Grade 6 PE Wisconsin Standards

Social Interaction

Social Interaction

Self-expression and Enjoyment

Self-expression and Enjoyment

Self-awareness and Self-management: Challenge and Growth Mindset

Health and Wellbeing

The student will recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Decision-making

Relationship Skills: Conflict Resolution

Relationship Skills: Feedback

Self-management: Goal Setting

Social Awareness

Social Awareness: Procedures and Protocols

Safety

The student will exhibit responsible personal and social behavior that respects self and others.

Knowledge Application

Mindfulness and Stress Management

Nutrition: Healthy Nutritional Choices

Assessment and Program Planning

Fitness Knowledge: Components

Physical Activity Knowledge: Barriers

The student will demonstrate the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

Aquatics: Safety

Movement Concepts, Principles, and Knowledge

Fielding and Striking Games: Reducing Space

Fielding and Striking Games: Offensive Strategies

Target Games: Shot Selection

Net/Wall Games: Using Tactics and Shots

Net/Wall Games: Creating Space (through variation)

Invasion Games: Transition

Invasion Games: Reducing Space (using denial)

Invasion Games: Reducing Space (changing the size and shape)

Invasion Games: Creating Space (with offensive tactics)

Invasion Games: Creating Space (with movement)

The student will apply knowledge of concepts, principles, strategies, and tactics related to movement performance.

Aquatics: Swim Skills

Outdoor Pursuits/ Adventure Activities

Fielding and Striking Games: Catching

Fielding and Striking Games: Striking

Target Games: Striking

Target Games: Throwing

Net/Wall Games: Two-hand Volley

Net/Wall Games: Volley

Net/Wall Games: Weight Transfer

Net/Wall Games: Forehand and Backhand

Net/Wall Games: Striking

Net/Wall Games: Serving

Invasion Games: Defensive Skills

Invasion Games: Shooting on Goal

Invasion Games: Dribbling/Object Control

Invasion Games: Dribbling/Object Control

Invasion Games: Offensive Skills

Invasion Games: Passing and Receiving

Invasion Games: Passing and Receiving

Invasion Games: Catching

Invasion Games: Throwing

Dance and Rhythms

The student will demonstrate competency in a variety of motor skills and movement patterns.

Maintain defensive-ready position with weight on balls of feet, arms extended, and eyes on the midsection of the offensive player.

Performs an underhand serve with control for net and wall games.

Strike with a mature overhand pattern in a non-dynamic environment for net/wall games.

Demonstrate the mature form of the forehand and backhand strokes with a short-handled implement in net games.

Transfer weight with correct timing for the striking pattern.

Forehand volley with a mature form and control using a short-handled implement.

Two-hand volley with control in a variety of practice tasks.

Demonstrate a mature throwing pattern for a modified target activity during a practice task.

Strike, with an implement, a stationary object for accuracy and distance in a practice task.

Strike an object with an implement with force in a variety of practice tasks.

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

Revise a selected dance/rhythm sequence to include new movement phases as an individual or small group.

Throw with a mature pattern for distance or power appropriate to the practice task.

Catch, with a mature pattern, from different trajectories using a variety of objects in a variety of practice tasks.

Demonstrate correct technique for basic skills in one selected individual performance or outdoor activity.

Demonstrate swim skills as described by the American Red Cross “Learn to Swim and Achieve” or any other nationally recognized swim program. Students may exhibit skills in any of the swim skill levels.

Catch with a mature pattern from a variety of trajectories using different objects in varying practice tasks.

Pass and receive with hands, feet, or implement in combination with locomotor patterns of running and change of direction and speed with competency within invasion game practice tasks, including those from other cultures.

Throw, while stationary, a leading pass to a moving receiver.

Perform pivot, fake, screen, give and go, and jab steps designed to create open space without defensive pressure during practice tasks.

Dribble with dominant hand using a change of speed and direction in a variety of practice tasks.

Foot-dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks.

Shoot on goal with power during practice tasks.

Create open space by using locomotor patterns using width and length of the playing area (e.g., walking, running, jumping, and landing) in combination with movement (e.g., varying pathways, change of speed, direction, or pace).

Identify and perform a defensive play based on the situation (e.g., number of outs).

Identify Newton’s Three Laws of Motion and how they impact movement in physical activity.

Students for grades 6-8 will demonstrate knowledge of all water safety concepts as outlined by the American Red Cross or any other nationally recognized swim program.

Identify and perform at least one of the following offensive tactics to create open space: move to open space without the object; use a variety of passes, pivots, and fakes; give and go.

Reduce open space on defense by making the body larger and reducing passing angles.

Reduce open space by not allowing the catch (denial) or by allowing the catch but not the return pass.

Transition from offense to defense or defense to offense by recovering quickly.

Create open space in net/wall games with either a long- or short-handled implement by varying force and direction.

Reduce offensive options for opponents by returning to home position while maintaining proper court positioning by limiting opponent’s offensive opportunities in varying practice tasks.

Select appropriate shot and club based on location of the object in relation to the target (e.g., appropriate disc or throw in disc golf, appropriate club in golf.

Identify open spaces and attempt to use a variety of shots to strike the object into that space.

Identify barriers related to maintaining a physically active lifestyle and seek solutions for eliminating those barriers.

Design and implement a program of remediation for an area of improvement based on the results of health-related fitness assessment.

Maintain a physical activity log for at least two weeks and reflect on activity levels as documented in the log.

Describe the relationship between poor nutrition and health risk factors.

Identify positive and negative results of stress and appropriate ways of dealing with each.

Explain the connections between fitness and overall physical and mental health.

Engage in a variety of aerobic fitness activities using technology to monitor progress.

Develop an inventory of physical fitness activities for each of the components of fitness.

Identify and list various types of lifetime physical activity opportunities (e.g., recreational team or dual sports, outdoor pursuits, martial arts, dance/rhythms, aquatic activities, etc.).

Participate in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes a day.

Provide examples of health-related and skill-related fitness physical activities.

Set and monitor a self-selected physical activity S.M.A.R.T. goal for aerobic and muscle- and bone-strengthening activity based on current fitness level.

Describe and demonstrate a variety of appropriate static stretching techniques for all major muscle groups.

Define aerobic and anaerobic capacity and muscular strength and muscular endurance.

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

Describe the role of warm-ups and cooldowns before and after physical activity.

Determine the correlation between target heart rate zones to the Borg Scale rate of perceived exertion (RPE) to create and implement a basic plan for improvement.

Identify major muscles used in selected physical activities.

Identify safety concerns and protocols within the learning environment.

Identify procedures and protocols for activities in a variety of learning environments (e.g., small-sided games, individual performance activities).

Identify and define discrimination and stereotyping.

Set attainable and realistic short-term (S.M.A.R.T) goals. (WSELC 10)

Identify ways to improve performance using teacher-generated criteria.

Identify negotiation skills and conflict resolution strategies to resolve differences with teacher guidance.

Identify how choices can impact others in a positive and negative way.

Describe how being physically active leads to increased health and well-being.

Identify when challenged personal strengths with teacher guidance.

Identify why self-selected physical activities create enjoyment.

Identify how self-expression and physical activity are related.

Demonstrate respect for self and others in physical activities and games by following the rules, encouraging others, and playing in the spirit of the game.

Identify and explain how physical activity provides opportunities for increasing social interaction.