Nyssa SD

DEVELOP POSITIVE SELF-CONCEPT, RESPECT FOR OTHERS, AND HEALTHY BEHAVIOR PATTERNS

Extended Definition: Students demonstrate positive health habits and behaviors that establish and maintain personal wellness. Students recognize conditions and qualities which affect interpersonal relationships in specific roles of citizen, family member and worker

Movement

Manipulative: Student uses object/equipment (i.e., racquets, ball, bean bag, hula hoops). Equipment is chosen for the developmentally appropriate level of the student.
Non-Manipulative: Student show locomotor and non-locomotor skills (i.e., runs, gallops, skips, jumps, balances). /

Self-Management

Includes cooperative, ethical, and safe behavior, individually and in a group setting. Also includes modeling good citizenship while listening to and executing directions. / Fitness
Includes assessment of personal fitness level and ability to write a fitness program complete with goals and steps to achieve goals.
6 /
  • Shows control of object/self all of the time
  • Always recognizes errors and makes corrections
  • Uses the proper technique and can explain it to somebody else
/ Always:
  • Works cooperatively with others
  • Works safely
  • Stays on task
  • Responds positively to constructive criticism
  • Demonstrates acceptance of the skills and abilities of others through verbal and non-verbal behavior
  • Expresses personal satisfaction in a physical activity
  • Initiates conflict resolution techniques with peers
/
  • Exceeds all FITNESSGRAM components
  • Demonstrates a superior understanding of connecting a fitness program with personal fitness needs, and is handed in on time
  • Uses complete and appropriate vocabulary
  • All three steps for achieving goals are specific-accurate toward goals
  • Steps have extra explanation

5 /
  • Shows control of object/self consistently
  • Generally recognizes errors and makes corrections
  • Uses the proper technique
/ Consistently:
  • Works cooperatively with others
  • Works safely
  • Stays on task
  • Responds positively to constructive criticism
  • Demonstrates acceptance of the skills and abilities of others through verbal and non-verbal behavior
  • Expresses personal satisfaction in a physical activity
  • Helps others resolve conflicts
/
  • Meets all FITNESSGRAM components
  • Demonstrates a high understanding of connecting a fitness program with personal fitness needs, and handed in on time
  • Uses complete and appropriate vocabulary
  • All three steps for achieving goals are accurate in relationship to goal
  • Steps have complete explanation

4 /
  • Shows control of objects/self most of the time
  • Usually recognizes errors and makes corrections
  • Frequently shows proper technique
/ Frequently:
  • Works cooperatively with others
  • Works safely
  • Stays on task
  • Responds positively to constructive criticism
  • Demonstrates acceptance of the skills and abilities of others through verbal and non-verbal behavior
  • Expresses personal satisfaction in a physical activity
  • Resolves conflicts between self and others
/
  • Meets or exceeds most FITNESSGRAM; all components tested
  • Demonstrates a good understanding of connecting a fitness program with personal fitness needs and handed in on time
  • All three steps are present and directed toward goal
  • Steps have complete explanation
  • Complete with little elaboration

3 /
  • Sometimes shows control of object/self
  • Occasionally recognizes errors and makes corrections
  • Demonstrates some proper technique
/ Sometimes:
  • Works cooperatively with others
  • Works safely
  • Stays on task
  • Responds positively to constructive criticism
  • Demonstrates acceptance of the skills and abilities of others through verbal and non-verbal behavior
  • Expresses personal satisfaction in a physical activity
  • Resolves conflicts
/
  • All FITNESSGRAM components attempted
  • Fitness program lacks explanation or is late, but is complete with goal statement and three steps toward achieving goal
  • No elaboration and may be incomplete

2 /
  • Seldom shows control of object/self
  • Occasionally recognizes errors and makes no corrections
  • Does not recognize or show proper technique
/ Seldom:
  • Works cooperatively with others
  • Works safely
  • Stays on task
  • Responds positively to constructive criticism
  • Demonstrates acceptance of the skills and abilities of others through verbal and non-verbal behavior
  • Expresses personal satisfaction in a physical activity
  • Resolves conflicts
/
  • Missing several FITNESSGRAM components attempts
  • Fitness program lacks explanation, maybe incomplete and is handed in late (Contains less than 3 steps for achieving goals)
  • Connection between goal and steps for obtaining goal is inaccurate.

1 /
  • No attempt is made to engage in activity
/ Does not:
  • Works cooperatively with others
  • Works safely
  • Stays on task
  • Responds positively to constructive criticism
  • Demonstrates acceptance of the skills and abilities of others through verbal and non-verbal behavior
  • Expresses personal satisfaction in a physical activity
  • Resolve conflicts
/
  • Missing more than half of FITNESSGRAM components
  • Fitness program is incomplete, lacking steps for achieving goals and is handed in late
  • No connection between goal and steps for achieving goal

J:\Physical Education\Grants\Physical Activity\BMK Maps\Nyssa\Instructional Module\Scoring Rubric.doc