Sports Performance 10 Sport Psychology

Cid Padron
Title of Unit and Sports Performance, Grade Level Sports Performance
Subject: Sport Psychology 10

Teacher: Cid Padron Number of Days 1-3 Weeks

Unit Overview and Rationale

This unit focuses on students assessing the impact of mental fitness on optimal sport,

artistic and/or academic performance and motivation. Students will also examine and

demonstrate strategies to strengthen mental fitness, including relaxation, visualization

and positive self-talk. Students will be assessed based on participation and effort (P.E.),

cooperation, leadership, attitude, and sportsmanship (C.L.A.S), and application, skills, and

knowledge (A.S.K). Students will also be assessed on their note taking during theory days and

will do a major assignment at the end of the unit. The unit focuses on helping each other to

create a positive environment for everyone, while ensuring that students are being safe by

following the safety standards or expectations set by the teacher, while working towards

leading an active and healthy life.

Ideas: https://www.youtube.com/watch?v=djFIsjDlLik&pp=ygUTdGVhbSBidWlsZGluZyBnYW1lcw

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https://www.youtube.com/shorts/yAS6XvA0VLM
Sports Performance 10: Sport Psychology

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Theory Day 1.1- What is Sport Psychology? Module Outline N/A Laptop
1 1.14 P.E. Go over the outline for the
2.1-2.9 (S) How does Mental Fitness module. The following will be Projector
3.1-3.8 Impact Performance and covered:
4.1-4.6 C.L.A.S. Motivation? ● Sport Psychology Students’ Phones
5.1-5.4 (S) ● How Mental Wellness
What does IPS mean? impacts performance Notes
A.S.K. and motivation
(S) How can we achieve IPS? ● Motivation
● Types of Motivation
Observation IPS examples and Non-IPS ● Assessing Personal
(F) examples? Mental Fitness
● Activation Levels and
What are the benefits of Sport Performance
Mental Fitness? ● Stress Responses
● Sport Psychology
What are the principles of Techniques
Motivation? ● Sport Psychology TED
Talk
What are the types of ● Final Assignment
Motivation?

How can we assess personal

mental fitness?

What does arousal mean?

What is the Inverted U

Hypothesis?

What are activation levels?

What is Sport Readiness?

What is Anxiety?

How can we manage physical

responses when exerting
 different amounts of energy?

What are different types of

Stress Responses?

What are different types of

Sport Psychology Techniques?

Day 2 SAP Day 1 P.E. Group Warm Up Wear appropriate exercise Cones
A10-1 (S) Students will do the partner attire at all times
A10-3 N/A warm up that they learned from Skipping Rope
A10- C.L.A.S. last class. Provide little help. Please do not disrupt or
5BB10- (S) When doing the stretch get one interfere in another Medicine Ball
2 person to lead the stretch. member’s workout.
B10-3 A.S.K.
C10-1 (S) Speed Return Equipment after
C10-4 ● Lateral Start 2x use
C10-5 Observation ○ Cross leg,
C10-6 (F) jump and turn,
D10-1 the sprint
D10-3 ● Plank 2x
4.1-4.6 ○ Belly touch
5.1-5.4 then sprint
6.1-6.2 ● 3 Point Start
○ 3 step start 2x
○ ½ of gym 2x
○ ¾ of gym 2x
● 3 Person Relay

Agility
● Mirror Drill
● Cones 4 on each side
and on the other side
○ Shuffle in a Z,
when you
reach the end,
sprint back 2x
○ Sprint, back
pedal, then
sprint at the
end

Power
● Partner hold partner on
 shoulder and push
them back, then they
have to sprint or move
forward 2x
● Piggy Back 2x
● Sweetheart Carry 2x
● Fire Person Carry 2x

Core
● 1 person skipping and
1 doing the core
● Lateral Crunch 10x
● X Crunch 20x
● 90 degree feet push on
thigh 10 seconds

Day 3 SAP Day 2 P.E. Partner Warm Up Wear appropriate exercise Skipping Ropes
A10-1 (S) Students will do the partner attire at all times
A10-3 N/A warm up that they learned from Ladder
A10- C.L.A.S. last class. Provide little help. Please do not disrupt or
5BB10- (S) When doing the stretch get one interfere in another Ball
2 person to lead the stretch. member’s workout.
B10-3 A.S.K. Agility Ball
C10-1 (S) Speed Return Equipment after
C10-4 ● Seated Start Sprint 2x use Music
C10-5 Observation ● Belly Roll Start 2x
C10-6 (F) ● 3 Point Start
D10-1 ○ 3 Steps 2x
D10-3 ○ Farther 2x
4.1-4.6 ○ Farther 2x
5.1-5.4 ● 3 Person Relay
6.1-6.2
Agility
● Ladder
○ Single Foot
Run through
○ Double Feet
Run through
○ Lateral single
foot run
through
○ Lateral double
feet
walkthrough
 ○ Lateral two
feet in and out
○ Single Foot
Hop
○ Hopping in
and out side to
side
○ SIde to side,
in and out
single foot
with the red
line
○ Hopscotch
○ Iggy Shuffle
○ Single foot
run through
backwards
○ Double feet
run through
backwards
○ In and out
backwards
○ Choose your
own 2x
● Cones Reaction
○ Spread cones
around with
two lines
basically, but
randomly
○ Toe touch in
front of the
cones
○ Hit every cone
○ Two hop
○ One foot jump
○ Touch every
cone then
sprint
● Hand Eye
Coordination
○ Catch ball
then sprint
○ Sprint, toss to
 the side,
catch, then cut
○ Using the
agility ball,
toss in
between
thrower and
catcher, then
they have to
catch it
○ Versus Team
catching
● Core 3x
○ Plank 30s
○ Crunch 20s
○ Rope Climb
20s
○ Russian
Twists 20s
P.E.
(S)
1.1-
C.L.A.S.
1.14 Work Period
(S)
Day 2.1-2.9 Students within their groups N/A
Work Period N/A Chromebooks
4-5 3.1-3.8 will have time to work on their
A.S.K.
4.1-4.6 Presentation.
(S)
5.1-5.4
Observation
(F)
P.E.
(S)
1.1-
C.L.A.S.
1.14 Presentation Day
(S)
Presentation 2.1-2.9 Students will present their N/A
Day 6 N/A Chromebooks
Day 3.1-3.8 presentations in front of the
A.S.K.
4.1-4.6 class
(S)
5.1-5.4
Observation
(F)
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities
● General Outcome B
o Students will understand, experience, and appreciate the health benefits that result from physical
activity
● General Outcome C
o Students will positively work together and/or with each other with specific activities
● General Outcome D
o Students will assume responsibility to lead an active way of life
● General Outcome 1
o Students will assess the impact of mental fitness on performance and motivation
● General Outcome 2
o Students will analyze how activation levels affect sport performance
● General Outcome 3
o Students will explain basic performance planning strategies used to enhance concentration,
readiness, distraction control, consistency in performance
● General Outcome 4
o Students will apply basic mental training strategies to enhance sport performance
● General Outcome 5
o Students will demonstrate basic competencies
● General Outcome 6
o Students will make personal connections to the cluster content and processes to inform possible
pathway choices
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students assess the impact of mental
fitness on optimal sport, artistic and/or
academic performance and motivation.
● Students examine and demonstrate
strategies to strengthen mental fitness,
including relaxation, visualization and
positive self-talk
Specific Outcomes (in full):
Students will be able to…
● A10-1: apply and refine locomotor skills
and concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● A10-3: apply and refine nonlocomotor
skills and concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● B10-2: demonstrate, monitor, analyze
and reflect upon ways to achieve a
personal functional level of physical
fitness
● B10-3: plan, assess and maintain
personal fitness, using the principles of
training: frequency, intensity, duration
● C10-1: communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation in
physical activity
● C10-3: demonstrate etiquette and fair
play.
● C10-4: describe, apply, and practice
leadership and followership skills
related to physical activity
● C10-5: recommend practices that
contribute to teamwork.
● C10-6: identify and demonstrate positive
behaviours that show respect for self and
others.
● D10-1: participate regularly in, and
identify, and describe the benefits of, an
active lifestyle
● D10-3: select and apply rules, routines
and procedures for safety in a variety of
activities
Prior understanding…
● A9-1: apply and refine locomotor skills and concepts
to a variety of activities with increased control to
improve personal performance
● A9-3: apply and refine nonlocomotor skills and
concepts to a variety of activities with increased
control to improve personal performance
● B9-2: demonstrate, monitor and analyze ways to
achieve a personal functional level of physical fitness
● B9-3: design and implement a personal fitness and
activity plan, using the principles of training:
frequency intensity, duration
● C9-1: communicated thoughts and feelings in an
appropriate respectful manner as they relate to
participation in physical activity
● C9-3: demonstrated etiquette and fair play
● C9-5: developed and applied practices that contribute
to teamwork
● C9-6: identified and demonstrated positive
behaviours that show respect for self and others
● D9-1: demonstrated a commitment to an active
lifestyle through participation in and out of class
● D9-3: selected and applied the rules, routines and
procedures for safety in a variety of activities in all
dimensions
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● A20-1: Analyze, evaluate and modify
performance of locomotor skills and concepts—
effort, space and relationships—to perform and
create a variety of activities to improve personal
performance
● 1.1 define mental fitness in the context ● A20-3: Analyze, evaluate and modify
of sport or other performance domains performance of non locomotor skills and concepts
—effort, space and relationships—to perform and
● 1.2 define ideal performance state (IPS)
create a variety of activities to improve personal
● 1.3 describe personal examples of an performance
ideal performance state and a ● B20-2: Add to the variety of ways for achieving a
performance state that is not ideal personal functional fitness level
● 1.4 describe the benefits of mental ● B20-3: Plan, assess, and maintain personal
fitness related to sport, artistic and/or fitness, using the principles of training,:
academic performance progression, overload, and specificity
● 1.5 describe the principles of motivation ● C20-1: communicate thoughts and feelings in an
● 1.6 differentiate between intrinsic and appropriate respectful manner as they relate to
participation in physical activity
extrinsic factors affecting motivation
● C20-3: demonstrate etiquette and fair play.
● 1.7 summarize strategies to enhance
motivation, including strategies to ● C20-4: describe, apply, and practice leadership
manage various barriers to motivation and followership skills related to physical activity
● 1.8 summarize effective goal-setting ● C20-5: recommend practices that contribute to
strategies, including: teamwork.
o 1.8.1 goal focus (process,
performance or outcome based) ● C20-6: identify and demonstrate positive
o 1.8.2 goal specificity (general behaviours that show respect for self and others.
versus specific) ● D20-1: participate regularly in, and identify, and
o 1.8.3 goal difficulty
describe the benefits of, an active lifestyle
o 1.8.4 goal valence (positive
goals) ● D20-3: select and apply rules, routines and
o 1.8.5 goal proximity (short term procedures for safety in a variety of activities
versus long term)
o 1.8.6 goal venue (training versus
competition)
o 1.8.7 goal collectivity (individual
goals versus team goals and how
they work together)
o 1.8.8 goals that are written
according to the SMART
(specific, measureable,
achievable, realistic, timely)
principle
● 1.9 summarize how goal-setting is used
to increase motivation and enhance self-
confidence
● 1.10 assess personal mental fitness by:
 o 1.10.1 using subjective
assessment tools and strategies
o 1.10.2 reflecting on the
relationship between recent
performances and mental fitness
● 1.11 assess personal sources of
motivation, including intrinsic and
extrinsic factors
● 1.12 assess personal goal-setting
strategies related to sport, artistic and/or
academic performance
● 2.1 define terms, including:
o 2.1.1 activation level
o 2.1.2 sport readiness
o 2.1.3 anxiety
o 2.1.4 energy management
● 2.2 summarize common responses to
performance pressure and stressful
events, including:
o 2.2.1 physiological responses
o 2.2.2 emotional responses
o 2.2.3 behavioural responses
o 2.2.4 cognitive responses
● 2.3 explain the impact of stressful events
on the ideal performance state of an
athlete
● 2.4 lead a basic relaxation strategy to
manage activation state and energy
levels, such as breathing exercises,
progressive muscle relaxation,
grounding techniques and centering
strategies
● 2.5 demonstrate basic activation skills to
manage activation state and energy
level, such as the use of music, physical
stimulation, social interaction and
imagery
● 3.1 describe the impact of concentration
and focus on performance
● 3.2 describe the principles of attentional
control, such as those developed by
 Neideffer
● 3.3 describe a variety of concentration
and focusing techniques for optimal
performance, such as attentional control
strategies, cue words and imagery
● 3.4 identify distractions and
interferences to the optimal performance
of an athlete or performer
● 3.5 outline performance planning
strategies to maximize optimal
performance for an athlete, including:
o 3.5.1 pre-competition plans
o 3.5.2 focus plans
o 3.5.3 distraction control plans
● 4.1 differentiate between positive and
negative self-talk
● 4.2 assess the impact of positive self-talk
on thoughts, feelings, behaviours and
performance
● 4.3 assess the impact of negative self-
talk on thoughts, feelings, behaviours
and performance
● 4.4 explain strategies to improve self-
talk
● 4.5 describe principles of effective
visualization and imagery technique
strategies, such as:
o 4.5.1 using all of the senses to
enhance the imagery experience
o 4.5.2 perspective (internal versus
external)
o 4.5.3 principle of controllability
o 4.5.4 principle of vividness
● 4.6 apply basic skills for using
visualization and imagery, including:
o 4.6.1 describing a situation in
which a performer would use the
strategy
o 4.6.2 demonstrating how to use
the strategy
o 4.6.3 describing how the strategy
 can help manage energy and
enhance focus and confidence
● 4.7 assess the impact of visualization on:
o 4.7.1 performance
o 4.7.2 skill correction and
development
o 4.7.3 concentration and the
ability to focus on task
o 4.7.4 confidence and belief in the
ability to achieve goals
● 5.1 demonstrate fundamental skills to:
o 5.1.1 communicate
o 5.1.2 manage information
o 5.1.3 use numbers
o 5.1.4 think and solve problem
● 5.2 demonstrate personal management
skills to:
o 5.2.1 demonstrate positive
attitudes and behaviours
o 5.2.2 be responsible
o 5.2.3 be adaptable
o 5.2.4 learn continuously
o 5.2.5 work safely
● 5.3 demonstrate teamwork skills to:
o 5.3.1 work with others
o 5.3.2 participate in projects and
tasks
● 6.1 complete/update a personal
inventory; e.g., interests, values, beliefs,
resources, prior learning and experiences
● 6.2 create a connection between a
personal inventory and occupational
choices

Le Stage 2: Assessments
arn Title Observ Applica Coopera Particip Notes Major Self
ing ation tion, tion, ation Assignm Evaluati
Ou Skills, Leaders and ent on
tco and hip, Effort
me Knowle Attitude (P.E.)
s dge , and
(A.S.K.) Sportsm
 anship
(C.L.A.S
.)
Type
Formati Summa Summat Summat Summat Summat Summat
(Formative/Su
ve tive ive ive ive ive ive
mmative)
Weighting N/A 20% 20% 20% 10% 20% 10%
A10-1: apply and
refine locomotor
skills and concepts—
effort, space and
relationships—to
x x x x
perform and create a
variety of activities to
improve personal
performance

A10-3: apply and

refine nonlocomotor
skills and concepts—
effort, space and
relationships—to x x x x
perform and create a
variety of activities to
improve personal
performance
B10-2: demonstrate,
monitor, analyze and
reflect upon ways to
x x x x
achieve a personal
functional level of
physical fitness
B10-3: plan, assess
and maintain
personal fitness,
using the principles x x x x
of training:
frequency, intensity,
duration
C10-1: communicate
thoughts and feelings
in an appropriate
respectful manner as x x x
they relate to
participation in
physical activity
C10-3: demonstrate
etiquette and fair x x x
play.
C10-4: describe,
apply, and practice
leadership and
x x x
followership skills
related to physical
activity
C10-5: recommend
practices that
x x x
contribute to
teamwork.
C10-6: identify and
demonstrate positive
behaviours that show x x x
respect for self and
others.
D10-1: participate
regularly in, and
identify, and describe x x x x x x
the benefits of, an
active lifestyle
D10-3: select and
apply rules, routines
and procedures for x x x x x x
safety in a variety of
activities

1.1 define mental

fitness in the context
x x x
of sport or other
performance domains

1.2 define ideal

performance state x x x
(IPS)

1.3 describe personal

examples of an ideal
performance state x x x
and a performance
state that is not ideal

1.4 describe the

benefits of mental x x x
fitness related to
sport, artistic and/or
academic
performance

1.5 describe the

principles of x x x
motivation

1.6 differentiate
between intrinsic and
x x x
extrinsic factors
affecting motivation

1.7 summarize
strategies to enhance
motivation, including
x x x
strategies to manage
various barriers to
motivation

x x x
1.8 summarize
effective goal-setting
strategies, including:
o 1.8.1
goal
focus
(proce
ss,
perfor
mance
or
outco
me
based)
o 1.8.2
goal
specifi
city
(gener
al
versus
specifi
c)
o 1.8.3
goal
 difficu
lty
o 1.8.4
goal
valenc
e
(positi
ve
goals)
o 1.8.5
goal
proxi
mity
(short
term
versus
long
term)
o 1.8.6
goal
venue
(traini
ng
versus
compe
tition)
o 1.8.7
goal
collect
ivity
(indivi
dual
goals
versus
team
goals
and
how
they
work
togeth
er)
o 1.8.8
goals
that
are
writte
 n
accord
ing to
the
SMA
RT
(specif
ic,
measu
reable,
achiev
able,
realisti
c,
timely
)
princi
ple

1.9 summarize how

goal-setting is used to
increase motivation x x x
and enhance self-
confidence

x x x x
1.10 assess personal
mental fitness by:
o 1.10.1
using
subjec
tive
assess
ment
tools
and
strateg
ies
o 1.10.2
reflect
ing on
the
relatio
nship
betwe
en
recent
 perfor
mance
s and
mental
fitness

1.11 assess personal

sources of
motivation, including x x x x
intrinsic and extrinsic
factors

1.12 assess personal

goal-setting strategies
related to sport,
x x x x
artistic and/or
academic
performance

2.1 define terms,

including:
o 2.1.1
activat
ion
level
o 2.1.2
sport
readin x x x
ess
o 2.1.3
anxiet
y
o 2.1.4
energy
manag
ement

x x x x
2.2 summarize
common responses to
performance pressure
and stressful events,
including:
o 2.2.1
physio
logical
 respon
ses
o 2.2.2
emoti
onal
respon
ses
o 2.2.3
behavi
oural
respon
ses
o 2.2.4
cognit
ive
respon
ses

2.3 explain the

impact of stressful
events on the ideal x x x x
performance state of
an athlete

2.4 lead a basic

relaxation strategy to
manage activation
state and energy
levels, such as
x x x
breathing exercises,
progressive muscle
relaxation, grounding
techniques and
centering strategies

2.5 demonstrate basic

activation skills to
manage activation
state and energy
level, such as the use x x x x
of music, physical
stimulation, social
interaction and
imagery

x x x
3.1 describe the
impact of
concentration and
focus on performance

3.2 describe the

principles of
attentional control,
x x x
such as those
developed by
Neideffer

3.3 describe a variety

of concentration and
focusing techniques
for optimal
x x x
performance, such as
attentional control
strategies, cue words
and imagery

3.4 identify
distractions and
interferences to the
x x x x
optimal performance
of an athlete or
performer

x x x x
3.5 outline
performance
planning strategies to
maximize optimal
performance for an
athlete, including:
o 3.5.1
pre-
compe
tition
plans
o 3.5.2
focus
plans
o 3.5.3
distrac
tion
 contro
l plans

4.1 differentiate
between positive and x x x x
negative self-talk

4.2 assess the impact

of positive self-talk
on thoughts, feelings, x x x x
behaviours and
performance

4.3 assess the impact

of negative self-talk
on thoughts, feelings, x x x x
behaviours and
performance

4.4 explain strategies

x x x x
to improve self-talk

x x x x
4.5 describe
principles of
effective
visualization and
imagery technique
strategies, such as:
o 4.5.1
using
all of
the
senses
to
enhan
ce the
image
ry
experi
ence
o 4.5.2
perspe
ctive
(intern
al
 versus
extern
al)
o 4.5.3
princi
ple of
contro
llabilit
y
o 4.5.4
princi
ple of
vividn
ess

x x x x
4.6 apply basic skills
for using
visualization and
imagery, including:
o 4.6.1
descri
bing a
situati
on in
which
a
perfor
mer
would
use
the
strateg
y
o 4.6.2
demon
stratin
g how
to use
the
strateg
y
o 4.6.3
descri
bing
how
the
 strateg
y can
help
manag
e
energy
and
enhan
ce
focus
and
confid
ence

x x x x
4.7 assess the impact
of visualization on:
o 4.7.1
perfor
mance
o 4.7.2
skill
correc
tion
and
develo
pment
o 4.7.3
conce
ntratio
n and
the
ability
to
focus
on
task
o 4.7.4
confid
ence
and
belief
in the
ability
to
achiev
e
 goals

5.1 demonstrate
fundamental skills to:
o 5.1.1
comm
unicat
e
o 5.1.2
manag
e
inform
ation x x x x
o 5.1.3
use
numbe
rs
o 5.1.4
think
and
solve
proble
m

x x x x
5.2 demonstrate
personal management
skills to:
o 5.2.1
demon
strate
positiv
e
attitud
es and
behavi
ours
o 5.2.2
be
respon
sible
o 5.2.3
be
adapta
ble
o 5.2.4
 learn
contin
uously
o 5.2.5
work
safely

5.3 demonstrate
teamwork skills to:
o 5.3.1
work
with
others x x x
o 5.3.2
partici
pate in
projec
ts and
tasks

6.1 complete/update
a personal inventory;
e.g., interests, values,
x x x x
beliefs, resources,
prior learning and
experiences

6.2 create a
connection between a
personal inventory x x x x
and occupational
choices

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning

To see how students perform and apply the skills

Observation and knowledge that they have acquired throughout x x
the whole class
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
Students will be assigned one major assignment in
Major each module. An assessment rubric will be
Assignment provided for each assignment. Class time will be
provided for all assignments.
Students will be required to complete a notes
handout for each module which will cover the in
Notes class theory portion completed on Fridays. This
will be handed in at the end of the module and
graded as a pass/fail completion mark.
Students will complete an online self-assessment
at the end of each module (3 self-assessments
Self Assessment total). Self-assessments will be the students’
reflection of her active performance as well as
classroom behaviour.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
participation
 ● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active

1 2
P.E. ● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
● Complains about
participating in learning
activities
● Rarely in class or on time not
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
3 4
● Willingly participates to ● Participates to best of ability at
best of ability most of the all times
time
● 100% effort given for all
● Effort occasionally falls activities in class
below 100% for activities
● Shows signs of effort (sweat,
in class
heavy breathing)
● Shows signs of effort
● Is always excited to participate
(sweat, heavy breathing)
in all learning activities
● Is often excited to
● Always in class, on time and
participate in all learning
ready to participate

ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
● Doesn’t know the rules or
doesn’t play by the rules
● Rarely displays the basic
skills and strategies for the
activity
A.S.K. ● Makes little attempt to
improve and apply skills and
strategies relevant to activity
● Doesn’t understand the
importance of physical
activity and all the benefits
that result from being active
activities
● Not often in class or on time
● In class on time ready to
rarely ready to participate ● Looks for any chance to get
participate
● Only gets involved in game involved in game play
● Gets involved in game play
play when the ball is near
most times
● More of an individual than a
● Works well with others ● Assists with equipment set up
team player
and take down
● Only shows enthusiasm ● Frequently helps with the
● Great role model who takes the
when pushed by teacher equipment in class
initiative
● Rarely if ever takes on a ● Sometimes takes on a
leadership role leadership role ● Always genuinely enthusiastic,
supportive and positive
● Can be hard on others in ● Displays good
● Exemplifies sportsmanship in
the class or little sportsmanship in most
sportsmanship activities all activities
● Only helps with equipment ● Has good enthusiasm ● Looks for opportunities to get
when continually asked most of the time everyone involved
● Sometimes absent, late or ● At times helps get other ● Tries new activities with
not changed properly for students involved in class enthusiasm
class
● Knows and plays by the
rules at all times
● Makes genuine attempts to
improve and apply skills
and strategies relevant to
activity
● Displays the basic skills
and strategies for the
activity
● Understands the
importance of physical
activity and all the benefits
that result from being active