A grading philosophy is valuable to the teacher, their students, the parents,

and even administrators. My grading philosophy shows the content I will be

teaching and domain I will be assessing. Starting with the basic locomotor, nonlocomotor, and manipulated skills I will follow the Society of Health and Physical
Educators (SHAPE) standards to educate my students to become healthier, more
active, and lifelong movers.

Kindergarten
#
1
2
3
4
5
6
7

Scope and Sequence

Tumbling (5 weeks)
Locomotor skills (6 weeks)
Manipulative skills (5 weeks)
Non-locomotor skills (5 weeks)
Dance (5 weeks)
Jump rope (3 weeks)
Swimming (6 weeks)

Domain
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Affective
Cognitive
Cognitive
57% Psychomotor
29% Cognitive
14% Affective

The dancing unit I assessed in the affective domain because the ability to follow
instructions is important to their continued education.
The locomotor, non-locomotor, and manipulative units I assessed in the
psychomotor domain because these are the foundation for everything we do in
Physical Education. I feel they need to be able to physically meet their benchmarks.
I also feel the tumbling unit should be assessed in this domain because the actions
performed I feel are critical to the class.
The jump rope and swimming units I assessed in the cognitive domain because I
feel knowledge of the benefits for these activities are important to my students.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because Kindergartners should be
able to display several of the locomotor, Non-locomotor, and manipulative skills.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because kindergartners should be
able to differentiate between personal and self-space, identify pathways, and travel
in general space at different directions. *

Standard 3 - The physically literate individual demonstrates the knowledge and

skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because kindergartners should be
able to identify active-play opportunities outside of class. They should also be able
to recognize when they move their heart rate rises and they breathe faster. *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because kindergartners should be
able to follow directions, rules, and work with others. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because kindergartners should be
able to recognize that physical activity is good for health. *

First Grade
#
1
2
3
4
5
6
7

Scope and Sequence

Locomotor skills (6 weeks)
Manipulative skills (5 weeks)
Non-locomotor skills (5 weeks)
Obstacle course (4 weeks)
Dance (4 weeks)
Jump rope (4 weeks)
Swimming (6 weeks)

Domain
Psychomotor
Psychomotor
Psychomotor
Cognitive
Cognitive
Affective
Affective
42% Psychomotor
29% Cognitive
29% Affective

The locomotor, non-locomotor, and manipulative units I assessed in the

psychomotor domain because these are the foundation for all that we will do in
Physical Education. These are physical actions at this level I need to make sure their
skills are meeting the benchmarks for first grade students.
The obstacle course and dance units I assessed in the cognitive domain because I
feel knowledge of how to adjust and move your body in space is important.
The jump rope and swimming units I assessed in the affective domain because I feel
their ability follow rules and instructions are important for safety.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the first grade students
should be able to display a variety of abilities in locomotor skills, Non-locomotor
skills, and manipulative skills.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the first grade students
should be able to move in self-space with a rhythm and demonstrate levels (low,
medium, high). *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *

Why that standard: I will focus on this standard because the first grade students
should be able to discuss the benefits of activity, exercise, and play. *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because the first grade students
should be able to follow the rules of the learning environment and respond
appropriately to general feedback from the teacher. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the first grade students
should be able to recognize the challenges in physical activity can lead to success. *

Second Grade
#
1
2
3
4
5
6
7
8

Scope and Sequence

Locomotor skills (6 weeks)
Manipulative skills (6 weeks)
Non-locomotor skills (6 weeks)
Tee-ball (3 weeks)
Dance (3 Weeks)
Bowling (3 weeks)
Soccer (5 weeks)
Swimming (4 weeks)

Domain
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
Affective
Psychomotor
75% Psychomotor
12.5% Cognitive
12.5% Affective

The locomotor, non-locomotor, and manipulative units I assessed in the

psychomotor domain because these are the foundation for all that we will do in
Physical Education. These are physical actions at this level I need to make sure their
skills are meeting the benchmarks for second grade students. I also assessed teeball, dance, and swimming in this domain because the performance of the act is
important.
The bowling unit I assessed in the cognitive domain because I want the students to
know the cues to bowling.
The soccer unit I assessed in the affective domain because I want the students to
display how to display respect and proper sportsmanship.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the second grade
students should be able to display an acceptable level of ability in locomotor skills,
Non-locomotor skills, and manipulative skills for their age.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the second grade
students should be able to combine locomotor skills in general spaces to a rhythm. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the second grade
students should be able to actively engage in physical education class in response
to instruction and practice. *

Standard 4 - The physically literate individual exhibits responsible personal and

social behavior that respects self and others. *
Why that standard: I will focus on this standard because the second grade
students should be able to accept specific corrective feedback from teacher. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the second grade
students should be able to recognize the value of good health balance. *

Third Grade
#
1
2
3
4
5
6
7
8
9

Scope and Sequence

Locomotor skills (3 weeks)
Manipulative skills (3 weeks)
Non-locomotor skills (3 weeks)
Ultimate Frisbee (3 weeks)
handball (4 Weeks)
Tee-ball/teacher toss ball (3 weeks)
Badminton (4 weeks)
Volleyball (6 weeks)
Nitro-ball (4 weeks)

Domain
Psychomotor
Psychomotor
Psychomotor
Cognitive
Cognitive
Cognitive
Affective
Psychomotor
Affective
45% Psychomotor
33% Cognitive
22% Affective

The locomotor, non-locomotor, and manipulative units I assessed in the

psychomotor domain because these are the foundation for everything that we will
do in Physical Education. These are physical actions at this level I need to make sure
their skills are meeting the benchmarks for third grade students. I also assessed
volleyball the psychomotor domain because the performance of the act is
important.
The ultimate Frisbee, handball, and tee-ball/teacher toss ball units I assessed in the
cognitive domain because I want the students to know the cues to those unit as well
as simple concept of gameplay.
The badminton and nitro-ball units I assessed in the affective domain because I
want the students to display respect, be supportive of each other, and show proper
sportsmanship.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the third grade students
should be able to display proper ability in locomotor skills, non-locomotor skills, and
manipulative skills.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the third grade students
should be able to combine movement concepts with skills as directed by the
teacher. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *

Why that standard: I will focus on this standard because the third grade students
should be able to engage in the activities of physical education class without
teacher prompting. *

Standard 4 - The physically literate individual exhibits responsible personal and

social behavior that respects self and others. *
Why that standard: I will focus on this standard because the third grade students
should be able to accept and implement specific corrective feedback from the
teacher. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the third grade students
should be able to describe the positive social interactions that come when engaged
with others in physical activity. *

Fourth Grade
#
1
2
3
4
5
6
7
8
9
1
0
1
1
1
2

Scope and Sequence

Domain

Locomotor skills (2 weeks)

Manipulative skills (2 weeks)
Non-locomotor skills (2 weeks)
Fitnessgram (1 weeks)
Soccer (4 weeks)
Rugby (4 Weeks)
Kickball (4 weeks)
Pickle ball (4 weeks)
Hockey (4 weeks)
Rollerblading (3 weeks)

Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
Cognitive
Cognitive
Cognitive
Affective
Affective

Fitnessgram (1 weeks)

Psychomotor

Softball (4 weeks)

Affective
41% Psychomotor
33% Cognitive
33% Affective

The locomotor, non-locomotor, and manipulative units I assessed in the

psychomotor domain because these are the foundation for everything that we will
do in Physical Education. These are physical actions at this level I need to make sure
their skills are meeting the benchmarks for fourth grade students. I will assess
Fitnessgram in this domain but will not grade it. I just want to see how they
physically perform and improve from the first test to the last test.
The soccer, rugby, kickball, and pickle ball units I assessed in the cognitive domain
because I want the students to know the cues to those unit as well as simple
concept of gameplay.
The softball, hockey, and rollerblading units I assessed in the affective domain
because I want the students to display respect, be supportive of each other, provide
positive feedback, and show proper sportsmanship.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the fourth grade
students should be able to display, at the proper skill level, abilities in locomotor
skills, non-locomotor skills, and manipulative skills.

Standard 2 - The physically literate individual applies knowledge of concepts,

principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the fourth grade
students should be able to apply skills. *

Standard 3 - The physically literate individual demonstrates the knowledge and

skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the fourth grade
students should be able to complete fitness assessments (pre and post). *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because the fourth grade
students should be able to work safely with peers and equipment in physical
activity. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the fourth grade
students should be able to examine the health benefits of participating in physical
activity. *

Fifth Grade
#
1
2
3
4
5
6
7
8
9
1
0

Scope and Sequence

Locomotor skills (2 weeks)
Manipulative skills (2 weeks)
Non-locomotor skills (2 weeks)
Fitnessgram (1 weeks)
Football (4 weeks)
Cricket (4 weeks)
Basketball (4 weeks)
Rollerblading (3 weeks)
Fitnessgram (1 weeks)
Biking (3 weeks)

Domain
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
Cognitive
Affective
Cognitive
Psychomotor
Cognitive
50% Psychomotor
40% Cognitive
10% Affective

The locomotor, non-locomotor, and manipulative units I assessed in the

psychomotor domain because these are the foundation for everything that we will
do in Physical Education. These are physical actions at this level I need to make sure
their skills are meeting the benchmarks for fifth grade students. I will assess
Fitnessgram in this domain but will not grade it. I just want to see how they
physically perform and improve from the first test to the last test.
The football and cricket units I assessed in the cognitive domain because I want the
students to know the cues to those unit as well as simple concept of gameplay. The
biking and rollerblading unit I assessed cognitively because I want to make sure the
students understand the benefits of those activities.
The basketball unit I assessed in the affective domain because I want the students
to display respect, be supportive of each other, and show proper sportsmanship
during and after the game.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *

Why that standard: I will focus on this standard because the fifth grade students
should be able to display mature ability in locomotor skills, non-locomotor skills, and
manipulative skills.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the fifth grade students
should be able to apply basic offensive/defensive strategies and tactics in small
sided games. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the fifth grade students
should be able to analyze results of fitness assessment (pre and post) comparing
results with fitness concepts for good health. *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because the fifth grade students
should be able to give corrective feedback respectfully to peers. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the fifth grade students
should be able to describe the social benefits gained from participating in physical
activity. *

Sixth Grade
#
1
2
3
4
5
6
7
8
9

Scope and Sequence

Cross over (4 weeks)
Speed ball (4 weeks)
Soccer (4 weeks)
Tennis (4 weeks)
Racket ball (4 weeks)
Squash (4 weeks)
Handball (4 weeks)
Biking (3 weeks)
Rollerblading (3 week)

Domain
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
Psychomotor
Affective
Psychomotor
78% Psychomotor
11% Cognitive
11% Affective

The speed ball, handball, rollerblading, soccer, tennis, crossover, and racket ball
units I assessed in the psychomotor domain because the performance of the action
is important to be competitive/competent in play and sport.
The squash unit I assessed in the cognitive domain because I want the students to
know the cues to that unit as well as concept of defense and offense. I also want
them to know the history of the sport of squash.
The biking unit I assessed in the affective domain because I want the students to
follow all the safety rules and expectations.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the sixth grade students
should be able to display mature ability in locomotor skills, non-locomotor skills,
manipulative skills, and movement patterns in authentic game play situations.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the sixth grade students
should be able to transition from offense to defense or defense to offense by
recovering quickly. *

Standard 3 - The physically literate individual demonstrates the knowledge and

skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the sixth grade students
should be able to participate in a variety of outdoor pursuits. *

Standard 4 - The physically literate individual exhibits responsible personal and

social behavior that respects self and others. *
Why that standard: I will focus on this standard because the sixth grade students
should be able to identify and use appropriate strategies to self-reinforce positive
fitness behaviors (positive self-talk). *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the sixth grade students
should be able to identify how self-expression and physical activity are related. *

Seventh Grade
#
1
2
3
4
5
6
7
8
9

Scope and Sequence

Razzle-dazzle Football (4 weeks)
Steal the pin (4 weeks)
Nukem (3 weeks)
Badminton (4 weeks)
Softball (4 weeks)
Kick ball (4 weeks)
Cricket (4 weeks)
Squash (3 weeks)
Racket ball (3 week)

Domain
Cognitive
Affective
Cognitive
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
56% Psychomotor
33% Cognitive
11% Affective

The badminton, softball, kickball, cricket, and squash units I assessed in the
psychomotor domain because the performance of the action is important to be
competitive/competent in play and sport.
The razzle-dazzle football, nukem, and racket ball units I assessed in the cognitive
domain because I want the students to know the cues to those unit as well as
concept of defense and offense.
The Dance unit I assessed in the affective domain because I want the students
experience dance for the art of self-expression. I also assessed the steal the pin unit
in this domain for the students to show sportsmanship, provide positive feedback,
and develop teamwork.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the seventh grade
students should be able to display mature ability in locomotor skills, non-locomotor

skills, manipulative skills, and movement patterns through complex and authentic
gameplay.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the seventh grade
students should be able to use a variety of shots (bunt, high arc, line etc.) to hit to
open space. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the seventh grade
students should be able to participate in physical activity twice a week outside of
physical education class. *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because the seventh grade
students should be able to demonstrate cooperation skills by establishing rules and
guidelines for resolving conflicts. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the seventh grade
students should be able to identify different types of physical activities and describe
how each exerts a positive impact on health. *

Eighth Grade
#
1
2
3
4
5
6
7
8
9

Scope and Sequence

Football (4 weeks)
Ultimate Frisbee (4 weeks)
Volleyball (3 weeks)
Nukem (4 weeks)
Basketball (4 weeks)
Hockey (4 weeks)
Golf (4 weeks)
Yoga (2 weeks)
Track and field (6 weeks)

Domain
Psychomotor
Psychomotor
Cognitive
Affective
Psychomotor
Psychomotor
Psychomotor
Affective
Psychomotor
66% Psychomotor
11% Cognitive
23% Affective

The football, ultimate Frisbee, basketball, hockey, golf, and track and field units I
assessed in the psychomotor domain because the performance of the action is
important to be competitive in play and sport.
The volleyball unit I assessed in the cognitive domain because I want the students
to understand concept of defense and offense.
The nukem unit I assessed in the affective domain because I want the students to
display respect, provide feedback, and show proper sportsmanship. I also assessed
yoga in the affective domain because I want the students to experience yoga for its
value of self-expression.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *

Why that standard: I will focus on this standard because the eighth grade
students should be able to display mature ability in locomotor skills, non-locomotor
skills, manipulative skills, and movement patterns throughout complex and
authentic gameplay.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the eighth grade
students should be able to create open space by staying spread on offense, cutting
and passing quickly, and using fakes off the ball.*
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the eighth grade
students should be able to describe the role of flexibility in injury prevention. *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because the eighth grade
students should be able to provide encouragement and feedback to peers without
prompting from the teacher. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the eighth grade
students should be able to accept responsibility for improving ones own levels of
physical activity and fitness. *

Ninth Grade
#
1
2
3
4
5
6
7
8
9

Scope and Sequence

Rugby (4 weeks)
Handball (4 weeks)
Pickle-ball (4 weeks)
Track and field events (6 weeks)
Archery (4 weeks)
Takraw (4 weeks)
Scoop ball (2 weeks)
Bowling (2 weeks)
Lacrosse (4 week)

Domain
Psychomotor
Affective
Psychomotor
Cognitive
Psychomotor
Cognitive
Psychomotor
Psychomotor
Psychomotor
66% Psychomotor
23% Cognitive
11% Affective

The pickle-ball, bowling, rugby, archery, scoop ball, and lacrosse units I assessed in
the psychomotor domain because the performance of the action is important to be
competitive in play and sport.
The takraw unit I assessed in the cognitive domain because I want the students to
understand concept of defense and offense. The track and field unit I assessed in
this domain because I also want the students to understand how to correct and
improve performance.

The handball unit I assessed in the affective domain because I want the students to
display respect. I also want them to provide feedback and show proper
sportsmanship.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because the ninth grade students
should be able to display mature ability in locomotor skills, non-locomotor skills,
manipulative skills, and movement patterns through complex and authentic
gameplay.
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because the ninth grade students
should be able to identify and discuss the historical and cultural roles of games,
sports, and dance. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because the ninth grade students
should be able to create a snack plan for before, during, and after exercise that
addresses nutrition needs for each phase.*
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because the ninth grade students
should be able to examine morals and ethical conduct in specific competitive
situations. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because the ninth grade students
should be able to analyze the health benefits of a self-selected physical activity. *

Lifelong Recreation
#
1
2
3
4
5
6
7
8

Scope and Sequence

Scuba diving (4 weeks)
Tai-Chi (4 week)
Kayaking (4 weeks)
Rock-wall climbing (4 weeks)
Cross country skiing (4 weeks)
Weight training basics (6 weeks)
Fencing (4 weeks)
water polo (4 weeks)

Domain
Psychomotor
Affective
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
75% Psychomotor
12.5% Cognitive
12.5% Affective

The kayaking, rock-wall climbing, cross country skiing, weight training basics,
fencing, and scuba diving units I assessed in the psychomotor domain because I felt
the performance of the required action was vital to being able to perform these
actions for the rest of their life.
The water polo unit I assessed in the cognitive domain because I want the students
to understand concept of defense and offense. I also want the students to
understand how to correct and improve performance. I also want them to be aware
the world is full of different games such as water polo.

The tai-chi unit I assessed in the affective domain because I want the students to
experience tai-chi for its value of self-expression and relaxation.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because my students should be
able to refine activity-specific movement skills in 1 or more lifetime activities. *
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because my students should be
able to identify and discuss the historical and cultural roles of games, sports, and
dance. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because my students should be
able to demonstrate appropriate technique in resistance-training machines and free
weights. *

Standard 4 - The physically literate individual exhibits responsible personal and

social behavior that respects self and others. *
Why that standard: I will focus on this standard because my students should be
able to assume leadership roles in a physical activity setting. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because my students should be
able to analyze the health benefits of a self-selected physical activity. *

Self-Defense
#
1
2
3
4
5
6

Scope and Sequence

Taekwondo (6 weeks)
Judo (6 weeks)
Tinku (6 weeks)
Brazilian Jiu Jitsu (6 weeks)
Huka-huka (6 weeks)
Marine Garbling (6 weeks)

Domain
Psychomotor
Psychomotor
Psychomotor
Psychomotor
Cognitive
Affective
66% Psychomotor
17% Cognitive
17% Affective

The taekwondo, judo, Tinku, and Brazilian Jiu Jitsu units I assessed in the
psychomotor domain because I felt the performance of the required action was vital
to completing this class. This is elective will be an in-depth class of ways to defend
yourself.
The Huka-huka unit I assessed in the cognitive domain because I want the students
to understand that this style defense is for self-defense use only. (I will make it clear
that all units are for self-defense)

The Marine grabbling unit I assessed in the affective domain because I want the
students to display respect for themselves and others while learning this unit.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because my students should be
able to refine activity-specific movement skills in 2 or more lifetime activities. *
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because my students should be
able to identify the stages of learning a skill. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because my students should be
able to investigate the relationship among physical activity, nutrition, and body
composition. *

Standard 4 - The physically literate individual exhibits responsible personal and

social behavior that respects self and others. *
Why that standard: I will focus on this standard because my students should be
able to assume leadership roles in a physical activity setting. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because my students should be
able to analyze the health benefits of a self-selected physical activity. *

Dancing, Dance, Revolution

#
1
2
3
4
5
6

Scope and Sequence

Ball room (6 weeks)
Zumba (6 weeks)
Tinikling (6 weeks)
Salsa (6 weeks)
Break dancing (6 weeks)
Tabata (6 weeks)

Domain
Psychomotor
Psychomotor
Cognitive
Psychomotor
Affective
Psychomotor
66% Psychomotor
17% Cognitive
17% Affective

The ball room, Zumba, salsa, Tabata units I assessed in the psychomotor domain
because I felt the performance of the required action was vital to completing this
class. This is elective will be an in-depth class of ways to dance.
The tinkling unit I assessed in the cognitive domain because I want the students to
comprehend that cultures around the world have their own forms of dance.

The break dancing unit I assessed in the affective domain because I want the
students to display respect for themselves and others while learning this unit. I also
want the students to encourage their classmates in a positive manner.
Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns. *
Why that standard: I will focus on this standard because my students should be
able to demonstrate competence in a form of dance by choreographing and
performing a dance. *
Standard 2 - The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance. *
Why that standard: I will focus on this standard because my students should be
able to compare similarities and differences in various dance forms. *
Standard 3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and
fitness. *
Why that standard: I will focus on this standard because my students should be
able to develop and maintain a fitness portfolio. *
Standard 4 - The physically literate individual exhibits responsible personal and
social behavior that respects self and others. *
Why that standard: I will focus on this standard because my students should be
able to accept others ideas, cultural diversity, and body types by engaging in
cooperative and collaborative movement projects. *
Standard 5 - The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction. *
Why that standard: I will focus on this standard because my students should be
able to evaluate the opportunity for social interaction and social support in a selfselected dance. *

A grading philosophy is valuable to me, because it reflects my plan to assess

learning. Through the content I teach, I can hopefully take my beginner movers and
advance them to mature movers in all locomotor, non-locomotor, and manipulated
skills. The standards will be my guide to what I should teach but it is up to me to

adapt my teaching style to help all students become healthier, more active, and
lifelong movers.

* = National Standards & Grade-level Outcomes for K-12 Physical Education.

Citations
Society of Health and Physical Educators. (2014). National standards & grade-level
outcomes for K-12 physical education. Champaign, IL: Human Kinetics