Physical Education - Grade 6 Middle School [Spring 2016]
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Core Standards of the Course
Students will achieve a level of competency in motor skills and movement patterns.
Students in sixth grade are working on skill development, including locomotor and non-locomotor skills, mastering basic manipulative skills, and after practice engage in small group games or lead-up games. Competency progresses into manipulative skills such as catching, throwing, and dribbling with hands and feet. Students will apply skills in modified games. Instruction includes an introduction to training principles and activities that can enhance health-related fitness as students pursue personal fitness goals.
Throw with a mature pattern for distance or power (e.g., throw from outfield to home, or from second base to first base).
Catch with a mature pattern from a variety of trajectories using different equipment (e.g. softball, basketball, Frisbee, team handball).
Perform correct rhythm and pattern for dance (e.g., folk, social, creative, line, or original).
Create open space using pivots, fakes, and jab steps during a practice.
Dribble with dominant hand, changing speed and direction in practice.
Shoot using power in a dynamic setting to score a goal (e.g., basketball or soccer).
Serve underhand with control over a net (e.g., volleyball, badminton, pickleball).
Demonstrate the ready position for defense in a small game setting.
Demonstrate the mature forehand and backhand stoke using a short-handled implement in net games (e.g., paddle ball, pickleball, or short-handled tennis).
Demonstrate correct weight transfer for a striking pattern.
Perform a two-hand volley with control to a target in a variety of practice settings.
Execute a mature underhand pattern for target games succeeding 70% of the time (e.g., bowling, bocci, horseshoes).
Strike a stationary object with an implement (e.g., croquet, shuffleboard, golf ).
Strike a pitched ball with force in a practice setting.
Students will apply knowledge to attain efficient movement and performance.
Students will use tactics utilizing space, pathways, shapes, levels, speed, direction, force, and strategy for effective movement in an activity setting. Students will utilize defensive and offensive strategies to gain advantage in a game setting.
Create open space by using locomotor skills (e.g., walking, running, jumping and landing) in combination with movement skills (e.g., varying pathways, changing speed, direction or pace).
Reduce open space on defense by making the body larger or reducing passing angles.
Reduce open space by denying the catch or allowing the catch, but not the return pass.
Demonstrate transition from offense to defense, or defense to offense through quick recovery.
Recognize open space and attempt to strike an object into that space.
Identify the correct defensive play based on the situation (e.g., number of outs in softball).
Change force application during a dance or gymnastic activity.
Students will understand the components necessary to maintain a healthy level of fitness to support engagement in physical activity.
Students will identify the components of designing, monitoring, and evaluating physical fitness, understanding the importance of attention to minimal fitness needs and implementing essential components to maintaining a lifetime of fitness.
Describe how being physically active leads to a healthy body.
Participate in self-selected physical activity outside of physical education class.
Participate in a variety of aerobic fitness activities (e.g., cardio kick, step aerobics, aerobic dance).
Participate in a fitness program using technology outside of physical education class.
Research a variety of recreational activities or sports.
Identify the components of skill-related fitness.
Record levels of activity, including levels of intensity, for at least 60 minutes per day.
Apply and demonstrate correct techniques and methods of stretching.
Differentiate between aerobic and anaerobic capacity, and between muscle strength and endurance.
Describe the importance of warm-up and cool-down for activity.
Define resting heart rate (RHR) and how aerobic fitness relates to low or high fitness levels.
Identify major muscles used in selected physical activities.
Design and implement a personal program to remediate any area of weakness based on health-related fitness test.
Maintain a physical activity log for at least two weeks that reflects activity levels and results.
Identify foods and appropriate servings for personal needs and a healthy body.
List positive and negative results of stress and ways to deal with each.
Students will develop cooperative skills and positive personal behavior through communication and respect for self and others.
Students will exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment. Students will review outdoor pursuits and understand how setting is an important factor to ensure a safe and enjoyable experience.
Show personal responsibility by using appropriate etiquette, respecting facilities and exhibiting safe behavior.
Accept differences among peers with regard to physical development, maturity, and varying skill levels by giving positive feedback and encourages classmates.
Cooperate with small group during game play or team-building activities.
Identify rules for activities, games, and dance activities.
Use activity equipment appropriately and safely under teacher guidance.
Students will appraise the personal value of physical activity as a tool for wellness, challenges, and interacting with appropriate social skills with friends and family.
Students will understand that physical activity provides the opportunity for enjoyment, challenges, self-expression, and social interaction.
Describe how being physically active leads to a healthy body.
Identify components of physical activities that reduce stress and provide social interaction.
Recognize challenges and respond in a positive way (e.g., ask for help, extend effort, or modify the task).
Describe how skill competency increases enjoyment in activity settings.
Identify how self-expression and physical activity are related.
Participate in games or activities in the spirit of the game.
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(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE
and see the Physical Education website. For
general questions about Utah's Core Standards contact the Director
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State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
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