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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)

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.

· 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: (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 COGNIIVE, READING, WRITING SKILLS

(To be developed for each content area and Unit)