GRADING POLICY

Attendance (20%):
o Student will attend PE on time without any absences that are
unexcused.

Proper Apparel (10%):

o Student will be required upon entering the gymnasium to wear
proper footwear (sneakers, no boots, slippers etc.) and have a
change of clothes (extra shirt).

Participation (40%):
o Students will be expected to participate in all PE class activities
unless excused otherwise and participating safely.

Written Work (20%):

o Students will be graded on paper such as assessments, exit slips,
quizzes and final tests.

Effort (10%):
o Students will be expected to give their best effort when
attempting new activities/games in class.

Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level: 5th 6th grade

Unit Outcomes
(By the end of the
unit, students will be
able to)

Reference
MA CF &
NASPE
Standards

Content to be taught

Assessment
(include rubrics,
quizzes, etc. in
written materials
section)

by #

Psychomotor:
-SWBAT performs all
the skill cues
required in ultimate
Frisbee when
observed by the
teacher at the end of
the unit.

-SWBAT perform the

3 different types of
throws used in
ultimate Frisbee
when asked by the
teacher at the end of
the unit.

NASPE: 1

The cues needed for

the standard
toss/throw used in
ultimate Frisbee.

The cues needed for

the backhand/
forehand/ hammer
throw.

MA CF:
2.17

- Skill checklist

- Peer assessment

- When each type of

throw should be
used and when it is
most effective.

NASPE: 1
MA CF: 2.9

- Teacher
observations

Cognitive:
-SWBAT identify
different types of
strategies used in
the game of ultimate
Frisbee.
(Offensive/Defensive
)

NASPE: 2

Teach different
strategies used in
ultimate. (Man to
man coverage, zone
defense.)

- Pre-test of
knowledge

Basic rules of the

games, dimensions
of field, where it can
be played.

- Teacher
Observations

Sportsmanship on
and off the field.
(Examples of when
sportsmanship is
demonstrated.)

-Self assessment on
what a student
believe
sportsmanship is to
them.

MA CF:
2.16

NASPE: 4
- SWBAT relay all the
rules and content of
the game when
assessed by the
teacher at the end of
the unit.

MA CF:
2.26

- Exit slip

Affective:
- SWBAT will
demonstrate good
sportsmanship
throughout the
entirety of the unit
by displaying 3
sportsmanship
qualities and

NASPE: 5

MA CF:
2.26

Skill Cues Checklist

(Backhand Throw)
Student(s) Name:

1.

14.

2.

15.

3.

16.

4.

17.

5.

18.

6.

19.

7.

20.

8.

21.

9.

22.

10.

23.

11.

24.

12.

25.

13.

26.

Teacher will be grading/assessing students on the skill cues used when performing the
backhand, forehand and hammer throw. Grading scale of 1-3, 1= poor/needs
improvement, 2= average, 3= proficient.

Sportsmanship, what does it

mean to you?
- Students in this assessment will write in their own words what they believe
sportsmanship means to them and how they can use sportsmanship inside
the classroom as well as the physical education setting as well.

(This is a pre-assessment on what you know about Ultimate Frisbee, try your
best and give what you believe is the right answers.)

1. How many seconds can you hold the Frisbee for?

2. How does the Frisbee change possession during the run of play?

3. What is the best strategy to use in order to move the Frisbee down the
court?

4. Can you move with the Frisbee?

5. Can you name some of the different strategies that we can use when
playing Ultimate Frisbee, either on defense or offense?

Exit Slip
- Can you name all of the lines of the court for the sport of tennis in doubles, as
well as write down how the scoring in tennis works as well?

1. How is tennis scored?

2. Label the lines of the tennis court in doubles.

Result of assessments

Based off the assessments that were presented to the students

what I was able to determine was that the students were able to
progress in a positive curve when [playing the game of tennis. Many of
the students at first when they first started playing simple passing
games were using the techniques that they had learned in the sport of
badminton. Many of the students were not moving to the ball and were
using many over the head hits like you would use when trying to propel
a shuttle cock in the game of badminton. After careful explanation o
the cues needed to be used when performing the backhand and
forehand, many of the students found it easier to move to the ball and
be successful. Also, due to the spacing and the amount of courts that
were able to be used when the students were playing indoors the
students were able to keep the ball more under control when repeating
the cues. What I also able to determine based off teacher observations
was that when the students were introduced to cue/notion of trying to
pass the ball over the net softly they were more successful when trying
to volley the ball back and forth with the partner that they were
playing with. However something that I was able to base of some of
the assessments that I used was that some of the students were
unable to keep score of the game properly when it came down to a tie
during normal regulation play. Many of the students didnt know when
they were advantage up or not and it became difficult when there were
ties. When assessing the students on the dimensions of the field many
of the students were able to differentiate the differences between
doubles play and single, especially when our main focus was working
on doubles play in tennis. For the entire unit what I was able to
determine/observe was that the students were able to progress
positively whether it came down to skill technique or cognitive
remembrance of court lines or score count. My students were able to

find success in all 3 domains and were also able to see their own
progress when it came down to being assessed by their peers.