SPARK Alignment with Ohio Physical Education Standards (MS Version 2011) Grade 6

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Design and demonstrate a routine Dance, Stunts and  Create a 4-Wall  Dance that includes variety of movement Tumbling: Line Dance  Stunts and patterns (e.g., dance, gymnastics)  Peer Coach  Creating Tumbling with smooth transitions between  Self-Check Combinations  Stunts and movement patterns.  Teacher Rubric  Create a Routine Tumbling Demonstrate the critical elements of Specific Unit:  Introduction to  Racquets and specialized locomotor and non-  Peer Coach the Forehand Paddles locomotor skills in a variety of  Self-Check Stroke  Volleyball physical activities (e.g., fitness, track  Teacher Rubric  Forearm Pass  Track and field, martial arts, outdoor (Bump) activities, aquatics, cycling,  Shot Put rollerblading). Perform simple dance sequences. Dance:  Beat It! Poco Loco  Dance  Peer Coach Jigsaw  Dance  Self-Check  The Korobushka  Dance  Teacher Rubric Jigsaw  The Norwegian Polka Jigsaw Send, receive, dribble and shoot in Basketball:  3-Catch with a  Basketball game-like practice using  Peer Coach Post Player  Basketball appropriate critical elements.  Self-Check  Keep Away (3-on-  Basketball  Teacher Rubric 2)  3-on-3 Basketball Strike an object (with hand or Specific Unit:  One Wall  Racquets and implement) in game-like practice  Peer Coach Paddleball Paddles using appropriate critical elements.  Self-Check  Singles/Doubles  Handball  Teacher Rubric Game Play  Hockey  Mini-Hockey Strike and field an object (with Specific Unit:  2-Pitch Stickball  Softball foot, hand or implement) in game-  Peer Coach  7v7 Modified  Softball like practice.  Self-Check Softball  Soccer  Teacher Rubric  Mini-Soccer Send an object to a target in game- Specific Unit:  Disc Golf  Flying Disc like practice using appropriate  Peer Coach  Target Golf  Golf critical elements.  Self-Check  Target Ball  Handball  Teacher Rubric

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 2 Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the earning and performance of physical activities. Demonstrate understanding of basic Specific Unit:  Zone and Player-  Basketball tactics related to off-the-ball  Teacher Rubric to-Player Defenses  Football movements while participating in  Defense  Flying Disc game-like settings (e.g., when and  Zone and Person  Soccer where should I move?). Defense  Hockey  Zone and Player- to-Player Defenses

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

 Zone Defense Demonstrate basic decision-making Specific Unit:  Pass or Dribble?  Basketball capabilities in a variety of physical  Teacher Rubric  Under Pressure  Football activities (e.g., when and where do  Zone Defense  Hockey I execute?). Describe and explain elements of Specific Unit:  Advanced  Stunts and performance principles as they  Peer Coach Progressions Tumbling relate to movement (e.g., the  Self-Check  Introduction to  Fitness effects of different body positions  Teacher Rubric Yoga  Stunts and on rotation in gymnastics).  Written Test  Creating Tumbling Combinations Demonstrate understanding of Specific Unit:  Advanced Shots  Handball movement principles through  Peer Coach  Hurdling  Track and Field knowledge of critical elements (key  Self-Check  Individual Juggling  World Games points) of specialized locomotor  Teacher Rubric and non-locomotor  Written Test skills/movements. Describe and explain critical Specific Unit:  Bullseye and Long  Soccer elements of specific sport skills (e.g.,  Peer Coach Shot  Racquets and shooting hand under the ball) and  Self-Check  Introduction to the Paddles movement skills (e.g., tuck the chin  Teacher Rubric Backhand Stroke  Stunts and on the chest as you roll).  Written Test  Stunts and Tumbling Tumbling Buffet

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 3 Participates regularly in physical activity. Participate in moderate to vigorous Personally Fit Activity  Gotta Have Heart  Fitness self-selected activities to meet the Challenge:  Resistance Band  Fitness minimum daily expectations for In the Mood to Move Workout  Fitness physical activity.  Stability Ball and  Fitness Medicine Ball  Fitness Workout  Combining Aerobic Capacity and Flexibility  Body Composition Circuit Develop awareness of the Personally Fit Activity Personally Fit opportunities inside and outside of Challenge: SPARKfit school for participation in a broad In the Mood to Move (SPARKfamily.org) range of activities that may meet personal needs and interests. Develop a list of available school Personally Fit Activity Personally Fit and community activities. Challenge: SPARKfit In the Mood to Move (SPARKfamily.org)

Establish personal physical activity Fitness Self-Check Personally Fit goals to meet the minimum daily SPARKfit expectations for physical activity (SPARKfamily.org) inside and outside of school. Organize time to meet/exceed Personally Fit Activity Personally Fit national recommendations for Challenge: SPARKfit

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit physical activity at least five days In the Mood to Move (SPARKfamily.org) during the week. Track progress toward daily  Pedometer Log Personally Fit physical activity goals using  Personally Fit SPARKfit assessment tools (e.g., log, planner, Activity (SPARKfamily.org) pedometer, stopwatch). Challenge: In the Mood to Move  Heart Rate Monitor Log

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 4 Achieves and maintains a health-enhancing level of physical fitness. Perform fitness activities using Fitness:  Basic Exercise  Fitness appropriate principles and  Peer Coach Techniques  Fitness practices.  Self-Check  Fitness in the  Fitness  Teacher Rubric Middle  Fitness  Resistance Band Workout  Stability Ball and Medicine Ball Workout Meet criterion-referenced standards Fitness Self-Check Personally Fit for the components of health- SPARKfit

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit related fitness. (SPARKfamily.org) Identify areas of improvement from Fitness Self-Check Personally Fit fitness test results and identify and SPARKfit develop a plan to improve areas of (SPARKfamily.org) deficit. Use various forms of technology to  Pedometer Log  Gotta Have Heart  Fitness monitor physical activity (e.g.,  Personally Fit  Aerobic Capacity  Fitness heart monitor, pedometer). Activity Circuit  Fitness Challenge: In  Heart Rate  Fitness the Mood to Highway Move  Daytona 2000  Heart Rate Monitor Log Understand the components of Fitness Unit Written  Stability Ball and  Fitness health-related fitness (body Test Medicine Ball  Fitness composition, cardiovascular Workout  Fitness endurance, flexibility, muscular  Combining endurance, muscular strength) and Aerobic Capacity participate in specific fitness and Flexibility activities to benefit these  Body components. Composition Circuit Give multiple examples of physical Sample debrief  Range of Motion  Fitness activities that meet basic question:  Resistance Band  Fitness requirements for each health- What are some Workout  Fitness related component. activities that are  Aerobic Capacity  Fitness effective in improving Circuit each of the health-  Body related physical fitness

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

components? Composition BINGO Recognize the principles of target Create A Routine  Gotta Have Heart  Fitness heart rate. (Fitness Aerobic  Aerobic Capacity  Fitness Capacity) Extension: Circuit  Fitness Heart Rate Monitors  Heart Rate  Fitness Highway  Fitness  Daytona 2000  Create a Routine (Aerobic Capacity) Describe feelings in the body that Sample debrief  Stability Ball and  Fitness result from varying frequency, question: Medicine Ball  Fitness intensity, time and type of physical How do you feel Workout  Fitness activity. when you change the  Aerobic Capacity  Fitness components of the Circuit FITT principle in your  Introduction to fitness routine? Yoga  Introduction to Pilates Apply FITT principle when Fitness:  Aerobic Capacity  Fitness participating in a physical activity.  Peer Coach Circuit  Fitness  Self Check  Fitness in the  Fitness  Teacher Rubrics Middle  Fitness  Balancing Strength and Flexibility  Body Composition

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Circuit Identify principles of training such Sample debrief  Resistance Band  Fitness as specificity, overload and question: Workout  Fitness progression. How would you  Stability Ball and  Fitness describe the principle Medicine Ball of overload to Workout improve your  Fitness in the muscular strength? Middle

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 5 Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Make a conscious decision about Cooperatives:  Responsibility and  First 5 Lessons playing within the rules, procedures  Peer Coach Routines  First 5 Lessons and etiquette of a game or activity.  Self Check  Respect and Roll  First 5 Lessons  Teacher Rubrics Taking  First 5 Lessons Coulda Shoulda  Acceptance and  First 5 Lessons Woulda (all units) Super Grouping  Trust and Technology  Appreciation and Assistance Acknowledge and apply rules to Cooperatives  Partner Stunts  Stunts and game situations to ensure personal Performance Rubric  Advanced Tumbling

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit and group safety. Progressions  Stunts and  Stability Ball and Tumbling Medicine Ball  Fitness Workout Offer positive suggestions to Cooperatives:  Adventure Racing  Cooperatives facilitate group progress in physical  Peer Coach 101  Cooperatives activities.  Self Check  Poker Adventure  Cooperatives  Teacher Rubrics Race Coulda Shoulda  Final Cooperative Woulda (all units) Adventure Race Demonstrate cooperation with Cooperatives:  Acceptance and  First 5 Lessons peers of different gender, race and  Peer Coach Super Grouping  First 5 Lessons ability in physical activity settings.  Self Check  Appreciation and  Cooperatives  Teacher Rubrics Assistance Coulda Shoulda  Adventure Racing Woulda (all units) 101 Show consideration of the rights Cooperatives:  Respect and Roll  First 5 Lessons and feelings of others when  Peer Coach Taking  First 5 Lessons resolving conflict.  Self Check  Acceptance and  Cooperatives  Teacher Rubrics Super Grouping Coulda Shoulda  Adventure Racing Woulda (all units) 101 Accept decisions made by the Cooperatives:  Mini-Soccer  Soccer designated official and return to  Peer Coach  7v7 Modified  Softball activity.  Self Check Softball  Volleyball  Teacher Rubrics  Mini-Volleyball  Racquets and Coulda Shoulda  Singles/Doubles Paddles Woulda (all units) Game Play

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 6 Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Demonstrate perseverance when Specific Unit:  Self-Guided Tour  Stunts and challenged by a new physical  Teacher Rubric  Disc Throwing Tumbling activity.  Self-Check Stations  Flying Disc  Individual Trick  Jump Rope Circuit Attempt to improve attained skills Specific Unit:  Self-Guided Tour  Stunts and through effort and practice.  Teacher Rubric  Disc Throwing Tumbling  Self-Check Stations  Flying Disc  Individual Trick  Jump Rope Circuit Identify the physical, social and Cooperatives:  Cross the Pond  Cooperatives psychological benefits of  Peer Coach  Log Jam  Cooperatives participation in physical activities.  Self Check  Poker Adventure  Cooperatives  Teacher Rubrics Race Participate in activities which allow Cooperatives:  Cross the Great  Cooperatives students to set and achieve  Peer Coach Divide  Cooperatives individual and team goals.  Self Check  Radioactive River  Cooperatives  Teacher Rubrics  Karrimor International Mountain Marathon Participate in a variety of non- Cooperatives, World  Indiana Jones  Cooperatives traditional activities of interest Games:  Sepak Takraw  World Games (e.g., initiatives, cooperative games,  Teacher Rubrics  Hip Hop Basic  Dance

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit orienteering, rollerblading). Moves Jigsaw Describe the role participation in Cooperatives:  Phone Home  Cooperatives physical activities has in getting to  Peer Coach  Down the Line  Cooperatives know oneself and others.  Self Check  Radio Control  Cooperatives  Teacher Rubrics Work positively toward outcomes Cooperatives:  Hip Hop Basic  Dance in small group settings (e.g., solve  Peer Coach Moves Jigsaw  Cooperatives an initiative, work on a  Self Check  Final Cooperative  Fitness cooperative task, modify a game or  Teacher Rubrics Adventure Race an activity through group  Nutrition Team discussions). Challenge Resolve conflicts that arise with Cooperatives:  Acceptance and  First 5 Lessons others without confrontation.  Peer Coach Super Grouping  First 5 Lessons  Self Check  Appreciation and  Cooperatives  Teacher Rubrics Assistance  Adventure Racing 101

Grade 7

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Design and demonstrate a routine Dance, Stunts and  Create a Hip Hop  Dance that includes a variety of Tumbling Teacher Routine  Dance movement patterns individually Rubrics  Create your own  Dance and with a partner or small group Merengue Move  Stunts and (e.g., dance gymnastics).  Create your own Tumbling Swing Moves  Creating Combinations Demonstrate the critical elements of Specific Unit:  Introduction to  Racquets and specialized locomotor and non-  Peer Coach the Forehand Paddles locomotor skills in a variety of  Self-Check Stroke  Volleyball physical activities (e.g., fitness, track  Teacher Rubric  Forearm Pass  Track and field, martial arts) in a (Bump) controlled setting.  Shot Put Perform basic folk/square/line- Dance:  The Norwegian  Dance dance sequences to music.  Peer Coach Polka Jigsaw  Dance  Self-Check  The Korobushka  Dance  Teacher Rubric Jigsaw  Merengue Mixer Send, receive, dribble and shoot Basketball:  3-Catch with a  Basketball using appropriate critical elements  Peer Coach Post Player  Basketball in practice and small-sided invasion  Self-Check  Keep Away (3-on-  Basketball games.  Teacher Rubric 2)

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

 3-on-3 Basketball Strike an object (with hand or Specific Unit:  One Wall  Racquets and implement) using appropriate  Peer Coach Paddleball Paddles critical elements in controlled  Self-Check  Singles/Doubles  Handball practice and singles/small-sided  Game Play  Hockey net/wall games.  Teacher Rubric  Mini-Hockey Strike and field an object (with Specific Unit:  2-Pitch Stickball  Softball foot, hand or implement) using  Peer Coach  7v7 Modified  Softball appropriate critical elements in  Self-Check Softball  Soccer controlled practice and small-sided  Teacher Rubric  Mini-Soccer striking/fielding games. Send an object to a target in Specific Unit:  Disc Golf  Flying Disc controlled practice and  Peer Coach  Target Golf  Golf individual/small-sided games.  Self-Check  Target Ball  Handball  Teacher Rubric

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 2 Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the earning and performance of physical activities. Demonstrate transfer of Specific Unit:  Introduction to  Racquets and performance principles across  Peer Coach the Serve Paddles activities to aid learning (e.g.,  Self-Check  Introduction to  Handball sending principles: throw/tennis  Teacher Rubric the Handball  Volleyball serve/volley serve).  Written Test Serve

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

 Serving Challenges Demonstrate understanding of basic Specific Unit:  Keep Away 2-on-1  Basketball tactics related to defending space  Teacher Rubric  Keep Away (3-on-  Soccer while participating in game and 1)  Hockey sport activities (e.g., when, where  Keep Away (2-on- and how do I move?). 1) Explain similarities of skill Specific Unit:  Volley Tennis  Volleyball application and movement patterns  Peer Coach  Serve, Return,  Handball across activities (e.g., sending,  Self-Check Catch  Racquets and receiving and movement).  Teacher Rubric  Volley Tennis Paddles  Written Test Demonstrate understanding of Specific Unit:  Advanced Shots  Handball movement principles through  Peer Coach  Hurdling  Track and Field knowledge of critical elements (key  Self-Check  Individual Juggling  World Games points) of specialized manipulative  Teacher Rubric skills and movements.  Written Test Describe and explain critical Specific Unit:  Bullseye and Long  Soccer elements required for the  Peer Coach Shot  Racquets and application of specific sport and  Self-Check  Introduction to the Paddles movement skills in controlled  Teacher Rubric Backhand Stroke  Stunts and settings (e.g., practice settings).  Written Test  Stunts and Tumbling Tumbling Buffet

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 3

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Participates regularly in physical activity. Spend a portion of each day Personally Fit Activity Personally Fit participating in physical activity Challenge: SPARKfit inside or outside of class. In the Mood to Move (SPARKfamily.org) Identify community resources for Personally Fit Activity Personally Fit physical activity to meet personal Challenge: SPARKfit needs. In the Mood to Move (SPARKfamily.org)

Participate in various physical Personally Fit Activity Personally Fit activities that are part of the school Challenge: SPARKfit or community. In the Mood to Move (SPARKfamily.org)

Establish personal physical activity Fitness Self-Check Personally Fit goals to meet the minimum daily SPARKfit expectations for physical activity. (SPARKfamily.org) Organize time to meet/exceed Personally Fit Activity Personally Fit national recommendations for Challenge: SPARKfit physical activity at least five days In the Mood to Move (SPARKfamily.org) during the week. Monitor physical activity to assess  Pedometer Log Personally Fit achievement of national daily  Personally Fit SPARKfit recommendations for physical Activity (SPARKfamily.org) activity. Challenge: In the Mood to Move  Heart Rate Monitor Log

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 4 Achieves and maintains a health-enhancing level of physical fitness. Perform fitness activities using Fitness:  Basic Exercise  Fitness appropriate principles and  Peer Coach Techniques  Fitness practices.  Self-Check  Fitness in the  Fitness  Teacher Rubric Middle  Fitness  Resistance Band Workout  Stability Ball and Medicine Ball Workout Meet criterion-referenced standards Fitness Self-Check Personally Fit for the components of health- SPARKfit related fitness. (SPARKfamily.org) Evaluate results of fitness test and Fitness Self-Check Personally Fit develop a plan to improve a fitness SPARKfit component. (SPARKfamily.org) Determine health-related fitness Sample debrief  Gotta Have Heart  Fitness activities designed to improve or question:  Aerobic Capacity  Fitness maintain body composition, What are some Circuit  Fitness cardiovascular endurance, activities that are  Heart Rate  Fitness flexibility, muscular endurance, effective in improving Highway muscular strength both inside and each of the health-  Daytona 2000 outside of school. related physical fitness components? Understand principles of training Fitness Unit Written  Stability Ball and  Fitness (i.e., specificity, overload, Test Medicine Ball  Fitness

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit progression). Workout  Fitness  Combining Aerobic Capacity and Flexibility  Body Composition Circuit Apply FITT principle when Fitness:  Range of Motion  Fitness participating in a physical activity.  Peer Coach  Resistance Band  Fitness  Self-Check Workout  Fitness  Teacher Rubric  Aerobic Capacity  Fitness Circuit  Body Composition BINGO Apply principles of target heart rate Create A Routine  Gotta Have Heart  Fitness to physical activity. (Fitness Aerobic  Aerobic Capacity  Fitness Capacity) Extension: Circuit  Fitness Heart Rate Monitors  Heart Rate  Fitness Highway  Fitness  Daytona 2000  Create a Routine (Aerobic Capacity)

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 5 Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Make a conscious decision about Cooperatives:  Responsibility and  First 5 Lessons playing within the rules, procedures  Peer Coach Routines  First 5 Lessons and etiquette of a game or activity.  Self Check  Respect and Roll  First 5 Lessons  Teacher Rubrics Taking  First 5 Lessons Coulda Shoulda  Acceptance and  First 5 Lessons Woulda (all units) Super Grouping  Trust and Technology  Appreciation and Assistance Acknowledge and apply rules to Cooperatives  Partner Stunts  Stunts and game situations to ensure personal Performance Rubric  Advanced Tumbling and group safety. Progressions  Stunts and  Stability Ball and Tumbling Medicine Ball  Fitness Workout Offer positive suggestions or Cooperatives:  Adventure Racing  Cooperatives constructive feedback to facilitate  Peer Coach 101  Cooperatives group progress.  Self Check  Poker Adventure  Cooperatives  Teacher Rubrics Race Coulda Shoulda  Final Cooperative Woulda (all units) Adventure Race Demonstrate cooperation with Cooperatives:  Acceptance and  First 5 Lessons peers of different gender, race and  Peer Coach Super Grouping  First 5 Lessons ability in physical activity settings.  Self Check  Appreciation and  Cooperatives

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

 Teacher Rubrics Assistance Coulda Shoulda  Adventure Racing Woulda (all units) 101 Resolve conflict with sensitivity to Cooperatives:  Respect and Roll  First 5 Lessons the rights and feelings of others.  Peer Coach Taking  First 5 Lessons  Self Check  Acceptance and  Cooperatives  Teacher Rubrics Super Grouping Coulda Shoulda  Adventure Racing Woulda (all units) 101 Accept and respect decisions made Cooperatives:  Mini-Soccer  Soccer by the designated official.  Peer Coach  7v7 Modified  Softball  Self Check Softball  Volleyball  Teacher Rubrics  Mini-Volleyball  Racquets and Coulda Shoulda  Singles/Doubles Paddles Woulda (all units) Game Play

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 6 Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Seek personally challenging Specific Unit:  Self-Guided Tour  Stunts and experiences in physical activity  Teacher Rubric  Disc Throwing Tumbling opportunities.  Self-Check Stations  Flying Disc  Individual Trick  Jump Rope Circuit Adhere to a practice plan to Specific Unit:  Self-Guided Tour  Stunts and

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit become a more skilled performer.  Teacher Rubric  Disc Throwing Tumbling  Self-Check Stations  Flying Disc  Individual Trick  Jump Rope Circuit Investigate and participate in a Specific Unit:  Introduction to  Fitness variety of physical activities to  Peer Coach Yoga  Fitness develop personal interest.  Self Check  Introduction to  Dance  Teacher Rubrics Pilates  Hip Hop Basic Moves Jigsaw Describe ways to use the body and Dance:  Create a Hip Hop  Dance movement to communicate ideas  Peer Coach Routine  Dance and feelings (e.g., demonstrate a  Self Check  Create your own  Stunts and rhythmic activity that conveys a  Teacher Rubrics Swing Moves Tumbling particular feeling).  Creating Combinations Recognize physical activity as a Cooperatives:  Phone Home  Cooperatives positive opportunity for social and  Peer Coach  Down the Line  Cooperatives group interaction.  Self Check  Radio Control  Cooperatives  Teacher Rubrics Praise peer performance by Cooperatives:  Final Cooperative  Cooperatives showing appreciation of others.  Peer Coach Adventure Race  Cooperatives  Self Check  Poker Adventure  Cooperatives  Teacher Rubrics Race  Karrimor International Mountain Marathon

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Resolve conflicts that arise with Cooperatives:  Acceptance and  First 5 Lessons others without confrontation.  Peer Coach Super Grouping  First 5 Lessons  Self Check  Appreciation and  Cooperatives  Teacher Rubrics Assistance  Adventure Racing 101

Grade 8

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Design and demonstrate a routine Dance, Stunts and  Create a Hip Hop  Dance that combines complex movement Tumbling Teacher Routine  Dance patterns (e.g., traveling, rolling, Rubrics  Create your own  Dance balance, weight transfer) into a Merengue Move  Stunts and smooth, flowing sequence  Create your own Tumbling individually and with a partner or Swing Moves group.  Creating Combinations Demonstrate the critical elements of Specific Unit:  Introduction to  Racquets and specialized locomotor and non-  Peer Coach the Forehand Paddles locomotor skills in a variety of  Self-Check Stroke  Volleyball physical activities (e.g., fitness, track  Teacher Rubric  Forearm Pass  Track and field, martial arts). (Bump)  Shot Put Perform a variety of simple dance Dance:  The Norwegian  Dance sequences individually and with a  Peer Coach Polka Jigsaw  Dance partner or small group.  Self-Check  The Korobushka  Dance  Teacher Rubric Jigsaw  Merengue Mixer Send, receive, dribble and shoot in Basketball:  3-Catch with a  Basketball practice and apply these skills to  Peer Coach Post Player  Basketball invasion games to achieve successful  Self-Check  Keep Away (3-on-  Basketball

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit game-related outcomes.  Teacher Rubric 2)  3-on-3 Basketball Strike an object (with hand or Specific Unit:  One Wall  Racquets and implement) in controlled practice  Peer Coach Paddleball Paddles and apply these skills to net/wall  Self-Check  Singles/Doubles  Handball games to achieve successful game-  Teacher Rubric Game Play  Hockey related outcomes.  Mini-Hockey Send an object to a target in Specific Unit:  2-Pitch Stickball  Softball controlled practice and apply these  Peer Coach  7v7 Modified  Softball skills to target games to achieve  Self-Check Softball  Soccer successful game-related outcomes.  Teacher Rubric  Mini-Soccer

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 2 Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the earning and performance of physical activities. Demonstrate developing Basketball:  3-Catch with a  Basketball understanding of tactics related to  Peer Coach Post Player  Basketball decision-making (e.g., shoot, pass,  Self-Check  Keep Away (3-on-  Basketball dribble hierarchy) in game and  Teacher Rubric 2) sport activities.  3-on-3 Basketball Demonstrate developing Specific Unit:  Keep Away 2-on-1  Basketball understanding of tactics related to  Teacher Rubric  Keep Away (3-on-  Soccer creating space (e.g., moving 1)  Hockey opponents and/or the ball) in game  Keep Away (2-on-

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit and sport activities. 1) Demonstrate understanding of Specific Unit:  Introduction to  Racquets and movement principles through  Peer Coach the Forehand Paddles knowledge of critical elements (key  Self-Check Stroke  Volleyball points) of combined (locomotor,  Teacher Rubric  Forearm Pass  Track non-locomotor and manipulative) (Bump) skills and movements.  Shot Put Describe and explain critical Specific Unit:  One Wall  Racquets and elements required for the  Peer Coach Paddleball Paddles application of specific sport and  Self-Check  Singles/Doubles  Handball movement skills in a dynamic  Teacher Rubric Game Play  Hockey environment (e.g., games).  Mini-Hockey Detect and correct errors in Specific Unit:  Introduction to  Basketball personal performance based on  Self-Check Shooting  Handball knowledge of results (e.g., analysis  Teacher Rubric  Advanced Shots  Racquets and of contact and release point in  Written Test  Target Ball Paddles sport skill execution). Detect and correct errors based on Sample debrief  Advanced  Stunts and Tumbling knowledge of results and question: Progressions  Track biomechanical principles (e.g., How do you apply  Shot Put  Flying Disc analysis of contact and release rotation principles  Disc Throwing point in sport skill execution). when performing a Stations cartwheel? Throwing a disc?

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 3 Participates regularly in physical activity. Participate in a variety of moderate Personally Fit Activity  Gotta Have Heart  Fitness or vigorous physical activities to Challenge:  Resistance Band  Fitness meet national recommendations In the Mood to Move Workout  Fitness for physical activity.  Stability Ball and  Fitness Medicine Ball  Fitness Workout  Combining Aerobic Capacity and Flexibility  Body Composition Circuit Spend a portion of each day Personally Fit Activity Personally Fit participating in physical activity Challenge: SPARKfit inside or outside of school. In the Mood to Move (SPARKfamily.org)

Develop and refine physical activity Personally Fit Activity Personally Fit choices inside and outside of Challenge: SPARKfit school. In the Mood to Move (SPARKfamily.org)

Select areas of interest from school Fitness Self-Check Personally Fit and community resources that can SPARKfit fulfill physical activity needs. (SPARKfamily.org) Set realistic goals utilizing Personally Fit Activity Personally Fit assessment tools (e.g., log, Challenge: SPARKfit pedometer, heart rate monitor). In the Mood to Move (SPARKfamily.org)

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Develop a time-management  Pedometer Log Personally Fit schedule that emphasizes physical  Personally Fit SPARKfit activity and active recreational Activity (SPARKfamily.org) activities. Challenge: In the Mood to Move  Heart Rate Monitor Log Monitor progress toward physical Personally Fit Activity Personally Fit activity goals and plan for Challenge: SPARKfit continued physical activity. In the Mood to Move (SPARKfamily.org)

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 4 Achieves and maintains a health-enhancing level of physical fitness. Perform fitness activities using Fitness:  Basic Exercise  Fitness appropriate principles and  Peer Coach Techniques  Fitness practices.  Self-Check  Fitness in the  Fitness  Teacher Rubric Middle  Fitness  Resistance Band Workout  Stability Ball and Medicine Ball Workout Meet criterion-referenced standards Fitness Self-Check Personally Fit

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit for the components of health- SPARKfit related fitness. (SPARKfamily.org) Evaluate results of fitness test and Fitness Self-Check Personally Fit develop a comprehensive program SPARKfit to improve fitness. (SPARKfamily.org) Apply health-related fitness Sample debrief activities designed to improve or question: maintain body composition, What are some Personally Fit cardiovascular endurance, activities that are SPARKfit flexibility, muscular endurance, effective in improving (SPARKfamily.org) muscular strength both inside and each of the health- outside of school. related physical fitness components? Apply principles of training (e.g., Sample debrief  Resistance Band  Fitness specificity, overload, progression) question: Workout  Fitness to maintain or improve health- How would you  Stability Ball and  Fitness related fitness. describe the principle Medicine Ball of overload to Workout improve your  Fitness in the muscular strength? Middle Apply FITT principle when Fitness:  Range of Motion  Fitness participating in a physical activity.  Peer Coach  Resistance Band  Fitness  Self-Check Workout  Fitness  Teacher Rubric  Aerobic Capacity  Fitness Circuit  Body Composition BINGO

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Apply principles of target heart rate Create A Routine  Gotta Have Heart  Fitness to physical activity. (Fitness Aerobic  Aerobic Capacity  Fitness Capacity) Extension: Circuit  Fitness Heart Rate Monitors  Heart Rate  Fitness Highway  Fitness  Daytona 2000  Create a Routine (Aerobic Capacity)

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 5 Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. Work cooperatively with peers of Cooperatives:  Responsibility and  First 5 Lessons differing skill to promote a safe  Peer Coach Routines  First 5 Lessons school environment.  Self Check  Respect and Roll  First 5 Lessons  Teacher Rubrics Taking  First 5 Lessons Coulda Shoulda  Acceptance and  First 5 Lessons Woulda (all units) Super Grouping  Trust and Technology  Appreciation and Assistance Recognize causes and demonstrate Cooperatives  Partner Stunts  Stunts and

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit possible solutions to issues related Performance Rubric  Advanced Tumbling to a safe school environment and Progressions  Stunts and physical activity setting.  Stability Ball and Tumbling Medicine Ball  Fitness Workout Provide support or positive Cooperatives:  Adventure Racing  Cooperatives suggestions to facilitate group  Peer Coach 101  Cooperatives progress or success.  Self Check  Poker Adventure  Cooperatives  Teacher Rubrics Race Coulda Shoulda  Final Cooperative Woulda (all units) Adventure Race Demonstrate and encourage respect Cooperatives:  Acceptance and  First 5 Lessons for individual similarities and  Peer Coach Super Grouping  First 5 Lessons differences through positive  Self Check  Appreciation and  Cooperatives interaction.  Teacher Rubrics Assistance Coulda Shoulda  Adventure Racing Woulda (all units) 101 Resolve conflict with sensitivity to Cooperatives:  Respect and Roll  First 5 Lessons the rights and feelings of others.  Peer Coach Taking  First 5 Lessons  Self Check  Acceptance and  Cooperatives  Teacher Rubrics Super Grouping Coulda Shoulda  Adventure Racing Woulda (all units) 101 Accept and respect decisions made Cooperatives:  Mini-Soccer  Soccer by the designated official.  Peer Coach  7v7 Modified  Softball  Self Check Softball  Volleyball  Teacher Rubrics  Mini-Volleyball  Racquets and Coulda Shoulda  Singles/Doubles Paddles

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Woulda (all units) Game Play

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

Standard 6 Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Assess personal ability and practice Specific Unit:  Self-Guided Tour  Stunts and to become a more skilled  Teacher Rubric  Disc Throwing Tumbling performer.  Self-Check Stations  Flying Disc  Individual Trick  Jump Rope Circuit Determine appropriate level of Specific Unit:  Self-Guided Tour  Stunts and challenge for own ability and select  Teacher Rubric  Disc Throwing Tumbling tasks to maximize performance.  Self-Check Stations  Flying Disc  Individual Trick  Jump Rope Circuit Participate regularly in physical Specific Unit:  Introduction to  Fitness activities of personal interest and  Peer Coach Yoga  Fitness enjoyment.  Self Check  Introduction to  Dance  Teacher Rubrics Pilates  Hip Hop Basic Moves Jigsaw Encourage others to participate in Dance:  Create a Hip Hop  Dance physical activities that one finds  Peer Coach Routine  Dance enjoyable.  Self Check  Create your own  Stunts and  Teacher Rubrics Swing Moves Tumbling

Standard Suggested Assessments Sample SPARK Activities Corresponding SPARK Unit

 Creating Combinations Describe how engaging in physical Cooperatives:  Phone Home  Cooperatives activity promotes awareness of self  Peer Coach  Down the Line  Cooperatives and others.  Self Check  Radio Control  Cooperatives  Teacher Rubrics Identify and describe personal Personally Fit Activity Personally Fit feelings resulting from participating Challenge: SPARKfit in physical activity (e.g., journals, In the Mood to Move (SPARKfamily.org) class discussions, activity calendars). Engage in cooperative and Personally Fit Activity Personally Fit competitive physical activities Challenge: SPARKfit voluntarily and regularly. In the Mood to Move (SPARKfamily.org)

Assume a variety of roles as a team Cooperatives:  Final Cooperative  Cooperatives member (e.g., leader, record  Peer Coach Adventure Race  Cooperatives keeper, equipment manager).  Self Check  Poker Adventure  Cooperatives  Teacher Rubrics Race  Karrimor International Mountain Marathon Invite peers to become group Cooperatives:  Acceptance and  First 5 Lessons members in physical activities.  Peer Coach Super Grouping  First 5 Lessons  Self Check  Appreciation and  Cooperatives  Teacher Rubrics Assistance  Adventure Racing 101