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Personal and Social Skills | | | | | | | |
Make responsible decisions about using time, applying rules, and following through with the decisions made. | • Cooperative group activities and decisions | | | | | √ | √ |
Remain on-task in a group activity without close teacher monitoring. | • Designing rubrics for self assessment | | | | | √ | √ |
Use time wisely when given the opportunity to practice and improve performance. | • Practicing various skillsw Discussions (e.g., reckless vs. courageous acts; how incidents in sports and physical activities, in and out of class, make students feel | | | | | √ | √ |
Make suggestions for modifications in a game or activity for improving the game (e.g., in 3-on-3 basketball, all students must touch the ball before a team can take a shot). | | | | | | √ | √ |
Choose a partner that he/she can work with productively. | | | | | | √ | √ |
Distinguish between acts of “courage” and “reckless” acts. | • Creation of shapes using human bodies (e.g., human pyramid) | | | | | √ | √ |
Include concerns for safety in self-designed activities. | | | | | | √ | √ |
Value of Exercise | | | | | | | |
Recognize the role of games, sports, and dance in getting to know and understand others of like and different backgrounds. | • Solving physical challenges (e.g., trust falls, human knot, turning over a new leaf, group jump roping) | | | | | √ | √ |
Through verbal and nonverbal behavior, demonstrate cooperation with peers of different gender, race, and ethnicity in a physical activity setting. | • “Ideals of Olympism” reading and discussion (see appendix) | | | | | √ | √ |
Seek out, participate with, and show respect for persons of like and different skill levels. | • Brochure depicting benefits derived from three physical activities of student’s choice | | | | | √ | √ |
Recognize the importance of one’s personal heritage. | | | | | | √ | √ |
Identify benefits resulting from participation in different forms of physical activities. | • Colored dance scarves and mood music to communicate ideas and feelings through body movement | | √ | | | | √ |
Describe ways to use the body and movement activities to communicate ideas and feelings. | | | √ | | | | √ |
Seek physical activity in informal settings that utilizes skills and knowledge gained in classes. | • Extra curricular or out-of-class sporting events | | | | √ | | √ |