Physical Education Rubric

The Three Domains of Learning

Throughout a child’s development there are three domains of learning that exist in order to educate the whole child. They are the psycho-motor, cognitive, and affective domains. These domains give meaning to learning. They are essential in allowing a child to explore the learning environment and obtain as much information about the world as possible. In physical education, the three domains are interwoven to give meaning to movement. When children understand WHY their body functions the way it does

(Cognitive), they can begin to attain skill competency (Psycho-motor) and associate positive feelings with physical activity (Affective).

Psycho-motor- this is the performance component, exploring one’s environment and gaining skills throughout the process. The psycho-motor domain is the heart of physical education; it focuses on developing competent motor skill abilities.

Cognitive- this is the knowledge component; thinking, associating experiences with learning. The cognitive domain focuses on the understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement.

Affective- this is the personal and social development component. The affective domain provides children with opportunities to interact with others in order to gain a sense of themselves and those around them. The affective domain focuses on the development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group.

South Huntington Physical Education Rubric

(4) Proficient- The student applies the skill, knowledge, and behavior sufficient to be an advanced performer and leader in the activity.

(3) Competent- The student demonstrates sufficient skill, knowledge, and behaviors to be comfortable participating in the activity

(2) Advanced beginner- The student shows some skill and knowledge of the activity, but is not yet able to play an authentic game according to the rules, comfortably and independently.

(1) Beginner- The student attempts to participate, but necessary skills and knowledge of the game are not yet sufficient for effective play within the rules.