Balancing/Transferring Weight Rubric-Kindergarten

Transcription

1 Balancing/Transferring Weight Rubric-Kindergarten Kindergarten Objectives K.1.2 Perform nonlocomotor skills. IPS Grade Level Outcome: Balance on one and/or a combination of body parts (one through five point balances) and maintain each balance for at least 3 seconds.* Assessment: Instructor gives balance commands for 1-5 point balances. Student performs correct balance. Student immediately comprehends and performs balance with almost complete stillness. Student comprehends and performs balance without adding any temporary bases of support. Student needs one correction for the five bases of support OR student cannot maintain balance without temporarily placing an additional base of support. Student can maintain balance most of the time. Student needs 2 or more corrections for the five bases of support OR student cannot maintain the balances most of the time. Student refused to attempt skill. 57

2 Balancing/Transferring Weight Rubric-First Grade State Standard-First Grade Perform nonlocomotor skills with developmentally appropriate challenges to reinforce learning fundamental movements. IPS Grade Level Outcome: Perform crossovers (right leg crosses in front of left, left foot crosses in front of right) while walking forward over a rope, line, or hoop.* Assessment: Demonstrate a crossover walk over a rope that is 15 in length. Feet should not touch rope. Demonstrates crossover walk without touching rope in a fluid manner. There were no errors in footwork and good fluid dynamic balance was demonstrated. Demonstrates crossover walk the length of the rope. Student may step on rope once but crossover footwork is almost always correct. Student steps on rope or loses balance 2 or more times. Student steps on rope or loses balance frequently (3 or more times). Student refused to attempt skill. 58

3 Balancing/Transferring Weight Rubric-Second Grade Second Grade Objectives 2.1.2: Perform stability skills proficiently and in combinations, with developmentally appropriate challenges. IPS Grade Level Outcome: Demonstrate how to balance in symmetrical and asymmetrical poses. Assessment: The student will perform symmetrical and asymmetrical poses on teacher command. Student performs balances on teacher command without hesitation or reminders. Student performs balances on teacher command. Student performs balances on teacher command with one correction. Student cannot consistently demonstrate symmetrical and asymmetrical balances. Student refused to attempt skill. 59

4 Balancing/Transferring Weight Rubric-Third Grade Third Grade Objectives Describe various balance forms utilizing base of support concepts. IPS Grade Level Outcome: Demonstrate a grapevine walk on a line or balance beam. Assessment: Walk the length of a 2 X 4 X 10 balance board/beam across and back using the grapevine step. Walk is performed with fluid movement and smooth balance throughout. Walk is performed without falling off balance board. An occasional hesitation or wobble occurs. Walk is performed with 1 or 2 falls (foot hitting floor). Hesitation and wobble occurs frequently. Walk is performed with 3 or 4 falls (foot hitting floor). Hesitation and wobble occurs frequently. Student is afraid or cannot stay on board for test. 60

5 Balancing/Transferring Weight Rubric-Fourth Grade State Standard 4.1.1: Demonstrate mature movement patterns in locomotor, nonlocomotor, and manipulative skills. IPS Grade Level Outcome: Jump off of low equipment, and land safely inside a hoop. Assessment: Jump from height of 20 and land on mat inside taped square (2 X 2 ). One foot takeoff and two foot landing. Lands with complete control and balance. All essential elements are present. Student sticks landing with no foot movement. Lands with all essential elements. Knees bend upon landing Buoyant Landing ( down and then up) Head and shoulders stay up There is occasional foot movement upon landing Lands with 2 of 3 essential elements. There is occasional foot movement. Lands with 1 of 3 essential elements. Unbalanced landings are common. Student is afraid or cannot jump safely from that height. 61

6 Balancing/Transferring Weight Rubric-Fifth Grade Demonstrate the ability to integrate locomotor and nonlocomotor movements in more complex skills. IPS Grade Level Outcome: Demonstrate a clockwise and counterclockwise jump turn with a ¾ rotation and land inside a hoop. Assessment: Student stands inside hoola hoop and performs clockwise and counterclockwise jumps with ¾ rotation. Student jumps and lands with smooth buoyant landing at exactly ¾ turn, feet parallel, and sticking landing on all attempts. Student jumps and lands with smooth buoyant landing at exactly ¾ turn, feet parallel, and sticking landing on 80-95% of attempts. Student jumps and lands at exactly ¾ turn jump 50-70% of the time. There may be some foot movement on landing and feet may not be parallel. Student performs a ¾ jump turn on less than half the attempts. Landings may be awkward. Student was not able to perform any ¾ jump turns. 62

7 Balancing/Transferring Weight Rubric-Sixth Grade Demonstrate more advanced forms in locomotor, nonlocomotor, and manipulative skills. IPS Grade Level Outcome: Travel and jump over a low obstacle, land on feet and immediately roll to break the impact of the landing.* Assessment: Jog and leap over 1 hurdle followed by a 2 foot landing. Upon landing curl body and roll to stop. Bends knees and demonstrates exceptional balance and body control with roll immediately following landing. Lands and rolls with all essential elements. Knees bend upon landing Body curls Stops in stationary balanced position There may be a pause before landing and roll. Lands with 2 of 3 essential elements with some instability. Lands with 1 of 3 essential elements. Lack of control is fluidity is obvious. Student is afraid or cannot land and/or roll safely. 63