S.B.R.S.D. Student Outcomes

Chasing, Fleeing, and Dodging
By the end of sixth grade students should be able to:

• Purposefully use general space to create or deny space when developing or using game strategies.
• Cooperatively play a designed or given small-group game with opponents that involves throwing, catching with dodging, chasing, and fleeing.

• Purposefully use general space to create or deny space when developing or using game strategies.
• Cooperatively devise strategies to keep opponents from reaching a specified area, person, or object.

• Use dodging skills in a small group situation to avoid a thrown soft, lightweight object.

• Travel and dodge stationary opponents.
• Change directions and pathways as they move through general space, in order to not collide with others.
• Move in a variety of ways that focus on accelerating and decelerating their speed.

• Purposefully keep out of others’ self-space as they travel with or without an object
• Change from a leading to a following position in relation to a partner.
• Quickly perform dodging skills at a signal.

• Flee from a partner as quickly as possible at a signal.
• Travel and change pathways as quickly as possible at a signal.
• Travel and change directions as quickly as possible at a signal.
• Safely change from one speed to another when traveling.

• Travel and make straight, curved, and zig-zag pathways.
• Travel around stationary obstacles without touching them.
• Follow the pathway that their partner makes.
• Make fast and slow movements with various body parts.

• Travel, dribble, and pivot on one foot to begin dribbling in another direction.
• Shoot toward an appropriate-height goal from different distances.
• Dribble and keep the ball away from an opponent in a 1-on-1 situation.
• Dribble and pass in a small-group keep-away game.
• Cooperate and play a small-group game using passing, receiving, and shooting toward an appropriate-height goal.

• Dribble while traveling in a group (in a large boundaried area) without touching others or stationary objects.
• Dribble and smoothly change from one direction to another without stopping.
• Dribble and change from one speed to another without stopping.
• Dribble and then throw a leading pass to a moving partner using a chest or bounce pass.
• Use a variety of relationships with others to play or design a small group game.

• Dribble continuously while stopping and starting traveling at the signal.
• Dribble while keeping the ball away from stationary opponents.
• Travel, dribble, and chest- and bounce-pass the ball to a stationary partner.
• Dribble and shoot at an appropriate – height goal

• Dribble a ball in self-space using one, then the other hand.
• Dribble while moving to the right or left.
• Dribble and change direction at the signal.
• Dribble and change from one speed to another at the signal.
• Dribble and change from one pathway, moving on at the signal.

• Dribble a ball in self-space at different levels.
• Dribble while slowly traveling in different directions.
• Dribble while slowly traveling on different pathways.

• Dribble a ball in self-space using one, then the other, hand.
• Dribble a ball in self-space while switching from one hand to the other.

• Use two hands to bounce and catch a large playground ball.
• Use two hands to bounce and catch a ball while slowly traveling forward.

• Perform different body movements to a series of beats of varying tempos (fast or slow).
• Design and perform simple sequences that focus on body shapes or body movements.
• Express the qualities of light and strong force through a variety of creative dance sequences.
• Express the qualities of fast and slow speed through a variety of creative dance sequences.
• Follow given simple sequences that combine locomotor and body movements to counted out groups of 3, 4, or 8 beats.

• Make the different body shapes with or without a partner.
• Manipulate an object in time to a signal or music of varying tempos, or speeds.
• Move in various ways showing definite contrasts of light and strong force.
• Move and put a variety of body parts and objects into different levels.
• Travel to a signal or music with an even rhythm (walk, run, hop, jump, march, slide, gallop, and skip).

• March in step to a rhythmical (even) beat.
• Gallop forward using a basic or rhythmical galloping pattern.
• Slide forward using a basic or rhythmical sliding pattern.
• Skip forward using a basic or rhythmical skipping pattern.
• Travel while moving in a variety of body shapes.

• Run and leap as far and as high as possible.
• Run and leap a succession of medium-level obstacles without stopping between.
• Enter and jump two alternately swinging ropes.

• Jump a self-turned rope using as many different types of jumps as possible (skier, bell)
• Perform jumping skills in 3/4 or 4/4 time, using ropes.
• Design and refine a repeatable routine with a partner or a small group using various jumping skills, to 3/4 or 4/4 time.
• Enter a swinging long rope and design a simple routine of 3 jumping skills.

• Jump a self-turned rope using at least five different types of jumps (e.g., hop, skip, jump, and skier)
• Enter and exit a long swinging rope from both the front and back door.

• Jump a self-turned rope using buoyant landings.
• Jump into and out of a turning long rope.

• Jump a self-turned rope both forward and backward with yielding landings.
• Jump a self-turned rope in at least three different ways (e.g., forward, backward, skip step, fast (buoyant), running-skip step).
• Run from one side of a long swinging rope to the other side (in front door, out back door).

• Jump and land using a variety of takeoffs and landings in relation to various equipment (hoops, low hurdles, rope shapes, carpet squares)
• Jump a swinging rope with yielding landings.
• Use a basic two foot jump to continuously jump a self-turned rope.

• Jump and land using a variety of takeoff and landing patterns (2-2, 2-1, 1-2, 1-1, 1-other).
• Jump a slowly swinging long rope using two feet to two feet pattern.

• Punt a ball using a 2- or 3 step approach.
• Punt a ball to targets at varying distances.
• Collect a thrown or kicked ball using the thigh and chest.
• Defend a goal by catching or deflecting balls kicked to them with appropriate force.
• Cooperate to play a designed or given small group game involving dribbling, passing, kicking, or punting to keep the ball away from opponents and to reach a goal area.

• Dribble and change speeds at the signal.
• Dribble with a group in a boundaried area, without losing control of the ball and while avoiding contact with others or opponents.
• Use the inside of the foot to dribble and kick a leading pass to a moving partner.
• Dribble and pass in a small-game keep-away situation
• Manipulate objects using varied amounts of force, flow, and speed appropriate to the given situation.

• Dribble and then kick the ball to a large target area from a distance of choice, using the instep.
• Dribble and then kick the ball to a target or stationary partner while using the inside of the foot.
• Use the inside of the foot to collect a ball coming toward them.
• Punt a ball as high and as far as possible.
• Manipulate objects using varied amounts of force and speed.

• Run and kick a ball that is moving slowly toward and away from them, using the instep.
• Use the insides or outsides of the feet to slowly dribble the ball.
• Use the inside of the foot to pass a ball to a stationary target or partner.

• Dribble and slowly jog while using the inside of either foot.
• Dribble and slowly jog around stationary obstacles while using the insides of each foot.
• Trap a slowly moving ball rolling toward and away from them, contacting the ball with the ball of the foot.
• Run up and kick a slowly rolling ball as far as possible with the instep.
• Punt a ball into the air using the instep.

• Kick a slowly rolling ball by using the instep.
• Run up to and kick a stationary ball as far as possible with the instep.
• Kick a stationary ball along the ground toward a stationary partner or target while using the inside of the foot.

• Walk and "roll" the ball forward, using the inside of either foot.
• From a stationary position kick a stationary large playground ball, using any part of the foot.
• Move up to and kick a stationary ball, using any part of the foot.
• Move different objects in a variety of relationships to the self.

• Travel and change from one pathway to another at the signal.
• Travel in different ways while using large and small extensions.
• Move in a variety of ways in relation to a stationary partner or object.
• Mirror the shape and movements of a stationary partner.

• Find a self-space in a boundaried area.
• Stop and start traveling at a given signal, showing the ability to stop and travel in their own self-space.
• Travel and change from one direction to another at the signal.
• Travel and change from one locomotor movement to another at the signal.

• Show the boundaries or limits to their self-space, when alone and when using equipment.
• Find self-space on their own in a large boundaried area.
• Stop and start traveling in different directions using a variety of locomotor movements in response to a signal showing the ability to stop and start in self-space.
• Move on straight, curved, and zig-zag pathways using a variety of locomotor movements.

• Travel, jump, land, and roll over low equipment (starting the roll with or without hands on the floor).
• Jump off the ground or low equipment to catch an object thrown directly to them, land, and roll.
• Design, refine, and perform repeatable sequences (with a partner or in a small group) involving rolling and other skills (such as traveling, balancing, and weight transfers).

• Roll smoothly in a forward and backward direction.
• Use different shapes to begin and end rolls when rolling in different directions.
• Balance in a variety of upright or inverted positions, move slightly into a roll, and then balance again.
• Travel, jump over low equipment, land, and roll.

• Jump off low equipment, land, and roll.
• Design, refine, and perform (alone or with a partner) simple sequences involving rolling, weight transfers, balances, and concepts (levels, shapes, directions, speed).

• Roll, starting and ending in different shapes and using different speeds.
• Roll forward over a low hurdle, starting with hands on or off the floor.

• Roll in at least two different directions.
• Starting from a squatting position, rock backward, placing hands in the appropriate position behind.
• Jump, land, and roll in any direction.

• Roll forward smoothly.
• Roll smoothly and consecutively in a sideways direction.
• Rock smoothly and repeatedly back and forth on the back.

• Roll sideways consecutively.
• Demonstrate early progressions of a forward roll.
• On the back, rock back and forth and side to side.

• Strike a ball toward large target areas from an appropriate distance using a golf club or hockey stick.
• Design and play small-group keep-away games involving dribbling and shooting with a hockey stick toward a goal area.
• Use a variety of relationships with others in order to play or design a small-group game.

• Strike a gently tossed ball using a bat.
• In a large group, use a hockey stick to control dribble a ball so as to not collide with others or obstacles.
• Use a hockey stick to dribble a ball around stationary obstacles without losing control of the ball.
• Dribble and then strike a ball to a stationary target or partner, using a hockey stick.

• Strike a softly pitched ball with a bat as far as possible.
• Strike a wiffle-type ball in the air using a hockey stick.
• Manipulate objects using varied amounts of force and speed.

• Dribble a wiffle-type ball with a hockey stick and change directions and pathways at the signal.
• Strike a wiffle-type ball along the ground to a stationary partner using a hockey stick.
• Strike a ball off a tee with a bat to different areas.

• Travel slowly in different directions and dribble a wiffle-type ball with a hockey stick.

• Strike a wiffle-type ball off a tee with a bat.
• Use an underhand swing to strike a wiffle-type ball with a hockey stick.

• Strike a small playground ball off a tee or cone using the hand.
• Strike objects of different sizes with a hockey stick.

• Repeatedly strike a rebounding ball from a wall using forehand or backhand strokes, moving back to a ready position in between strokes.
• Strike a gently tossed ball from a partner, using a backhand motion.
• Manipulate objects using varied amounts of force, flow, and speed appropriate to the given situation.

• Strike a self-dropped ball with a racket over a low-level line or net to various designated areas, using a forehand stroke.
• Strike a rebounding ball with a paddle or lightweight racket from a wall using a forehand stroke.
• Use a variety of relationships with others in order to play or design a small-group game.

• Strike a small object with a forehand motion using both strong and light force
• Bounce and then strike a small object using a backhand motion with a lightweight paddle or racket.

• Bounce and then strike a small object to a wall or across a low net using an underhand motion with a lightweight paddle or racket.
• Bounce and then strike a small object using a forehand motion with a lightweight paddle or racket.

• Continuously strike a small, lightweight ball upward using a hand or lightweight paddle.
• Continuously strike a suspended ball using a forehand motion, with either a hand or lightweight paddle.

• Strike a small, lightweight ball upward with a hand or lightweight paddle, letting it bounce between strikes (bounce, strike, bounce).
• Bounce then strike a small, lightweight ball using a hand or other paddle.

• Repeatedly strike a balloon upward using a hand or lightweight paddle.
• Repeatedly strike a small suspended ball with a hand or other lightweight paddle.

• Use a variety of relationships with others in order to play or design a small-group game.
• Move in order to throw to a stationary partner while being guarded in a small-group keep-away situation.

• Using a variety of objects, throw a leading pass overhand to a moving partner.
• Catch objects of different sizes and weights while moving toward a specified area.
• Throw and catch in a self-designed or given small-group game to keep the ball away from opponents or to reach a goal area.

• Throw balls of various sizes and weights to an appropriate target or partner using a smooth overhand motion.
• Throw, using an overhand throw, so that the ball travels in different pathways in the air and covers different distances.
• Move in different directions to catch a ball thrown by a partner
• Move to catch an object in a small group (2-on-1) keep-away situation.

• Throw a variety of objects to target areas using a smooth underhand motion.
• Throw as far as possible using a smooth overhand motion.
• Throw overhand using varied amounts of force and speed.
• Catch a ball, tossed by themselves or by others, at different levels.

• Throw as far as possible using an overhand motion.
• Throw (underhand) to themselves and catch, using a scoop or other implement.
• Catch a softly thrown ball at different levels.

• Throw a variety of objects using and underhand motion.
• Throw a variety of objects using an overhand motion.
• Catch a self-tossed yarn or other soft ball.
• Catch a ball thrown softly to different places around the body.

• Throw to a variety of large targets using an underhand throwing motion.
• Throw a yarn or other soft ball using an overhand arm motion.
• Catch a softly rolled large ball.
• Catch a self-tossed yarn or other soft ball.

• Move to forearm pass or overhead pass a lightweight ball back to a partner.
• Forearm pass a lightly tossed ball back to a partner across a medium-level rope or net.
• Use underhand and overhead volleys and forearm passes to cooperatively keep a ball in play over a medium-level net or rope with a partner or a small group.
• Use a variety of relationships with others in order to play or design a small-group game.

• Cooperate in a group to strike a lightweight ball with various body parts while keeping it off the ground.
• With one hand overhead strike a lightweight ball over a medium level net or rope (from an appropriate distance).
• Overhead volley a lightweight ball back and forth with a partner across a medium level net or rope.
• Forearm pass a lightweight ball to an area different from where the ball was tossed from.
• Use underhand and overhead volleys and forearm passes in a given or self-designed small-group game.

• Underhand strike a lightweight ball back and forth across a line or low net to a partner after one bounce.
• Overhead volley a self-tossed lightweight ball to a wall or partner (to an appropriate height, if desired).
• Forearm pass a lightly tossed lightweight ball back to a partner.

• Strike a lightweight ball in succession using at least two different body parts, keeping it in self-space.
• Strike a lightly tossed lightweight ball back to a partner using a variety of body parts.

• Underhand strike a soft, lightweight ball or balloon upward with the hand, keeping it in self-space.
• Travel slowly and underhand strike a soft, lightweight ball or balloon upward with the hand or other body parts.

• Strike a lightweight ball with at least three different body parts (e.g., knee, foot, elbow) keeping it in self space.

• Using both right and left hands, continuously push a balloon or lightweight ball upward with the hands, keeping it off the ground.
• Using the palm, strike a balloon or lightweight ball underhand (upward) continuously.

• Transfer weight off low apparatus (beam or bench) using a variety of body actions, starting with hands and feet stationary on the apparatus (e.g., stretching, twisting, turning).
• Balance with partners using principles of counter-balance (pushing) and counter-tension (pulling).
• Design, refine, and perform gymnastics sequences that show smooth transitions between movements varying in force, flow, and speed.

• Travel and smoothly move into transfers of weight from feet-to-hands.
• Transfer weight in various ways off low equipment or apparatus (beam, box) onto floor level, starting with hands on the apparatus
• Balance on low equipment (beam or bench) in positions using a variety of bases of support.

• Use safe methods to recover from unstable feet-to-hands transfers of weight.
• Balance in inverted positions using the least number of bases of support possible.
• Cooperatively balance as part of a small group by connecting with or supporting each other’s body weight.

• Transfer weight from one body part to another (hands, feet, knees) in a variety of ways.
• Use a variety of body actions to move into and out of a variety of transfers of weight from feet-to-hands with large extensions (e.g., stretching legs wide, torso twisting, rolling, curving feet over to land on one or two feet).
• Step into transfers of weight from feet-to-hands over low equipment or apparatus (e.g., beam, bench, box, and crate).
• Use balances to move smoothly into and out of different transfers of weight.

• Transfer weight from feet-to-hands, making the legs land in different places around the body.
• Transfer weight across a mat in as many ways as possible.
• Transfer weight by traveling into a spring takeoff.
• Balance using a variety of inverted symmetrical and asymmetrical body shapes, either with or without a partner.

• Transfer weight from one set of body parts to another in a variety of ways (e.g., twist, turn, rill)
• Transfer weight over low equipment (e.g., hurdles, hoops, mats) in a variety of ways, beginning with hands on the opposite side of the hurdle.
• Transfer weight from feet to hands in a variety of ways.
• Balance on different numbers of bases of support.

• Take weight momentarily onto the hands by transferring weight from feet-to-hands with large extensions.
• Travel and stop in balanced positions.
• Follow different pathways while moving forward and sideways on the ground or on low equipment.

• Set reasonable goals and improve their performance on the Physical Best Fitnessgram fitness test.
• Use the Physical Best Activitygram to assess their level of physical activity.
• Explain each of the FITT principles and how they can be used to improve and maintain physical fitness.
• Explain the meaning of Progression and how it to relates to Overload and the FITT principles.

• Set reasonable goals and improve their performance on the Physical Best Fitnessgram fitness test
• Give examples of exercises that improve aerobic endurance, muscular strength and endurance, and flexibility.
• Know that good nutrition along with exercise will help maintain a healthy body composition.
• Begin to understand how frequency, intensity and time influence the type of activity done to improve fitness.

• Set reasonable goals and improve their performance on the Physical Best Fitnessgram fitness test.
• Know the components of physical fitness (aerobic endurance, muscular strength and endurance, flexibility and body composition).
• Identify major muscle groups and the kind of activities that develop muscular strength and endurance in these muscles.
• Know that the FITT principles are frequency, intensity, time and type

• Know that aerobic means "with oxygen."
• Know the benefits of exercise and staying physically fit.
• Identify five heart-healthy activities they enjoy participating in to develop their aerobic endurance.
• Understand that they should perform activities that require muscular strength and endurance at least three times a week.

• Know that the longer and harder one does physical activity, the more fuel and oxygen the body needs.
• Know the importance of warm-up and cool-down before and after exercise.
• Understand that the body is composed of muscles, bones, tissues, water and fat cells and that foods and physical activity effect body composition.

• Give examples of physical activities they enjoy doing by themselves, with friends and with their families.
• Know that food is the fuel that keeps the body running
• Understand that the heart, lungs and muscles work together when performing aerobic activities.
• Recognize that the body is capable of a wide range of movement, requiring bending, stretching and twisting

• Know to participate in stretching activities at least three times a week
• Know that they should stretch as far as they can without feeling pain
• Know that they will stay healthy and do better in school if they exercise, eat the proper foods and get the proper amount of sleep.