Grade 9s
Setting in a Variety of Games
A9-10 apply and refine activity-specific basic skills in a variety
of games
● The student always gets underneath of the
ball before passing
● The student always faces their target with
their shoulders/hips
● The student always creates a triangle with
their fingers and brings their hands to their
9-10
forehead
● The student always follows through by
extending their arms
● The student is always accurate when
passing a volleyball to their target
● The student usually gets underneath of the
ball before passing
● The student usually faces their target with
their shoulders/hips
● The student usually creates a triangle with
their fingers and brings their hands to their
7-8 ●
forehead
The student usually follows through by
extending their arms
● The student is usually accurate when
passing a volleyball to their target
● The student sometimes gets underneath of
the ball before passing
● The student sometimes faces their target
with their shoulders/hips
● The student sometimes creates a triangle
with their fingers and brings their hands to
5-6 ●
their forehead
The student sometimes follows through by
extending their arms
● The student is sometimes accurate when
passing a volleyball to their target
● The student rarely gets underneath of the
ball before passing
● The student rarely faces their target with
their shoulders/hips
● The student rarely creates a triangle with
their fingers and brings their hands to their
3-4 ●
forehead
The student rarely follows through by
extending their arms
● The student is rarely accurate when
passing a volleyball to their target
● The student never gets underneath of the
ball before passing
● The student never faces their target with
their shoulders/hips
● The student never creates a triangle with
1-2 their fingers and brings their hands to their
forehead
● The student never follows through by
extending their arms
● The student is never accurate when
passing a volleyball to their target
Communication
C9-1 communicate thoughts and feelings in an appropriate
respectful manner as they relate to participation in physical
activity
● The student uses appropriate and
positive language at all times
● Students’ body language is always
positive to teammates, opponents, and self.
● The student provides constructive
feedback to other students in a respectful
manner at all times
● The student receives feedback in a
respectful manner at all times
● The student’s feedback is constructive,
relevant, and actionable
● The student uses appropriate and
positive language most of the time
● Students’ body language is usually
positive to teammates, opponents, and self.
● The student provides constructive
feedback to other students in a respectful
●
manner most of the time
The student receives feedback in a
respectful manner most of the time
● The student’s feedback is (2/3)
constructive, relevant, and/or actionable
● The student uses appropriate and
positive language some of the time
● Students’ body language is sometimes
positive to teammates, opponents,
AND/OR self.
● The student provides constructive
feedback to other students in a respectful
manner some of the time
● The student receives feedback in a
respectful manner some of the time
● The student’s feedback is either
constructive, relevant, and/or actionable
● The student uses inappropriate and/or
negative language most of the time
● Students’ body language is rarely positive
to teammates, opponents, AND/OR self.
● The student does not provide and/or
receive feedback in a respectful manner
●
most of the time
The student’s feedback is not constructive
and is superficial
● The student uses inappropriate and/or
negative language all of the time
● Students’ body language is never positive
to teammates, opponents, AND/OR self.
● The student does not provide and/or
receive feedback in a respectful manner all
of the time
● The student does not provide any feedback
Fair Play
C9-3 demonstrate etiquette and fair play
● The student will always volunteer to help
set up/take down equipment
● The student always demonstrates respect
to their teammates AND the other team
● The student always follows the rules of the
game
● The student has a positive attitude in all
situations (Ex. winning/losing, towards
teammates, personal performance, etc)
● The student will usually volunteer to help
set up/take down equipment
● The student usually demonstrates respect
to their teammates AND the other team
● The student usually follows the rules of
the game
● The student has a positive attitude in most
situations (Ex. winning/losing, towards
teammates, personal performance etc.)
● The student will sometimes volunteer to
help set up/take down equipment
● The student sometimes demonstrates
respect to their teammates AND/OR the
other team
● The student sometimes follows the rules
●
of the game
The student has a positive attitude in some
situations (Ex. winning/losing, towards
teammates, personal performance etc.)
● The student will rarely volunteer to help
set up/take down equipment
● The student rarely demonstrates respect to
their teammates AND/OR the other team
● The student rarely follows the rules of the
game
● The student has a negative attitude in
most situations (Ex. winning/losing,
towards teammates, personal performance
etc.)
● The student will never volunteer to help
set up/take down equipment
● The student never demonstrates respect to
their teammates AND/OR the other team
● The student never follows the rules of the
game
● The student has a negative attitude in all
situations (Ex. winning/losing, towards
teammates, personal performance etc.)
 Grade 7s & 8s
Serving
A7-6 select, combine and perform manipulative
skills by using elements of space awareness,
effort and relationships, with and without
objects, to improve performance
● The student will purposefully select the
serving technique (overhand or underhand)
that best suits their ability all of the time
● Underhand Checklist (4/4):
● The student holds the ball in their non-
dominant hand
● The student uses an open or closed fist and
hits it out of their hand
● The student takes a step with their non-
dominant foot
9-10 ●
●
The student can accurately serve the ball
into the court
Overhand Checklist (4/4)
● The student fully extends their dominant
arm when making contact with the ball
● The student uses a flat, strong hand to
make contact with the ball
● The student takes a strong step with their
non-dominant leg
● The student can accurately serve the ball
into the opposite court
● The student will purposefully select the
serving technique (overhand or underhand)
that best suits their ability most of the
time
● Underhand Checklist (3/4):
7-8 ● Overhand Checklist (3/4)
● The student will purposefully select the
serving technique (overhand or underhand)
that best suits their ability some of the
time
● Underhand Checklist (2/4):
5-6
● Overhand Checklist (2/4)
● The student will NOT select the serving
technique (overhand or underhand) that
best suits their ability most of the time
● Underhand Checklist (1/4)
3-4 ● Overhand Checklist (1/4)
Communication C7-
1 communicate thoughts and feelings in an
appropriate respectful manner as they relate to
participation in physical activity
● The student uses appropriate and
positive language at all times
● Students’ body language is always
positive to teammates, opponents, and self.
● The student provides constructive
feedback to other students in a respectful
manner at all times
● The student receives feedback in a
respectful manner at all times
● The student’s feedback is constructive,
relevant, and actionable
● The student uses appropriate and
positive language most of the time
● Students’ body language is usually
positive to teammates, opponents, and self.
● The student provides constructive
feedback to other students in a respectful
manner most of the time
● The student receives feedback in a
respectful manner most of the time
● The student’s feedback is (2/3)
constructive, relevant, and/or actionable
● The student uses appropriate and
positive language some of the time
● Students’ body language is sometimes
positive to teammates, opponents,
AND/OR self.
● The student provides constructive
feedback to other students in a respectful
manner some of the time
● The student receives feedback in a
respectful manner some of the time
● The student’s feedback is either
constructive, relevant, and/or actionable
● The student uses inappropriate and/or
negative language most of the time
● Students’ body language is rarely positive
to teammates, opponents, AND/OR self.
● The student does not provide and/or
receive feedback in a respectful manner
most of the time
● The student’s feedback is not constructive
and is superficial
Fair Play
C7-3 demonstrate etiquette and fair play
● The student will always volunteer to help
set up/take down equipment
● The student always demonstrates respect
to their teammates AND the other team
● The student always follows the rules of the
game
● The student has a positive attitude in all
situations (Ex. winning/losing, towards
teammates, personal performance, etc)
● The student will usually volunteer to help
set up/take down equipment
● The student usually demonstrates respect
to their teammates AND the other team
● The student usually follows the rules of
●
the game
The student has a positive attitude in most
situations (Ex. winning/losing, towards
teammates, personal performance etc.)
● The student will sometimes volunteer to
help set up/take down equipment
● The student sometimes demonstrates
respect to their teammates AND/OR the
other team
● The student sometimes follows the rules
of the game
● The student has a positive attitude in some
situations (Ex. winning/losing, towards
teammates, personal performance etc.)
● The student will rarely volunteer to help
set up/take down equipment
● The student rarely demonstrates respect to
their teammates AND/OR the other team
● The student rarely follows the rules of the
game
● The student has a negative attitude in
most situations (Ex. winning/losing,
towards teammates, personal performance
etc.)
 ● The student will NOT select the serving ● The student uses inappropriate and/or ● The student will never volunteer to help
technique (overhand or underhand) that negative language all of the time set up/take down equipment
best suits their ability all of the time ● Students’ body language is never positive ● The student never demonstrates respect to
● Underhand Checklist (0/4) to teammates, opponents, AND/OR self. their teammates AND/OR the other team

1-2 ● Overhand Checklist (0/4) ● The student does not provide and/or
receive feedback in a respectful manner all
●

●
The student never follows the rules of the
game
The student has a negative attitude in all
of the time
● The student does not provide any feedback situations (Ex. winning/losing, towards
teammates, personal performance etc.)