Walter Johnson High School

General P.E. 05-06

Mr. Worden

Phone: 301.571.6934

E-mail: Gladwin_R._Worden@fc.mcps.k12.md.us

www.wordenweb.com

STUDENT EXPECTATIONS:

1.  Attend all classes unless legally excused.

2.  Be in the locker room when the tardy bell rings.

3.  Change into appropriate clothing for physical education class.

4.  Report to the assigned physical education station on time.

5.  Return to the locker room at the end of class.

6.  Remain in the locker room until the dismissal bell rings.

7.  Change clothes in the locker room only.

8.  Treat classmates and staff with the same respect that you would want to be

treated.

9.  Use appropriate language at all times

10. Display good sportsmanship at all times.

11. Handle all equipment, facilities, and self in a safe manner.

12. Give an honest effort to the best of your ability in class.

Locker room security

Students are responsible for maintaining their assigned locker and providing a lock for it. Lockers may not be large enough to accommodate a back pack; therefore, smaller valuables (wallet, money, cd player, calculator, etc) should be removed, and transferred into the locker to secure them. THE PHYSICAL EDUCATION DEPARTMENT IS NOT RESPONSIBLE FOR LOST AND/OR STOLEN PROPERTY. If you have articles such as class projects, musical instruments, etc., please feel free to keep them in the physical education office during class time.

Equipment and attire

Soccer balls will be furnished. There is no required uniform for participation in physical education class; however, there are requirements for proper dress. Gym shorts and T-shirts should be worn. You can also wear sweatshirts and sweatpants. The clothes worn in the physical education class are not to be the same clothes worn in other classes. Also, t-shirts with inappropriate language and/or graphics will not be tolerated. Rubber soled athletic shoes are the proper footwear to be worn. Jewelry should not be worn as it also presents a safety hazard.

Participation policy

Students are required to actively participate in at least 2/3 of the total number of days of the marking period/semester in order to receive credit for the class. More specifically, if a student misses 15 days in a marking period, he or she will not receive a grade for that making period, and/or if a student misses 30 days in a semester, that student will not receive credit for the course. Non participation may be for a variety of reasons: Excused absences, unexcused absences, field trips, and medical excuses are all examples. Make-up work for all absences is expected to be fulfilled in a timely manner. This work will be included in the evaluation process and is the responsibility of the student.

DO I NEED A NOTE FOR EXCUSED NON-PARTICIPATION FROM CLASS?

Yes, a note is required from home if you attend school but are not able to

participate in physical education class for medical reasons.  If the condition

persists for more than 2 days, a medical note from the doctor must be

produced.

LOSS OF CREDIT POLICY

Any student that accumulates 5 unexcused absences, will be subjected to

receiving a loss of credit which translates to a final semester grade of "E".

W.J. Physical Education Grading Policy

NASPE NATIONAL PHYSICAL EDUCATION STANDARDS

1. Competency in motor skills and movement patterns.

2. Understanding of movement concepts, principles, strategies, and tactics.

3. Participates regularly in physical activity

4. Achieves/maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior.

6. Values physical activity for health, enjoyment, challenge, self-expression, and social interaction.

MSDE PHYSICAL EDUCATION STANDARDS

1. EXERCISE PHYSIOLOGY: Explains how physical activity contributes to personal health and enhances cognitive and physical performance.

2. BIOMECHANICS: Generate and control force to improve movement effectiveness and safety.

3. SOCIAL-PSYCHOLOGICAL PRINCIPLES: Demonstrate positive efficacy about themselves and the social skills necessary to work effectively with others.

4. MOTOR LEARNING SKILLS- Demonstrate how skills are learned and proficiency developed; skills are repeatedly performed correctly in a variety of authentic situations.

5. PHYSICAL ACTIVITY: Participate in a regular, personalized, purposeful program of physical activity to gain health and cognitive/academic benefits; design a safe and effective program consistent of their health, performance, and fitness goals.

6. SKILLFULNESS: Enhance ability to perform a variety of skills and applications by developing, combining, and sequencing fundamental movement patterns and applying skills in a variety of recreational and daily life experiences.

PERCENTAGE BREAKDOWN OF GRADE BY CATEGORY

30% Application of FITNESS CONCEPTS (NASPE 3,4 MSDE 1,5)

30% Application of MOVEMENT CONCEPTS (NASPE 1,2 MSDE 2,4,6)

30% Application of PERSONAL AND SOCIAL RESPONSIBILITIES

CONCEPT S (NASPE 5,6 MSDE 3)

10% Application of COGNITIVE SKILLS, READING AND WRITING

(NASPE 2,4,5,6 MSDE 1,2,3,5)

PERCENTAGE BREAKDOWN OF GRADE BY CATEGORY

30% Application of FITNESS CONCEPTS (NASPE 3,4 MSDE 1,5)

30% Application of MOVEMENT CONCEPTS (NASPE 1,2 MSDE 2,4,6)

30% Application of PERSONAL AND SOCIAL RESPONSIBILITIES

CONCEPT S (NASPE 5,6 MSDE 3)

5% Application of COGNITIVE SKILLS, READING AND WRITING

(NASPE 2,4,5,6 MSDE 1,2,3,5)

5% Completed class work and homework

Grades will be based on rubrics and scored A, B, C, D, or E, but will be recorded on the 100 point scale.
Grades will reflect achievement of the MCPS and State Standards for a specific marking period.

Grading Scale in alignment with Rubrics

4	98	A+
	95	A
	92	A-
3	88	B+
	85	B
	82	B-
2	78	C+
	75	C
	72	C-
1	68	D+
	65	D
	62	D-
0	58	E+
	55	E
	52	E-

*Note = any work not turned in will be counted as 0

County Physical Education Grading Rubric

4	The student demonstrates complete understanding of concepts and/or performs movement skill accurately and automatically.
3	The student demonstrates general understanding of concepts and or performs movement skills accurately but not automatically.
2	The student demonstrates developing understanding of concepts and/or performs movement skills with some errors.
1	The student demonstrates minimal understanding of concepts and/or performs movement skills with significant errors.
0	The student demonstrates nonderstanding of concepts and/or is not able to perform movement skills.

FORMATIVE ASSESSMENT FOR DAILY OBJECTIVES

· Application of Fitness, Application of Movement Concepts and Application of Personal and Social Responsibility Concepts will be evaluated on daily basis based on daily objectives.

30%-Application of Fitness Concepts

30%-Application of Movement Concepts

30%-Application of

Personal, and

Social Responsibility concepts.

		Application of Skills * (development)	Application of Strategy	Application of Rules and Conventions
4	Appropriately applies overload, progression, and specificity to all health related fitness activities	Performance is automatic and consistent.	Students demonstrate appropriate and automatic decision making.	Appropriately applies rules and/or procedures on a consistent basis.	Self-initiated leadership; self-control; respect for fair play and others; responsible; supportive of others; concern for others.
3	Increases overload, progression and specificity to all health related activities, but level are not necessarily significant to improvement of fitness.	Performance is not automatic but consistent.	Students demonstrate correct decision making, but is hesitant and less confident	Appropriately applies rules and/or procedures but is not automatic.	Able to participate without direct supervision, can identify own needs and works on them; displays self-control and fair play.
2	Minimal application of overload, progression, and specificity to health related fitness activities	Performance is inconsistent.	Intent in decision making is correct but ineffective. Student is more concerned with avoiding errors.	Application of rules an/or procedures is inconsistent.	Respects others and willingly accepts challenges; requires intervention from others at times; behavior is inconsistent.
1	Inconsistent application of overload, progression, and specificity to health related fitness activities	Performance is ineffective .	Little evidence of appropriate decision making is observed.	Application of rules an/or procedures are inconsistent..	Lack of self-control; lack of respect for others; disruptive to group or team.

· entry level of skill should be considered in the daily expectations for each student. All students, regardless of ability level, should be challenged. Differentiated teaching should be utilized and employed.

SUMMATIVE ASSESSMENT PROFICIENCY INDICATORS

Grade will be based on the proficiency of attainment of each item. Each grade will be 2X the weight of the formative assessments.

A = 90% of the indicators are at the proficient level of attainment.

B = 80% of the indicators are at the proficient level of attainment.

C = 70% of the indicators are at the proficient level of attainment.

D = 60% of the indicators are at the proficient level of attainment.

E = less than 60% of the indicators are at the proficient level of

attainment.

FITNESS INDICATORS: Fitness Concepts click for info

SKILL PROFICIENCY INDICATORS FOR: Movement Concepts click for info

(to be developed for each unit)

· Archery

· Badminton

· Basketball

· Frisbee games

· Flag Football

· Golf

· Lacrosse

· Pickleball

· Soccer

· Softball

· Speedball

· Street Hockey

· Table Tennis

· Team Handball

· Tennis

· Weight Training

· Volleyball

APPLICATION OF SKILLS IN GAME SITUATIONS:		Movement	Concepts

4	Automatic appropriate and consistent use of skills during defensive and offensive situations.
3	Skills are appropriately combined and used during game situations with concentration.
2	Skills are appropriately combined and used during game situations more that 50% of the time.
	A basic understanding of appropriate use of skills is demonstrated, but not always successfully
	or accurately in the employment and combination of skills. Possession can be maintained.
1	Skills are ineffectively combined at inappropriate times during game situations.


APPLICATION OF STRATEGY AND TACTICS IN GAME SITUATIONS: Movement Concepts

4	Appropriate offensive and defensive tactics are automatically employed. Space is created for
	attacking and space is defended to prevent scoring.
3	Appropriate offensive and defensive tactics are employed, but with concentration. Space is created
	for attacking and space is defended to prevent scoring.
2	Offensive and defensive tactic are attempted but are inconsistent.
1	Offensive and defensive tactic are ineffective.

APPLICATION OF RULES IN GAME SITUATIONS:			Movement	Concepts

4	Plays with no observable errors in scoring, terminology, etiquette, and rules of the game.
3	Applies major rules correctly; but makes minor errors in rules, scoring, and terminology.
2	Demonstrates an understanding of the general concept of the game, but needs assistance in
	applying and/or interpreting the rules.
1	Consistently demonstrates incorrect application of rules, terminology, and scoring. Relies on
	others to interpret rules correctly.


APPLICATION OF PERSONAL/SOCIAL RESPONSIBILITY IN GAME SITUATIONS: PSR Concepts

4	Functions as a responsible team member. Respects others and competes in the spirit of fair play
	and demonstrates appropriate and acceptable sportsmanship.
3	Plays with self control and respect for others. Cooperates with team members. Fulfilled
	responsibilities are self-initiated.
2	Maintain self control, but sportsmanship and fair play are inconsistent.
1	Lacks self control. Poor sportsmanship is demonstrated. Team responsibilities are not fulfilled.

APPLICATION OF COGNITIVE, READING, WRITING SKILLS

(To be developed for each content area and Unit)

FORMATIVE ASSESSMENT FOR DAILY OBJECTIVES

Application of Fitness, Application of Movement Concepts and Application of Personal and Social Responsibility Concepts will be evaluated on daily basis based on daily objectives. A 4 point scale will be used as applied to the rubric below. Based on the achievement of the daily objectives, a weekly grade will be generated for each category.

· 4 = automatic and consistent

· 3 = often with focus

· 2 = functional/inconsistent

· 1 = rarely/ineffective

30%-Application of Fitness Concepts

30%-Application of Movement Concepts

30%-Application of

Personal, and

Social Responsibility concepts.

		Application of Skills * (development)	Application of Strategy	Application of Rules and Conventions
4	Appropriately applies overload, progression, and specificity to all health related fitness activities	Performance is automatic and consistent.	Students demonstrate appropriate and automatic decision making.	Appropriately applies rules and/or procedures on a consistent basis.	Self-initiated leadership; self-control; respect for fair play and others; responsible; supportive of others; concern for others.
3	Increases overload, progression and specificity to all health related activities, but level are not necessarily significant to improvement of fitness.	Performance is not automatic but consistent.	Students demonstrate correct decision making, but is hesitant and less confident	Appropriately applies rules and/or procedures but is not automatic.	Able to participate without direct supervision, can identify own needs and works on them; displays self-control and fair play.
2	Minimal application of overload, progression, and specificity to health related fitness activities	Performance is inconsistent.	Intent in decision making is correct but ineffective. Student is more concerned with avoiding errors.	Application of rules an/or procedures is inconsistent.	Respects others and willingly accepts challenges; requires intervention from others at times; behavior is inconsistent.
1	Inconsistent application of overload, progression, and specificity to health related fitness activities	Performance is ineffective .	Little evidence of appropriate decision making is observed.	Application of rules an/or procedures are inconsistent..	Lack of self-control; lack of respect for others; disruptive to group or team.

SUMMATIVE ASSESSMENT PROFICIENCY INDICATORS

Grade will be based on the proficiency of attainment of each item. Each grade will be 2X the weight of the formative assessments.

A = 90% of the indicators are at the proficient level of attainment.

B = 80% of the indicators are at the proficient level of attainment.

C = 70% of the indicators are at the proficient level of attainment.

D = 60% of the indicators are at the proficient level of attainment.

E = less than 60% of the indicators are at the proficient level of

attainment.

FITNESS INDICATORS: (to be developed) Fitness Concepts

SKILL PROFICIENCY INDICATORS FOR: Movement Concepts

(to be developed for each unit)

· Archery

· Badminton

· Basketball

· Frisbee games

· Flag Football

· Golf

· Lacrosse

· Pickleball

· Soccer

· Softball

· Speedball

· Street Hockey

· Table Tennis

· Team Handball

· Tennis

· Weight Training

· Volleyball

APPLICATION OF SKILLS IN GAME SITUATIONS:		Movement	Concepts

4	Automatic appropriate and consistent use of skills during defensive and offensive situations.
3	Skills are appropriately combined and used during game situations with concentration.
2	Skills are appropriately combined and used during game situations more that 50% of the time.
	A basic understanding of appropriate use of skills is demonstrated, but not always successfully
	or accurately in the employment and combination of skills. Possession can be maintained.
1	Skills are ineffectively combined at inappropriate times during game situations.


APPLICATION OF STRATEGY AND TACTICS IN GAME SITUATIONS: Movement Concepts

4	Appropriate offensive and defensive tactics are automatically employed. Space is created for
	attacking and space is defended to prevent scoring.
3	Appropriate offensive and defensive tactics are employed, but with concentration. Space is created
	for attacking and space is defended to prevent scoring.
2	Offensive and defensive tactic are attempted but are inconsistent.
1	Offensive and defensive tactic are ineffective.

APPLICATION OF RULES IN GAME SITUATIONS:			Movement	Concepts

4	Plays with no observable errors in scoring, terminology, etiquette, and rules of the game.
3	Applies major rules correctly; but makes minor errors in rules, scoring, and terminology.
2	Demonstrates an understanding of the general concept of the game, but needs assistance in
	applying and/or interpreting the rules.
1	Consistently demonstrates incorrect application of rules, terminology, and scoring. Relies on
	others to interpret rules correctly.


APPLICATION OF PERSONAL/SOCIAL RESPONSIBILITY IN GAME SITUATIONS: PSR Concepts

4	Functions as a responsible team member. Respects others and competes in the spirit of fair play
	and demonstrates appropriate and acceptable sportsmanship.
3	Plays with self control and respect for others. Cooperates with team members. Fulfilled
	responsibilities are self-initiated.
2	Maintain self control, but sportsmanship and fair play are inconsistent.
1	Lacks self control. Poor sportsmanship is demonstrated. Team responsibilities are not fulfilled.

APPLICATION OF COGNTIVE, READING, WRITING SKILLS

(To be developed for each content area and Unit)

4	98	A+
	95	A
	92	A-
3	88	B+
	85	B
	82	B-
2	78	C+
	75	C
	72	C-
1	68	D+
	65	D
	62	D-
0	58	E+
	55	E
	52	E-

4	98	A+
	95	A
	92	A-
3	88	B+
	85	B
	82	B-
2	78	C+
	75	C
	72	C-
1	68	D+
	65	D
	62	D-
0	58	E+
	55	E
	52	E-

4	98	A+
	95	A
	92	A-
3	88	B+
	85	B
	82	B-
2	78	C+
	75	C
	72	C-
1	68	D+
	65	D
	62	D-
0	58	E+
	55	E
	52	E-