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Teaching and Assessing Power Standards High School

Teaching & Assessing PE Power Standards (Grades 9-10)

$80

Teaching & Assessing PE Power Standards distills State PE Standards and NASPE recommendations into a concise, teachable, and easy to implement curriculum guide.  There are 12 standards per grade level.  Each edition contains games, activities, worksheets, checklists, posters and more!

SKU: GA-PS-HS. Categories: , . Tag: .

Product Description

Background: This one-of-a-kind publication provides games, activities, and teaching strategies for implementing Great Activities’ “PE Power Standards” that are aligned to NASPE and State PE Standards. The 24 specific grade level benchmarks in this publication include:

Ninth Grade

  • (9.1) Combines and applies movement skills to demonstrate proficiency in at least two lifetime sports or activities.
  • (9.2) Combines and applies square and folk dance steps, positions, and patterns as to create and perform at least two dances or other rhythmic activities to music.
  • (9.3) Monitors and sets goals to improve performance in two lifetime sport or activities.
  • (9.4) Explains and demonstrates advanced offensive, defensive, and transition strategies in two lifetime sports or activities where applicable
  • (9.5) Knows and applies rubrics to assess and improve the quality of a player’s skills, game awareness (both offensive and defensive) in two lifetime sports or activities where applicable.
  • (9.6) Uses data from 8th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve performance in at least two lifetime sports or activities.
  • (9.7) Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates 3-4 of the Centers for Disease Control’s (CDC) recommendations for physical activity.
  • (9.8) Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
  • (9.9) Evaluates consumer issues related to physical fitness such as marketing claims promoting fitness products and services.
  • (9.10) Collects and compiles individual and/or class data to determine the effect of obesity prevention behaviors one’s academic achievement (e.g., do students who are physically active for 60 minutes or more each day report being more alert in class?).
  • (9.11) Acts independent of negative peer pressure during physical activity.
  • (9.12) Recognizes and resolves conflicts during physical activity.
Tenth Grade

  • (10.1) Combines and applies movement skills to demonstrate proficiency in at least three lifetime sports or activities.
  • (10.2) Combines and applies square and folk dance steps, positions, and patterns as to create and teach others at least three dances or other rhythmic activities to music.
  • (10.3) Monitors and sets goals to improve performance in three lifetime sports or activities.
  • (10.4) Explains and demonstrates advanced offensive, defensive, and transition strategies in three lifetime sports or activities where applicable.
  • (10.5) Knows and applies rubrics to assess and improve the quality of a player’s skills, game awareness (both offensive and defensive) in at least three lifetime sports or activities where applicable.
  • (10.6) Uses data from 9th grade (e.g., health-related fitness assessment results, heart rate monitors, pedometers, skinfold calipers) to improve at least three lifetime sports or activities.
  • (10.7) Participates in numerous bouts of moderate to vigorous physical activity (MVPA) for >30 minutes of time during and outside of school and incorporates all four of the Centers for Disease Control’s (CDC) recommendations for physical activity.
  • (10.8) Demonstrates the ability to incorporate CDC recommendations while performing numerous bouts of self-paced aerobic activity during and outside of school by keeping in the appropriate Perceived Exertion Scale (PES) levels, target heart rate zone, and monitoring recovery rate.
  • (10.9) Identifies and evaluates ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
  • (10.10) Collects and compiles individual and/or class data to determine the effect of obesity prevention behaviors on one’s emotional, social, or physical well-being (e.g., do students who are physically active for 60 minutes or more each day have better school attendance?).
  • (10.11) Explains and analyzes the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
  • (10.12) Resolves conflicts and accept decisions or judgments in a mature manner.

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