GRADE SIX GRADE-LEVEL OUTCOMES

Note: Swimming skills and water-safety activities should be taught if facilities permit.

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

PE.1.6.1:  Demonstrates correct rhythm and pattern for one of the following rhythms forms: folk, social, creative, line or world dance.

PE.1.6.2:  Passes and receives with hands in combination with locomotor patterns of running and change of direction & speed with competency in invasion games such as basketball, flag foot- ball, speedball or team handball.

PE.1.6.3:  Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks.

PE.1.6.4:  Demonstrates the mature form with an underhand serve with control for net/wall games such as badminton, volleyball or pickleball in a practice task. 

PE.1.6.5:  Demonstrates the mature form of the forehand stroke in net games in a practice task.

PE.1.6.6:  Forehand-volleys with a mature form and control using a short-handled implement.

PE.1.6.7:  Demonstrates correct technique for basic skills in one self-selected outdoor activity. (See end of Middle School section for examples)

PE.1.6.8:  Availability of facilities will dictate when swimming and water safety are offered in the curriculum.

Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PE.2.6.1:  Creates open space by using locomotor movements (e.g., walking, running, jumping & landing) in combination with movement (e.g., varying pathways; change of speed, direction or pace).

PE.2.6.2:  Identifies and/or executes at least 1 the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots and fakes; give & go.

PE.2.6.3:  Reduces open space on defense by marking and staying close to the opponent.

PE.2.6.4:  Reduces open space by not allowing the catch (denial) or by allowing the catch but not the return pass in a practice task.

PE.2.6.5:  Transitions from offense to defense or defense to offense by recovering quickly.

PE.2.6.6:  Creates open space in net/wall games by varying force and direction.

PE.2.6.7:  Reduces offensive options for opponents by returning to mid-court position.

PE.2.6.8:  Selects appropriate shot and/orequipment based on location of the object in relation to the target.

PE.2.6.9:  Identifies the correct defensive play based on the situation (e.g., number of outs).

PE.2.6.10:  Makes appropriate decisions based on the weather, level of difficulty due to conditions or ability to ensure safety of self and others.

GRADE SIX (CONTINUED)

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

PE.3.6.1:  Is able to identify three influences on physical activity (e.g., school, family & peers; community & built environment; policy).

PE.3.6.2:  Participates in self-selected physical activity outside of physical education class.

PE.3.6.3:  Participates in a variety of cardiovascular/aerobic fitness activities.

PE.3.6.4:  Participates in a variety of lifetime recreational team sports, outdoor pursuits or dance activities.

PE.3.6.5:  Identifies the components of skill-related fitness.

PE.3.6.6:  Employs correct techniques and methods of stretching.[1]

PE.3.6.7:  Identifies each of the components of the overload principle (FITT formula: frequency, intensity, time, type) for different types of physical activity (aerobic, muscular fitness and flexibility).

PE.3.6.8:  Describes the role of warm-ups and cool-downs before and after physical activity.

PE.3.6.9:  Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale.[2]

PE.3.6.10:  Identifies major muscles used in selected physical activities.[3]

PE.3.6.11:  Identify areas of weakness based on the results of health-related fitness assessment.

PE.3.6.12:  Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels.[4]

PE.3.6.13:  Identifies positive and negative results of stress and appropriate ways of dealing with each.[5]

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

PE.4.6.1:  Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities and exhibiting safe behaviors.

PE.4.6.2:  Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.

PE.4.6.3:  Accepts differences among classmates in physical development, maturation and varying skill levels by providing encouragement and positive feedback.

PE.4.6.4:  Cooperates with a small group of classmates during all class activities under teacher guidance.

PE.4.6.5:  Identifies the rules and etiquette for physical activities/games and dance activities.

GRADE SIX (CONTINUED)

PE.4.6.6:  Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance.

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PE.5.6.1:  Describes how being physically active leads to a healthy body.

PE.5.6.2:  Identifies components of physical activity that provide opportunities for reducing stress and for social interaction.

PE.5.6.3:  Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help or feedback and/or modifying the tasks.

PE.5.6.4:  Describes how moving in a physical activity setting creates enjoyment.

PE.5.6.5:  Demonstrates respect for self and others by following the rules, encouraging others and playing in the spirit of the game or activity.