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