Standards, Grades, Rules in PE
Grading Policies for Physical Education at LGH
Hello parents and learners,
Below you will find some information how I determine grades for PE Class.
Before you read the info below, please remember that grades are simply communication - they are information that will hopefully help you improve and become a better version of yourself.
I strive to give honest feedback and information to students and parents about student performance. My hope is that it will help you understand how your student is doing and give you some ideas of what areas can be improved upon.
The grading rubrics are also located at the bottom of this page if you want to see more details for each standard.
Also, to give some perspective, we do have P.E. 1-2 times a week for 52 minutes. I see roughly 750 students each week.
Hope the info below is helpful - Thanks!
The Goal
To produce students who have the skills, knowledge, and confidence they need to lead a successful and healthy life.
Physical Education Standards:
Priority Learning Outcomes for Physical Education:VALUES PHYSICAL ACTIVITY
(K) Recognizes physical activity is important for good health.
(1) Recognizes physical activity is important of good physical, emotional, and mental health.
(2) Identifies ways that physical activity improves physical, emotional, and mental health.
(3) Discusses the relationship between physical activity and good health.
(4) Examines the health benefits of available physical activity options.
(5) Compares the health benefits of available physical activity options.
Personal Enjoyment
(K) Identifies physical activities that are enjoyable.
(1) Describes positive feelings that result from physical activity participation.
(2) Discusses personal reasons for enjoying selected physical activities.
(3) Reflects on the reasons for enjoying selected physical activities.
(4) Ranks the enjoyment of participating in different physical activities.
(5) Analyzes different activity choices for enjoyment and identifies reasons for positive or negative responses.
Personal Challenge
(K) Acknowledges that some physical activities are challenging/difficult.
(1) Recognizes that challenges can lead to success.
(2) Participates in physical activities that bring confidence and challenge.
(3) Discusses the challenge that comes from learning new physical activities.
(4) Rates the enjoyment of participating in challenging and mastered physical activities.
(5) Expresses the enjoyment and challenge of participating in a favorite physical activity.
Social Interaction
(K) Discusses the enjoyment of playing with family and friends.
(1) Discusses the reasons for participating in physical activity with friends.
(2) Discusses ways to encourage others to be physically activity with friends.
(3) Describes the positive social interactions that come when engaged with others in physical activity.
(4) Describes and compares positive social interactions when engaged in partner, small-group, and large-group physical activities.
(5) Describes the social benefits gained from participating in physical activity.
MOVEMENT SKILLS & CONCEPTS
(K) Performs locomotor skills with balance.
(1) Travels with balance using a variety of locomotor skills in dynamic environments.
(2) Performs locomotor skills using a mature pattern and in rhythm.
(3) Performs locomotor skills with balance at various speeds.
(4) Uses various locomotor skills in a variety of small-sided games and practice tasks.
(5) Combines traveling with manipulative skills in a variety of small-sided games and practice tasks.
Non-Locomotor Skills
(K) Maintains momentary stillness on different bases of support.
(1) Transfers weight from one body part to another in self-space.
(2) Combines balances and transfers in purposeful movement sequences.
(3) Combines balance and weight transfers with movement concepts.
(4) Combines traveling with balance and weight transfers.
(5) Combines actions and traveling with movement concepts to create movement sequences.
Manipulative Skills
(K) Safely manipulates objects using underhand throws, two-hand catches, hand and foot dribbles and underhand volleys/strikes.
(1) Manipulates and controls objects using underhand throws, two-hand catches, hand and foot dribbles and underhand volleys/strikes.
(2) Demonstrates control while combining locomotor and manipulative skills in self-space and general space.
(3) Demonstrates manipulative skills using mature patterns for accuracy and control.
(4) Combines locomotor and manipulative skills using mature patterns for accuracy and control in static and dynamic environments.
(5) Executes a variety of manipulative skills with control and accuracy in small-sides games.
Movement Concepts
(K) Safely moves in both personal and general space using different pathways and speeds.
(1) Safely moves demonstrating a variety of relationships with people and objects.
(2) Controls force (strong and light) and speed (fast and slow) while moving in static and dynamic environments.
(3) Recognizes open and closed spaces in a variety of movement contexts.
(4) Combines movement concepts with skills in a variety of small-sided practice tasks.
(5) Analyzes movement situations and applies movement concepts in small-sided games/practice tasks.
DEMONSTRATES FITNESS KNOWLEDGE
(K) Identifies active play opportunities outside physical education class.
(1) Discusses the benefits of being active and exercising/playing.
(2) Describes physical activities for participation outside physical education class.
(3) Identifies physical activity benefits as a way to improve health and personal fitness.
(4) Analyzes different opportunities for participating in physical activity outside physical education class for personal health benefits.
(5) Charts and analyzes physical activity outside physical education class for personal fitness and health benefits.
Fitness Knowledge
(K) Recognizes that when you move fast, your heart beats faster and you breathe faster.
(1) Identifies the heart as a muscle that grows stronger with exercise/play and physical activity.
(2) Identifies physical activities that contribute to fitness.
(3) Describes the concept of fitness and provides examples of physical activity to enhance fitness.
(4) Identifies the component of health-related and skill-related fitness.
(5) Identifies activities that require and/or improve the components of fitness
Fitness Programming
(K) Participates in physical activity in active school programming environments (PE, Recess, Activity Breaks).
(1) Participates in physical activity outside of the school environment.
(2) Participates in physical activities that contribute to fitness.
(3) Identifies physical activities that contribute to fitness without teacher direction.
(4) Analyses personal fitness and identifies areas for improvement.
(5) Designs a physical activity routine to enhance personal fitness
Nutrition
(K) Recognizes that food provides energy for physical activities.
(1) Identifies foods that promote good health.
(2) Describes the specific roles that nutrition and physical activity play in overall good health.
(3) Identifies the 5 basic food groups.
(4) Identifies a variety of foods from each food group.
(5) Compares and contrasts the health benefits of different food choices.
DEMONSTRATES RESPONSIBLE BEHAVIORS
(K) Follows directions for safe participation and proper use of equipment with minimal reminders.
(1) Follows directions for safe participation and proper use of equipment without reminders.
(2) Works independently and safely in physical education.
(3) Works independently and safely in physical activity settings.
(4) Exhibits responsible behavior in independent group situations.
(5) Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher).
Accepting Feedback
(K) Acknowledges responsibility for behavior when prompted.
(1) Responds appropriately to general feedback from the teacher.
(2) Accepts specific corrective feedback from the teacher.
(3) Accepts and implements specific corrective teacher feedback.
(4) Listens respectfully to corrective feedback from others (adults and peers).
(5) Gives corrective feedback respectfully to peers.
Working with Others
(K) Shares equipment and space with others.
(1) Works independently with others in a variety of class environments.
(2) Accepts responsibility for class protocols with personal and cooperative behavior as well as performance actions.
(3) Works cooperatively with others.
(4) Accepts “players” of all skill levels into the physical activity.
(5) Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects.
Etiquette
(K) Recognizes the established protocol for class activities.
(1) Exhibits the established protocols for class activities without reminders.
(2) Recognizes the role of rules and etiquette in teacher-designed physical activities.
(3) Recognizes the role of rules and etiquette in physical activity with peers.
(4) Exhibits etiquette and adherence to rules in a variety of physical activities.
(5) Critiques the etiquette involved in rules of various game activities.
Class RULES/EXPECECTATIONS
RESPECT YOURSELF- stay on your feet, have fun, do your best, and wear athletic shoes. RESPECT OTHERS- don't interrupt others and use good sportsmanship.
RESPECT THIS PLACE- don't touch equipment without permission.
Progressive discipline
#1) Verbal Warning
#2) 2nd verbal warning
#3) Time Out- a self-timed break in which the child can reflect upon his/her poor behavior so he/she can return to with an apology and the correct behavior.
#4) Contact with home via either a phone call, email, or note home. Dismissed from the activity for the duration of class.
Grading Scale
4 = Exceeds grade level expectations at this time
3= Meets grade level expectations
2 = Progressing towards grade level expectations
1 = Unable to meet grade level expectations at this time
-If a student gets a "3" that means he/she is on track for success, give him/her encouragement and praise for "meeting all the grade level expectations".
-If a student gets a "2" that means that he/she is progressing towards grade level expectations, but have not met them yet - take it as helpful feedback that will allow you and your child to work on an area where they might have a weakness, encourage them to improve.
-If a student receives a "1" he/she was unable to meet expectations and have not progressed towards those expectations throughout the nine weeks grading period. He/she might need to put in more effort during class or practice outside of school to improve on their skill.
The idea is no matter what grade your child receives in PE, they need encouragement to get better or to continue to experience success, hopefully you can be an important part of your child's growth and development in that way.
Your child's grade will be determined based on:
A note from the Coach Edwards:
I strive to have a program that is focused on developing a spirit of enjoyment of physical activity. I want everyone to have FUN! I will emphasize the importance of using good sportsmanship and developing the valuable trait of perseverance when students are trying to learn a difficult skill. I would rather students focus on doing their best, more so than "getting a good grade." However, I also want to communicate clearly with the parents and students about the progress of each student in class. I hope that I can provide the students with a healthy view of sports, physical activity, and encourage kids to be good sports. I hope students will continue to enjoy healthy lifestyles in the future.
As always, let me know if you have any questions or if I can be of help in any way.
Thanks!
Coach Edwards
Hello parents and learners,
Below you will find some information how I determine grades for PE Class.
Before you read the info below, please remember that grades are simply communication - they are information that will hopefully help you improve and become a better version of yourself.
I strive to give honest feedback and information to students and parents about student performance. My hope is that it will help you understand how your student is doing and give you some ideas of what areas can be improved upon.
The grading rubrics are also located at the bottom of this page if you want to see more details for each standard.
Also, to give some perspective, we do have P.E. 1-2 times a week for 52 minutes. I see roughly 750 students each week.
Hope the info below is helpful - Thanks!
The Goal
To produce students who have the skills, knowledge, and confidence they need to lead a successful and healthy life.
Physical Education Standards:
Priority Learning Outcomes for Physical Education:VALUES PHYSICAL ACTIVITY
- Students recognize the value of physical activity for physical, emotional, and mental health
(K) Recognizes physical activity is important for good health.
(1) Recognizes physical activity is important of good physical, emotional, and mental health.
(2) Identifies ways that physical activity improves physical, emotional, and mental health.
(3) Discusses the relationship between physical activity and good health.
(4) Examines the health benefits of available physical activity options.
(5) Compares the health benefits of available physical activity options.
Personal Enjoyment
(K) Identifies physical activities that are enjoyable.
(1) Describes positive feelings that result from physical activity participation.
(2) Discusses personal reasons for enjoying selected physical activities.
(3) Reflects on the reasons for enjoying selected physical activities.
(4) Ranks the enjoyment of participating in different physical activities.
(5) Analyzes different activity choices for enjoyment and identifies reasons for positive or negative responses.
Personal Challenge
(K) Acknowledges that some physical activities are challenging/difficult.
(1) Recognizes that challenges can lead to success.
(2) Participates in physical activities that bring confidence and challenge.
(3) Discusses the challenge that comes from learning new physical activities.
(4) Rates the enjoyment of participating in challenging and mastered physical activities.
(5) Expresses the enjoyment and challenge of participating in a favorite physical activity.
Social Interaction
(K) Discusses the enjoyment of playing with family and friends.
(1) Discusses the reasons for participating in physical activity with friends.
(2) Discusses ways to encourage others to be physically activity with friends.
(3) Describes the positive social interactions that come when engaged with others in physical activity.
(4) Describes and compares positive social interactions when engaged in partner, small-group, and large-group physical activities.
(5) Describes the social benefits gained from participating in physical activity.
MOVEMENT SKILLS & CONCEPTS
- Students demonstrate skill competency and can apply concepts and strategies to movement and performance.
(K) Performs locomotor skills with balance.
(1) Travels with balance using a variety of locomotor skills in dynamic environments.
(2) Performs locomotor skills using a mature pattern and in rhythm.
(3) Performs locomotor skills with balance at various speeds.
(4) Uses various locomotor skills in a variety of small-sided games and practice tasks.
(5) Combines traveling with manipulative skills in a variety of small-sided games and practice tasks.
Non-Locomotor Skills
(K) Maintains momentary stillness on different bases of support.
(1) Transfers weight from one body part to another in self-space.
(2) Combines balances and transfers in purposeful movement sequences.
(3) Combines balance and weight transfers with movement concepts.
(4) Combines traveling with balance and weight transfers.
(5) Combines actions and traveling with movement concepts to create movement sequences.
Manipulative Skills
(K) Safely manipulates objects using underhand throws, two-hand catches, hand and foot dribbles and underhand volleys/strikes.
(1) Manipulates and controls objects using underhand throws, two-hand catches, hand and foot dribbles and underhand volleys/strikes.
(2) Demonstrates control while combining locomotor and manipulative skills in self-space and general space.
(3) Demonstrates manipulative skills using mature patterns for accuracy and control.
(4) Combines locomotor and manipulative skills using mature patterns for accuracy and control in static and dynamic environments.
(5) Executes a variety of manipulative skills with control and accuracy in small-sides games.
Movement Concepts
(K) Safely moves in both personal and general space using different pathways and speeds.
(1) Safely moves demonstrating a variety of relationships with people and objects.
(2) Controls force (strong and light) and speed (fast and slow) while moving in static and dynamic environments.
(3) Recognizes open and closed spaces in a variety of movement contexts.
(4) Combines movement concepts with skills in a variety of small-sided practice tasks.
(5) Analyzes movement situations and applies movement concepts in small-sided games/practice tasks.
DEMONSTRATES FITNESS KNOWLEDGE
- Students demonstrate the knowledge and skills required to achieve and maintain a health-enhancing level of personal fitness.
(K) Identifies active play opportunities outside physical education class.
(1) Discusses the benefits of being active and exercising/playing.
(2) Describes physical activities for participation outside physical education class.
(3) Identifies physical activity benefits as a way to improve health and personal fitness.
(4) Analyzes different opportunities for participating in physical activity outside physical education class for personal health benefits.
(5) Charts and analyzes physical activity outside physical education class for personal fitness and health benefits.
Fitness Knowledge
(K) Recognizes that when you move fast, your heart beats faster and you breathe faster.
(1) Identifies the heart as a muscle that grows stronger with exercise/play and physical activity.
(2) Identifies physical activities that contribute to fitness.
(3) Describes the concept of fitness and provides examples of physical activity to enhance fitness.
(4) Identifies the component of health-related and skill-related fitness.
(5) Identifies activities that require and/or improve the components of fitness
Fitness Programming
(K) Participates in physical activity in active school programming environments (PE, Recess, Activity Breaks).
(1) Participates in physical activity outside of the school environment.
(2) Participates in physical activities that contribute to fitness.
(3) Identifies physical activities that contribute to fitness without teacher direction.
(4) Analyses personal fitness and identifies areas for improvement.
(5) Designs a physical activity routine to enhance personal fitness
Nutrition
(K) Recognizes that food provides energy for physical activities.
(1) Identifies foods that promote good health.
(2) Describes the specific roles that nutrition and physical activity play in overall good health.
(3) Identifies the 5 basic food groups.
(4) Identifies a variety of foods from each food group.
(5) Compares and contrasts the health benefits of different food choices.
DEMONSTRATES RESPONSIBLE BEHAVIORS
- Students demonstrate responsible personal and social behavior.
(K) Follows directions for safe participation and proper use of equipment with minimal reminders.
(1) Follows directions for safe participation and proper use of equipment without reminders.
(2) Works independently and safely in physical education.
(3) Works independently and safely in physical activity settings.
(4) Exhibits responsible behavior in independent group situations.
(5) Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher).
Accepting Feedback
(K) Acknowledges responsibility for behavior when prompted.
(1) Responds appropriately to general feedback from the teacher.
(2) Accepts specific corrective feedback from the teacher.
(3) Accepts and implements specific corrective teacher feedback.
(4) Listens respectfully to corrective feedback from others (adults and peers).
(5) Gives corrective feedback respectfully to peers.
Working with Others
(K) Shares equipment and space with others.
(1) Works independently with others in a variety of class environments.
(2) Accepts responsibility for class protocols with personal and cooperative behavior as well as performance actions.
(3) Works cooperatively with others.
(4) Accepts “players” of all skill levels into the physical activity.
(5) Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects.
Etiquette
(K) Recognizes the established protocol for class activities.
(1) Exhibits the established protocols for class activities without reminders.
(2) Recognizes the role of rules and etiquette in teacher-designed physical activities.
(3) Recognizes the role of rules and etiquette in physical activity with peers.
(4) Exhibits etiquette and adherence to rules in a variety of physical activities.
(5) Critiques the etiquette involved in rules of various game activities.
Class RULES/EXPECECTATIONS
RESPECT YOURSELF- stay on your feet, have fun, do your best, and wear athletic shoes. RESPECT OTHERS- don't interrupt others and use good sportsmanship.
RESPECT THIS PLACE- don't touch equipment without permission.
Progressive discipline
#1) Verbal Warning
#2) 2nd verbal warning
#3) Time Out- a self-timed break in which the child can reflect upon his/her poor behavior so he/she can return to with an apology and the correct behavior.
#4) Contact with home via either a phone call, email, or note home. Dismissed from the activity for the duration of class.
Grading Scale
4 = Exceeds grade level expectations at this time
3= Meets grade level expectations
2 = Progressing towards grade level expectations
1 = Unable to meet grade level expectations at this time
-If a student gets a "3" that means he/she is on track for success, give him/her encouragement and praise for "meeting all the grade level expectations".
-If a student gets a "2" that means that he/she is progressing towards grade level expectations, but have not met them yet - take it as helpful feedback that will allow you and your child to work on an area where they might have a weakness, encourage them to improve.
-If a student receives a "1" he/she was unable to meet expectations and have not progressed towards those expectations throughout the nine weeks grading period. He/she might need to put in more effort during class or practice outside of school to improve on their skill.
The idea is no matter what grade your child receives in PE, they need encouragement to get better or to continue to experience success, hopefully you can be an important part of your child's growth and development in that way.
Your child's grade will be determined based on:
- Participation and Effort
- Always doing their best
- Behavior and Sportsmanship
- Ability to stay on task and follow directions
- Good sportsmanship when interacting with classmates
- Listening during teacher instruction
- Competency (Skill & Cognitive)
- Physical skill level
- Ability to understand content and strategies and rules pertaining to game play
- Knowledge of critical features that are taught for each skill
A note from the Coach Edwards:
I strive to have a program that is focused on developing a spirit of enjoyment of physical activity. I want everyone to have FUN! I will emphasize the importance of using good sportsmanship and developing the valuable trait of perseverance when students are trying to learn a difficult skill. I would rather students focus on doing their best, more so than "getting a good grade." However, I also want to communicate clearly with the parents and students about the progress of each student in class. I hope that I can provide the students with a healthy view of sports, physical activity, and encourage kids to be good sports. I hope students will continue to enjoy healthy lifestyles in the future.
As always, let me know if you have any questions or if I can be of help in any way.
Thanks!
Coach Edwards