6th Grade
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities
Manipulative skills
1.1 - Volley an object repeatedly with a partner, using the forearm pass.
1.2 - Strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and backhand stroke.
1.3 - Strike an object consistently, using a body part, so that the object travels in the intended direction at the desired height
1.4 - Strike an object consistently, using an implement, so that the object travels in the intended direction at the intended height.
1.5 - Dribble and pass a ball to a partner while being guarded.
1.6 - Throw an object accurately and with applied force, using the underhand, overhand, and sidearm movement (throw) patterns.
Rhythmic skills
1.7 - Perform folk and line dances.
1.8 - Develop, refine, and demonstrate routines to music.
Combinations of Movement Patterns and Skills
1.9 - Combine relationships, levels, speed, direction, and pathways in complex individual and group physical activities
1.10 - Combine motor skills to play a lead-up or modified game.
1.11 - Design and perform smooth, flowing sequences of stunts, tumbling, rhythmic patterns that combine traveling, rolling, and transferring weight.
Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Movement Concepts
2.1 - Explain how to increase force based on the principles of biomechanics
2.2 - Explain how impact force is reduced by increasing the duration of impact
2.3 - Analyze and correct errors in movement patterns
2.4 - Provide feedback to a partner to assist in developing and improving movement skills
2.5 - Identify practices and procedures necessary for safe participation in physical activities.
Manipulative Skills
2.6 - Explain the role of legs, shoulders, and forearm in the forearm pass
2.7 - Identify the time necessary to prepare for and begin a forehand stroke and backhand stroke.
2.8 - Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the time of contact.
2.9 - Identify opportunities to pass or dribble when being guarded.
Rhythmic Skills
2.10 - Identify steps and rhythm patterns for folk and line dances.
2.11 - Explain how movement qualities contribute to the aesthetic dimension of physical activity
Combination of Movement Patterns and Skills
2.12 - Develop a cooperative movement game that uses locomotor skills, object manipulation, and an offensive strategy and teach the game to another person.
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
3.1 - Assess the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition) by using scientifically based health-related fitness assessment.
3.2 - Compare individual physical fitness results with research-based standards for good health.
3.3 - Develop individual goals for each of the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body composition).
3.4 - Participate in moderate to vigorous physical activity a minimum of four days each week.
3.5 - Measure and evaluate changes in health-related physical fitness based on physical activity patterns.
3.6 - Monitor the intensity of one's heart rate during physical activity.
Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 - Distinguish between effective and ineffective warm-up and cool-down techniques.
4.2 - Develop a one-day personal physical fitness plan specifying the intensity, time, and types of physical activities for each component of health-related physical fitness.
4.3 - Identify contraindicated exercises and their adverse effects on the body.
4.4 - Classify physical activities as aerobic and anaerobic.
4.5 - Explain methods of monitoring heart rate intensity.
4.6 - List the long-term benefits of participation in regular physical activity.
4.7 - Compile and analyze a log noting the food intake/calories consumed and energy expended through physical activity.
Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 - Participate productively in group physical activities.
5.2 - Evaluate individual responsibility in group efforts.
Social Interaction
5.3 - Identify and define the role of each participant in a cooperative physical activity.
Group Dynamics
5.4 - Identify and agree on a common goal when participating in cooperative physical activity.
5.5 - Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution.
*Adapted from the Physical Education Model Content Standards for California Public Schools (Kindergarten through Grade Twelve) which can be found at: http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf