these examples would be worth 4 points. They contain the 4 essential elements for a strategy statement.

With your partner, grade each other’s paper using the following rubric to score each strategy statement

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4 = A statement that contains all 4 essential elements (examples above).
3 = A statement that contains 3 of the essential elements. (I will do push-ups at home each week.)
2 = A statement that contains only 2 of the essential elements. (I will do push-ups each week.)
1 = A statement that contains only 1 essential element. (I will do push-ups.)
0 = No statement, no essential elements. (I will practice more.)

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Part 2

Margin of Improvement Goals: Partners should check the margin of improvement goal for each item. This goal should be the difference between the year end goal and the first score for each test item taken, divided by the total number of tests taken in an effort to attain this goal.

Example: My first mile time was 9:23. My year-end goal is 7:50. I subtract 7:50 from 9:23 and get 83 seconds. I will run the mile six times in an effort to achieve my goal. I divide 83 seconds by (six) 6. My margin of improvement on each test should be approximately 14 seconds.

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Scoring Rubric for Physical Fitness Goals

Name:	_____________________
Partner:	_____________________

Mile Run
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________
Pull Ups
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________
Flexed Arm Hang
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________
Standing Long Jump
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________
Sit and Reach
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________
Stomach Crunches
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________
Shuttle Run
Year End Goal (2 points)	_________
Statement A (4 points)	_________
Statement B (4 points)	_________
Margin of Imp. (2 points)	_________

Score = ________	FPP = Final Product Points:
+ FPP = ________	Neatness = 6 points
Total Score = ________	Spelling = 10 points
Grade:  90-100 = A, 80 -89 =B, 70 -79 =C, 60 -69 =D, 59 or below = F

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Leadership

Name:	_____________________
Date:	_____________________
Period:	_____________________

1. Define leadership.

2. Leadership can be either positive or negative. Give examples of both that you have seen in this class.

3. Describe a time when you demonstrated positive leadership in this class.

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Muscles

Learn the following five muscles groups and exercises that strengthen them.

1. Triceps
2. Biceps
3. Quadriceps
4. Hamstrings
5. Abdominal Rectus

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Sportsmanship

Name:	_____________________
Date:	_____________________
Period:	_____________________

Define sportsmanship in your own words:





Scenario:

Two soccer teams have a reputation for doing whatever it takes to win. A week before the two teams meet, the athletic directors from each school mandate a “NO win at all cost” policy in an effort to address the sportsmanship concern. Any athlete seen cheating or acting violently will be removed from the team. Out of fear of removal from the team, the athletes play a soccer match that is devoid of any violence or cheating. There are several instances when opposing team members exchange menacing looks during both the game and the post-game handshake. Nonetheless, both athletic directors and coaches celebrate their accomplishment. Were their efforts successful?

Did sportsmanship occur?





How do we build (teach) sportsmanship?





Identify characteristics of someone demonstrating good sportsmanship.

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Citizenship Assignments

I call these assignments citizenship assignments to get the kids focused on being a part of a community (school) and contributing back to that community in a positive way, or being a productive/positive citizen of our school community.

Each student will receive two to three citizenship assignments throughout the quarter. When students are given an assignment, they have that assignment for one week. These assignments will be factored into their grade. They are graded on responsibility and completion.

I incorporate the following citizenship assignments into my class:

1. Equipment Helpers - 2 or more students de upon the amount of equipment being used.
2. Squad Leaders - 2 or more de upon the format. These students are responsible for guiding the students in their warm-up/stretch.
3. Record Keepers - 4 students (2 boys and 2 girls) are responsible for handing out any assignment sheets to the class while I give instruction. Each student has a portfolio that is kept in a girl's bin or a boy's bin for that class section. The record keepers are responsible for handing the portfolios out and collecting them if necessary. (I have found that this process really eliminates the congestion that surrounds the bin when students get their own individual folder, and it virtually eliminates papers being torn, lost, stolen, and/or misplaced by other students in search of their own work.)
4. Locker Room Helpers - 2 students are the last to leave the locker room at the start of class and at the end of class. They are responsible for being an extra set of eyes and ears, and for making sure all clothes or other items are picked up and secured in lockers.
5. Floor Sweepers - 2 students are responsible for sweeping the floor before class begins.
6. Heart Rate Monitors - We have 5 heart rate monitors at our school. 5 students are assigned the HRM's each week with a corresponding activity.
7. Sticker Picker - 2 students are assigned to sticker patrol. These two students award stickers to two other students for what they consider to be outstanding student behavior, special feats, and exceptional leadership. Stickers are awarded at the end of the week. The two students selected become the next two sticker pickers.

Locker Room Helper

5 Asks for key at the beginning of class and at the end of class to open and lock the locker room.
Is the last to leave the locker room to assure its cleanliness and to offer assistance to student having difficulty getting ready for class.
Locks the locker room as they depart for class. Returns the key to the teacher. Opens the locker room if students need to re-enter during class. Assures teacher that the locker room is clean before departing for next class.

3 Might need a reminder about assignment, but once reminded, completes the assignment as defined above.

1 Needs constant reminders about assignment. May forget to assure teacher that the locker room is clean after class.

Squad Leader

5 Knows the stretching routine and performs stretches in sequence. Identifies each stretch outloud and counts each stretch slowly and outloud. Demonstrates proper technique on each stretch.

3 Knows the stretching routine and performs them in sequence. Struggles to use a good gym voice when identifying or counting stretches. Demonstrates proper technique on each stretch.

1 Confuses the stretching routine, performing it in an improper sequence. Does not identify stretches or count outloud. Does not demonstrate proper technique on each stretch.

Floor Sweeper

5 Sweeps the entire floor before class begins. Does not need reminders. Uses dust mop appropriately, making sure all dirt is removed from the floor. Cleans up dirt with a dustpan and deposits it in the garbage can.

3 Sweeps the entire floor but may not finish before class begins. May struggle to make sure all dirt is removed due to the fact that students were in the gym impeding progress. Cleans up dirt with a dustpan and deposits it in the garbage can.

1 Needs constant reminders to sweep the floor, and the job is continually being done on class time. Dirt is not completely removed due to student interference.

Muscle Motivator

5 Is energetic with many positives passed along to many different students. Delivers motivation at the appropriate time. Encourages others to participate in motivation peers. Takes assignment seriously, and really focuses on how and when to motivate peers.

3 Is enthusiastic and attempts to connect with many different peers. Struggles a little with the assignment; not sure how or when to motivate, but tries really hard to figure this out. Is not afraid to try and deliver appropriate motivation.

1 Lacks enthusiasm and does not make a strong attempt to connect with all peers. Does not try to figure out how to motivate, or when to motivate. Very insincere effort. Efforts distract from the class more than help.

Equipment Helper

5 Asks about equipment and requirements for equipment before class begins. Transports equipment to and from equipment room without being asked.

3 May need to be reminded about equipment needs and its transportation.

1 Needs constant reminding about equipment needs.

Record Keeper

5 Asks if records will be needed and retrieves them from the office. Passes out records at appropriate time and in a timely fashion. Keeps records neat while passing them out; organizes them before putting them away.

3 Might need to be reminded to pass out records, but will pass them out in a timely fashion.

1 Forgets continually to get records, pass them out, and put them away. When passing out folders, progress is very time consuming. Folders may get disorganized or messed up by the record keeper.

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PHYSICAL EDUCATION PUBLIC SERVICE ANNOUNCEMENT ASSIGNMENT

You have one week to complete this assignment with a friend and/or individually.

May is Physical Fitness and Sport Month. To celebrate this month and to help people understand the importance of exercise, fitness, and physical education, you will be writing a public serviceannouncement about physical education, fitness, and/or health. Our goal is to select five(5) to ten(10) quality PSA's and record them for public broadcasting throughout the month of May.

1. Look through the packet of information regarding physical education.
2. Decide which article or topic you would like to use to help develop your announcement. Your PSA is an informative message. You will need to gather facts from your article and/or other information.
3. Two examples are given to you. Use these examples to help you develop your ideas about how to use the information contained in your article.
4. Begin brainstorming and fast writing. If you are having difficulty, think in terms of Who, What, When, Where? Your completed PSA should be approximately 35 - 45 seconds in length when read outloud.
5. Share with your language arts teachers for their input and guidance. Remember, your PSA is an informative message.

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Physical Education Fitness Goals

Name:	_____________________
Class:	_____________________
Date:	_____________________

Part 1

Write in your best score for each test given. Set a realistic year-end goal for each test given. Write two strategies that you will be able to use to help you achieve your goals. Strategies must include the following: What you are going to do, How you are going to do it, Where you are going to do it, and When you are going to do it.

1. My first mile time was .

I would like to set my year end goal for my mile time at

I will use the following strategies to accomplish my goal:
a.
b.

2. My pull-up score was .

I would like to set my year-end goal for my pull-ups at .

I will use the following strategies to accomplish my goal:
a.
b.

3. My flexed arm hang time was .

I would like to set my year-end goal for my flexed arm hang at

I will use the following strategies to accomplish my goal:
a.
b.

4. My standing long jump score was .

I would like to set my year-end goal for my standing long jump at

I will use the following strategies to accomplish my goal:
a.
b.

5. My sit and reach score was .

I would like to set my year-end goal for my sit and reach at .

I will use the following strategies to accomplish my goal:
a.
b.

6. My stomach crunch score was .

I would like to set my year-end goal for my stomach crunch at .

I will use the following strategies to accomplish my goal:
a.
b.

7. My shuttle run score was .

I would like to set my year-end goal for my shuttle run at .

I will use the following strategies to accomplish my goal:
a.
b.

Part 2

I will take seven tests throughout the school year to measure my progress in each area. I would like to see myself improve with each test. I believe I can realistically expect to improve by the following margins in each area with each test taken.

Test Items	Margin of Improvement for Each Time I Test
Mile Run
Pull Ups
Flexed Arm Hang
Standing Long Jump
Sit and Reach
Stomach Crunches
Shuttle Run

Physical Education Personal Fitness Evaluation

Name:	_____________________
Class:	_____________________
Date:	_____________________

Use your Graphs and Fitness Data sheet to answer the following questions.

1. Aerobic Fitness is the ability of the heart and lungs to supply adequate amounts of oxygen to working muscles for an extended period of time.We measure our aerobic fitness with the mile run.
   1. Evaluate your aerobic fitness from the beginning of the year to now. Has it improved? Why or why not?
   2. Using the mile run for an aerobic fitness goal, what is your goal for the end of the year mile run?  
      
      
2. Muscular Strength is the ability of a muscle or group of muscles to exert enough force to complete a motion. We measure muscular strength with a pull up test.
   1. Evaluate your muscular strength from the beginning of the year to now. Has it improved? Why or why not?
   2. Using the pull up test for a muscular strength goal, what is your goal for the end of the year pull up score?
      
      
3. Muscular Endurance is the ability of a muscle or group of muscles to repeat a motion for an extended period of time.We measure muscular endurance with the stomach crunch test and the flexed arm hang test.
   1. a) Evaluate your muscular endurance from the beginning of the year to now. Has it improved? Why or why not?
   2. b) What are your muscular strength goals for the end of the year? Stomach Crunches? Flexed Arm Hang?
      
      
4. Flexibility is your range of motion in specific joints. We measure your flexibility in the hamstrings and lower back (two areas of common injury due to a lack of flexibility). We use the sit and reach test to determine the flexibility in this area of the body.
   1. Evaluate your flexibility from the beginning of the year to now. Has it improved? Why or why not?
   2. Using the sit and reach test, what is your flexibility goal for the end of the year?
      
      
5. Power is the ability of a group of muscles to create force. We measure the power of the leg muscle to create force in the Standing Long Jump.
   1. Evaluate your leg power from the beginning of the year to now. Has it improved? Why or why not?
   2. Using the standing long jump test, what is your power goal for the end of the year?
      
      
6. Attitude is your feelings about a certain subject or activity. We measure your attitude by performance, effort, sportsmanship, and your personal expression of enjoyment or lack of enjoyment in our class!
   1. Evaluate your attitude toward this class and its many components.
   2. What (has/or could) help you develop a positive attitude toward this class and its many components?

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Decathlon Score Sheet

Name:	_____________________
Period:	_____________________

	Time/Score	Place	Points
Mile Run
100m Dash
200m Dash
Long Jump
Triple Jump
800m Run
Shot Put
400m Run
100m Hurdle
High Jump

Total Points: ____________
Overal Place: ___________