Laban's Movement Framework

Physical Education Teacher Evaluation Development Writing Project
Assessment Task Examples

Each grade cluster includes an example related to
a skill or skill combination,
a game or sport application, and
one or more physical fitness components.
Grade clusters are aligned with Connecticuts Healthy and Balanced Living Curriculum
Framework (CSDE 2006).
Several assessment task examples include sample Student Learning Objectives (SLOs).
Page
Grade Level 2
Purposeful Movement: Stepping with Opposition Assessment
2-4
Locomotor Movement Forms Assessment (Includes SLO)
5-13
Recognition of Physiological Indicators of Physical Activity Assessment
14-17
Grade Level 5
Create A Routine
18-20
Dribbling in a Game-Like Setting
21-24
Cardiovascular Endurance
25-27
Grade Level 8
Personal & Social Responsibility
28-30
Invasion Games
31-34
Components of Fitness (Includes SLO)
35-43
Grade Level 9
Decision-Making through Badminton
44-47
Grade 9-12
Racquet Sport Performance Analysis (Includes SLO)
48-55
Employability Skills/21st Century Skills: Problem Solving
56-59
The Challenge Circuit
60-63
1
Connecticut State Department of Education September 2013

Assessment Task Title:
Purposeful Movement: Stepping with Opposition Assessment
Grade level: 2
Standard(s) Assessed:
CT HBLCF (2006) Standard 10: Demonstrate understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activity.
E.10.1 Demonstrate an understanding of what the body does, how the body performs the movement and
relationships that occur in movement.
NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical activities.
Possible connections [Note: interdisciplinary connections to Common Core Standards for ELA/Literacy,
Mathematics and Science should be made collaboratively, with teachers of each subject contributing to the
design of learning activities and assessments, and sharing of learning goals. Evaluation of assessment
activities and products is also a shared responsibility, with each subject-area teacher contributing to the effort
to ensure that achievement of learner outcomes is maximized without compromising either/any subjects
content.] :
CCSS ELA/Literacy Anchor Standards for Speaking and Listening: Comprehension and Collaboration 1.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
Example: Describe, listen to others, and discuss with a partner and small groups, Why is stepping in
opposition important? Deeper questions can be cued by the teacher as appropriate.
Performance Indicator(s):
By the end of grade 2, students should be able to demonstrate purposeful opposition in a variety of basic
physical activities.
Description of Assessment Task:
Demonstrate the use of opposition by pairing dominant hand with opposite foot in a variety of basic physical
activities.
Criteria for Competence (Level 3-Proficient):
Demonstrate Concept of Opposition
1. Identify dominant hand
2. Step with opposite foot to dominate hand
Demonstrate concept of opposition correctly in 3 out of 4 basic physical activities, including throwing, striking,
sliding, and rolling.
2
Assessment Rubric:
Level
Demonstrate Concept of Opposition
4 Exemplary
Demonstrate concept of opposition correctly and consistently in all 4 basic

physical activities
3 Proficient
Demonstrate concept of opposition correctly in 3 of the 4 basic physical activities
2 Developing
Inconsistently demonstrate concept of opposition in 2 of the 4 basic physical

activities
1 Below Standard
Incorrectly demonstrate concept of opposition in 1 or less of the 4 basic physical

activities
Violates safety procedure and/or does not complete the task
Assessment Protocols
Directions for Students (Read aloud, verbatim)
Today I am going to look at how you use the concept of opposition in a variety of physical activities. Those
activities are throwing, striking, sliding, and rolling. You will be in a station format and in those stations you
will need to show what opposition looks like in those activities. Ready and go!
Directions for Teachers:
See the criteria for demonstrating concept of opposition in a variety of physical activities, including throwing,
striking, sliding, and rolling. At each station, students should perform the movement for a minimum of 5
times. Scoring for correctly and consistently includes demonstrating opposition during 5 times at each
physical activity.
Preparation:
Determine 4 stations for throwing with an object, striking with or without an object, sliding with an object,
and rolling with an object. Recommendation is to have movement going toward the wall and have sufficient
equipment at each station. Prepare scoring sheet.
Safety:
Be sure students understand correct use of equipment at each station.
Equipment/Materials:
Equipment as needed, determined by design of stations.
Diagram of Space/Distances:
Sufficient space for 4 stations, recommend at least 10 feet from the wall or partner for each station.
3

Scoring Sheet for Purposeful Movement: Stepping with Opposition Assessment

Physical Education Teacher ________________________________ Grade ____________________
School _________________________________________________ Period ____________________
Studen
t Name
Opposi
tion in
Throwi
ng
(Pre)
Opposi
tion in
Striking
(Pre)
Opposi
tion in
Sliding
(Pre)
Opposi
tion in
Rolling
(Pre)
Opposi
tion in
Throwi
ng
(Post)
Opposi
tion in
Striking
(Post)
Opposi
tion in
Sliding
(Post)
Opposi
tion in
Rolling
(Post)
Total
Pre
Testing
Total
Post
Testing
Adapted format from PE Metrics, Assessing National Standards 1-6, 2011, NASPE
4

Locomotor Movement Forms Assessment
Grade level: 2
CT HBLCF (2006) Standard 9: Demonstrate competency in motor skills and movement patterns needed
to perform a variety of physical activities.
P.9.2 Demonstrates the ability to stop and start on a signal, combine sequences of several motor skills in
an organized way and move through an environment with body control.
NASPE Standard (2013) 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Mathematics and Science should be made collaboratively, with teachers of each subject contributing to
the design of learning activities and assessments, and sharing of learning goals. Evaluation of
assessment activities and products is also a shared responsibility, with each subject-area teacher
contributing to the effort to ensure that achievement of learner outcomes is maximized without
compromising either/any subjects content.] :
CCSS ELA/Literacy: College and Career Readiness Anchor Standard for Reading 9. Analyze how two or
more texts address similar themes or topics in order to build knowledge or to compare the approaches
the author takes.
Example: Ask students, How is the jump different than the hop? How are they the same?
Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
Example: Describe, listen to others, and discuss with a partner and small groups, How is the jump
different than the hop? How are they the same? Deeper questions can be cued by the teacher as
appropriate.
CCSS Mathematics: Grade 2 Operations and Algebraic Thinking. Work with equal groups of objects to
gain foundations for multiplication 3. Determine whether a group of (objects/movements) has an even
or odd number of (members/steps or beats).
Suggested activity: Students are asked to create a movement pattern using skip, hop and slide step
using 18 movements in continuous combination. *Grade 1 would be 9 continuous movements.
Example: Demonstrate a pattern of skip, hop, slide step with 36 movements. Can you make each
movement the same number of steps?
By the end of grade 2, students should be able to travel and change from one movement to another at
the signal using skipping, hopping, and slide stepping.
Combine the locomotor forms of skipping, hopping, and slide stepping in a continuous combination of
forms with smooth transitions.
5

Mature Forms
1. Skipping with selected essential elements:
a. Step-hop
b. Arms swing in opposition to the legs
c. Upright body position
2. Hopping with select essential elements:
a. Taking off from one foot and landing on same foot, performs action on other foot
b. No loss of balance while moving
c. No extraneous arm motion while moving
3. Slide Stepping with select essential elements:
a. Uses a step-close action
b. Maintains a side orientation without twisting hips and turning toe out, performs action
on both sides
c. Brief period of non-support, momentarily suspension in the air prior to weight transfer
Smooth Transitions
1. Continuous movements without breaks or stopping while maintaining a forward momentum
between skipping, hopping, and slide stepping.
Assessment Rubric:
Level
Mature Forms
Smooth Transitions
4 Exemplary
Displays mature form for all 3

movement forms of skipping,
hopping, and slide stepping with
fluid motion
3 Proficient
Displays mature form for all 3

hopping, and slide stepping
2 Developing
Displays mature form for 2 of 3

Smooth and sustained continuity of

movements without breaks or stopping
while maintaining a forward
momentum between skipping,
Continuity of movement without
breaks or stopping while maintaining a
forward momentum between skipping,
Momentarily loss of continuity
between skipping, hopping, and slide
stepping
1 Below Standard
Displays mature form for 1 or less

Stops or falls down between skipping,

6

Today I am going to look at 3 of your locomotor forms, they are skipping, hopping, and slide stepping. I
am also going to look at how you move between the 3 different movement forms, I call that
transitioning. Start behind the starting line and on my signal, change your movement. We will start with
skipping, and then I will say hopping and last I will say slide stepping. Ready and on my signal show
your best skipping, your best hopping, and best slide stepping form. Ready and go!
See the criteria for competence of mature forms for skipping, hopping, and slide stepping. Each
movement form should be performed for a minimum of 5 times before moving to the next signal. The
teacher will signal by using the word of the movement form to transition between skipping,
hopping, and slide stepping. Clearly indicate the distance between start and stop using cones,
recommended distance would be 40 feet.
Preparation:
Designate a clear pathway to observe student performance. Prepare scoring sheet and alterative
activity for the class.
Safety:
Be sure students understand start and stop lines for performance, allow for stopping zone, allow only
safe footwear, if outside, use smooth hard surface that is free of obstructions.
Tape, copes, scoring sheet, and material for alternate activity.
Straight pathway, recommended distance would be 40 feet. Keep in mind a safe stopping zone of 5 feet.
7
Scoring Sheet for Locomotor Movement Forms Assessment

School _________________________________________________ Period ____________________
Student Name
Notes
Mature
Forms
(Pre)
Mature
Forms
(Post)
Smooth
Transition
s
(Pre)
Smooth
Transitio
ns
(Post)
Total
Pre
Testing
Total
Post
Testing
8

Student Learning Objective (SLO) Form
Teacher:
Administrator:
SLO Title: Locomotor Skills
Grade: 2
Content Area: Physical Education
School:
Date:
Student Learning Objective

What is the expectation for student improvement related to school improvement goals?
SLO Focus Statement:
Students will successfully and safely perform 5 different locomotor skills (skipping, galloping, hopping,
running, and walking), using a variety of pathways and speeds, in a modified game situation, while
maintaining body control. (Reference Labans Movement Framework and Wheel)
Baseline Trend Data
What data were reviewed for this SLO? How do the data support the SLO?
During the first few classes of the term, students will be observed and pre-assessed on 5 different
locomotor skills (skipping, galloping, hopping, running, and walking). Data is collected using a
performance-based rubric. Based on the previous years data, students will demonstrate progress in the
variety of ways students use locomotor movement in advanced game-like situations.
Level 3 Proficiency is characterized by the student being able to successfully perform all 5 locomotor
movements, while maintaining body control, in the modified game situation. [See Assessment Rubric]
[include specific pre-assessment baseline data here percentages to be determined by pre-assessment]
At the beginning of the year ___% of students can perform all 5 locomotor skills at level 3-Proficient.
Student Population
Who are you going to include in this objective? Why is this target group/class selected?
All students in Grade 2 will be included in this objective.

Locomotor skills are an age-appropriate skill set and students in Grade 2 need to learn to advance this
skill into more complex movement patterns.
Standards and Learning Content
What are the standards connected to the learning content?
Standards addressed:
CT HBLCF Standard 9: Demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities.
P.9.2 Demonstrates the ability to stop and start on a signal, combine sequences of several motor skills in
an organized way and move through an environment with body control.
NASPE Standard (2013) 1: The physically literate individual demonstrates competency in a variety of
9

CCSS ELA/Literacy: College and Career Readiness Anchor Standard for Reading 9. Analyze how two or
more texts address similar themes or topics in order to build knowledge or to compare the approaches
the author takes.
Example: Ask students, How is the jump different than the hop? How are they the same?
Example: Describe, listen to others, and discuss with a partner and small groups, How is the jump
different than the hop? How are they the same? Deeper questions can be cued by the teacher as
appropriate.
CCSS Mathematics: Grade 2 Operations and Algebraic Thinking. Work with equal groups of objects to
gain foundations for multiplication 3. Determine whether a group of (objects/movements) has an even
or odd number of (members/steps or beats).
Suggested activity: Students are asked to create a movement pattern using skip, hop and slide step
using 18 movements in continuous combination. *Grade 1 would be 9 continuous movements.
Example: Demonstrate a pattern of skip, hop, slide step with 36 movements. Can you make each
movement the same number of steps?
Interval of Instruction
What is the time period that instruction for the learning content will occur?
The interval of instruction is one school year.

A pre-assessment will be implemented in September to collect a baseline data of the students skills.
Formative assessments will be given periodically throughout the year to measure present level of ability
and progress, and a summative assessment will be conducted in June to measure the students yearly
growth.
Assessments
How will you measure the outcome of your SLO?
The performance-based rubric will be used to assess the locomotor skills of Grade 2 students. Teachers
will use the same performance-based rubric for the pre-assessment, formative assessment(s), and the
summative assessment. [See Assessment Task, Assessment Protocol, Assessment Rubric, and
Assessment Score Sheet]
10

Indicators of Academic Growth and Development (IAGDs)/Growth Targets
What are the quantitative targets that will demonstrate achievement of the SLO?
At the end of the year ___% of students will perform all 5 locomotor skills at level 3-Proficient or higher.
Level 3 Proficiency is characterized by the student being able to successfully perform all 5 locomotor
movements, while maintaining body control, in the modified game situation. [See Assessment Rubric]
Instructional Strategies/Supports
What methods will you use to accomplish this SLO? How will progress be monitored?
What professional learning/supports do you need to achieve this SLO?
Teaching methods and strategies include:

Exploration
cooperative learning
reciprocal/peer teaching
guided discovery
debate discussion
Progress will be monitored using
self check
peer assessment
formative assessments administered by the teacher
Student Perspective Focus Statement will be displayed and reviewed during each instructional session:
I can successfully and safely perform 5 different locomotor skills (skipping, galloping, hopping, running,
walking), using a variety of pathways and speeds, in a modified game situation, while maintaining body
control.
11

Labans Movement Framework (Wheel)
Labans movement analysis framework (wheel) depicting the interaction and interrelationship among
movement concepts and skill themes as adapted for movement education curriculum.
Source: Logsdon, et al (1984). Physical Education for Children, Philadelphia, Lea and Febiger. Used with
permission of Williams and Wilkins, Baltimore.
12

Labans Movement Framework
Locomotor Skills
Walking
Hopping
Galloping
Chasing, fleeing,
and dodging
Nonmanipulative Skills
Turning
Rolling
Transferring weight
Stretching
Manipulative Skills
Throwing
Kicking
Dribbling
Striking with rackets

and paddles
Running
Skipping
Sliding
Twisting
Balancing
Jumping and landing
Curling
Catching and collecting

Punting
Volleying
Striking with long-handed implements
Space Awareness (where the body moves)

Location
Directions
Levels
Pathways
Extensions
Effort (how the body moves)
Time
Force
Flow
Relationships (with whom, or what the body moves)
Of body parts
With objects and/or people
With people
13

Recognition of Physiological Indicators of Physical Activity Assessment
Grade level: 2
CT HBLCF (2006) Standard 12: Achieve and maintain a health enhancing level of physical fitness.
E.12.2 Recognize physiological indicators (e.g., heart rate, body temperature, perspiration, thirst) of exercise
during and after physical activity.
NASPE Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Mathematics and Science should be made collaboratively, with teachers of each subject contributing to the
design of learning activities and assessments, and sharing of learning goals. Evaluation of assessment
activities and products is also a shared responsibility, with each subject-area teacher contributing to the effort
to ensure that achievement of learner outcomes is maximized without compromising either/any subjects
content.] :
CCSS ELA/Literacy: College and Career Readiness Anchor Standard for Writing 3. Write
informative/explanatory texts to examine and convey complex ideas ad information clearly and accurately
through the effective selection, organization, and analysis of content.
Example: Write a narrative or 3-sentence summary describing the changes to heart rate, breathing, body
temperature, and muscles experienced during and after vigorous activity.
CCSS Mathematics: Grade 2 Measurement and Data. Represent and Interpret Data 10. Draw a picture graph
and a bar graph, with single unit scale. To represent data set with up to four categories. Solve simple puttogether, take-apart, and compare problems using information presented in a bar graph.
Example: Record heart rate, breathing rate before physical activity, mid-way and right after vigorous physical
activity. Create a bar graph to illustrate the changes at each stage.
By the end of grade 2, students should be able to identify physiological changes as a result of vigorous
cardiovascular physical activity.
Participate in 4 different types of vigorous cardiovascular physical activities; students are able to identify
physiological changes as a result of physical activity through self-assessment.
Identification of Physiological Changes
1. Heart rate increases
2. Breathing becomes faster and deeper
3. Body temperature is warm
4. Body begins to sweat
5. Face is flushed
6. Muscles feel worked
*3 of the 5 physiological changes would be Level 3 Proficient
14
Assessment Rubric:
Level
Identification of Physiological Changes
4 Exemplary
Identification of 4 or more physiological changes
3 Proficient
Identification of 3 of the 5 physiological changes
2 Developing
Identification of 2 of the 5 physiological changes
1 Below Standard
Identification of 1 or less of the 5 physiological changes
Today you will use the information you have collected about what happens to your body when you exercise to
write 3 or more sentences telling me what changes in your body when you participate in physical activity.
Today students will participate in activities in which they will recognize changes in the body. After each
activity have students identify how they feel using the physical activity worksheet (formative assessment). See
the criteria for identification of physiological changes after vigorous cardiovascular physical activities.
Assessment is meant to be given over the period of multiple lessons. Summative assessment would include
the 3 sentence summary.
Preparation:
Determine various vigorous physical activities, prepare physical activity worksheets, prepare 3 sentence
summary sheets. Prepare scoring sheet.
Safety:
In accordance with chosen vigorous physical activities.
Equipment as needed, determined by design of vigorous physical activities.
Sufficient space for chosen vigorous physical activities.
15
Scoring Sheet for Recognition of Physiological Indicators of Physical Activity Assessment

School _________________________________________________ Period ____________________
Student Name
Notes
Total Pre Testing
Total Post Testing
16

Name:_____________________________________ Grade:___2_____ Physical Fitness Worksheet
How does your body change with exercise? Name of activity_________
Circle One:
1.
Builds muscle
Weakens muscle
2.
Pale face
Rosey face
3.
Hot body temperature
Cold body temperature
4.
Slow heart beat
Fast heart beat
5.
Body sweating
Body not sweating
17

Assessment Task Title: Create A Routine
Grade level: 5
CT HBLC Standard 13: Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
M.13.2 Continue to develop skills to participate productively in groups, in both cooperative and
competitive activities.
NASPE (2013) Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Example: Describe, listen to others, and discuss with a partner and small groups, what it was like to
work with others to create a routine. Deeper questions can be cued by the teacher as appropriate.
CCSS Literacy/ELA: Grade 5 Writing Standard 2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
Example: Describe in detail the task your group was working on. Include ideas discussed/suggested for
completing the task as well as how your group reached the final outcome/solution.
Example: What were the positive and enjoyable parts of working with a group to create a routine?
What were the challenges? How did you contribute to positive communication with your partners?
Write at least 5 sentences and use supporting details to explain your answer.
Work cooperatively and productively with partners or in small groups to complete assigned tasks.
Students will work cooperatively in small groups to create a routine
Criteria for Competence (Level 3-Proficient)
Participates and stays involved at all times.
Reminds on task at all times.
Communication is positive
18
Assessment Rubric:
Level
Participation and
involvement in the group.
4 Exemplary
Demonstrates leadership
skills in keeping group
members participating and
involved.
Participates and stays
involved at all times.
Needed no more than 2
reminders to participate
and stay involved.
Needed 3 or more
reminders to participate
and stay involved.
3 Proficient
2 Developing
1 Below
Standard
Using appropriate
communication with group
members.
Communication was open
and positive with all group
members.
Communication is positive.
Communication is positive
but limited.
Does not communicate with
all team members and
communication is negative.
Reminds on task in
group activity.
Demonstrates
leadership skills in
keeping group members
on task.
Reminds on task at all
times.
Needed no more than 2
reminders to stay on
task.
Needed 3 or more
reminders to stay on
task.
Using the skills you have learned in class, you will create a routine with the members of your group.
You will be assessing how the students work cooperatively to complete the assigned task.
Preparation:
Pre-teaching of the skills you expect to see in the routine
Prepare assessment score sheet
Safety:
Make sure each group has their own designated area of general space.
A posted list of skills that can be used in the routine
Group 1
S s s
S s
Group 2
s s s
s s
Group 3
Group 4
Group 5
s s s
s s
s s s
s s
s s s
s s
19
Assessment Scoring Sheet for Cooperation

School _________________________________________________ Period ____________________
Pinnie
Number
Student Name
Gender
Participation
and
involvement in
the group.
Using
Reminds on
appropriate
task in group
communication activity.
with group
members.
20

Assessment Task Title: Dribbling in a game-like setting
Grade level: 5
CT HBLCF (2006) Standard 9: Students will demonstrate competency in motor skills and movement
patterns needed to perform a variety of physical activities.
M.9.1. Demonstrate developmentally mature form in the fundamental movement skills in combinations
of closed and open environments.
NASPE (2013) Standard 1: The physically literate individual demonstrates competency in a variety of
Example: Describe, listen to others, and discuss with a partner and small groups, what it was like to be
in the role of dribbler and that of opponent. Explain and listen to others experiences in meeting the
challenges of the task. Deeper questions can be cued by the teacher as appropriate.
Example: Describe in detail the skills needed to successfully dribble past an opponent without losing
control of the ball and maintaining correct form as well as the skills needed to perform as an effective
opponent. Include ideas discussed/suggested for succeeding in the task as well as which strategies all
members of your group agreed are effective.
Example: What were the successful parts of your performance in the task as ball handler and as
opponent? What were the challenges? How did you contribute to positive communication with your
partners in discussing and arriving at agreement on common strategies for success? Write at least 5
sentences and use supporting details to explain your answer.
CCSS Mathematics: Grade 5 Measurement and Data. Represent and Interpret Data.
Example: Organize and classify ideas discussed/suggested for succeeding in the task as well as which
strategies all members of your group agreed are effective and challenges identified by the group.
Present your groups findings to the rest of the class.
Dribble and smoothly change from one direction to another without stopping.
21

In general space, students will dribble, change direction and travel while preventing an opponent, who is
in a stationary position, from stealing the ball for two minutes.
Student demonstrates all cues 75-89 percent of the time.
Cues:
1. Keeps ball below waist level
2. Keeps eyes up
3. Uses finger pads
4. Maintains consistent rhythm and control
Assessment Rubric:
Level
4 Exemplary
Dribbling
Pre-
Post-
Student demonstrates all cues

90-100 percent of the time.
3 Proficient
2 Developing

75-89 percent of the time.
50-74 percent of the time
1 Below Standard

less than 50 percent of time.
In this game you will be performing two tasks. The first is dribbling and the other is playing stationary
defense. When it is your turn to dribble, you will travel around general space while dribbling and
demonstrating proper technique (eyes up, ball below waist height, using your finger pads, maintaining
control of the ball). You will also be preventing the defender in the hula-hoop from stealing your ball.
When it is your turn to be a defender, you must have two feet in the hula-hoop and may only use your
hands to try to steal a dribblers ball. The hula-hoop must remain in its starting position.
Using general space, scatter hula-hoops around the area in the amount of half your class size. You will
need enough basketball for half your class as well. Divide your class into two groups. Time each group
performing for 2 minutes in each role (dribbler and defender).
Preparation:
Prepare assessment scoring sheet and post rubric.
22

Safety:
Use an open space and set clear boundary lines with all extra equipment off to the sides or put away.
Remind students to not step on hula-hoops or move their location.
Hula-hoops (enough for half the class)
Basketballs (enough for half the class)
Assessment scoring sheet
Stop watch
X=Students with basketball
O= Hula-hoop with defender
Example:
X
0
X
X
0 X
0 X 0
X 0 x 0
x 0
0
X
0
23
Assessment Scoring Sheet for Dribbling in a Game-Like Setting

School _________________________________________________ Period ____________________
Pinnie
Number
Student Name
Gender
Dribbling
24

Assessment Task Title: Cardiovascular Endurance
Grade level: 5
CT HBLCF (2006) Standard 11: Students will participate regularly in physical activity.
M.11.2. Apply and understanding of the connections between the purposes of movements and their
effect on fitness.
CT HBLCF (2006) Standard 12: Students will incorporate fitness and wellness concepts to achieve and
maintain a health enhancing level of physical fitness.
M.12.2. Assess physiological responses to exercise associated with ones level of physical fitness and
nutritional balance.
NASPE (2013) Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Example: Write and informative essay describing the importance of rigorous physical activity related to
the effect is has on the heart. Include a minimum of 3 details to support your answer.
CCSS Mathematics: Grade 5 Numerical and Operations in Base Ten 1. Understand the place value
system.
CCSS Mathematics: Grade 5 Numerical and Operations in Base Ten 2. Perform operations with multidigit whole numbers and with decimals to hundredths.
Example: Taking pulse for 10 seconds and multiply by 10 for average pulse.
Engage in a variety of moderate to vigorous developmentally appropriate physical activities on a regular
basis.
Demonstrates the ability to perform an aerobic activity by keeping in the appropriate target heart rate
zone.
Students will jump rope continuously for five minutes while maintaining target heart rate.
Students heart rate falls within 70%-80% of their maximum heart rate during the activity.
Students engaged in physical activity for 4-4:59 minutes.
25
Assessment Rubric:
Level
Continuous movement
(Time)
Engaged in the activity
for five minutes
without stopping.
Target heart rate zone

Heart rate falls within
71%-80% of their
maximum heart rate
during the activity.
Engaged in physical
60%-70% of their
activity for 4-4:59
maximum heart rate
minutes
Engaged in physical
50%-59% of their
activity for 3-3:59
maximum heart rate
minutes
Heart rate falls less
Engaged in physical
than 49% of their
activity for less than 3
maximum heart rate
minutes.
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
*The Karvonen Method - 220-age x .60(low end of zone) and 220-age x .80 (high end of zone)
You will have five minutes to jump rope. If you make a mistake, quickly re-start but if you stop for
longer than five seconds you need to sit and raise your hand. I will be coming around with the heart
rate monitor and checking everyones heart rate. After I check your heart rate, please continue jumping
rope.
When students are jumping, walk around with heart rate monitor (see equipment for options), and
check and record heart rate. If a student has stopped, go over to them immediately and record their
heart rate and time. When their data is recorded, remind the students to continue jumping until time
expires. Repeat this assessment over numerous class periods in order to record data for each student.
Preparation:
Prepare assessment score sheet
Safety:
Each student should have their own personal space while jump roping. All extra equipment should be
off to the side or put away. Remind the students to sit down when they are done, and not to walk over
to the teacher.
26

Heart rate monitors (if available) or clock with a second hand or Azumio (a free heart rate monitor app)
Jump rope for each student
Assessment score sheet
Assessment Scoring Sheet for Cardiovascular Endurance

School _________________________________________________ Period ____________________
Pinnie
Number
Student Name
Gender
Heart Rate
Continuous
Movement
(Time)
27

Assessment Task Title: Personal & Social Responsibility (ongoing objective)
Grade level: 8
HBLCF (2006) Standard 13: Students will exhibit responsible personal and social behavior that respects
self and others in physical activity settings.
M.13.1 Understand, participate in the development of, and follow classroom rules; follow activityspecific rules, safety practices and procedures; apply safe practices, rules, procedures, etiquette and
good sportsmanship in all physical activity settings.
NASPE (2013) Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Speaking and Listening.
Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others ideas and expressing their own clearly and
persuasively.
Comprehension and Collaboration 4. Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
Example: Engage in discussion in small groups to generate classroom rules, activity-specific rules, and
safety practices and procedures for the physical activity setting.
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Writing. Text Types and
Purposes 2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through effective selection, organization, and analysis of content.
Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Example: Organize the groups classroom rules, activity-specific rules, and safety practices and
procedures for the physical activity setting in a presentation for consideration of the rest of the class.
Include hypothetical scenarios that illustrate the benefits of having and following these policies as well
as the consequences of violating them.
Students will demonstrate appropriate personal and social responsibility.
Teacher will explain daily expectations for behavior. Students will use a check out self-assessment
procedure at the end of class indicating their performance for the day.
28

Usually follows classroom rules, safety standards, procedures, promotes positive classroom
environment and engages in classroom activities.
Assessment Rubric:
Level
Usually follows classroom rules, safety standards, procedures, promotes positive
classroom environment and engages in classroom activities.
4 Exemplary
Consistently follows classroom rules, safety standards, procedures, promotes

positive classroom environment and engages in classroom activities.
3 Proficient
Usually follows classroom rules, safety standards, procedures, promotes positive

2 Developing
Sometimes follows classroom rules, safety standards, procedures, promotes

positive classroom environment and engages in classroom activities.
1 Below
Standard
Seldom follows classroom rules, safety standards, procedures, promotes positive

Violates safety procedure and /or does not complete task.
Scoring: Consistently = 90% or above; Usually = 75-89%; Sometimes = 50-74%; Seldom = below 50%
You will be asked to score yourself every day on your classroom behavior and participation.
You will be assessed on your ability to:
follow classroom rules
follow safety standards
follow classroom procedures
promotes positive classroom environment
engages in classroom activities
Explain expectations for daily sign out at the beginning of the year (include in parent letter)
Post expectations
Ask students to sign out daily with their personal score
Preparation:
Parent letter handout at beginning of the year.
Posters of policy
29

Safety:
Have safety rules posted
Sign out with teacher individually
Score sheet for sign out
Assessment Scoring Sheet for Concept of Fitness

School _________________________________________________ Period ____________________
Student Name
Personal &
Personal &
Personal &
Social
Social
Social
Responsibility Responsibility Responsibility
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4
Adapted from PE Metrics, Assessing National Standards 1-6, 2011, NASPE
Personal &
Social
Responsibility
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
30

Assessment Task Title: Invasion Games
Grade level: 8
CT HBLCF (2006) Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Students will demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities.
M.9.3. Adapt and combine skills to meet the demands of increasingly dynamic environments.
CT HBLCF (2006) Content Standard 10: Applying Concepts and Strategies. Students will demonstrate
understanding of movement concepts, principles, strategies and tactics as they apply to the learning and
performance of physical activities.
Essential Question: How can I move effectively and efficiently?
M.10.1. Demonstrate an understanding of what the body does, where the body moves, how the body
performs the movement and relationships that occur in increasingly more complex movement and game
forms.
NASPE (2013) Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
CCSS ELA/Literacy: CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Speaking
and Listening. Comprehension and Collaboration 1. Prepare for and participate effectively in a range
of conversations and collaborations with diverse partners, building on others ideas and expressing their
own clearly and persuasively.
Comprehension and Collaboration 4. Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
Example: Engage in discussion in small groups to generate a list of three critical performance elements
that result in accurate throwing and successful catching.
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Writing. Text Types and
Purposes 2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through effective selection, organization, and analysis of content.
Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Example: Describe in writing points to consider in moving to open space to make oneself available to
31

receive a pass. Include hypothetical scenarios that illustrate the benefits of having and following these
policies as well as the consequences of violating them.
Students will demonstrate competency in motor skills and movement patterns needed to perform a
variety of physical activities.
Students will engage in a 3-on-3 team handball game.
Usually uses effective passing and receiving skills.
Usually in a position to support a teammate by moving to an open space.
Usually marks and opponent offensively by moving with and staying between the same opponent and
the ball.
Assessment Rubric:
Level
Usually uses
effective passing
and receiving skills.
(Basic Skills)
4 Exemplary
3 Proficient
2 Developing
1 Below
Standard
Usually in a position to
support a teammate by
moving to an open space.
(Offense)
Usually marks and opponent

offensively by moving with and
staying between the same
opponent and the ball.
(Defense)
Consistently uses
Consistently in a position
Consistently marks an opponent
effective passing
to support a teammate on defensively by moving with and
and receiving skills. offense by moving to open staying between the same
space.
Usually uses
Usually in a position to
Usually marks an opponent
effectively passing
support a teammate on
defensively by moving with and
space.
Sometimes uses
Sometimes in a position to Sometimes marks an opponent
effectively passing
space.
Seldom uses
Seldom in a position to
Seldom marks an opponent
effectively passing
space.
Violate safety procedure or doesnt complete the task.
Effective is defined as sending or receiving a playable pass.

Scoring: Consistently = 90% or above; Usually = 75-89%; Sometimes = 50-74%; Seldom = below 50%
32
You will be asked to play a 3-on-3 modified game of team handball.
You will be assessed on your ability to:
Pass and receive effectively
Position yourself to support a teammate on offense by moving to open space.
Mark an opponent defensively by moving with and staying between the same opponent and the
goal.
Standard game rules apply
You will play two 5 minute periods alternating possessions.
Teacher will designate team with first possession.
Teacher will signal start of play.
Dropped pass will result in change in possession.
Score will result in change in possession.
Class warm-up.
Explain & demonstrate game format along with safety concerns.
Answer student questions.
Begin game. (Offer specific feedback to students during activity).
Signal end of period; rotate teams.
Use rubric to assess basic, offensive and defensive skills.
Preparation:
Set up field/play area.
Have pinnies, balls, teacher checklist prepared.
Safety:
Have safety rules posted
Review game rules no contact rule or arms-length defender-free zone
Have an organized approach for transitions
balls
pinnies
checklist
Field marked out with cones or lines.
Ball thrown over end line and caught to score.
33

School _________________________________________________ Period ____________________
Student Name
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Basic Skills
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Offense
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Defense
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Adapted from PE Metrics, Assessing National Standards 1-6, 2011, NASPE
34

Assessment Task Title: Components of Fitness
Grade level: 8
Standards assessed:
CT HBLCF (2006) Standard 12: Physical Fitness. Students will incorporate fitness and wellness concepts
to achieve and maintain a health enhancing level of physical fitness.
M.12.1. Demonstrate the skills and knowledge to assess levels of physical fitness and participate in
activities that develop and maintain each component.
(addressed in HBLCF E.12.1, developmentally elevated to M.12.1 for this assessment task.)
CCSS ELA/Literacy: English Language Arts Standards for Science & Technical Subjects Grade 6-8
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
CCSS Math: K-12 Standards for Mathematical Practice 5. Model with mathematics. Mathematically
proficient students: Model problem situations symbolically, graphically, and contextually. Connect and
explain the connections between different representations. Use all the different representations as
appropriate to a problem context.
Example linking ELA/Literacy and Math with Physical Education: Students accurately link the task
performed with one of the specific components of fitness. Students accurately explain their alignment
of tasks and fitness components.
Students will perform twelve identified fitness tasks and link each task to a specific component of
fitness. Students will provide a written explanation explaining at least one reason for each task and its
selected fitness component.
Teacher will explain the assessment and its purpose to the students. Students will be given a worksheet
to record their results and explain their reasons.
Students will be divided into twelve groups. Each group will be assigned to a station and be given one
minute to complete the identified.
35

The stations are:
Station 1: Jump ropes
Station 2: Line Jumps
Station 3: Cross Country Skier
Station 4: Ladder/Twirl sticks
Station 5: Calf Stretch
Station 6: Curl Ups
Station 7: Push Ups
Station 8: Squats
Station 9: Sit & Reach stretch
Station 10: Lateral Raise
Station 11: Shoulder stretch
Station 12: Superperson Pose
Students accurately link the task performed with one of the specific components of fitness. Students will
accurately explain their alignment of tasks and fitness components.
Assessment Rubric:
Level
Students accurately link the task

performed with one of the specific
components of fitness.
Students will accurately explain why they

selected the fitness component that aligns with
each fitness task through written reflection.
4 Exemplary
Student accurately matches 11-12

tasks to specific component of
fitness.
Student consistently explains why they selected

the fitness component that aligns with each
fitness task through written reflection.
3 Proficient

fitness.
Student sometime explains why they selected the

fitness component that aligns with each fitness
task through written reflection.
2 Developing

fitness.
Student rarely explains why they selected the

fitness component that aligns with each fitness
task through written reflection.
1 Below Standard
Student accurately matches 6 or

fewer tasks to specific component
of fitness.
Student is unable to make the link between tasks

and fitness components through written
reflection.
Violate safety procedure or doesnt complete task.
36
You will perform 12 stations using proper technique. You will spend 1 minute (45 seconds-1 minute) at
each station. Select the correct fitness component for each activity and when we are finished you will
also need to explain why you aligned the activity with the fitness component. If you have any questions,
please have meaningful discussions with your group first before coming to me.
Divide students into 12 groups and hand out materials.
Show post worksheet before stations.
Explain and demonstrate each station along with safety concerns.
Answer student questions.
Begin task. (Offer specific feedback to students during activity).
Signal rotation.
Remind students to write one reason for each selected component.
Distribute
Preparation:
Set up stations.
Have clip boards, papers, writing utensils organized.
Print out and post task cards/performance indicators.
Safety:
Have appropriate space between stations.
Have a dynamic warm up planned prior to participating in stations.
Have an organized approach for transitions.
Designate space to place paper and pencils during exercise
Mats
Jump ropes
Floor ladder, twirl sticks, aerobic steps
Stopwatches
Measuring tape/yard stick
Worksheets
37

Task cards
Performance indicators
Writing utensils
Light hand weights -- 1-3 lbs
Diagram of Space/Distances: (insert map of stations)
38

School _________________________________________________ Period ____________________
Student Name
Ability to Link
(0-4)
Ability to Explain
(0-4)
Total Score
(8 total points)
39

Name__________________________________________________________
Class_________________________
Components of Fitness Assessment Pre/Post
Perform each station for 45-60 seconds.
Identify the fitness component for each activity we completed in our circuit. Provide a reason why you
selected that particular fitness component. Write in the letter of the correct fitness component from the
word bank.
Fitness components
A. Cardio-respiratory or aerobic endurance
B. Muscular strength & endurance-core
C. Muscular strength & endurance-upper body
D. Muscular strength & endurance-lower body
E. Flexibility
1. ______ Jump ropes
Reason: _____________________________________
2.
Reason: _____________________________________
______Line Jumps
3. ______Cross Country Skier
Reason: _____________________________________
4. ______Ladder/Twirl sticks/Step Ups
Reason: _____________________________________
5. ______Calf Stretch
Reason: _____________________________________
6. ______Curl ups
Reason: _____________________________________
7. ______Push ups
Reason: _____________________________________
8. ______Squats
Reason: _____________________________________
9. ______Sit and Reach
Reason: _____________________________________
10. ______Lateral Raise
Reason: _____________________________________
11. ______Shoulder Stretch
Reason: _____________________________________
12. ______Superperson Pose
Reason: _____________________________________
40

Teacher:
Administrator:
SLO Title: Components of Physical Fitness
Grade: 8
School:
Date:

Students will understand and apply the elements of the 4 main components of fitness (muscular
strength, muscular endurance, flexibility and cardiovascular endurance) through a variety of learning
tasks throughout the school year.
Baseline Trend Data
The data reviewed for this SLO is a pre-test given to the students at the beginning of the year to assess
their level of understanding for the components of fitness. Data is collected using a performance-based
rubric. Based on the data, students will demonstrate progress throughout the year toward their
understanding and application of the components of fitness.
At the beginning of the year ___% of students performed at Level 3-Proficient on the assessment.
Level 3 Proficient: Student accurately matches 9-10 tasks to specific component of fitness. Student
sometime explains why they selected the fitness component that aligns with each fitness task through
written reflection.
Student Population
All students in Grade 8 will be included in this objective.

Students in Connecticut public schools are administered the Connecticut Physical Fitness Assessment.
This test measures students abilities in muscular strength, muscular endurance, flexibility and
cardiovascular endurance (components of fitness). It is important and age-appropriate that each student
fully understand and is able to apply the elements of each component.
Standards assessed:
CT HBLCF (2006) Standard 12: Physical Fitness. Students will incorporate fitness and wellness concepts
41

M.12.1. Demonstrate the skills and knowledge to assess levels of physical fitness and participate in
activities that develop and maintain each component.
(addressed in HBLCF E.12.1, developmentally elevated to M.12.1 for this assessment task.)
CCSS ELA/Literacy: English Language Arts Standards for Science & Technical Subjects Grade 6-8
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text.
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.
CCSS Math: K-12 Standards for Mathematical Practice 5. Model with mathematics. Mathematically
proficient students: Model problem situations symbolically, graphically, and contextually. Connect and
explain the connections between different representations. Use all the different representations as
appropriate to a problem context.
Example linking ELA/Literacy and Math with Physical Education: Students accurately link the task
performed with one of the specific components of fitness. Students accurately explain their alignment
of tasks and fitness components.
The interval of instruction is one school year.

A pre-assessment will be implemented in September to collect a baseline data.
Formative assessments will be given periodically throughout the year to measure present level of
understanding and progress.
A summative assessment will be conducted in June to measure students yearly growth.
Assessments
The performance-based rubric will be used to assess the understanding of the components of fitness of
all Grade 8 students. Teachers will use the same performance-based rubric for the pre-assessment,
formative assessment(s), and the summative assessment. [See Assessment Protocols, Assessment
Rubric]
42

At the end of the year ___% of students will perform at Level 3-Proficient on the assessment.
Level 3 Proficient: Student accurately matches 9-10 tasks to specific component of fitness. Student
sometime explains why they selected the fitness component that aligns with each fitness task through
written reflection.

Exploration
cooperative learning
reciprocal/peer teaching
guided discovery
debate discussion
Visually Display Student Perspective Focus Statement:
I can understand and apply the elements of the 4 main components of fitness (muscular strength,
muscular endurance, flexibility and cardiovascular endurance).
self check
peer assessment
Professional Resources and Support Needed to Achieve This Objective:
Class scheduling that is conducive to student acquisition of knowledge and skills related to
understanding and application of the elements of the 4 main components of fitness
Opportunity to attend professional development for review and updating of information and
methodology related to physical fitness education and assessment
43

Decision-Making through Badminton
Grade level:
9th grade
CT HBLCF (2006) Standard 9: Motor Skill Performance. Students will demonstrate competency in motor
skills and movement patterns needed to perform a variety of physical activities.
H.9.4. Develop advanced skills in selected physical activities.
CT HBLCF (2006) Standard 10: Applying Concepts and Strategies. Students will demonstrate
H.10.1. Demonstrate an understanding of what the body does, where the body moves, how the body
performs the movement and relationships that enable skilled performances.
CCSS Mathematics: High School Geometry. Make Geometrical Constructions 12. Make formal
geometric constructions with a variety of tools and methods.
Example: Analyze the angles of effective returns and offensive shots using geometric constructions.
CCSS Mathematics: High School Statistics. Summarize, represent, and interpret data on two
categorical and quantitative variables. 6. Represent data on two quantitative variables on a scatter plot,
and describe how the variables are related.
Example: Collect data on various types of shots used in game play. Create a decision-making logarithm
for shot selection.
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Speaking and Listening.
Presentation of Knowledge and Ideas. 4. Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
Example: Prepare a presentation of the analysis of angles of effective returns and offensive shots and
explain how it is utilized in the decision-making logarithm for shot selection.
Uses appropriate offensive decision-making (hitting to open space and shot selection) during modified
44

game play in a racquet activity.
Students will be assessed on the use of offensive decision-making during modified game play (3
min/singles or 6 min/doubles or ten hits per student) in badminton.
Returns the birdie to the best placement 70% of the time.
Best Placement is: hitting far away from the opponent or directly at the opponent or a set-up shot.
Chooses appropriate return 70% of the time.
Appropriate Return can include: drop shot when opponent is deep; smash shot from a high short
return; drive shot directly at the opponent
Assessment Rubric:
Level
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
0
Hitting Placement
Shot Selection
Returns the birdie to the best
placement 85% of the time.
Chooses appropriate return <50% of the time.
placement <50% of the time.
Today you will demonstrate how you make offensive decisions during a timed badminton game. I will be
looking at the type of shots you choose and where you hit the birdie. Here are some questions you may
want to think about:
- Why would a person choose one shot over another?
- How do you make your opponent move more than you?
Here are the rules: Alternate the serve. Serve diagonally across, underhand. Each serve, either team can
score. Your team has one hit to get the birdie over. If the birdie hits the ground on your side, the other
team gets the point. If you hit it out of bounds, the other team gets the point. Play continues until time
is up. Keep track of your own points. Call line violations on your side of the court.
Students will demonstrate how you make offensive decisions during a timed badminton game. You will
be looking at the type of shots students choose and where they hit the birdie.
45

Preparation:
Set-up gymnasium for either singles or doubles game play depending upon facilities and equipment.
Predetermine groups based on similar ability. Read the Directions for Students, tell the students their
pairings, and assign students to courts. Watch each match for 3 (or 6) minutes and grade students
according to the rubric.
Safety:
Check gymnasium for any safety concerns. Allow enough space between courts and walls. Ensure
students have a safe place to be active. Racquets should be inspected for loose heads, handles and/or
shafts. Other students should not be allowed to walk behind courts during play.
Badminton racquets, birdies, nets, and floor markings.
46

Assessment Scoring Sheet for Offensive Decision Making in Badminton
School _________________________________________________ Period ____________________
Student Name
Gender
Joe Smith
Hitting Placement
xo0xx0x00x 50%
Rubric
Score
2
Shot Selection
00xx0x0x00 40%
Rubric
Score
1
x = meets requirement; o = does not meet requirement

47

Racquet Sport Performance Analysis
Grade level:
9th 12th grade
CCSS ELA/Literacy: English Language Arts Standards for Science & Technical Subjects Grades 9-12.
W.9. Draw evidence from informational texts to support analysis, reflection, and research.
Example: Students will be given a sheet with the following criteria identified:
You will be required to write a paragraph that has five to eight sentences, addresses strengths and
weaknesses, includes suggestions for improving future play, and incorporates several terms from the
unit in the response.
CCSS Math: K-12 Standards for Mathematical Practice 8. Look for and express regularity in repeated
reasoning. Use repeated reasoning to: understand algorithms, make generalizations about patterns,
derive formulas and evaluate the reasonableness of intermediate results.
Example: Categorize and collect data on offensive shots and on the success of opponents in returning
the shots. Analyze the types of shots used and their statistical effectiveness.
Uses appropriate offensive shot selection (hitting to open space and shot selection) during modified
game play in a racquet activity.
48

Description of Assessment Tasks:
1. Students will be peer assessed on the use of offensive shot selection during modified game play (3
min/singles or 6 min/doubles or ten hits per student) in badminton.
2. Students will analyze their partners performance based upon the assessment rubric below and
videotaped footage.
3. A 5-8 sentence paragraph will be created utilizing discipline specific vocabulary in order to describe
and provide constructive feedback to improve future performance.
Criteria for Skill Competence (Level 3-Proficient)
Returns the birdie to the best placement 70% of the time.
Best Placement is: hitting far away from the opponent or directly at the opponent or a set-up shot.
Appropriate Return can include: drop shot when opponent is deep; smash shot from a high short
return; drive shot directly at the opponent
Criteria for Analysis Competence (Level 3-Proficient)
Incorporates 4 of the 5 following indicators: five to eight sentences, addresses strengths and
Skill Rubric:
Level
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
0
Hitting Placement
Shot Selection
Chooses appropriate return 85% of
the time.
the time.
the time.
Chooses appropriate return <50% of
the time.
Analysis Rubric:
Level
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
0
Analysis
Five to eight sentences, addresses strengths and weaknesses, includes
suggestions for improving future play, and incorporates several terms from
the unit in the response.
Incorporates 4 of the 5 indicators listed above.
Incorporates 1-2 of the 5 indicators listed above.
49
Today you will demonstrate your ability to utilize the appropriate return and placement of offensive
shots during a timed badminton game. Your partner will assess your ability in each of these areas by
recording the results on the scoring sheet provided.
Your performance will be recorded so that your partner can further analyze your performance.
Your partner will act as your badminton coach and provide you with a minimum 5-8 sentence paragraph
that includes your skill assessment results (appropriate return and placement of offensive shots),
identifying areas of strengths and weaknesses in your play and suggestions to improve your play. Terms
that were used throughout the unit must be included in your response.
Students will demonstrate how to make offensive shots during a timed badminton game. A partner will
be recording their partners scores and videotaping their performance. They will be looking at the type
of shots students chose and where they hit the birdie.
Preparation:
Set-up gymnasium for either singles or doubles game play depending upon facilities and equipment.
Predetermine groups based on similar ability. Read the Directions for Students, tell the students their
pairings, and assign students to courts. Have students play a match for 3 (or 6) minutes and grade
students according to the rubric.
Safety:
Check gymnasium for any safety concerns. Allow enough space between courts and walls. Ensure
students have a safe place to be active. Racquets should be inspected for loose heads, handles and/or
shafts. Other students should not be allowed to walk behind courts during play.
Racquets, birdies, nets, and floor markings.
50

Skill Score Sheet for Shot Selection & Placement
Student #1: ____________________ Student #2: ____________________
School _________________________________________________ Period ____________________
Student Name
Gender
Joe Smith
Mark Jones
Hitting Placement
xo0xx0x00x 50%
Rubric
Score
2
Shot Selection
00xx0x0x00 40%
Rubric
Score
1
Oxxxxoxx00 60%
2.5
Ooxxooxxoo 40%
x = meets requirement; o = does not meet requirement

51

Teacher:
Administrator:
SLO Title: Racquet Sports Performance Analysis
Grade: 9-12
School:
Date:

Students will utilize proper shot placement and selection at least 70% of the time during modified game
play in a racquet activity.
Students will watch, analyze and write a one-paragraph summary of a peers performance to aid in
performance improvement.
Baseline Trend Data
At the start of the year (or unit), students will take a pre-assessment. Students performance during the
modified racquet activity will be graded with a peer-assessment skill rubric. Student summaries will be
graded by the teacher using a holistic rubric. The data supports the SLO by providing a baseline
measurement for future assessments in order to provide valid evidence of growth at the end of the
year.
Using the holistic rubric at the beginning of the (year, term or unit see Interval of Instruction options)
___% of students scored at Level 3-Proficient on the pre-assessment.
Student Population
All of the students in Grade 10 will be included in this objective.

Focusing on shot placement and selection is a developmentally appropriate activity for sophomores to
practice. Skills learned can transfer to multiple activities. Shot selection can be applied to any racquet
sport (i.e. badminton, tennis, and racquetball).
Standards addressed:
52

CCSS ELA/Literacy: English Language Arts Standards for Science & Technical Subjects Grades 9-12.
W.9. Draw evidence from informational texts to support analysis, reflection, and research.
Example: Students will be given a sheet with the following criteria identified:
You will be required to write a paragraph that has five to eight sentences, addresses strengths and
CCSS Math: K-12 Standards for Mathematical Practice 8. Look for and express regularity in repeated
reasoning. Use repeated reasoning to: understand algorithms, make generalizations about patterns,
derive formulas and evaluate the reasonableness of intermediate results.
Example: Categorize and collect data on offensive shots and on the success of opponents in returning
the shots. Analyze the types of shots used and their statistical effectiveness.
Depending on the curriculum structure and scheduling configuration, multiple instructional interval
options exist for this SLO. The interval must align with the frequency and duration of instructional
episodes and curriculum focus.
Instructional Interval Examples:
Interval of Instruction 1:
A pre-assessment will be implemented in September to collect baseline data of the students
skills.
Students participate in number of different racquet units (badminton, pickleball, tennis)
throughout the course. At the end of each unit students take a formative assessment to check
progress.
A summative assessment will be conducted in June to measure the students yearly growth.
53

Interval of Instruction 2:
Instead of multiple units, students participate in one quality racquet unit.
Students still complete a pre-assessment, formative assessments, and a summative assessment
to measure growth.
Assessments
Assessment Task: Students will be peer assessed on the use of offensive shot selection during modified
game play (3 min/singles or 6 min/doubles or ten hits per student) in a racquet activity (example:
badminton). Students will analyze their partners performance based upon the performance-based
assessment rubric and videotaped footage. A 5-8 sentence paragraph will be created utilizing discipline
specific vocabulary in order to describe and provide constructive feedback to improve future
performance. The summaries will be graded using a holistic rubric. Students will do this task for the preassessment and summative assessment. [See Assessment Task, Performance and Analysis Rubrics]
Using the holistic rubric*, by the end of the (year, term or unit see Interval of Instruction options)
___% of students will score at Level 3-Proficient or higher.
*The holistic rubric combines the 2 rubrics below: skill rubric (performance-based) and analysis rubric
(summary).
Skill Rubric:
Level
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
0
Hitting Placement
Shot Selection
the time.
the time.
the time.
Chooses appropriate return <50% of
the time.
Analysis Rubric:
Level
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
0
Analysis
Five to eight sentences, addresses strengths and weaknesses, includes
suggestions for improving future play, and incorporates several terms from
the unit in the response.
Incorporates 1-2 of the 5 indicators listed above.
54


Application of prior knowledge
Question & answer
Modeling & Mimicking
Guided practice
Group practice
Reteaching
Flexible grouping
Exploration
Peer teaching
Scaffolding questions
Formative assessment activities
Teaching by invitation
Intratask variation
Closure
Visually Display Student Perspective Focus Statements:
I can use proper shot placement and selection at least 70% of the time during modified game play in a
racquet activity.
I can watch and analyze a peers performance, along with writing a one-paragraph summary to help
them improve.
self checks
peer assessment
55

Employability Skills/21st Century Skills: Problem Solving through Movement
Grade level:
9-12
CT HBLCF (2006) Standard 13: Responsible Behavior. Students will exhibit responsible personal and
social behavior that respects self and others in physical activity settings.
H.13.2. Demonstrate leadership and cooperation in order to accomplish the goals of different physical
activities.
H.13.3. Develop and demonstrate initiative in implementing strategies for including all persons, despite
individual differences, in physical activity settings.
CT HBLCF (2006) Standard 14: Benefits of Physical Activity. Students will choose physical activity for
health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active
lifestyle.
H.14.2. Use physical activity as a means of creative expression.
H.14.3. Use physical activity as a positive opportunity for social and group interaction and development
of lifelong skills and relationships.
NASPE (2013) Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Speaking and Listening /
Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others ideas and expressing their won clearly and
persuasively. (Refer to Speaking and Listening Standards for Grades 9-12)
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Writing / Text Types and
Purposes 3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Example: Write a paragraph responding to one of these Essential Questions (from the Healthy and
Balanced Living Curriculum):
56

How can I move effectively and efficiently?
How do I interact with others during physical activity?
How will physical activity help me now and in the future?
Actively engages in the problem solving process during the execution of a movement sequence.
- In a group of 4
- Travel through space from one end of the room to the other
- Create a count sequence
- Use all 3 levels multiple times: high medium and low
- You must stay connected to everyone in the group
Gathering info
- identify problem or questions
- compiles valid and reliable resources
Analyzing
- critical examination of the evidence
- identifies and comprehends relevant information
- creates a plan
Critical thinking
- student accurately assesses consequences and implications of plan
- comes to conclusions
- uses self or group evaluation
Positive communication
- able to convey detail of problem solving process
- able to reflection on areas of further improvement
- all students contribute ideas respectfully and clearly
Assessment Rubric:
Gathering info
- identify problem or questions
- compiles valid and reliable resources
Analyzing
- critical examination of the evidence
- identifies and comprehends relevant information
- creates a plan
Critical thinking
57

- student accurately assesses consequences and implications of plan
- comes to conclusions
- uses self or group evaluation
Positive communication
- able to convey detail of problem solving process
- able to reflection on areas of further improvement
- all students contribute ideas respectfully and clearly
Level
4 Exemplary
All four criteria are present
Problem Solving
3 Proficient
3 of the 4 above criteria are present
2 Developing
1 Below Standard
- In a group of 4
- Travel through space from one end of the room to the other
- Create a count sequence
- Use all 3 levels multiple times: high medium and low
- You must stay connected to everyone in the group

Predetermine groups of 4. Read above directions. Grade students according to provided rubric.
Preparation:
Have adequate space, music, and predetermined groups.
Safety:
Check area for safety concerns beforehand.
Music (sound system)
58

Assessment Scoring Sheet for Employability Skills/21st Century Skills: Problem Solving
School _________________________________________________ Period ____________________
Student Name
Joe Smith
Gathering
Info
x
Analyzing
x
Critical
Thinking
0
Positive
Communication
0
Total
2
59

The Challenge Circuit
Grade level:
9-12
CT HBLC (2006) Standard 11: Engaging in Physical Activity.
H.11.1. Regularly engage in moderate to vigorous physical activities of their choice on a regular basis.
H.11.4. Engage in a variety of appropriate physical activities with individualized goals, during and outside
of school, that promote the development and improvement of physical fitness level.
CT HBLC (2006) Standard 12: Physical Fitness. Students will incorporate fitness and wellness concepts
H.12.1. Assess and adjust activities to maintain or improve personal level of health-related fitness.
H.12.2. Use physiological data to adjust levels of exercise and nutrient intake to promote wellness.
H.12.3. Use the results of fitness assessments to guide changes in her or his personal programs of
physical activity.
CT HBLC (2006) Standard 14: Benefits of Physical Activity. Students will choose physical activity for
health, enjoyment, challenge, self-expression
and/or social interaction to sustain a physically active lifestyle.
H.14.4. Seek personally challenging experiences through physical activity as a means to personal growth.
H.14.5. Persist in practicing activities to increase specific skill competence in areas of interest.
H.14.6. Experiment with new physical activities as part of a personal improvement plan.
NASPE (2013) Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
CCSS ELA/Literacy: College and Career Readiness Anchor Standards for Writing / Text Types and
Purposes 3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Example: Write a paragraph responding to one of these prompts:
How and why did I choose my initial goal level?
Reflect on my individual experience in meeting and overcoming obstacles on the path to my
goal.
60

How will I apply what I have learned and experienced about myself and my pursuit of improved
physical fitness?
Take ownership for learning by challenging oneself and working through obstacles.
Students will participate in a variety of circuit training stations (with a focus on fitness activities).
Students will choose the level of difficulty at each station.
Students will record their level of performance for each station on the circuit training profile cards
provided.
After the initial circuit attempt, students will indicate on their individual card the goal level toward
which they will strive.
Each student and the teacher will assess the students performance and achievement in consultation
(co-assess) mid-way through the unit and at the conclusion of the unit.
- Actively seeks to challenge herself or himself
- Shows a willingness to work through obstacles
Assessment Rubric:
Level
4 Exemplary
3 Proficient
2 Developing
1 Below Standard
0
Ownership for Learning

Student takes the lead in directing her/his own learning and performance,
including overcoming obstacles for the purpose of meeting objectives that
are the result of personal interest, goal-setting and planning.
Student actively seeks opportunities to challenge his or herself to further
learning and shows a willingness to work through obstacles to success.
Student participates but generally takes a passive and compliant role in his
or own learning and sometimes can work through obstacles to success.
Student is generally non-compliant to teacher direction and obstructs
learning for self or others.
I will assign you a station. Go there immediately, read the station card and follow the directions.
61

Students will work at a station for one minute. Alert the students at intervals when 20, 30, and 40
seconds have elapsed.
The teacher will then rotate the groups (each station should be numbered). Allow 15 seconds to rotate.
Students will complete 4 stations total. Eight stations are listed to decrease the number of students at
each station.
Stations with task list: have each station card also say, Pick the level you would like to work toward!
1.) Cardiovascular Endurance: Jump Rope
a. 20 times
b. 40 times
c. 60 times
d. Create own cardiovascular activity that can be done at this station AND perform it
2.) Muscular Strength: Push-Ups
a. 25 Wall Push-ups (push-ups against a wall)
b. 20 incline push-ups (hands on a bench or bleacher)
c. 15 medicine ball push-ups (both feet on a medicine ball)
d. Create own muscular strength activity AND perform it
3.) Flexibility: deltoids, pectorals, triceps, biceps, abdominals, erectors, quads, hamstrings, calves
a. Stretch 1 major muscle for 20 seconds
b. Stretch 2 major muscles for 20 seconds each
c. Stretch 3 major muscles for 20 seconds each
d. Link 4 stretches together to create own yoga sequence
4.) Muscular Endurance
a. Side plank from knees, 30 seconds each side
b. Side plank from feet, 30 seconds each side
c. Star plank, 30 second each side
d. Create own muscular endurance activity AND perform it
5.) Cardiovascular Endurance: same as above
6.) Muscular Strength: same as above
7.) Flexibility: same as above
8.) Muscular Endurance: same as above
*** Variations: students rotate through stations twice; increase the time at each station; have students
log their performance at each station***
62

Preparation:
Set up stations prior to students arriving with appropriate equipment and task cards.
Safety:
Check area and equipment beforehand for safety concerns.
Jump ropes, bench or bleacher, medicine balls, mats, task cards
Use available space to spread stations out. Make it easy to rotate accordingly.
Assessment Scoring Sheet for ______________________(name of task)

School _________________________________________________ Period ____________________
Student Name
Rubric Score
Evidence
63
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Laban's Movement Framework

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What are the different assessment tasks described in the document?

What are the different assessment tasks described in the document?

What standards are assessed in the 'Purposeful Movement: Stepping with Opposition Assessment' task?

What standards are assessed in the 'Purposeful Movement: Stepping with Opposition Assessment' task?

Physical Education Teacher Evaluation Development Writing Project

Assessment Task Examples

Locomotor Movement Forms Assessment (Includes SLO)

Recognition of Physiological Indicators of Physical Activity Assessment

Dribbling in a Game-Like Setting

Components of Fitness (Includes SLO)

Employability Skills/21st Century Skills: Problem Solving

The Challenge Circuit

Connecticut State Department of Education September 2013

Physical Education Teacher Evaluation Development Writing Project

Physical Education Teacher Evaluation Development Writing Project

Demonstrate Concept of Opposition

Demonstrate concept of opposition correctly and consistently in all 4 basic

Demonstrate concept of opposition correctly in 3 of the 4 basic physical activities

Inconsistently demonstrate concept of opposition in 2 of the 4 basic physical

Incorrectly demonstrate concept of opposition in 1 or less of the 4 basic physical

Violates safety procedure and/or does not complete the task

Physical Education Teacher Evaluation Development Writing Project

Scoring Sheet for Purposeful Movement: Stepping with Opposition Assessment

Physical Education Teacher Evaluation Development Writing Project

Physical Education Teacher Evaluation Development Writing Project

Displays mature form for all 3

Displays mature form for all 3

Displays mature form for 2 of 3

Smooth and sustained continuity of

Displays mature form for 1 or less

Violates safety procedure and/or does not complete the task

Stops or falls down between skipping,

Physical Education Teacher Evaluation Development Writing Project

Physical Education Teacher Evaluation Development Writing Project

Scoring Sheet for Locomotor Movement Forms Assessment

Physical Education Teacher Evaluation Development Writing Project

SLO Title: Locomotor Skills

Content Area: Physical Education

Student Learning Objective

All students in Grade 2 will be included in this objective.

Physical Education Teacher Evaluation Development Writing Project

The interval of instruction is one school year.

Physical Education Teacher Evaluation Development Writing Project

Teaching methods and strategies include:

Physical Education Teacher Evaluation Development Writing Project

Physical Education Teacher Evaluation Development Writing Project

Striking with rackets

Catching and collecting

Space Awareness (where the body moves)

Physical Education Teacher Evaluation Development Writing Project

Physical Education Teacher Evaluation Development Writing Project

Identification of Physiological Changes

Identification of 4 or more physiological changes

Identification of 3 of the 5 physiological changes

Identification of 2 of the 5 physiological changes

Identification of 1 or less of the 5 physiological changes

Violates safety procedure and/or does not complete the task

Physical Education Teacher Evaluation Development Writing Project

Scoring Sheet for Recognition of Physiological Indicators of Physical Activity Assessment